Structuring Cubic Volumes: Net of a Open Box (Prism)
|
|
- Prosper Thornton
- 5 years ago
- Views:
Transcription
1 3 Structuring Cubic Volumes: Net of a Open Box (Prism) We call the space occupied by a 2-dimensional figure an area. We call the space enclosed/occupied by a 3-dimensional structure a volume. The measure of the volume of a structure is the ratio of the volume of the structure to the volume of a unit. Practically, this is established by counting the number of units that tile the volume. Nets are 2-dimensional representations of the surface of 3-D structures. Students predict the measure in cubic units of the volume that will result from folding a net of an open top box. Student justifications and predictions are compared. Students fold the net and compare their predictions with the volume they find. If necessary, students use cubes to pack the volume to test their predictions. Students compare the measures of volume and surface area of the box. During formative assessment, students design nets of other boxes that will hold 18 cubes. U N I T 3 Contents 1 1 Materials & Preparation Students Way of Thinking 5 6 Record 8 9 1
2 3 Prepare Make copies of the student worksheet, one for each student. If available, with square Polydron pieces, compose the net displayed in the student worksheet. Scissors so that students can cut out and fold each net. Square grid paper, 1 2 pages per student for formative assessment. Record Academic Vocabulary Area Volume Net Unit 2
3 3 Surface Area The two dimensional regions of a three-dimensional structure enclose/occupy space. We call this a surface area to distinguish it from the space contained by the three-dimensional structure. Volume The space enclosed/occupied by a three dimensional structure is called a volume. Record Volume Measure Volume measure is a ratio of the space enclosed by a three dimensional structure and a three-dimensional unit of measure. Units of volume measure, typically cubes, tile the volume. Hence, counting cubes, including fractional cubic units, measures volume. For example, a structure with a measure of 50!! cubic units has a volume that is 50!! times that of the volume of the cubic unit. Net A net is a 2-dimensional representation of the surface of a 3-dimensional structure. 3
4 3 Whole Group Provide each student with a net of an open top box. Record Individual Students predict and justify the number of cubic units measuring the volume of the box when the box rests on its base. Whole Group The teacher elicits predictions and justifications. The purpose of the conversation is to help students develop strategies for visualizing the structure of the volume (see ). Polydron models of the net and box, along with some Polydron cubes can be used as visual aids. 4
5 3 STUDENTS WAYS OF THINKING Students often structure the space of the box as a 3-dimensional array. Some visualize a base layer of 9 cubes (left panel) iterated twice, resulting in a measure of 18 cubic units. Other students visualize a row (right panel) of 6 cubic units iterated 3 times, resulting in a measure of 18 cubic units. Record Other students count squares and do not consider how the squares constitute the units, resulting in measures such as squares in the base 6 squares in each panel 5
6 3 The formative assessment is a design task with multiple possible solutions. Students each design a net with a volume of 18 cubic units that is not the same as the net of the open top box. After students design and fold their nets into structures, select a few different designs to emphasize different structures with the same volume. Record 6
7 3 NAME Using square grid paper, design a net of a structure with a measure of 18 cubic units. Find the surface area of your structure too. Record 7
8 Record 3 NAME Indicate the levels of mastery demonstrated by circling those for which there is clear evidence: Item Level Description Notes Circle highest level of performance ToVM 3C Find and compare volumes of right rectangular prisms by counting unit cubes (including hidden cubes ). Designs a net that generates hidden units and has a measure of 18. Item 1 Design a net of a structure with a volume measure of 18. ToVM 3B Find and compare volumes of right rectangular prisms by counting unit cubes (no hidden cubes). Designs a net that does not generate any hidden units but with a volume of 18 cubic units. ToVM 1C Differentiates surface area from volume. Finds the surface area of the designed structure from its net. 8
9 Net of Open-top Box Worksheet 3 Record 1. Cut along dashed lines. 2. Fold along solid lines. 3. Attach (fold or tape) shaded squares behind white squares to create open top box. 9
SOLVING EQUATIONS AND DEVELOPING THE FOUNDATION FOR PROOFS
12 SOLVING EQUATIONS AND DEVELOPING THE FOUNDATION FOR PROOFS INSTRUCTIONAL ACTIVITY Lesson 2 LEARNING GOAL Students will solve linear equations using concrete and semi-concrete models, algebraic procedures,
More informationFactoring. Expressions and Operations Factoring Polynomials. c) factor polynomials completely in one or two variables.
