During What is the relationship between Line 1 and the deposit amount?
|
|
- Allison Weaver
- 6 years ago
- Views:
Transcription
1 Simple Interest LAUNCH (7 MIN) Before Why do banks pay interest to their customers? During What is the relationship between Line 1 and the deposit amount? After Which of the two lines shows a proportional relationship? KEY CONCEPT (4 MIN) Point out that I is not the new balance of the account but the interest earned on principal. To find the new balance, you need to add the principal to the interest: B p I How is finding the product pr similar to using the percent equation? Javier Says (Simple Interest (I)) Use the Javier Says button to address the Focus Question, Why is simple interest called simple? PART 1 (7 MIN) Javier Says (Screen 1) Use the Javier Says button to discuss what happens to your money when you place it in a savings account versus a checking account. What do you estimate is the interest earned? Explain. After solving the problem How can you use the percent equation to prove that I is proportional to p? PART 2 (7 MIN) During the Intro What is the relationship between the new account balance and the simple interest earned? Javier Says (Screen 2) Use the Javier Says button to support students understanding of the concept of proportional relationships. What pattern do you see in the table? Why can t you find the New Account Balance using the percent equation? While solving the equation How will you use the data in the Time column to complete the table? PART 3 (7 MIN) Why can t you just compare the interest for each account? While solving the problem What must you do once you find the amount of interest each person earns? After solving the problem Suppose their money were kept in the bank for 18 mo. What value can you use for time? CLOSE AND CHECK (8 MIN) Describe a real-life situation from this lesson in which it is convenient to use percents. What is another time period in which interest might be paid?
2 Simple Interest LESSON OBJECTIVES 1. Recognize and represent proportional relationships between quantities. 2. Use proportional relationships to solve multi-step ratio and percent problem involving simple interest. FOCUS QUESTION Why is simple interest called simple? When would you use simple interest? MATH BACKGROUND A key idea is that simple interest is found on the principal only and is not recalculated at the end of each year. For example, the simple interest earned on an account with a principal of $100 and an interest rate of 4% is always $4 per year even though the balance increases each year. Some problems in this lesson involve fractions of years. It is important that students understand the variable t in the formula for simple interest is the time in years, so they need to convert any time to those units. You may need to review how to rename parts of years as fractions. For example, 3 months 1 4 year. While the formula for simple interest is straightforward and helpful to students to understand how percents apply to real-world situations, simple interest is not typically used. Some examples of accounts that involve simple interest are certificates of deposit (CDs) and short loans of days. Use this lesson as a precursor to compound interest, which is the focus of the next lesson. An understanding of interest as a percent increase will prepare students for their work in the lessons on percent change and markups/markdowns. LAUNCH (7 MIN) Objective: Identify simple interest on a graph. Author Intent Students pair bank offers with lines on a graph. They recognize one offer as a constant and the other as a variable. This problem demonstrates how a constant interest rate does not mean that the interest earned is constant. The interest earned is dependent on the principal. Questions for Understanding Before Why do banks pay interest to their customers? [Sample answer: When people deposit money into bank accounts they are, in essence, loaning money to the bank that the bank will invest. Interest is what the banks pay customers for the use of their money.] How can banks afford to pay customers interest? [Sample answer: Banks invest your money and generally make more than they pay you in interest.] During What is the relationship between Line 1 and the deposit amount? Between Line 2 and the deposit amount? [The value of Offer 1 increases as the deposit amount increases. The value of Offer 2 is constant and does not change as the deposit amount increases.]
