Lesson 7: The Mean as a Balance Point

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1 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 data points from the mean and call the distances, deviations. Students understand that the mean is the value such that the sum of the deviations is equal to zero. MP.4 Lesson Notes You may want to introduce this lesson by recalling Lessons 3 and 6. In Lesson 3, Robert gathered data from sixth grade students regarding the amount of sleep they get on school nights. He drew a dot plot of the data and decided informally on a value for the center of the distribution. In Lesson 6, Michelle formalized a center value to be the number of hours that all subjects in the sample would sleep if they all had the same number, called the mean. In this lesson, students will interpret the mean as a balance point by using a ruler and pennies to represent data. The objective of this lesson is for students to discover that if they were to draw a dot plot of the original data set that it would balance at the mean. Also, if in the process of moving data, total movement of points to the left equals the total movement of points to the right, then the balance point does not change. Therefore, it remains at the mean of the original data set. A word of caution before beginning this lesson: Many rulers have holes in them. When data are not symmetric around 6 inch mark of a 12 inch ruler, the holes will affect the balancing at the correct value for the mean. Balancing pennies can be problematic. Students will probably have to tape on pennies (or whatever object is used). Also, if balancing on the eraser end of a pencil proves too difficult, try using a paper towel tube cut in half lengthwise (as suggested in Connected Mathematics, Data Distributions, Pearson). In physics, the underlying principle that pertains to the balance interpretation of mean is called Archimedes Law of the Lever. Recall that the Law states that the sum of the products of weights and their distances to the left of the balance point equals the sum of the products of weights and their distances to the right of the balance point. Our use of the Law is a special case since all of our weights (data points) are considered to be equal. Therefore, for us, the sum of the distances from the balance point to points left of the balance point equals the sum of the distances from the balance point to points right of the balance point. Moreover, the mean of the data is the value where the balance point must be to balance the lever. In statistics, deviations are calculated. A deviation is, where is a data point and is the mean of the data. Data values to the left of the mean will have negative deviations; data values to the right of the mean will have positive deviations. The sum of all the deviations will be 0. Further, note that Archimedes lever has to be weightless. Clearly, a ruler is not weightless, so when students try to balance various data distributions on a ruler, the balance point may not be the exact value it should be. Classwork In Lesson 3, Robert gave us an informal interpretation of the center of a data set. In Lesson 6, Michelle developed a more formal interpretation of the center as a fair share mean, a value that every person in the data set would have if they all had the same value. In this lesson, Sabina will show us how to interpret the mean as a balance point. Date: 4/3/14 70

2 Example 1 (7 minutes): The Mean as a Balance Point Example 1: The Mean as a Balance Point Sabina wants to know how long it takes students to get to school. She asks two students how long it takes them to get to school. It takes one student minute and the other student minutes. Sabina represents these data on a ruler putting a penny at and another at and shows that the ruler balances on the eraser end of a pencil at. Note that the mean of and is also. Sabina thinks that there might be a connection between the mean of two data points and where they balance on a ruler. She thinks the mean may be the balancing point. What do you think? Will Sabina s ruler balance at? Is the mean of and equal to? Sabina shows the result on a dot plot. Sabina decides to move the penny at to and the other penny from to on the ruler, noting that the movement for the two pennies is the same distance but in opposite directions. She notices that the ruler still balances at. Sabina decides that if data points move the same distance but in opposite directions, the balancing point on the ruler does not change. Does this make sense? Notice that this implies that the mean of the time to get to school for two students who take minutes and minutes to get to school is also minutes. Sabina continues by moving the penny at to. To keep the ruler balanced at, how far should Sabina move the penny at and in what direction? Since the penny at moved two to the right, to maintain the balance the penny at needs to move two to the left. Both pennies are now at, and the ruler clearly balances there. Note that the mean of these two values ( minutes and minutes) is still minutes. Recall the scenarios from Lessons 3 and 6 (i.e., Robert s informal interpretation of the center value, Michelle s fair share mean). Now Sabina will describe the mean as a balance point. Read through the first paragraph as a class. Ask students the following questions and then display the ruler example. Will Sabina s ruler balance at 6? Yes. ( Now show the ruler balancing on a pencil.) Is 6 the mean of 1 and 11? Yes Read through the second paragraph as a class. As the scenario is being read, tell students to mark the new positions of the pennies on the dot plot provided in the example. Ask students: Do you think the balance point will remain at 6? Yes. (Now show the ruler balancing on a pencil.) Date: 4/3/14 71

