Mathematics Success Grade 6
|
|
- Amice Harrison
- 5 years ago
- Views:
Transcription
1 T632 Mathematics Success Grade 6 [OBJECTIVE] The students will draw polygons in the coordinate plane given the coordinates for the vertices and use the coordinates to find the length of the sides in mathematical and real-world problems. [PREREQUISITE SKILLS] Plotting points, absolute value [MATERIALS] Student pages S329 S342 [ESSENTIAL QUESTIONS] 1. When plotting points on the coordinate plane, what type of line is created when the x-coordinates are the same? Explain your answer. 2. Describe what type of line is created when the y-coordinates are the same for two points on the coordinate plane. Explain your answer. 3. Explain how to find the length of the side of a rectangle that is plotted within one quadrant. Explain how to find the length of the side of a rectangle that has the two vertices in two different quadrants. [WORDS FOR WORD WALL] quadrants, coordinate plane, absolute value, x-coordinate, y-coordinate, area, perimeter [GROUPING] Cooperative Pairs (CP), Whole Group (WG), Individual (I) *For Cooperative Pairs (CP) activities, assign the roles of Partner A and Partner B to students. This allows each student to be responsible for designated tasks within the lesson. [LEVELS OF TEACHER SUPPORT] Modeling (M), Guided Practice (GP), Independent Practice (IP) [MULTIPLE REPRESENTATIONS] SOLVE, Verbal Description, Pictorial Representation, Concrete Representation, Graphic Organizer [WARM-UP] (IP, WG,) S329 (Answers on T640.) Have students turn to S329 in their books to begin the Warm-Up. Students will be plotting ordered pairs containing rational numbers. Have students complete the activity and then review the answers as a whole group. {Verbal Description} [HOMEWORK] Take time to go over the homework from the previous night. [LESSON] [1 2 days (1 day = 80 minutes) - (M, GP, WG, CP, IP)]
2 Mathematics Success Grade 6 T633 SOLVE Problem Coordinate Plane Review Step 1: Direct students to the coordinate plane on S331. (WG, CP, IP) S330 (Answers on T641.) Have students turn to S330 in their books. The first problem is a SOLVE problem. You are only going to complete the S step with students at this point. Tell students that during the lesson they will learn how to draw polygons in the coordinate plane given the coordinates for the vertices and use the coordinates to find the length of the sides. They will use this knowledge to complete this SOLVE problem at the end of the lesson. {SOLVE, Graphic Organizer, Verbal Description} Coordinate Plane Review (M, GP, CP, WG, IP) S330 (Answers on T641.) M, WG, CP, WG: Have students turn to S330 in their books. Use the following activity to review the coordinate plane and plotting points. Make sure students know their designation as Partner A or Partner B. {Pictorial Representation, Graphic Organizer, Verbal Description} Have student pairs complete Questions 1 5 and then discuss the answers as a whole group. This is a review of the coordinate plane. Partner A, identify the direction of the x-axis on the coordinate plane. (horizontal axis) Partner B, identify the direction of the y-axis on the coordinate plane. (vertical axis) Partner A, what is another name for the coordinate point (0, 0)? (the origin) Partner B, the number values on the x-axis and the y-axis are called the (scale). Review the placement of the points on the coordinate plane for the next activity. Plotting Missing Points (M, GP, CP, WG) S331, S332, S333 (Answers on T642, T643, T644.) M, WG, CP, WG: Have students turn to S331 in their books. Use the following activity to work with students on plotting missing points. Make sure students know their designation as Partner A or Partner B. {Pictorial Representation, Graphic Organizer, Verbal Description}
3 T634 Mathematics Success Grade 6 Step 1: Have students look at Question 1. Have students plot and label the coordinate points for Question 1. Have students connect the four points. Partner A, what shape is formed by the coordinates? (rectangle) Step 2: Have students look at Point A and Point B and identify the x-coordinate. Partner B, what do you notice about the x-coordinates of the two points? (The x-coordinates are the same.) Have students locate Point A and Point B on the coordinate plane. Partner A, what do you notice about the points and their location on the coordinate plane? (They are on the same vertical line.) Have student locate Point D and Point C on the coordinate plane. Partner B, what do you notice about the points and their location on the coordinate plane? (They are on the same vertical line.) Have student pairs discuss the conclusion section below Question 6. Partner A, when two points lie on the same vertical line, the (x-coordinates) are the same. Partner B, when two points have the same x-coordinate, they will lie on the same (vertical) line. Step 3: Have students look at Point A and Point D and identify the y-coordinate. Partner A, what do you notice about the y-coordinates of the two points? (The y-coordinates are the same.) Have students locate Point A and Point D on the coordinate plane. Partner B, what do you notice about the points and their location on the coordinate plane? (They are on the same horizontal line.) Have student locate Point B and Point C on the coordinate plane. Partner A, what do you notice about the points and their location on the coordinate plane? (They are on the same horizontal line.) Have student pairs discuss the conclusion section below Question 10. Partner B, when two points lie on the same horizontal line, the (y-coordinates) are the same. Partner A, when two points have the same y-coordinate, they will lie on the same (horizontal) line.