Factoring Strand: Topic: Primary SOL: Related SOL: Expressions and Operations Factoring Polynomials AII.1 The student will AII.8 c) factor polynomials completely in one or two variables. Materials Finding
More information2/3. Activity 3: Adding and Subtracting Unlike Proper Fractions: (Answer all questions using correct spelling and grammar.)
Activity : Adding and Subtracting Unlike Proper Fractions: (Answer all questions using correct spelling and grammar.) The Unit Grid will be introduced for working with Unlike Proper Fractions. We will
More informationCalifornia CCSS Mathematics Grades 1-3
Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to,
More informationClarification of Standards for Parents Grade 5 Mathematics Unit 6
Dear Parents, Clarification of Standards for Parents Grade 5 Mathematics Unit 6 We want to make sure that you have an understanding of the mathematics your child will be learning this year. Below you will
More informationVocabulary Cards and Word Walls
Vocabulary Cards and Word Walls Revised: September 9, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the mathematics learning standards adopted by the Washington
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More information1 st Grade LEUSD Learning Targets in Mathematics
1 st Grade LEUSD Learning Targets in Mathematics 8/21/2015 The learning targets below are intended to provide a guide for teachers in determining whether students are exhibiting characteristics of being
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 informationName Class Date. Section: Measurements and Calculations in Chemistry
Skills Worksheet Concept Review Section: Measurements and Calculations in Chemistry Answer the following questions in the space provided. 1. What is the difference between accuracy and precision? 2. Suppose
More informationChemistry #3 Notebook States of Matter
Name Hour Test Date Group # Chemistry #3 Notebook States of Matter LEARNING TARGETS I CAN model the motion and arrangement of particles in typical solids, liquids and gasses. I CAN describe how the motion
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 informationUnit Name: Unit 2: Quadratic Functions and Modeling. Lesson Plan Number & Title: Lesson 5: I See Where You Are Coming From
Unit Name: Unit 2: Quadratic Functions and Modeling Lesson Plan Number & Title: Lesson : I See Where You Are Coming From Grade Level: High School Math II Lesson Overview: Given a linear, quadratic, or
More informationStandards Calendar Grade: 5 Subject: Math Q2
Ongoing Repeated standards fraction, numerator, denominator, mixed numbers, equivalent fractions, common multiple, least common multiple (LCM), least common denominator (LCD), decimals, add/addition, subtract/subtraction,
More informationK-8 Math Standards by Domain
In this document, the Louisiana Student Standards for Mathematics for Kindergarten through Grade 8 are listed by domain and then by grade. The purpose of this arrangement is to show how mathematical concepts
More informationNo, not the PIE you eat.
March 14 is National Pi Day! No, not the PIE you eat. I'm talking about the mathematical constant, Pi, which is equal to approximately 3.14. 1 I wonder why Pi Day is on March 14? Here's a hint: Write March
More informationMATHEMATICS K 12 SUBJECT BOOKLET
MATHEMATICS 2018 19 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spells out the essential things students are
More informationDomain: Cluster: Level: Mathematical Content Standard: Featured Mathematical Correlated WA Standard: Practice:
Domain: 1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
More informationVocabulary Cards and Word Walls Revised: May 23, 2011
Vocabulary Cards and Word Walls Revised: May 23, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,
More informationMadison County Schools Suggested 5 th Grade Math Pacing Guide,
Madison County Schools Suggested 5 th Grade Math Pacing Guide, 2016 2017 The following Standards have changes from the 2015-16 MS College- and Career-Readiness Standards: Significant Changes (ex: change
More informationKentucky Department of Education MATHEMATICS CROSSWALK
Kentucky Department of Education MATHEMATICS CROSSWALK GRADE K Counting and Cardinality...1 Geometry...4 Measurement and Data...6 Number and Operations in Base Ten...7 Operations and Algebraic Thinking...8
More informationMath Institute Summer Monica Reece Grenada Middle School, Grenada, MS Grade: 6. Function Machines
Math Institute Summer 2006 Monica Reece Grenada Middle School, Grenada, MS Grade: 6 Function Machines Objectives: 2a. The student will complete a function table. 2b. The student will determine the rule
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 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 informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together
More informationWrite an equation for each relationship. Then make a table of input-output pairs and tell whether the function is proportional.