3 Simple Interest continued After Which of the two lines shows a proportional relationship? [The diagonal line shows that the two quantities have a proportional relationship.] Solution Notes Invite students to brainstorm a list of reasons, other than their initial offers, for choosing one bank over another. Answers may include fees, interest rates, the minimum initial deposit, hours of operation, number of locations, and other investment services available. Students may compare the two offers to determine which has a greater value. They should notice that Line 2 has a greater value for smaller deposit amounts, the intersection of the two lines represents the deposit amount where the values are equal, and Line 1 has a greater value for all larger deposit amounts. Connect Your Learning Move to the Connect Your Learning screen. Use the Launch to help clarify the meaning of fixed percent. Explain that the value is not fixed itself, but the percent of the whole is fixed. Use the Focus Question to begin a conversation about interest. If necessary, you can prompt students to list reasons why people put their money in banks, such as to keep it safe or to gain interest. Explain that there are different kinds of interest, and how in this lesson, students will study a relatively uncomplicated kind. KEY CONCEPT (4 MIN) ELL Support Beginning While listening to the definitions in the Key Concept, have students write down words that they do not understand. Make a list on the board of these words and write simple definitions for students to copy. Discuss the definition of each word to reinforce understanding. Intermediate Have students make a list of academic words they do not understand as they listen to the definitions in the Key Concept. Have them look up the words in a dictionary or the online glossary and write definitions for each of the words. Advanced Have students make a list of academic words as in the activity for Intermediate learners. Then have students who have listed different words work together to define the words. For example, if one student lists one word and a second student lists a different word, they should be able to define each other s words. Teaching Tips for the Key Concept You can call on students to click on each check box to show the various parts of the Simple Interest Formula. Make sure students understand the meaning of interest and define each variable as it appears. When all layers are showing, students can see the relationship between the parts of the formula. Point out that I is not the new balance of the account but the interest earned on principal p at interest rate r over t years. To find the new balance, you need to add the principal to the interest: B p I. You might compare the Simple Interest Formula to the percent equation. Discuss how the equation is in the form y mx, where m r t.
4 Questions for Understanding Simple Interest continued How is finding the product pr similar to using the percent equation? [Sample answer: p is the whole, and r is the percent, so the product is a part of the whole. It is the interest you earn in a year.] Why can you multiply by t in the formula to find the interest for t years? [Sample answer: The interest is the same every year. Once you know the interest for one year, you can multiply by the number of years to find the total interest.] Javier Says (Simple Interest (I)) Use the Javier Says button to address the Focus Question, Why is simple interest called simple? Using the example provided, point out that if the money is taken out after 1 year, you earn $2 in interest. If it's taken out after 2 years, you earn $4 in interest, and so on. What is the pattern in the relationship between the number of years the money is in the bank and the amount of interest earned? [Sample answer: The interest earned is double the number of years the money is in the bank.] PART 1 (7 MIN) Objective: Identify parts of a proportional relationship represented by the simple interest formula. Author Intent Students use the Simple Interest Formula they learned in the Key Concept. They apply the formula to calculate interest earned given principal, rate, and time. This problem is designed to help students become comfortable with the formula before they find the balance of an account by adding the interest to the principal in Part 2. Instructional Design You can call on students to drag tiles to complete the Words to Equation organizer. Once the class agrees on where the variables belong in the equation, have students identify the values of each variable from the problem statement and place the tiles accordingly. They will need to solve the equation to find the interest, I. Questions for Understanding Javier Says (Screen 1) Use the Javier Says button to discuss what happens to your money when you place it in a savings account versus a checking account. Focus on the idea that banks are businesses that make money with your money. They use depositors funds to make loans to other people and businesses, and they invest your money in outside funds, hoping to earn more interest than the bank pays you. Which quantity is not given in the problem statement? [I] How is the rate, r, different from the interest, I? [Sample answer: The rate tells you the percent of the principal that makes up the interest. The interest is an actual quantity that you can calculate using the rate and principal.] What do you estimate is the interest earned? Explain. [Sample answer: Since , then you need to find 30% of $400. You can either multiply 10% by 3, or you estimate that it s a little less than 1 of 400.] 3