4 Mathematics Success Grade 6 T635 Step 4: Have students turn to page S332 and plot the point for K, L and M. These three points are vertices of a rectangle. The question is, how can we determine the coordinates of the fourth vertex? Have students look at Point K and Point L. They form one vertical side of the rectangle. Partner B, what do we know about the x-coordinates of those two points? (The x-coordinates are the same.) Point M and Point N form the other vertical side of the rectangle. Partner A, what must be true about the x-coordinates of those two points? (The x-coordinates must be the same.) Partner B, what is the x-coordinate of Point M? (5) Partner A, what will the x-coordinate of Point N be? (5) Partner B, explain the answer. (Point M and Point N are both on the same vertical line.) Step5: Have students look at Point L and Point M. They form one horizontal side of the rectangle. Partner A, what do we know about the y-coordinates of those two points? (The y-coordinates are the same.) Point K and Point N form the other horizontal side of the rectangle. Partner B, what must be true about the y-coordinates of those two points? (The y-coordinates must be the same.) Partner B, what is the y-coordinate of Point K? (-3) Partner A, what will the y-coordinate of Point N be? (-3) Partner B, explain the answer. (Point K and Point N are both on the same horizontal line.) Partner A, what are the coordinates of Point N? (5, -3) Have students plot Point N to complete the rectangle. IP, CP, WG: Have pairs complete Questions 1 8 in the chart on page S333. They will use the coordinate plane to plot points and answer questions for one figure in Quadrant I and a second figure that has points in each of the Quadrants. {Verbal Description, Pictorial Representation, Graphic Organizer}
5 T636 Mathematics Success Grade 6 Using Length to Find Missing Coordinates When the Figure in One Quadrant (M, GP, CP, WG, IP) S334, S335 (Answers on T645, T646.) M, WG, CP, WG: Have students turn to S334 in their books. Use the following activity to explore finding missing coordinates using length when the figure is in one quadrant. Make sure students know their designation as Partner A or Partner B. {Pictorial Representation, Graphic Organizer, Verbal Description} Using Length to Find Missing Coordinates When the Figure Is in One Quadrant Step 1: Direct students to the coordinate plane on S335. We can also use the length of the known sides of the rectangle to determine the missing vertex of a figure on the coordinate plane. Partner A, what information do we know about the coordinate of the three given vertices? [Point A: (1, 1) Point B: (1, 5) Point C: (4, 5)] Have partners discuss Questions 2 and 3. Partner B, how can we determine the length of the horizontal side of the rectangle? (We can count the units between Point B and Point C.) Partner A, how many units can we count between Point B and Point C? (3 units) Step 2: Tell students there is another way to measure the distance instead of counting the units. *Teacher Note: It may be helpful here to show two points on a horizontal number line and have students discuss strategies for determining the distance between the two numbers. The students should see that they can find the difference between the two values. Partner B, how can we measure the distance without counting units? (We can determine the difference between the x-coordinates.) Partner A, why are we finding the difference between the x-coordinates? (Because they have the same y-coordinate.) Partner B, what is the length of the horizontal side BC? (3 units) Partner A, explain how you found your answer. (4 is the x-value for Point C and 1 is the x-value for Point B. We subtract the two values for a difference of 3.) Step 3: What is the length of side AD? (3 units) Partner B, what is the x-coordinate of Point D? (4)
6 Mathematics Success Grade 6 T637 Partner A, explain your answer. (AD must be the same length as BC.) Step 4: Have students turn to page S335. Students will work with a partner to answer Questions 1 8. If they need help with the process, they can go back to the questions on S334. After students complete Questions 1 8 review the answers as a whole group. Conclusion: When the coordinates of a figure are all in one quadrant, you can use (subtraction) to find the length of the sides. () Using Length to Find Missing Coordinates When the Coordinates Are in Different Quadrants (M, GP, CP, WG, IP) S336, S337 (Answers on T647, T648.) M, WG, CP, WG: Have students turn to S336 in their books. Use the following activity to explore finding missing coordinates using length when the coordinates of the figure are in different quadrants. Make sure students know their designation as Partner A or Partner B. {Pictorial Representation, Graphic Organizer, Verbal Description} Using Length to Find Missing Coordinates When the Coordinates Are in Different Quadrants Step 1: Direct students to the coordinate plane on S336. Partner A, what information do we know about the coordinates of the three given vertices? [Point K: ( - 2, - 3) Point L: ( - 2, 2) Point M: (5, 2)] Have partners discuss Questions 2 and 3. Partner B, how can we determine the length of the horizontal side of the rectangle? (We can count the units between Point L and Point M.) Partner A, how many units can we count between Point L and Point M? (7 units) Step 2: Tell students there is another way to measure the distance instead of counting the units. Partner B, how did we determine the distance between the two points on the same horizontal line when they were in the same Quadrant? (We used subtraction.) Partner A, will the same strategy work when the points are in different quadrants? (No) Partner B, explain your answer. (Length cannot be a negative value.) Have students draw an arrow from Point L to zero and from Point M to zero. Partner A, how many units from Point L to zero? (2 units) Partner B, how many units from Point M to zero? (5 units)