Functions Reteaching 41 Math Course, Lesson 41 A function is a rule that identifies a relationship between a set of input numbers and a set of output numbers. A function rule can be described in words,
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 informationGRADE 6 OVERVIEW. Ratios and Proportional Relationships [RP] Understand ratio concepts and use ratio reasoning to solve problems.
GRADE 6 OVERVIEW Grade 6 content is organized into five domains of focused study as outlined below in the column to the left. The Grade 6 domains listed in bold print on the shaded bars are Ratios and
More informationHOW DO PLANTS MEET THEIR NEEDS?
Overview INSTRUCTIONS In this lesson students will germinate radish seeds and observe the root hairs on the root. Objectives On successful completion of this unit, students will be able to: germinate seeds;
More informationMapping Common Core State Standard Clusters and. Ohio Grade Level Indicator. Grade 6 Mathematics
Mapping Common Core State Clusters and Ohio s Grade Level Indicators: Grade 6 Mathematics Ratios and Proportional Relationships: Understand ratio concepts and use ratio reasoning to solve problems. 1.
More informationMATHEMATICS Grade 5 Standard: Number, Number Sense and Operations. Organizing Topic Benchmark Indicator
Standard: Number, Number Sense and Operations Number and A. Represent and compare numbers less than 0 through 6. Construct and compare numbers greater than and less Number Systems familiar applications
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 informationUnit 5. Linear equations and inequalities OUTLINE. Topic 13: Solving linear equations. Topic 14: Problem solving with slope triangles
Unit 5 Linear equations and inequalities In this unit, you will build your understanding of the connection between linear functions and linear equations and inequalities that can be used to represent and
More informationa. Do you think the function is linear or non-linear? Explain using what you know about powers of variables.
8.5.8 Lesson Date: Graphs of Non-Linear Functions Student Objectives I can examine the average rate of change for non-linear functions and learn that they do not have a constant rate of change. I can determine
More informationUnit 1, Activity 1, Rational Number Line Cards - Student 1 Grade 8 Mathematics
Unit, Activity, Rational Number Line Cards - Student Grade 8 Mathematics Blackline Masters, Mathematics, Grade 8 Page - Unit, Activity, Rational Number Line Cards - Student Blackline Masters, Mathematics,
More informationElementary School Learning Progressions
What is the purpose of this document? Elementary School Learning Progressions This document is designed to help educators as they transition into the 2012 Mathematics Course of Study. All of the standards
More informationPurpose: T his activity is designed to help develop the idea of pi and how this relates to circles.
What is Pi? Grade Competencies 5 th 1: d, e 2: a, b, c, f, g 6 th 4: a, b, c 7 th 3: c 5: g 8 th 1: a, c, d 6: c Materials: paper, pencil, calculator and tape measure Purpose: T his activity is designed
More informationSOLVING EQUATIONS AND DEVELOPING THE FOUNDATION FOR PROOFS
SOLVING EQUATIONS AND DEVELOPING THE FOUNDATION FOR PROOFS 6.EE.6 and 6.EE.7 CONTENTS The types of documents contained in the unit are listed below. Throughout the unit, the documents are arranged by lesson.