3 Read through the last paragraph as a class. Note that Sabina is moving the first penny from 4 to 6. Ask students the following: How far is she moving the penny? 2 inches. How far should she move the other penny to keep the ruler in balance? 2 inches. (If needed, remind students it needs to be moved in the opposite direction.) If she is moving the penny from 8, where should it be placed? At 6 inches. (If students say 10 inches, again remind them they need to move the pennies in opposite directions.) Exercises 1 2 (7 minutes) Let students work in pairs on Exercises 1 2. Exercises 1 2 Now it is your turn to try balancing two pennies on a ruler. 1. Tape one penny at. on your ruler. a. Where should a second penny be taped so that the ruler will balance at? At. inches. b. How far is the penny at. from? How far is the other penny from? Each is. inches away. c. Is the mean of the two locations of the pennies equal to? Yes. 2. Move the penny that is at. two inches to the right. a. Where will the point be placed? At. inches. b. What do you have to do with the other data point to keep the balance point at? Move it inches to the left. c. What is the mean of the two new data points? Is it the same value as the balancing point of the ruler? The mean is ; it is the same. Date: 4/3/14 72

4 Example 2 (5 minutes): Understanding Deviations Example 2: Understanding Deviations In the above example using two pennies, it appears that the balance point of the ruler occurs at the mean location of the two pennies. We computed the distance from the balance point to each penny location and treated the distances as positive numbers. In statistics, we calculate a difference by subtracting the mean from the data point and call it the deviation of a data point from the mean. So, points to the left of the mean are less than the mean and have a negative deviation. Points to the right of the mean are greater than the mean and have a positive deviation. Let s look at Sabina s initial placement of pennies at and with a mean at on the graph below. Notice that the deviations are and. What is the sum of the deviations? Similarly, when Sabina moved the pennies to and, the deviation of from is, and the deviation of from is. Here again, the sum of the two deviations is, since. It appears that for two data points the mean is the point when the sum of its deviations is equal to. This example introduces the very important concept of deviation of a data point from its mean, namely the difference. Explain that a deviation is calculated by subtracting the mean from the data point, i.e.,. Students need to understand the correct order when subtracting. Be sure that students realize that data to the left of the mean will have negative deviations and those to the right will have positive deviations. Examine the graphic with students, talk about the deviations and ask: What is the sum of the deviations? 0 Discuss how the deviations change when Sabina moves the pennies again and ask: In a data distribution, what is the sum of all of the deviations? 0 What does this say about the mean of a data set regarding balance? The mean balances the sum of the positive deviations with the sum of the negative deviations, i.e., the sum of all deviations equals 0. Date: 4/3/14 73

5 Exercises 3 4 (5 minutes) Let students work in pairs. Exercises 3 4 Refer back to Exercise 2, where one penny was located at. and the mean was at. 3. Where was the second penny located? At. inches. 4. Calculate the deviations of the two pennies and show that the sum of the deviations is. The deviation of. to :... The deviation of. to :... The sum of.. is. Example 3 (5 minutes): Balancing the Mean Example 3: Balancing the Mean Sabina wants to know what happens if there are more than two data points. Suppose there are three students. One student lives minutes from school, and another student lives minutes from school. If the mean time for all three students is minutes, she wonders how long it takes the third student to get to school. She tapes pennies at and and by experimenting finds the ruler balances with a third penny placed at. To check what she found, she calculates deviations. The data point at has a deviation of from the mean. The data point at has a deviation of from the mean. The data point at has a deviation of from the mean. The sum of the three deviations is, since. So, the mean is indeed minutes. Robert says that he found out that the third penny needs to be at without using his ruler. He put and on a dot plot. He says that the sum of the two deviations for the points at and is, since. So, he claims that the third data point would require a deviation of to make the sum of all three deviations equal to. That makes the third data point minute above the mean of minutes, which is minutes. This example extends the data set from containing two data points to three. The main idea is that it does not matter how many data points there are. Whether the data points are represented as pennies on a ruler or as dots on a dot plot, the mean balances the sum of the negative deviations with the sum of the positive deviations. Date: 4/3/14 74