5 Simple Interest continued After solving the problem How can you use the percent equation to prove that I is proportional to p? [Sample answer: You can rewrite the Simple Interest Formula to look like the percent equation: part percent The number 6 in the formula represents 6 years. How do you think you would represent 6 months? [Sample answer: 1 ; 6 months is half a year.] 2 Solution Notes This problem involves the Words to Equation organizer to help students translate the problem statement into the Simple Interest Formula. You can check your answer against the provided solution to see whether students translated the problem into the formula correctly. Although students could place p, r, and t in any order by the Associative Property of Multiplication, emphasize that the formula specifies an order that is useful to remember. Differentiated Instruction For struggling students: Students may need help choosing the correct tile to represent the rate r. Point out that 5% is not equal to 5, but Provide a hundreds chart and have students shade 5% of it. Note that the total chart is equal to 1. For advanced students: Have students write another equation that relates balance to principal, rate, and time. They should realize that they need to add the principal to the interest, which can be written as Error Prevention Students may write the percent as a fraction or a decimal. Tell them that the rate is most commonly written as a decimal. Watch for students who convert the percent incorrectly, no matter which form they choose. For example, in the Got It, students may have trouble writing 1.2% as a decimal. Got It Notes If you show answer choices, consider the following possible student errors: Students who choose A may not notice that the problem asks about two years. If students have trouble writing the rate as a decimal in order to calculate the interest, they may choose B. Students who select D have swapped the meanings of p and r. Got It 2 Notes Help students connect this problem to the previous lesson. Point out that when the value of t is 1 year, you can write the formula without t, and there exists a proportional relationship between a part, a whole, and a constant of proportionality. The provided solution uses color to distinguish the different variables as the steps clearly transform the Simple Interest Formula into the percent equation. PART 2 (7 MIN) Objective: Find simple interest and account balances. ELL Support On the Student Companion page for the Part 2 Got It, there are three tasks for students to complete and discuss: Choose a row from the table. Explain what the entries in Columns 1, 2, and 3 mean for the row that you selected.
6 Take turns until you have reviewed all the rows in the table. Simple Interest continued Beginning and Intermediate Be sure that students have a common understanding of what makes up a row in the table vs. a column in the table. Consider numbering the rows to make it easy for students to reference. Then have students choose one of the rows and complete the second task, paying particular attention to the use of the column headings and how information is related across the cells in that row. Advanced Have students complete the first two tasks in pairs. Then have them discuss the challenges of describing the information in the row. Was there a column of information that was more challenging to describe than the others? How does understanding the information in the table better prepare you to answer the problem? Author Intent Students calculate simple interest for various times using the same principal and interest rate. They find the new account balance after each year and identify that the balance changes by the same amount every year. Computing simple interest over a period of years prepares students to compare simple and compound interest in the next lesson. Instructional Design In the Intro, have students define the word balance in their own words. You can compare this problem to the previous lesson, in which students found the tax/tip as a percent of the cost of food and added the quantities together to find a total. On Screen 2, call on students to fill in the table one row at a time. They may realize that you can fill in the entire Simple Interest Earned column immediately because every entry is the same. You may need to discuss what certificates of deposit (CDs) are and why people buy them. Explain that the rate for a CD is usually higher than that of a savings account because you are not allowed to withdraw the money out of a CD without a penalty. Questions for Understanding During the Intro What is the relationship between the new account balance and the simple interest earned? [The new account balance is the sum of the principal plus the interest earned.] Using the variables in the Simple Interest Formula, write another formula for B, the balance of an account. [B p I] Javier Says (Screen 2) Use the Javier Says button to support students understanding of the concept of proportional relationships by studying the table. Some students may be able to recall from the previous topic, Proportional Relationships, how to use their knowledge to find interest earned in 10 years. What pattern do you see in the table between the Time column and Simple Interest Earned column? [Sample answer: The Simple Interest earned is the Year multiplied by 87.5, the product of the principal and rate.] Describe a proportional relationship in the table. [Sample answer: The ratio of the time and the simple interest earned is the same for every row of the table.] Why can t you find the New Account Balance using the percent equation? [Sample answer: The new balance is neither the part nor the whole. You need to add the previous balance to the interest earned to find the New Account Balance.]