More informationStandards Based Map 6 th Grade Math
Standards Based Map 6 th Grade Math Timeline NxG Standard(s) Student I Can Statement(s) / Learning Target(s) M.6.NS.2. Fluently Divide multi-digit numbers using the standard algorithm M.6.NS.3 fluently
More informationYou be the Judge: Density
1 2 You be the Judge: Density Objectives The students will: develop an understanding of density calculate density of objects collect, analyze, and interpret data solve equations collaborate with partners
More informationSCIS-HIS. Teaching and Learning Standards January Mathematics Grades K - 5
SCIS-HIS Teaching and Learning Standards January 2015 Mathematics Grades K - 5 Table of Contents Introduction... 3 Kindergarten... 3 Counting & Cardinality... 3 Operations & Algebraic Thinking... 4 Number
More informationSection 5.3: Solving Problems with Circles
Section 5.3: Solving Problems with Circles Section Overview: In this section circumference and area of a circle will be explored from the perspective of scaling. Students will start by measuring the diameter
More informationUSA Mathematical Talent Search Round 3 Solutions Year 23 Academic Year
Year 3 Academic Year 0 0 /3/3. Fill in the circles to the right with the numbers through 6 so that each number is used once (the number has been filled in already). The number in any non-circular region
More informationDCSD 5 th Grade Math Curriculum Guide Pacing
Operations and Algebraic Thinking Write and interpret numerical expressions. : 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. We will
More informationMathematics Grade 6. grade 6 39
Mathematics Grade 6 In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to
More informationDepartment Curriculum Map
Department Curriculum Map 2018-19 Department Mathematics Subject Specific Skills Wider key skills To be able to involving: Number Algebra Ratio, Proportion & Rates of Change Logic skills Problem solving
More informationVocabulary Cards and Word Walls Revised: June 2, 2011
Vocabulary Cards and Word Walls Revised: June 2, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,
More informationAnswers. Investigation 1. ACE Assignment Choices. Applications
Answers Investigation ACE Assignment Choices Problem. Core,, Other Connections Problem. Core,, 5, Other Connections 7 ; Etensions 57, 5; unassigned choices from previous problems Problem. Core 5, Other
More informationMathematics Standards: Kindergarten
Kindergarten Mathematics Kindergarten In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects;
More information. 7.9A STUDENT ACTIVITY #1
. 7.9A STUDENT ACTIVITY #1 Problem #1: Morgan is designing a circular spirit sign to put in the front yard of the middle school athletes. The sign will have a circumference of 94 inches. What is the minimum
More informationEvery positive two digit number is greater than the product of it s digits. Asks class is it true? can you find a counter-example etc.
Aim Activity Reasoning and Proof Introducing Proof Proof by Deduction Understand and use the structure of mathematical proof, proceeding from given assumptions through a series of logical steps to a conclusion;
More informationVocabulary. Compute fluently with multi-digit numbers and find common factors and multiples.
6 th Grade Math Pacing Guide Week Domain Cluster Standard Essential Questions 1 Pre- Test/Beginning of the Year Activities 2 Review Review 5 th Grade Standards 3 Review Review 5 th Grade Standards 4 The
More informationSixth Grade Mathematics Indicators Class Summary
Mathematics Indicators Number, Number Sense and Operations Standard 1.1 Represent and compare number less than 0 through familiar applications and extending the number line. 1.1.1 Use simple expressions
More informationCOUNCIL ROCK HIGH SCHOOL MATHEMATICS. A Note Guideline of Algebraic Concepts. Designed to assist students in A Summer Review of Algebra
COUNCIL ROCK HIGH SCHOOL MATHEMATICS A Note Guideline of Algebraic Concepts Designed to assist students in A Summer Review of Algebra [A teacher prepared compilation of the 7 Algebraic concepts deemed
More informationBecause it is a square root, look to see if you have any pairs of identical numbers. If you do, then group them, if not then you cannot simplify.