6 Read through the example as a class and study the diagram. Note that the sum of the deviations is 0. Then ask students: Can the concept of the mean as the balance point be extended to more than two pennies on a ruler? Yes. (Try it if time permits.) Is the concept of the mean as the balance point true if you put multiple pennies on a single location on the ruler? Yes. The balancing process is applicable to stacking pennies or having multiplicity of data points on a dot plot. Exercises 5 7 (7 minutes) Students should continue working in pairs. If time is running short, choose just one problem for students to attempt. Exercises 5 7 Imagine you are balancing pennies on a ruler. 5. Suppose you place one penny each at,, and on your ruler. a. Sketch a picture of the ruler. At what value do you think the ruler will balance? Mark the balancing point with the symbol. Students should represent the pennies at,, and on the ruler with a balancing point at. b. What is the mean of,, and? Does your ruler balance at the mean? The mean is. Yes, it balances at the mean. c. Show part (a) on a dot plot. Mark the balancing point with the symbol. d. What are the deviations from each of the data points to the balancing point? What is the sum of the deviations? What is the value of the mean? The deviation of to : The deviation of to : The deviation of to : The sum of the deviations is. The mean is. Date: 4/3/14 75

7 6. Now suppose you place a penny each at and on your ruler. a. Draw a dot plot representing these two pennies. See below. b. Estimate where to place a third penny on your ruler so that the ruler balances at and mark the point on the dot plot above. Mark the balancing point with the symbol. The third penny should be placed at inches. c. Explain why your answer in part (b) is true by calculating the deviations of the points from. Is the sum of the deviations equal? The deviation of to : The deviation of to : The deviation of to : The sum of the deviations is. 7. Suppose you place two pennies at and one penny at on your ruler. a. Draw a dot plot representing these three pennies. See below. b. Estimate where to place a fourth penny on your ruler so that the ruler balances at and mark the point on the dot plot above. Mark the balancing point with the symbol. The fourth penny should be placed at inch. c. Explain why your answer in part (b) is true by calculating the deviations of the points from. Does the sum of the deviations equal? The negative deviation is. The positive deviations are,, and. The sum of the deviations is, so the mean is still. Date: 4/3/14 76

8 Example 4 (5 minutes): Finding the Mean Example 4: Finding the Mean Not all data distributions on a ruler are going to have a fair share mean, or balance point of. What if the data were,, and? Will your ruler balance at? Why not? Notice that the deviation of from is. The deviation of from is. The deviation of from is. The sum of the deviations is, since. The sum should be. Therefore, the mean is not at. Is the mean greater than or less than? The sum of the deviations is negative. To decrease the negative deviations and increase the positive deviations, the balance point would have to be less than. Let s see if the balance point is at. The deviation of from is. The deviation of from is. The deviation of from is. The sum of the three deviations is, since. That s closer to than before. Let s keep going and try as the balance point. The deviation of from is. The deviation of from is. The deviation of from is. The sum of the deviations is, since. The balancing point of the data distribution of,, and shown on your ruler or on a dot plot is at. The mean of,, and is. This example looks at a data set whose mean is not 6. Read through the example with students. Then ask: Is 6 the balancing point? No Why not? The sum of the deviations is not 0. If time permits, read through the remainder of the example and explain how to find the mean by using intelligent guessing and checking the guess by calculating the sum of deviations. Then ask: If you guess a value for the mean and the sum of the deviations is positive, should your next guess be lower or higher? Since the sum of the deviations is positive, the guess was too low. To decrease the positive sum, the next guess needs to be higher. If the sum is negative, then the next guess should be lower in order to decrease the negative sum. If the sum is positive, then the next guess should be higher in order to decrease the positive sum. Date: 4/3/14 77