7 T638 Mathematics Success Grade 6 What is the total distance from Point L to Point M or the length of LM? (7 units) Explain your answer. (We can represent the distance to the left of the origin as - 2 which is 2. Distance cannot be a negative value. We add the two values together for a length or distance of 7 units = = 7) Step 3: Have students turn to page S337. They will answer Questions with a partner following the same procedure as on page S336. If they have questions they can refer back to page S336. After students have completed the questions, review the answer as a whole group. Remind students that distance cannot be a negative value. Conclusion: When the coordinates of a figure are in different quadrants, you can use (addition with the absolute value of each distance from zero) to find the length of the sides. What are the coordinates of Point N? (5, - 3) Area and Perimeter of Figures on the Coordinate Plane S338, S339 (Answers on T649, T650.) Area and Perimeter of Figures on the Coordinate Plane (M, GP, CP, WG, IP) M, WG, CP, WG: Have students turn to S338 in their books. Use the following activity to explore area and perimeter of figures in the coordinate plane. Make sure students know their designation as Partner A or Partner B. {Pictorial Representation, Graphic Organizer, Verbal Description} Step 1: Direct students to the coordinate plane on S338. Partner A, what is the horizontal length of the Rectangle KLMN? (7 units) Partner B, explain your answer. (We counted the distance between Point K and Point N or Point L and Point M or we used addition of the absolute value from = = 7) Partner A, what is the vertical length of the Rectangle KLMN? (5 units) Partner B, explain your answer. (We counted the distance between Point K and Point L or Points N and Point M or used addition of the absolute value from = = 5 ) Partner A, what is the perimeter of the rectangle: (24 units) Partner B, explain your answer. (We added the length of the four sides together.) Partner A, what is the area of the rectangle? (35 units squared) Partner B, explain the answer. (We used the formula for the area of a rectangle and multiplied the length times the width. 7 5 = 35 units squared.)
8
Mathematics Success Grade 8
T538 Mathematics Success Grade 8 [OBJECTIVE] The student will compare functions represented algebraically, graphically, with verbal descriptions or in tables and identify functions as linear or non-linear.
More informationMathematics Success Grade 8
Mathematics Success Grade 8 T821 [OJETIVE] The student will apply the Pythagorean Theorem to find the distance between two points in a coordinate system. [PREREQUISITE SKILLS] Pythagorean Theorem squares
More informationMath 6 Extended Prince William County Schools Pacing Guide (Crosswalk)
Math 6 Extended Prince William County Schools Pacing Guide 2017-2018 (Crosswalk) Teacher focus groups have assigned a given number of days to each unit based on their experiences and knowledge of the curriculum.
More informationNew Paltz Central School District Mathematics Third Grade
September - Unit 1: Place Value and Numeration/Addition and Use hundred charts and number lines. Place Value October Subtraction Read and write numbers to 1,000. Pre- What is place value? Order numbers
More informationUnit 6 Quadratic Relations of the Form y = ax 2 + bx + c
Unit 6 Quadratic Relations of the Form y = ax 2 + bx + c Lesson Outline BIG PICTURE Students will: manipulate algebraic expressions, as needed to understand quadratic relations; identify characteristics
More informationShenandoah University. (PowerPoint) LESSON PLAN *
Shenandoah University (PowerPoint) LESSON PLAN * NAME DATE 10/28/04 TIME REQUIRED 90 minutes SUBJECT Algebra I GRADE 6-9 OBJECTIVES AND PURPOSE (for each objective, show connection to SOL for your subject
More informationInteger Division. Student Probe
Student Probe What is 24 3? Answer: 8 Integer Division Lesson Description This lesson is intended to help students develop an understanding of division of integers. The lesson focuses on using the array
More informationDividing Polynomials
3-3 3-3 Dividing Polynomials Warm Up Lesson Presentation Lesson Quiz Algebra 2 Warm Up Divide using long division. 1. 161 7 2. 12.18 2.1 23 5.8 Divide. 3. 4. 6x + 15y 3 7a 2 ab a 2x + 5y 7a b Objective
More informationObjective: Recognize halves within a circular clock face and tell time to the half hour.
Lesson 13 1 5 Lesson 13 Objective: Recognize halves within a circular clock face and tell time to the half Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief
More informationLooking Ahead to Chapter 10
Looking Ahead to Chapter Focus In Chapter, you will learn about polynomials, including how to add, subtract, multiply, and divide polynomials. You will also learn about polynomial and rational functions.