Outcome 2A Review Worksheet Outcome #2A Students will demonstrate understanding of irrational numbers by determining if a number is an irrational number, ordering rational numbers, and knowing where they
More informationAISJ Mathematics Scope & Sequence Grades PreK /14
The Scope and Sequence document represents an articulation of what students should know and be able to do. The document supports teachers in knowing how to help students achieve the goals of the standards
More informationSubject Math Third Grade. Goal: 1- The learner will model, identify, and compute with whole numbers through 9,999.
Goal: 1- The learner will model, identify, and compute with whole numbers through 9,999. Objective Task Analysis Vocabulary Materials/Resources 1.01 Develop number Count a set of objects by 3, 5, and 10.
More informationYou are looking at a textile fabric pattern. Please answer the following questions.
Introductory Activity: You are looking at a textile fabric pattern. Please answer the following questions. 1.) What different patterns do you see inside the fabric? 2.) How are the shapes in the pattern
More informationKindergarten Standards Counting and Cardinality Analyze, compare, create, and compose shapes. Know number names and the count sequence.
Kindergarten Standards 1. Representing and comparing whole numbers, initially with sets of objects Students use numbers, including written numerals, to represent quantities and to solve quantitative problems,
More informationETA Copyright 2005 by Classroom Products. All rights reserved.
I would like to dedicate this book to my brothers and sisters: Mary Lilja, Virginia Bellrichard, Thomas Errthum, Christine Breuer, Charles Errthum, and Joseph Errthum. A special thank you to Charles, for
More informationCAHSEE Math Released Test Questions
Math Released Test Questions RTQ Item Numbers by Standard (Includes CST items for Standards on ) This document references Released Test Questions from the 2008 posted Test Questions (RTQs) and the 2003
More informationStandards for Mathematical Practice. Counting and Cardinality Standard. Abbreviation
Kindergarten 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics.
More informationCommon Core Georgia Performance Standards First Grade Advanced
Common Core Georgia Performance Standards First Grade Advanced Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Creating Routines Using Data Developing Base Ten Number Sense Understanding Shapes and Fractions
More informationRSU 54/MSAD 54 Math Curriculum. Content Area: Math Grade: Grade 6 Unit: Ratios and Proportional Relationships. RSU 54/MSAD 54 Objectives
1 RSU 54/MSAD 54 Math Curriculum Content Area: Math Grade: Grade 6 Unit: Ratios and Proportional Relationships Common Core State Standards Domain: Ratios and Proportional Relationships Common Core State
More informationUnit 5. Linear equations and inequalities OUTLINE. Topic 13: Solving linear equations. Topic 14: Problem solving with slope triangles
Unit 5 Linear equations and inequalities In this unit, you will build your understanding of the connection between linear functions and linear equations and inequalities that can be used to represent and
More informationHamburg School Mathematics Curriculum
Hamburg School Mathematics Curriculum March 2010 Hamburg School K 8 Mathematics Common Core Mastery Indicators Key: B = Beginning to explore concept/skill D = In process of developing the concept/skill
More information10/14/ /20/2018 Day View th Grade Math & Science. Page 1 of 9. Monday 10/15/2018. Teacher Duty Day
Monday 10/15/2018 Teacher Duty Day Page 1 of 9 Extra Resources HWWeekof1015Due1019.pdf LongDivisionTicTacToeFREE.pdf Tuesday 10/16/2018 CrackingtheClassroomCodeSolarSystemScienceEscapeRoom.pdf solarsstemanchor.jpg
More informationKindergarten. composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Kindergarten 1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of 8. Look for and express regularity in repeated reasoning. Standards Counting
More informationReview: Properties of Exponents (Allow students to come up with these on their own.) m n m n. a a a. n n n m. a a a. a b a
Algebra II Notes Unit Si: Polynomials Syllabus Objectives: 6. The student will simplify polynomial epressions. Review: Properties of Eponents (Allow students to come up with these on their own.) Let a
More information1. Consider the following graphs and choose the correct name of each function.