9 Exercise 8 (7 10 minutes) If time permits, let students work in pairs on Exercise 8. Exercise 8 Use what you have learned about the mean to answer the following questions. 8. Recall in Lesson that Michelle asked ten of her classmates for the number of hours they usually sleep when there is school the next day. Their responses (in hours) were,,,,,,,,,. a. It s hard to balance ten pennies. Instead of actually using pennies and a ruler, draw a dot plot that represents the data set. b. Use your dot plot to find the balance point. What is the sum of the deviations of the data points from the fair share mean of hours? A balance point of would mean the deviations are,,,,,,,,,. The sum of these deviations is. Note to teacher: Demonstrate how crossing out zero pairs (for example, and ) is a good strategy when trying to find the sum of a large number of deviations. Lesson Summary In this lesson, the balance process was developed to provide another way in which the mean characterizes the center of a distribution. The mean is the balance point of the data set when the data are shown as dots on a dot plot (or pennies on a ruler). The difference formed by subtracting the mean from a data point is called its deviation. The mean can be defined as the value that makes the sum of all deviations in a distribution equal to zero. The mean is the point that balances the sum of the positive deviations with the sum of the negative deviations. Exit Ticket (5 minutes) Date: 4/3/14 78

10 Name Date Exit Ticket 1. If a class of 27 students has a mean score of 72 on a test, what is the sum of the 27 deviations of the scores from 72? 2. The dot plot below shows the number of goals scored by a school s soccer team in 7 games so far this season. Use the balancing process to explain why the mean number of goals scored is 3. List all of the deviations and calculate the sum of the deviations. Explain your answer. Date: 4/3/14 79

11 Exit Ticket Sample Solutions 1. If a class of students has a mean score of on a test, what is the sum of the deviations of the scores from? The sum is. 2. The dot plot below shows the number of goals that a school s soccer team has scored in games so far this season. Use the balancing process to explain why the mean number of goals scored is. List all of the deviations and calculate the sum of the deviations. Explain your answer. The deviation from to is ; from to is ; from to is, for each of the two data points. The sum of the deviations is, since. The mean is. Problem Set Sample Solutions 1. The number of pockets in the clothes worn by four students to school today is,,,. a. Perform the fair share process to find the mean number of pockets for these four students. Sketch the cube representations for each step of the process. Each of the s gives up a pocket to the person with one pocket, yielding three common pockets. The mean is pockets. b. Find the sum of the deviations to prove the mean found in part (a) is correct. The pocket data point has a deviation of. Each of the two pocket data points has a deviation of. So, the sum of deviations is. 2. The times (rounded to the nearest minute) it took each of six classmates to run a mile are,,,,, and minutes. a. Draw a dot plot representation for the times. Suppose that Sabina thinks the mean is minutes. Use the sum of the deviations to show Sabina that the balance point of is too high. has a deviation of from ; has a deviation of ; has a deviation of ; each of the s has a deviation of ; has a deviation of. The sum of the deviations is. That indicates that is too high. b. Sabina now thinks the mean is minutes. Use the sum of the deviations to verify that is too small to be the mean number of minutes. has a deviation of from ; has a deviation of ; has a deviation of ; each of the s has a deviation of ; has a deviation of. The sum of the deviations is ; therefore, is too low for the mean. c. Sabina asks you to find the mean by using the balancing process. Demonstrate that the mean is minutes. As is too low, and too high, try. The sum of the deviations is. So, the mean is minutes. Date: 4/3/14 80

12 3. The prices per gallon of gasoline (in cents) at five stations across town on one day are shown in the following dot plot. The price for a sixth station is missing, but the mean price for all six stations was reported to be cents per gallon. Use the balancing process to determine the price of a gallon of gasoline at the sixth station? The sum of the negative deviations from is cents. The sum of the positive deviations from is. So, the sixth station has to have a deviation that will cause the sum of the negative deviations plus the sum of the positive deviations to be. The deviation from for the sixth station has to be. Therefore, the price of gasoline at the sixth station must be cents. Note: Try to keep your students from using the mathematical formula for the mean to solve this problem. They could, however, use it to check the answer they get from the balancing process. 4. The number of phones (landline and cell) owned by the members of each of nine families is,,,,,,,,. a. Use the mathematical formula for the mean (sum the data points and divide by the number of data points) to find the mean number of phones owned for these nine families. The mean is phones. b. Draw a dot plot of the data and verify your answer in part (a) by using the balancing process and finding the sum of the deviations. The sum of the negative deviations from is:. The sum of the positive deviations from is:. The sum of the deviations is, so the mean is phones. Date: 4/3/14 81