More informationGRADE 6 Projections Masters
TEKSING TOWARD STAAR MATHEMATICS GRADE 6 Projections Masters Six Weeks 1 Lesson 1 STAAR Category 1 Grade 6 Mathematics TEKS 6.2A/6.2B Understanding Rational Numbers A group of items or numbers is called
More informationAdlai E. Stevenson High School Course Description
Adlai E. Stevenson High School Course Description Division: Course Number: Course Title: Special Education/Mathematics MTH0N1/MTH0N2 Instructional Algebra Enriched Course Description: Algebra Enriched
More informationPre-Algebra (6/7) Pacing Guide
Pre-Algebra (6/7) Pacing Guide Vision Statement Imagine a classroom, a school, or a school district where all students have access to high-quality, engaging mathematics instruction. There are ambitious
More informationURSULINE ACADEMY Curriculum Guide
URSULINE ACADEMY 2018-2019 Curriculum Guide MATHEMATICS MT 510 MATHEMATICAL STRATEGIES Description: This course is designed to improve the students understanding of algebraic concepts MT 511 ALGEBRA I
More informationLesson 3: Advanced Factoring Strategies for Quadratic Expressions
Advanced Factoring Strategies for Quadratic Expressions Student Outcomes Students develop strategies for factoring quadratic expressions that are not easily factorable, making use of the structure of the
More informationLESSON OBJECTIVES NCTM MATH STANDARDS: GRADES 6 8 NCTM
NCTM Number and Operations Standard; Hands On Equations(R) Learning System: Algebra; Problem Solving; Communication; Level I Representation Lesson 1 Students will use a symbol to represent an unknown.
More information2. Use the relationship between the probability of an event and and the probability of its complement.
ACT NON NEGOTIABLE STANDARDS- TO BE TAUGHT: 1. Solve one-step equations having integer or decimal answers 2. Use the relationship between the probability of an event and and the probability of its complement.
More informationIn this lesson, students model filling a rectangular
NATIONAL MATH + SCIENCE INITIATIVE Mathematics Fill It Up, Please Part III Level Algebra or Math at the end of a unit on linear functions Geometry or Math as part of a unit on volume to spiral concepts
More informationIntro Activity 1.1 Translate verbal expressions into algebraic expressions with three or fewer terms
First Quarter ** NOTE: Include SOL review throughout each quarter. Stress application problems throughout the year. A good resource for fractions is on pp. 914-915. Review of prerequisite skills can be
More informationMathematics Department. Summer Course Work. Algebra I
Bergenfield High School Bergenfield, New Jersey Mathematics Department Summer Course Work in preparation for Algebra I Completion of this summer work is required on the first day of the 2016-2017 school
More informationTopic: Solving systems of equations with linear and quadratic inequalities
Subject & Grade: Mathematics, 9 th Grade Topic: Solving systems of equations with linear and quadratic inequalities Aim: How would you find the solution set of a linear and quadratic inequality? Materials:.
More informationAlgebra 1 Prince William County Schools Pacing Guide (Crosswalk)
Algebra 1 Prince William County Schools Pacing Guide 2017-2018 (Crosswalk) Teacher focus groups have assigned a given number of days to each unit based on their experiences and knowledge of the curriculum.
More informationName Period Date MATHLINKS GRADE 8 STUDENT PACKET 5 EXPRESSIONS AND EQUATIONS 2
Name Period Date 8-5 STUDENT PACKET MATHLINKS GRADE 8 STUDENT PACKET 5 EXPRESSIONS AND EQUATIONS 2 5.1 Cups and Counters Expressions Use variables in expressions. Use the distributive property. Use the
More informationVirginia Unit-Specific Learning Pathways. Grades 6-Algebra I: Standards of Learning
BUI L T F O VIR R G INIA 2014 2015 Virginia -Specific Learning Pathways Grades 6-Algebra I: Standards of Learning Table of Contents Grade 6...3 Grade 7...6 Grade 8...9 Algebra I... 11 Grade 6 Virginia
More information7.2 Multiplying Polynomials
Locker LESSON 7. Multiplying Polynomials Teas Math Standards The student is epected to: A.7.B Add, subtract, and multiply polynomials. Mathematical Processes A.1.E Create and use representations to organize,
More informationGranite School District Parent Guides Utah Core State Standards for Mathematics Grades K-6
Granite School District Parent Guides Grades K-6 GSD Parents Guide for Kindergarten The addresses Standards for Mathematical Practice and Standards for Mathematical Content. The standards stress not only
More informationObjective: Construct a paper clock by partitioning a circle into halves and quarters, and tell time to the half hour or quarter hour.