Name Date Summary of Functions Comparing Linear, Quadratic, and Exponential Functions - Part 1 Independent Practice 1. Consider the following graphs and choose the correct name of each function. Part A:
More information6.6 Diggin It. A Develop Understanding Task. Alyce, Javier, and Veronica are responsible for preparing
SECONDARY MATH III // MODULE 6 Alyce, Javier, and Veronica are responsible for preparing a recently discovered archeological site. The people who used to inhabit this site built their city around a central
More informationMulti-grade groups of teachers
The concept of learning progressions was critical in the development and review of the Common Core State Standards (CCSS). Ohio s learning progressions developed during Ohio s international benchmarking
More informationGetting to the Core. A9 Functions Unit of Study. Algebra II. Updated on May 3, Student Name Period
Getting to the Core Algebra II A9 Functions Unit of Study Updated on May 3, 03 Student Name Period This page was intentionally left blank. Unit A9 Functions Table of Contents Lessons Description Page Title
More informationAll matter can be broken down into pure substances. The smallest
Chemistry What s the Chemistry Matter? What s the Matter? Describing Particular Particles MATERIALS copies of sorting grids, laminated copy of particle card Set A, laminated copy of particle card Set B,
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 informationLesson 9: Examples of Functions from Geometry
Lesson 9: Examples of Functions from Geometry Classwork Exercises As you complete Exercises 1 4, record the information in the table below. Side length (s) Area (A) Expression that describes area of border
More information6. 2 Multiplying Polynomials
Name Class Date 6. 2 Multiplying Polynomials Essential Question: How do you multiply polynomials, and what type of expression is the result? Explore Analyzing a Visual Model for Polynomial Multiplication
More informationMath 3201 Unit 1 Set Theory
Math 3201 Unit 1 Set Theory Overview In this unit, we will organize information into. We will use diagrams to illustrate between sets and subsets and use to describe sets. We will determine the in each
More informationEnhanced Instructional Transition Guide
Enhanced Instructional Transition Guide / Unit 08: Suggested Duration: 10 days Unit 08: Measurement: Capacity, Weight, Time, Temperature, and Volume (10 days) Possible Lesson 01 (10 days) POSSIBLE LESSON
More informationAlgebra II. In this technological age, mathematics is more important than ever. When students
In this technological age, mathematics is more important than ever. When students leave school, they are more and more likely to use mathematics in their work and everyday lives operating computer equipment,
More informationEnhanced Instructional Transition Guide
1-1 Enhanced Instructional Transition Guide High School Courses Unit Number: 7 /Mathematics Suggested Duration: 9 days Unit 7: Polynomial Functions and Applications (15 days) Possible Lesson 1 (6 days)
More informationCollege Algebra. Course Text. Course Description. Course Objectives. StraighterLine MAT101: College Algebra
College Algebra Course Text Barnett, Raymond A., Michael R. Ziegler, and Karl E. Byleen. College Algebra, 8th edition, McGraw-Hill, 2008, ISBN: 9780072867381 [This text is available as an etextbook at
More informationTotal=75 min. Materials BLM cut into cards BLM
Unit 2: Day 4: All together now! Math Learning Goals: Minds On: 15 Identify functions as polynomial functions. Consolidate understanding of properties of functions that include: linear, Action: 50 quadratic,
More informationMaking Sense of that Chart on the Wall Relating Atomic Structure to the Organization of the Periodic Table
Making Sense of that Chart on the Wall Relating Atomic Structure to the Organization of the Periodic Table Have you ever wondered why the elements on the periodic table are arranged the way that they are?
More informationChoose a circle to show how much each sentence is like you. Very Unlike Me. Unlike Me. Like Me. 01. I like maths at school. 02. I am good at maths.
Choose a circle to show how much each sentence is like you Very Unlike Me Unlike Me Like Me Very Like Me 1 2 3 4 01. I like maths at school. 02. I am good at maths. 03. My teacher thinks I am good at maths.