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Lesson 8: Ordering Integers and Other Rational Numbers Name Date Period Unit 2: Negative Numbers and the Number Line Test Review 1. Jane completes several example problems that ask her to find the opposite of the opposite of a number, and for each example,

Lesson 12: The Relationship Between Absolute Value and Order Lesson 12: The Relationship Between Absolute Value and Order Student Outcomes Students understand that the order of positive numbers is the same as the order of their absolute values. Students understand Kevin Delahoy dela6225@fredonia.edu Talena Baideme baid7981@fredonia.edu Introduction to Coordinate Geometry Introduction: Before students learn the slope of a line, teachers introduce coordinate geometry

ABE Math Review Package P a g e ABE Math Review Package This material is intended as a review of skills you once learned and wish to review before your assessment. Before studying Algebra, you should be familiar with all of the

Welcome almost third graders! Welcome almost third graders! You are AMAZING! Mrs. Bondi and Mr. Gavin are SO EXCITED to get to know you next year! It is hard to believe that summer is here. It is time to relax, vacation, practice your

Agile Mind Grade 7 Scope and Sequence, Common Core State Standards for Mathematics In Grade 6, students developed an understanding of variables from two perspectives as placeholders for specific values and as representing sets of values represented in algebraic relationships. They applied

Two-Color Counters. KEY TERM additive inverses Two-Color Counters Adding Integers, Part II 3 WARM UP Use a number line to determine each sum. Then write a sentence to describe the movement you used on the number line to compute the sum of the two integers.

Mathematics Success Grade 6 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

ENGAGE. Daily Routines Common Core. Essential Question LESSON 7. Time to the Hour and Half Hour FOCUS COHERENCE RIGOR LESSON AT A GLANCE F C R Focus: Common Core State Standards Learning Objective.MD.C.7 Tell and write time from analog and digital clocks to

Chapter 1 Homework Problems Chapter 1 Homework Problems Lesson 1.1.1 1-4. Angelica is working with function machines. She has the two machines shown at right. She wants to put them in order so that the output of the first machine

Lesson 5: Modeling from a Sequence Student Outcomes Students recognize when a table of values represents an arithmetic or geometric sequence. Patterns are present in tables of values. They choose and define the parameter values for a function

UTAH CORE STATE STANDARDS for MATHEMATICS. Mathematics Grade 7 Mathematics Grade 7 In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations

The chart below shows the fraction and decimal forms of some rational numbers. Write,, or in each blank to make a true sentence. Study Guide Pages 9 99 Rational Numbers The chart below shows the fraction and decimal forms of some rational numbers. Rational Number 0.7 0.8 Fraction Form Decimal Form.0 0.66. 0.7 0.8 You can compare

Unit 4: Inequalities. Inequality Symbols. Algebraic Inequality. Compound Inequality. Interval Notation Section 4.1: Linear Inequalities Section 4.2: Solving Linear Inequalities Section 4.3: Solving Inequalities Applications Section 4.4: Compound Inequalities Section 4.5: Absolute Value Equations and Inequalities

Here are some helpful websites you may find useful if your child gets stuck on the summer packet or would like to do some additional work online. 2015 Mathematics Packet for Rising 7 th Graders In addition, the Middle School Mathematics Department is asking your child to work on the attached summer math review packet. This packet reviews key concepts

CHAPTER 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:

Expressions and Equations 8 8.EE.7b Objective Common Core State Standards Expressions and Equations Solving Equations with Variables on Both Sides Another form of multi-step equations involves variables on both sides of the equation.