Lesson 13 Objective: Suggested Lesson Structure Fluency Practice Concept Development Student Debrief Total Time (10 minutes) (40 minutes) (10 minutes) (60 minutes) Fluency Practice (10 minutes) Rename
More informationGrade 3 Unit Standards ASSESSMENT #1
ASSESSMENT #1 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties
More informationUnit 5 Algebraic Investigations: Quadratics and More, Part 1
Accelerated Mathematics I Frameworks Student Edition Unit 5 Algebraic Investigations: Quadratics and More, Part 1 2 nd Edition March, 2011 Table of Contents INTRODUCTION:... 3 Notes on Tiling Pools Learning
More information6.2 Multiplying Polynomials
Locker LESSON 6. Multiplying Polynomials PAGE 7 BEGINS HERE Name Class Date 6. Multiplying Polynomials Essential Question: How do you multiply polynomials, and what type of epression is the result? Common
More informationTeacher: CORE Algebra Year: Essential Questions Content Skills Vocabulary Assessments
Teacher: CORE Algebra Year: 2010-11 Course: Algebra Month: All Months S e p t e m b e r THE LANGUAGE OF ALGEBRA AND REAL NUMBERS Essential Questions Content Skills Vocabulary Assessments Algebraic Properties
More informationM TH a2+b2. Works. Solving Algebraic Equations. =c 2. Time. Content. Objectives. Materials. Common Core State Standards. Teacher Notes.
M TH a2+b2 =c 2 Works Volume 15 Solving Algebraic Equations Developed by Kristin Ulrich Grades 5-8 Time 30-45 minutes. Content Solve algebraic equations with one variable using a balance scale model. TB24798T
More informationGRADE 7 MATH LEARNING GUIDE. Lesson 26: Solving Linear Equations and Inequalities in One Variable Using
GRADE 7 MATH LEARNING GUIDE Lesson 26: Solving Linear Equations and Inequalities in One Variable Using Guess and Check Time: 1 hour Prerequisite Concepts: Evaluation of algebraic expressions given values
More informationA Five Day Exploration of Polynomials Using Algebra Tiles and the TI-83 Plus Graphing Calculator
Page 1. A Five Day Exploration of Polynomials Using Algebra Tiles and the TI-83 Plus Graphing Calculator Pre- Algebra Grade Seven By: Cory Savard Page. Overall Unit Objectives Upon completion of this unit,
More informationLesson: Slope. Warm Up. Unit #2: Linear Equations. 2) If f(x) = 7x 5, find the value of the following: f( 2) f(3) f(0)
Warm Up 1) 2) If f(x) = 7x 5, find the value of the following: f( 2) f(3) f(0) Oct 15 10:21 AM Unit #2: Linear Equations Lesson: Slope Oct 15 10:05 AM 1 Students will be able to find the slope Oct 16 12:19
More informationArchdiocese of Washington Catholic Schools Academic Standards Mathematics
6 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - Number Sense Students compare and order positive and negative integers*, decimals, fractions, and mixed numbers. They find multiples*
More informationSeymour Public Schools Curriculum
Algebra II continues the study of functions. Students learn operations with functions and graphing of different types of functions. Students solve equations and perform operations with exponents, matrices
More informationArchdiocese of Washington Catholic Schools Academic Standards Mathematics
8 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - Number Sense Students know the properties of rational* and irrational* numbers expressed in a variety of forms. They understand and use
More informationStandards of Learning Content Review Notes. Grade 7 Mathematics 3 rd Nine Weeks,
Standards of Learning Content Review Notes Grade 7 Mathematics 3 rd Nine Weeks, 2016-2017 1 2 Content Review: Standards of Learning in Detail Grade 7 Mathematics: Third Nine Weeks 2016-2017 This resource
More information3) x -7 4) 3 < x. When multiplying or dividing by a NEGATIVE number, we SWITCH the inequality sign!
Name: Date: / / WARM UP 1) What is the difference between an inequality and an equation.? QUIZ DAY! 2) One must be at least 35 years old in order to be president of the United States. If x represents age,
More informationOHS Algebra 1 Summer Packet
OHS Algebra 1 Summer Packet Good Luck to: Date Started: (please print student name here) 8 th Grade Math Teacher s Name: Complete each of the following exercises in this formative assessment. To receive
More information3 rd Grade Remediation Guide
3 rd Grade Remediation Guide Focused remediation helps target the skills students need to more quickly access and practice on-grade level content. This chart is a reference guide for teachers to help them
More informationSt. Ann s Academy - Mathematics
St. Ann s Academy - Mathematics Students at St. Ann s Academy will be able to reason abstractly and quantitatively. Students will define, explain, and understand different types of word problems (simple
More informationWhat You ll Learn. or irrational. New Vocabulary perfect square, square root, irrational numbers, real numbers. Why Learn This?
-. Plan - Exploring Square Roots and Irrational Numbers Objective To find and estimate square roots and to classify numbers as rational or irrational Examples Finding Square Roots of Perfect Squares Estimating
More informationSouth Carolina Alternate Assessments Performance Level Descriptors. Mathematics. Revised: June 29, 2018
South Carolina Alternate Assessments Performance Level Descriptors Mathematics Revised: June 29, 2018 Contents Standards Reference Number Abbreviations... 1 Grade 3... 2 Grade 4... 6 Grade 5... 9 Grade
More informationIDAHO EXTENDED CONTENT STANDARDS MATHEMATICS
Standard 1: Number and Operation Goal 1.1: Understand and use numbers. K.M.1.1.1A 1.M.1.1.1A Recognize symbolic Indicate recognition of expressions as numbers various # s in environments K.M.1.1.2A Demonstrate
More informationMathematics Curricular Guide SEVENTH GRADE SCHOOL YEAR
Mathematics Curricular Guide SEVENTH GRADE 2013-2014 SCHOOL YEAR MATHEMATICS SCOPE & SEQUENCE Unit Title Dates Page 1. Ratios and Proportion... IBD... 4 2. Rational Numbers & Prime Factorization... IBD...