More informationUnit 7: Rational and Radical Functions Unit Length: 20 days
Unit 7: Rational and Radical Functions Unit Length: 20 days Domain: The Real Number System Cluster 1: Extend the properties of exponents to rational exponents. Cluster 2: Use properties of rational and
More informationTabulation means putting data into tables. A table is a matrix of data in rows and columns, with the rows and the columns having titles.
1 Tabulation means putting data into tables. A table is a matrix of data in rows and columns, with the rows and the columns having titles. 2 converting the set of numbers into the form of a grouped frequency
More informationMonroe County Schools First Grade Math
Grade 1 Overview Operations and Algebraic Thinking [OA] Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition
More informationMathematics Kindergarten
Kindergarten describe and sort and count measureable attributes identify and describe compose and model Shapes and space Representing quantity Whole numbers count sequence cardinality count instant recognition
More informationSUMMER MATH PACKET. ENTERING Geometry
SUMMER MATH PACKET ENTERING Geometry Complete all of the following problems using the space provided. Enclosed is a copy of a Mathematics Reference Sheet to assist you if you need to find a formula. Also
More informationMath 9 Midterm Review
Class: Date: Math 9 Midterm Review Short Answer 1. Which graphs represent a linear relation? 2. Which expressions have negative values? È i) ( 4) 3 3 ÎÍ Ê ii) 4 3 ˆ 3 È iii) ( 4) 3 3 ÎÍ È iv) ( 4) 3 3
More information2 P a g e. Essential Questions:
NC Math 1 Unit 5 Quadratic Functions Main Concepts Study Guide & Vocabulary Classifying, Adding, & Subtracting Polynomials Multiplying Polynomials Factoring Polynomials Review of Multiplying and Factoring
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More informationChapter 3. Expressions and Equations Part 1
Chapter 3. Expressions and Equations Part 1 Chapter Overview Making connections from concrete (specific / numeric) thinking to algebraic (involving unknown quantities / variables) thinking is a challenging
More informationA Correlation of. Student Activity Book. to the Common Core State Standards for Mathematics. Grade 2
A Correlation of Student Activity Book to the Common Core State Standards for Mathematics Grade 2 Copyright 2016 Pearson Education, Inc. or its affiliate(s). All rights reserved Grade 2 Units Unit 1 -
More informationEnglish 5 th Grade A-L Vocabulary Cards and Word Walls Revised: 11/18/14
English 5 th Grade A-L Vocabulary Cards and Word Walls Revised: 11/18/14 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State
More informationCHAPTER 7: RATIONAL AND IRRATIONAL NUMBERS (3 WEEKS)...
Table of Contents CHAPTER 7: RATIONAL AND IRRATIONAL NUMBERS (3 WEEKS)... 20 7.0 ANCHOR PROBLEM: ZOOMING IN ON THE NUMBER LINE... 24 SECTION 7.1: REPRESENT NUMBERS GEOMETRICALLY... 26 7.1a Class Activity:
More informationNext Generation CSOs Reference Packet. Mathematics K-8
Next Generation CSOs Reference Packet Mathematics K-8 Next Generation CSOs Mathematics - Kindergarten Information Page 1 of 4 Back Mathematics (M) Kindergarten In Kindergarten, instructional time should
More informationg y = (x 2 + 3)(x 3) h y = 2x 6x i y = 6 Find the coordinates of any stationary points on each curve. By evaluating
C Worksheet A In each case, find any values of for which d y d = 0. a y = + 6 b y = 4 + + c y = d y = 4 + 9 e y = 5 + f y = + 9 g y = ( + )( ) h y = Find the set of values of for which f() is increasing
More informationKansas City Area Teachers of Mathematics 2014 KCATM Math Competition
Kansas City Area Teachers of Mathematics 2014 KCATM Math Competition GEOMETRY AND MEASUREMENT TEST GRADE 6 INSTRUCTIONS Do not open this booklet until instructed to do so. Time limit: 20 minutes You may
More information