7 Simple Interest continued While solving the problem How will you use the data in the Time column to complete the table? [Sample answer: The principal and rate are constant for this problem. The time in the Simple Interest Formula is the only quantity that changes when calculating interest for each row.] Solution Notes Consider using the Coordinate Grapher tool to plot New Account Balance vs. Time and help students identify a proportional relationship. Make sure students remember that the principal is listed above the table. They should use that same value every time they find the interest and the balance. Error Prevention Watch for students who write an incorrect decimal for 3.5%. If necessary, review how to convert a percent to a fraction and/or decimal. Students may want to use the new account balance as the principal for the next row. Explain that the principal is the same for each situation but that they will learn another type of interest that builds on the new account balance in the next lesson. Got It Notes This problem supplies the data table from the Example. Although the principal has changed, students can use number sense to solve this problem. Ask them how the principal compares to that of the Example (it is double). If students understand that they can double every amount in the table, they may look for the first row when the account earns at least $250, which would translate to more than $500 in interest for an account with double the principal. Other students may subtract and realize that $500 of interest is 10% of the principal. They can locate the row of the table that shows at least 10% interest on $2,500, which is 3 years. Got It 2 Notes Unlike the previous problems, students know I and are solving for t. They should recognize that they can solve for any variable in the formula given the other values. They may use the Simple Interest Formula and solve for t or rewrite the formula in terms of t before substituting values. PART 3 (7 MIN) Objective: Compare simple interest rates. Author Intent Students compute simple interest for a fraction of a year. They understand the Simple Interest Formula is in terms of years and convert time from months to years. Working with shorter periods of interest prepares students to work with compound interest. Instructional Design On Screen 1, explain that the time t in the formula is always in years and that the rate r is an annual percent. Use the example to demonstrate how to convert the time when presented in terms of months. Move to Screen 2. Call on two students to each work with one of the two accounts shown. You can have each student solve their problem separately or have both students complete one step at a time.
8 Questions for Understanding Simple Interest continued Why can t you just compare the interest for each account? [The principals are also different.] While solving the problem Should you express 8 months as a fraction or a decimal? [Sample answer: a fraction; 8 is a repeating decimal.] 12 What must you do once you find the amount of interest each person earns to solve this problem? [Sample answer: Add the interest to the principal and then compare total amounts in each account.] After solving the problem Would you get the same answer if you rounded 8 to the decimal 0.67? Explain. 12 [Yes; the problem does not ask for the exact balance of each account. It asks which account has a higher balance.] Suppose their money were to be kept in the bank for 18 months. What value can you use to represent time? [Sample answers: 1 1 2, 1.5, 3 2 ] Solution Notes Ask students how you can apply the Associative Property of Multiplication to solve the problem more efficiently. They may mention that you can use mental math to multiply Alex s principal of $3,000 by 2 3 Got It Notes first and then multiply by Students can see that they need to apply the same formula, this time rewriting the time as an improper fraction, to solve the problem. Guide them to see that reducing the fraction to 4 3 can make the computation easier. You may wish to elicit from students that since 4% is proportionally much greater than 2.5%, the trend is that Mia s account will continue to grow faster than Alex s will. Got It 2 Notes As in Part 2, this problem applies the Simple Interest Formula to find yet another unknown quantity: the principal. Students may ask why they should round their answer. Explain that when banks calculate interest, they round to the nearest cent. The exact interest may not be $5.51. Show that several balances, including $245 and $244.75, result in $5.51 in interest after 9 months. CLOSE AND CHECK (8 MIN) Focus Question Sample Answer Simple interest might be called simple because it is based on the principal only. This makes the interest the same amount every year. You would use simple interest when you have a financial account that applies simple interest to the account. Focus Question Notes Listen for students to describe loaning money to a sibling (or borrowing money from a sibling!) as a situation in which they might use simple interest.