1st Nine Weeks. Eureka: Module 2: Topics A and B. 6th Grade Advanced Pacing Guide Integers Eureka: Module 2: Topics A and B Integers Chapter 1 Chapter 2 Chapter 2 1st Nine Weeks 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers;

2(m + 3) + 5 = 7(4 m) 5m Simplify both sides of the equation using order of operations. Solution Unit 2, Activity 2, Split-Page Notetaking Example 2(m + 3) + 5 = 7(4 m) 5m Simplify both sides of the equation using order of operations. 2m + 6 + 5 = 28 7m 5m 2m + 11 = 28 12m +12m +12m 14m + 11 = 28-11

Granite 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

PENDING 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

NOTES ON 2009 MEMORANDUM NOTES ON 2009 MEMORANDUM These notes are necessarily brief and often formal and symbolic. Many questions could be answered using primitive methods, e.g. If today is Wednesday, what day of the week will

Solutions of Linear Equations Lesson 14 Part 1: Introduction Solutions of Linear Equations Develop Skills and Strategies CCSS 8.EE.C.7a You ve learned how to solve linear equations and how to check your solution. In this lesson, you

Lesson 10: The Power of Algebra Finding Pythagorean Triples Lesson 10: The Power of Algebra Finding Pythagorean Triples Student Outcomes Students explore the difference of two squares identity x " y " = (x y)(x + y) in the context of finding Pythagorean triples.

Lesson 11: The Special Role of Zero in Factoring Lesson 11: The Special Role of Zero in Factoring Student Outcomes Students find solutions to polynomial equations where the polynomial expression is not factored into linear factors. Students construct

Graphing and Physical Quantities Show all work on a separate sheet of paper. 3.1 Observe and Describe Graphing and Physical Quantities Claire recorded the position of a motorized toy car using the origin as her reference point. She wrote

Algebra I Solving & Graphing Inequalities Slide 1 / 182 Slide 2 / 182 Algebra I Solving & Graphing Inequalities 2016-01-11 www.njctl.org Slide 3 / 182 Table of Contents Simple Inequalities Addition/Subtraction click on the topic to go to that

MATHEMATICS. Perform a series of transformations and/or dilations to a figure. A FAMILY GUIDE FOR STUDENT SUCCESS 17 MATHEMATICS In grade 8, your child will focus on three critical areas. The first is formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a

Unit 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

Lesson 8: Complex Number Division Student Outcomes Students determine the modulus and conjugate of a complex number. Students use the concept of conjugate to divide complex numbers. Lesson Notes This is the second day of a two-day lesson

6th Grade. Dependent & Independent Variables Slide 1 / 68 Slide 2 / 68 6th Grade Dependent & Independent Variables 2014-10-28 www.njctl.org Slide 3 / 68 Table of Contents Translating to Equations Dependent and Independent Variables Click on a topic

Fourth Grade Number Sense and Algebraic Concepts Slide 1 / 308 Slide 2 / 308 Fourth Grade Number Sense and Algebraic Concepts 2015-11-23 www.njctl.org Compare numbers Round Numbers Patterns Slide 3 / 308 Table of Contents Algebraic Equations/Number Sentences

Division With a Remainder 3 Count by s to 0. Practice the L and flash cards for 5 minutes. Do Speed Drill 3 on page. Record your score in the graph on page 0. Division With a Remainder Sometimes when we divide into equal groups,

Investigating Similar Triangles and Understanding Proportionality: Lesson Plan Investigating Similar Triangles and Understanding Proportionality: Lesson Plan Purpose of the lesson: This lesson is designed to help students to discover the properties of similar triangles. They will

Lesson 24: Introduction to Simultaneous Linear Equations Classwork Opening Exercise 1. Derek scored 30 points in the basketball game he played and not once did he go to the free throw line. That means that Derek scored two point shots and three point shots.

Chapter 9: Roots and Irrational Numbers Chapter 9: Roots and Irrational Numbers Index: A: Square Roots B: Irrational Numbers C: Square Root Functions & Shifting D: Finding Zeros by Completing the Square E: The Quadratic Formula F: Quadratic KINDERGARTEN Counting and Cardinality K n o w n u m b e r n a m e s a n d t h e c o u n t s e q u e n c e Count to 100 by ones. Count to 100 by tens. Count starting at a number other than 1. Write numbers Measure lengths indirectly and by iterating length units (Standards 1 2). Standard 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. Understand