More informationUnit 4 Patterns and Algebra
Unit 4 Patterns and Algebra In this unit, students will solve equations with integer coefficients using a variety of methods, and apply their reasoning skills to find mistakes in solutions of these equations.
More information8 Mathematics Curriculum
New York State Common Core 8 Mathematics Curriculum G R A D E GRADE 8 MODULE 4 Table of Contents 1... 3 Topic A: Writing and Solving (8.EE.C.7)... 11 Lesson 1: Writing Equations Using Symbols... 13 Lesson
More informationHouston County School System Mathematics
Student Name: Teacher Name: Grade: 6th Unit #: 6 Unit Title: Rational Explorations Approximate Start Date of Unit: February 6 Approximate End Date (and Test Date) of Unit: March 16 I can identify an integer
More informationThis document has been made possible by funding from the GE Foundation Developing Futures grant, in partnership with Atlanta Public Schools.
Atlanta Public Schools Teacher s Curriculum Supplement Web-Edition Common Core Georgia Performance Standards Mathematics III Unit 2: Polynomial Functions of Higher Degree This document has been made possible
More informationRAVEN S CORE MATHEMATICS GRADE 9
RAVEN S CORE MATHEMATICS GRADE MODIFIED PROGRAM (Designed for the Western Provinces and the Territories) STUDENT GUIDE AND RESOURCE BOOK The Key to Student Success One of a series of publications by Raven
More informationStandards of Learning Content Review Notes. Grade 7 Mathematics 2 nd Nine Weeks,
Standards of Learning Content Review Notes Grade 7 Mathematics 2 nd Nine Weeks, 2018-2019 Revised October 2018 1 2 Content Review: Standards of Learning in Detail Grade 7 Mathematics: Second Nine Weeks
More informationNew York City Scope and Sequence for CMP3
New York City Scope and Sequence for CMP3 The following pages contain a high-level scope and sequence for Connected Mathematics 3 and incorporate the State s pre- and poststandards guidance (see http://www.p12.nysed.gov/assessment/math/
More informationRadnor Middle School Course Overview. Math Introduction to Algebra 1. Prerequisite: Pre-Algebra, Course 3 Grade: 8
Radnor Middle School Course Overview Math Introduction to Algebra 1 General Information Credits: N/A Length: Full Year Weighted: N/A Format: Meets Daily Prerequisite: Pre-Algebra, Course 3 Grade: 8 I.
More informationLesson 28: Another Computational Method of Solving a Linear System
Lesson 28: Another Computational Method of Solving a Linear System Student Outcomes Students learn the elimination method for solving a system of linear equations. Students use properties of rational numbers
More informationPENDING FINAL EDITORIAL REVIEW
Exercise 1 (5 minutes) Discuss the two-variable equation in Exercise 1 and the possible solutions represented as ordered pairs. Have students work independently, using their prior knowledge to verify which
More informationUnit 2: Functions and Patterns
For Teacher Use Packet Score: Name: Period: Algebra 1 Unit 2: Functions and Patterns Note Packet Date Topic/Assignment Page Due Date Score (For Teacher Use Only) Warm-Ups 2-A Intro to Functions 2-B Tile
More informationAdlai E. Stevenson High School Course Description
Adlai E. Stevenson High School Course Description Content Objectives: By the end of this course, students will be able to: Display & analyze data using appropriate statistical techniques. Identify functions.
More informationGrade 3. Grade 3 K 8 Standards 23
Grade 3 In grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing
More informationGrade Demonstrate mastery of the multiplication tables for numbers between 1 and 10 and of the corresponding division facts.