9 Simple Interest continued You may wish to explain that simple interest is generally used when the loan period is less than a year. For example, if a corporation borrows a sum from another corporation for just a day or two, the loan is often paid back with simple interest. You may also want to discuss with students how most of the loans and mortgages they encounter in life will not use simple interest. In the next lesson, they will look at a kind of interest that is commonly used when an individual borrows a sum for more than a year. Essential Question Connection In this lesson, students see that percents are a convenient way to describe simple interest, which directly addresses the Essential Question: When is it most convenient to use percents? Throughout the lesson, students compared various bank offers and determined which account had more money at the end of a given time period. This supports the portion of the Essential Question that describes comparisons with percents as helpful when making plans and decisions. Describe a real-life situation from this lesson in which it is convenient to use percents. [Sample answers: when determining how much money is in your account; when deciding whether to put your money in a CD; when comparing bank offers] In Parts 1 and 2, interest is paid every year. In Part 3, interest is paid every month. What is another time period in which interest might be paid? [Sample answers: daily, weekly]
Using Proportions to Solve Percentage Problems I
RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationExtending Place Value with Whole Numbers to 1,000,000
Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit
More informationPage 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified
Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community
More informationGrade 6: Correlated to AGS Basic Math Skills
Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationCal s Dinner Card Deals
Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help
More informationPre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value
Syllabus Pre-Algebra A Course Overview Pre-Algebra is a course designed to prepare you for future work in algebra. In Pre-Algebra, you will strengthen your knowledge of numbers as you look to transition
More informationAre You Ready? Simplify Fractions
SKILL 10 Simplify Fractions Teaching Skill 10 Objective Write a fraction in simplest form. Review the definition of simplest form with students. Ask: Is 3 written in simplest form? Why 7 or why not? (Yes,
More informationMath 96: Intermediate Algebra in Context
: Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)
More informationMath-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade
Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See
More informationMultiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!
Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.
More informationThis scope and sequence assumes 160 days for instruction, divided among 15 units.
In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction
More informationNumeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C
Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom
More informationMath Grade 3 Assessment Anchors and Eligible Content
Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among
More informationFunctional Skills Mathematics Level 2 assessment
Functional Skills Mathematics Level 2 assessment www.cityandguilds.com September 2015 Version 1.0 Marking scheme ONLINE V2 Level 2 Sample Paper 4 Mark Represent Analyse Interpret Open Fixed S1Q1 3 3 0
More informationGCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education
GCSE Mathematics B (Linear) Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education Mark Scheme for November 2014 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge
More informationWritten by Wendy Osterman
Pre-Algebra Written by Wendy Osterman Editor: Alaska Hults Illustrator: Corbin Hillam Designer/Production: Moonhee Pak/Cari Helstrom Cover Designer: Barbara Peterson Art Director: Tom Cochrane Project
More informationUnit 3 Ratios and Rates Math 6
Number of Days: 20 11/27/17 12/22/17 Unit Goals Stage 1 Unit Description: Students study the concepts and language of ratios and unit rates. They use proportional reasoning to solve problems. In particular,
More informationAlgebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview
Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best
More informationMay To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment
1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a
More informationLongman English Interactive
Longman English Interactive Level 3 Orientation Quick Start 2 Microphone for Speaking Activities 2 Course Navigation 3 Course Home Page 3 Course Overview 4 Course Outline 5 Navigating the Course Page 6
More informationChapter 4 - Fractions
. Fractions Chapter - Fractions 0 Michelle Manes, University of Hawaii Department of Mathematics These materials are intended for use with the University of Hawaii Department of Mathematics Math course
More informationThe New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013
The New York City Department of Education Grade 5 Mathematics Benchmark Assessment Teacher Guide Spring 2013 February 11 March 19, 2013 2704324 Table of Contents Test Design and Instructional Purpose...