Unit 1 Number Theory 1 a B Find the prime factorization of numbers (Lesson 1.9) 5.1.6 Describe and identify prime and composite numbers. ISTEP+ T1 Pt 1 #11-14 1b BD Rename numbers written in exponential
More informationContent Area: MATHEMATICS Grade Level:
Ratios and Proportional Relationships Understand ratio concepts and use ratio reasoning to solve problems. 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship
More informationUNIT 5 QUADRATIC FUNCTIONS Lesson 2: Creating and Solving Quadratic Equations in One Variable Instruction
Prerequisite Skills This lesson requires the use of the following skills: simplifying radicals working with complex numbers Introduction You can determine how far a ladder will extend from the base of
More informationGrades Algebra 1. Polynomial Arithmetic Equations and Identities Quadratics. By Henri Picciotto. 395 Main Street Rowley, MA
Grades 7 10 ALGEBRA LAB GEAR Algebra 1 Polynomial Arithmetic Equations and Identities Quadratics Factoring Graphing Connections By Henri Picciotto 395 Main Street Rowley, MA 01969 www.didax.com Contents
More informationPolynomials and Factoring
Polynomials and Factoring Content Area: Mathematics Course(s): Generic District Course, Mathematics Time Period: Week 9 Length: 5 Weeks Status: Published Unit Overview In this unit, students will identify,
More informationCalifornia 3 rd Grade Standards / Excel Math Correlation by Lesson Number
California 3 rd Grade Standards / Lesson (Activity) L1 L2 L3 L4 L5 L6 L7 L8 Excel Math Lesson Objective Learning about the tens place and the ones place; adding and subtracting two-digit numbers; learning
More informationGRADE 8: ALGEBRA BASICS CURRICULUM FRAMEWORKS
NUMBER AND OPERATION (encompasses 6-8 MCA test items) Standard 1: Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts. (encompasses 6-8 MCA test
More informationAlgebra 1 Spencer Unit 4 Notes: Inequalities and Graphing Linear Equations. Unit Calendar
Algebra 1 Spencer Unit 4 Notes: Inequalities and Graphing Linear Equations Unit Calendar Date Topic Homework Nov 5 (A ) 6.1 Solving Linear Inequalities +/- 6.2 Solving Linear Inequalities x/ 6.3 Solving
More informationPrentice Hall Mathematics Course Correlated to Kansas Mathematics Content Standards, Knowledge Base Indicators (Grade 7)
Kansas Mathematics Content Standards, Knowledge Base Indicators (Grade 7) Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations.
More informationGrade 3 Yearlong Mathematics Map
Grade 3 Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: PARCC Assessments, Performance Series, District Benchmark Assessments Common Core State Standards Standards for
More information7.12 The student will represent relationships with tables, graphs, rules, and words.
7.12 The student will represent relationships with tables, graphs, rules, and words. HINTS & NOTES Relation- is a set of ordered pairs. Remember to always start from the origin. Origin is (0,0) Move horizontally
More informationw + 5 = 20 11x + 10 = 76
Course: 8 th Grade Math DETAIL LESSON PLAN Lesson 5..2 Additional Practice TSW solve equations with fractions and decimals. Big Idea How can I eliminate fractions and decimals in equations? Objective 8.EE.7b
More informationHow can you factor the trinomial x 2 + bx + c into the product of two binomials? ACTIVITY: Finding Binomial Factors
7.7 Factoring x 2 + bx + c How can you factor the trinomial x 2 + bx + c into the product of two binomials? 1 ACTIVITY: Finding Binomial Factors Work with a partner. Six different algebra tiles are shown
More informationUNIT 5 QUADRATIC FUNCTIONS Lesson 1: Interpreting Structure in Expressions Instruction
Prerequisite Skills This lesson requires the use of the following skills: evaluating expressions using the order of operations evaluating expressions for a given value identifying parts of an expression
More informationName: Geometry & Intermediate Algebra Summer Assignment
Name: Geometry & Intermediate Algebra Summer Assignment Instructions: This packet contains material that you have seen in your previous math courses (Pre- Algebra and/or Algebra 1). We understand that
More informationSupplemental Resources: Engage New York: Lesson 1-21, pages 1.A.3-1.F.45 3 rd Grade Math Folder Performance Task: Math By All Means (Multiplication
Unit 1: Properties of Multiplication and Division and Solving Problems with Units of 2, 3, 4, 5, and 10 (25 days) Unit Description: This unit begins the year by building on students fluency with repeated
More informationBrunswick School Department: Grades Essential Understandings
Understandings Questions Knowledge Vocabulary Skills Mathematics The concept of an integral as the operational inverse of a derivative and as a summation model is introduced using antiderivatives. Students
More informationMATHEMATICS. ALGEBRA I: two semesters, two credits
MATHEMATICS The mathematics curriculum is very broad and flexible. The program that is right for each student depends on his/her interests, abilities, and future educational/vocational plans. MATHEMATICS
More informationMath 6/7 Honors - Expectations for Exit Exam/Testing Out
Math 6/7 Honors - Expectations for Exit Exam/Testing Out The purpose of the exit exam is to give current fifth grade students who have already mastered the Math 6/7 Honors curriculum the opportunity to
More informationSFUSD Mathematics Core Curriculum Development Project
1 SFUSD Mathematics Core Curriculum Development Project 2014 2015 Creating meaningful transformation in mathematics education Developing learners who are independent, assertive constructors of their own
More informationSequence Units for the CCRS in Mathematics Grade 3
Sequence Units for the CCRS in Mathematics Grade 3 You must begin explicit instruction of the eight s of Mathematical Practice. Students are expected to know and be able to use them daily. First 9 Weeks
More informationContents. Introduction... 5
Contents Introduction... 5 The Language of Algebra Order of Operations... Expressions... Equations... Writing Expressions and Equations... Properties of The Four Operations... Distributive Property...