More informationSouth Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5
South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents
More informationMontana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011
Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade
More informationGrade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported
More informationExperience College- and Career-Ready Assessment User Guide
Experience College- and Career-Ready Assessment User Guide 2014-2015 Introduction Welcome to Experience College- and Career-Ready Assessment, or Experience CCRA. Experience CCRA is a series of practice
More informationCommon Core Standards Alignment Chart Grade 5
Common Core Standards Alignment Chart Grade 5 Units 5.OA.1 5.OA.2 5.OA.3 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7 5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7 5.MD.1 5.MD.2 5.MD.3 5.MD.4
More informationOhio s Learning Standards-Clear Learning Targets
Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking
More information2 nd grade Task 5 Half and Half
2 nd grade Task 5 Half and Half Student Task Core Idea Number Properties Core Idea 4 Geometry and Measurement Draw and represent halves of geometric shapes. Describe how to know when a shape will show
More informationUNIT ONE Tools of Algebra
UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students
More informationExcel Intermediate
Instructor s Excel 2013 - Intermediate Multiple Worksheets Excel 2013 - Intermediate (103-124) Multiple Worksheets Quick Links Manipulating Sheets Pages EX5 Pages EX37 EX38 Grouping Worksheets Pages EX304
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More informationBest Colleges Main Survey
Best Colleges Main Survey Date submitted 5/12/216 18::56 Introduction page 1 / 146 BEST COLLEGES Data Collection U.S. News has begun collecting data for the 217 edition of Best Colleges. The U.S. News
More informationGrade Five Chapter 6 Add and Subtract Fractions with Unlike Denominators Overview & Support Standards:
rade Five Chapter 6 Add and Subtract Fractions with Unlike Denominators Overview & Support Standards: Use equivalent fractions as a strategy to add and subtract fractions. Add and subtract fractions with
More informationTOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system
Curriculum Overview Mathematics 1 st term 5º grade - 2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide
More informationThe lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.
Name: Partner(s): Lab #1 The Scientific Method Due 6/25 Objective The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.
More informationSample Problems for MATH 5001, University of Georgia
Sample Problems for MATH 5001, University of Georgia 1 Give three different decimals that the bundled toothpicks in Figure 1 could represent In each case, explain why the bundled toothpicks can represent
More informationMath 121 Fundamentals of Mathematics I
I. Course Description: Math 121 Fundamentals of Mathematics I Math 121 is a general course in the fundamentals of mathematics. It includes a study of concepts of numbers and fundamental operations with
More informationObjective: Add decimals using place value strategies, and relate those strategies to a written method.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 1 Lesson 9 Objective: Add decimals using place value strategies, and relate those strategies to a written method. Suggested Lesson Structure Fluency Practice
More informationWhat's My Value? Using "Manipulatives" and Writing to Explain Place Value. by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School
What's My Value? Using "Manipulatives" and Writing to Explain Place Value by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School This curriculum unit is recommended for: Second and Third Grade
More informationAlgebra 1 Summer Packet
Algebra 1 Summer Packet Name: Solve each problem and place the answer on the line to the left of the problem. Adding Integers A. Steps if both numbers are positive. Example: 3 + 4 Step 1: Add the two numbers.
More informationINTERMEDIATE ALGEBRA PRODUCT GUIDE
Welcome Thank you for choosing Intermediate Algebra. This adaptive digital curriculum provides students with instruction and practice in advanced algebraic concepts, including rational, radical, and logarithmic
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationLet s think about how to multiply and divide fractions by fractions!