More informationLesson Rules for Dividing Integers (and Rational Numbers)
Lesson: Lesson 3.3.2 Rules for Dividing Integers (and Rational Numbers) 3.3.2 Supplement Rules for Dividing Integers (and Rational Numbers) Teacher Lesson Plan CC Standards 7.NS.2 Apply and extend previous
More informationCliffside Park Public Schools
Department: Mathematics Course Title: ALGEBRA 2 HONORS Textbook(s): Advanced Algebra/Lesson Master Date: Essential Question(s): Content Skills: Standards/Benchmarks Unit 1, September 4-30 How do we use
More informationMathematics Grade 3. grade 3 21
Mathematics Grade 3 In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within
More informationLesson 18: Recognizing Equations of Circles
Student Outcomes Students complete the square in order to write the equation of a circle in center-radius form. Students recognize when a quadratic in xx and yy is the equation for a circle. Lesson Notes
More informationLesson Multi-Step Equations With Distributive Property
Lesson: Lesson 6.2.4 Multi-Step Equations With Distributive Property 6.2.4 - Supplement Solving Multi-Step Equations Teacher Lesson Plan CC Standards 7.EE.B.3 Solve multi-step real-life and mathematical
More informationUsing Proportions to Solve Percent Problems (page 562)
LESSON Name 81 Using Proportions to Solve Percent Problems (page 562) Percent problems can be solved using proportions. Make and complete a percent box. (The total is always 100.) 1. Write in the known
More informationLesson 7: The Mean as a Balance Point
Student Outcomes Students characterize the center of a distribution by its mean in the sense of a balance point. Students understand that the mean is a balance point by calculating the distances of the
More informationEssential Question How can you solve an absolute value inequality? Work with a partner. Consider the absolute value inequality x
Learning Standards HSA-CED.A.1 HSA-REI.B.3.6 Essential Question How can you solve an absolute value inequality? COMMON CORE Solving an Absolute Value Inequality Algebraically MAKING SENSE OF PROBLEMS To
More informationMath 6 Common Core. Mathematics Prince George s County Public Schools
Math 6 Common Core Mathematics Prince George s County Public Schools 2014-2015 Course Code: Prerequisites: Successful completion of Math 5 Common Core This course begins the transition from the heavy emphasis
More informationSection Required Assignments Additional Resources 1-1 Variables and Expressions (Formative)
Algebra 1 ~ Chapter 1 Capacity Matrix Learning Targets 1. Evaluating Expressions and Solving Open Sentences (Sec 1-1 to 1-3) 2. Using Algebraic Properties (Sec 1-4 to 1-6) 3. Interpreting and Analyzing
More informationMathematics- Grade 1
The East Greenwich School District adopted the Model Curriculum, developed by the State of New Jersey. This curriculum is aligned with the Common Core State Standards and is organized into 5 units of study.
More informationPhases of the Moon. Phenomenon: The appearance of the moon changes every night. 1. What questions do you have about this phenomenon?
THE EARTH-SUN-MOON SYSTEM Phases of the Moon OBSERVING PHENOMENA Phenomenon: The appearance of the moon changes every night. 1. What questions do you have about this phenomenon? 2. Sketch a simple model
More informationWarm Up. Current: CST Released Test Question. Draw three different models to solve 3 x 5 =.
Warm Up CST Released Test Question What number can be multiplied by 5768 to give the answer 5768? Current: Draw three different models to solve 3 x 5 =. 5768 = 5768 A 0 B 1 C 2 D 10 Challenge: Find product.
More informationAlgebra Readiness Secondary Mathematics Instructional Guide
Algebra Readiness Secondary Mathematics Instructional Guide 2008-2009 ALGEBRA READINESS AB (Intervention Course Grade 8) Prerequisite: Mathematics 7AB 310317 Algebra Readiness A 310318 Algebra Readiness
More informationArithmetic with Whole Numbers and Money Variables and Evaluation (page 6)
LESSON Name 1 Arithmetic with Whole Numbers and Money Variables and Evaluation (page 6) Counting numbers or natural numbers are the numbers we use to count: {1, 2, 3, 4, 5, ) Whole numbers are the counting
More informationFoundations 5 Curriculum Guide
1. Review: Natural Numbers...3 2. Reading and Writing Natural Numbers...6 3. Lines, Rays, and Line Segments...8 4. Comparing Natural Numbers... 12 5. Rounding Numbers... 15 6. Adding Natural Numbers...
More informationMathematics Enhancement Programme
UNIT 9 Lesson Plan 1 Perimeters Perimeters 1 1A 1B Units of length T: We're going to measure the lengths of the sides of some shapes. Firstly we need to decide what units to use - what length-units do
More informationSuccessful completion of the core function transformations unit. Algebra manipulation skills with squares and square roots.
Extension A: Circles and Ellipses Algebra ; Pre-Calculus Time required: 35 50 min. Learning Objectives Math Objectives Students will write the general forms of Cartesian equations for circles and ellipses,
More information