Let s think about how to multiply and divide fractions by fractions! June 25, 2007 (Monday) Takehaya Attached Elementary School, Tokyo Gakugei University Grade 6, Class # 1 (21 boys, 20 girls) Instructor:
More informationFoothill College Summer 2016
Foothill College Summer 2016 Intermediate Algebra Math 105.04W CRN# 10135 5.0 units Instructor: Yvette Butterworth Text: None; Beoga.net material used Hours: Online Except Final Thurs, 8/4 3:30pm Phone:
More informationPowerTeacher Gradebook User Guide PowerSchool Student Information System
PowerSchool Student Information System Document Properties Copyright Owner Copyright 2007 Pearson Education, Inc. or its affiliates. All rights reserved. This document is the property of Pearson Education,
More informationEffective Instruction for Struggling Readers
Section II Effective Instruction for Struggling Readers Chapter 5 Components of Effective Instruction After conducting assessments, Ms. Lopez should be aware of her students needs in the following areas:
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationLearning to Think Mathematically With the Rekenrek
Learning to Think Mathematically With the Rekenrek A Resource for Teachers A Tool for Young Children Adapted from the work of Jeff Frykholm Overview Rekenrek, a simple, but powerful, manipulative to help
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationMontana's Distance Learning Policy for Adult Basic and Literacy Education
Montana's Distance Learning Policy for Adult Basic and Literacy Education 2013-2014 1 Table of Contents I. Introduction Page 3 A. The Need B. Going to Scale II. Definitions and Requirements... Page 4-5
More informationKeyTrain Level 7. For. Level 7. Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN
Introduction For Level 7 Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN 37405. Copyright 2000 by SAI Interactive, Inc. KeyTrain is a registered trademark of SAI Interactive, Inc.
More informationFirst Grade Standards
These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught
More information(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics
(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the
More informationFractionWorks Correlation to Georgia Performance Standards
Cheryl Keck Educational Sales Consultant Phone: 800-445-5985 ext. 3231 ckeck@etacuisenaire.com www.etacuisenaire.com FractionWorks Correlation to Georgia Performance s Correlated to Georgia Performance
More informationOperations and Algebraic Thinking Number and Operations in Base Ten
Operations and Algebraic Thinking Number and Operations in Base Ten Teaching Tips: First Grade Using Best Instructional Practices with Educational Media to Enhance Learning pbskids.org/lab Boston University
More informationConversions among Fractions, Decimals, and Percents
Conversions among Fractions, Decimals, and Percents Objectives To reinforce the use of a data table; and to reinforce renaming fractions as percents using a calculator and renaming decimals as percents.
More informationBittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: Addison-Wesley.
Course Syllabus Course Description Explores the basic fundamentals of college-level mathematics. (Note: This course is for institutional credit only and will not be used in meeting degree requirements.
More informationMathematics process categories
Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts
More informationTask Types. Duration, Work and Units Prepared by
Task Types Duration, Work and Units Prepared by 1 Introduction Microsoft Project allows tasks with fixed work, fixed duration, or fixed units. Many people ask questions about changes in these values when
More informationLLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 6-8 Credit Value:
More informationCommon Core State Standards
Common Core State Standards Common Core State Standards 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Mathematical Practices 1, 3, and 4 are aspects
More informationName Class Date. Graphing Proportional Relationships
Name Class Date Practice 5-1 Graphing Proportional Relationships 5-1 Graphing Proportional Relationships 1. An electronics store has a frequent shopper program. The buyer earns 4 points for every movie
More informationEdexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE
Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional
More informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
More information1.11 I Know What Do You Know?
50 SECONDARY MATH 1 // MODULE 1 1.11 I Know What Do You Know? A Practice Understanding Task CC BY Jim Larrison https://flic.kr/p/9mp2c9 In each of the problems below I share some of the information that
More informationTabletClass Math Geometry Course Guidebook
TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course
More informationUnit 3: Lesson 1 Decimals as Equal Divisions
Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square
More informationTIMSS Highlights from the Primary Grades
TIMSS International Study Center June 1997 BOSTON COLLEGE TIMSS Highlights from the Primary Grades THIRD INTERNATIONAL MATHEMATICS AND SCIENCE STUDY Most Recent Publications International comparative results
More informationMath 098 Intermediate Algebra Spring 2018
Math 098 Intermediate Algebra Spring 2018 Dept. of Mathematics Instructor's Name: Office Location: Office Hours: Office Phone: E-mail: MyMathLab Course ID: Course Description This course expands on the
More informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
More informationAlignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program
Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address
More informationMassachusetts Department of Elementary and Secondary Education. Title I Comparability
Massachusetts Department of Elementary and Secondary Education Title I Comparability 2009-2010 Title I provides federal financial assistance to school districts to provide supplemental educational services
More informationFunctional Maths Skills Check E3/L x
Functional Maths Skills Check E3/L1 Name: Date started: The Four Rules of Number + - x May 2017. Kindly contributed by Nicola Smith, Gloucestershire College. Search for Nicola on skillsworkshop.org Page
More informationMathematics Success Grade 7
T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationMath DefragGED: Calculator Tips and Tricks
Math DefragGED: Calculator Tips and Tricks Webinar May 6, 2015 Handout Organization of the TI-30XS MultiView TM Calculator Buttons 1 2 3 Knowing how the calculator buttons are organized is key to becoming
More informationWHAT ARE VIRTUAL MANIPULATIVES?
by SCOTT PIERSON AA, Community College of the Air Force, 1992 BS, Eastern Connecticut State University, 2010 A VIRTUAL MANIPULATIVES PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR TECHNOLOGY
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More information4 th Grade Number and Operations in Base Ten. Set 3. Daily Practice Items And Answer Keys
4 th Grade Number and Operations in Base Ten Set 3 Daily Practice Items And Answer Keys NUMBER AND OPERATIONS IN BASE TEN: OVERVIEW Resources: PRACTICE ITEMS Attached you will find practice items for Number
More informationRETURNING TEACHER REQUIRED TRAINING MODULE YE TRANSCRIPT
RETURNING TEACHER REQUIRED TRAINING MODULE YE Slide 1. The Dynamic Learning Maps Alternate Assessments are designed to measure what students with significant cognitive disabilities know and can do in relation
More information*Lesson will begin on Friday; Stations will begin on the following Wednesday*
UDL Lesson Plan Template Instructor: Josh Karr Learning Domain: Algebra II/Geometry Grade: 10 th Lesson Objective/s: Students will learn to apply the concepts of transformations to an algebraic context
More informationLESSON PLANS: AUSTRALIA Year 6: Patterns and Algebra Patterns 50 MINS 10 MINS. Introduction to Lesson. powered by
Year 6: Patterns and Algebra Patterns 50 MINS Strand: Number and Algebra Substrand: Patterns and Algebra Outcome: Continue and create sequences involving whole numbers, fractions and decimals. Describe
More informationPOWERTEACHER GRADEBOOK
POWERTEACHER GRADEBOOK FOR THE SECONDARY CLASSROOM TEACHER In Prince William County Public Schools (PWCS), student information is stored electronically in the PowerSchool SMS program. Enrolling students
More informationMeasurement. Time. Teaching for mastery in primary maths
Measurement Time Teaching for mastery in primary maths Contents Introduction 3 01. Introduction to time 3 02. Telling the time 4 03. Analogue and digital time 4 04. Converting between units of time 5 05.
More informationIntroducing the New Iowa Assessments Mathematics Levels 12 14
Introducing the New Iowa Assessments Mathematics Levels 12 14 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts, Mathematics
More informationMissouri Mathematics Grade-Level Expectations
A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the
More informationFirst and Last Name School District School Name School City, State
Unit Plan - Fractions Unit Author First and Last Name School District School Name School City, State Allison Cooper (King) Putnam County Rock Branch Elementary School Rock Branch, WV Unit Overview Unit
More information6 Financial Aid Information
6 This chapter includes information regarding the Financial Aid area of the CA program, including: Accessing Student-Athlete Information regarding the Financial Aid screen (e.g., adding financial aid information,
More informationAlgebra 2- Semester 2 Review
Name Block Date Algebra 2- Semester 2 Review Non-Calculator 5.4 1. Consider the function f x 1 x 2. a) Describe the transformation of the graph of y 1 x. b) Identify the asymptotes. c) What is the domain
More informationGuide to the Uniform mark scale (UMS) Uniform marks in A-level and GCSE exams
Guide to the Uniform mark scale (UMS) Uniform marks in A-level and GCSE exams This booklet explains why the Uniform mark scale (UMS) is necessary and how it works. It is intended for exams officers and
More informationSapphire Elementary - Gradebook Setup
Sapphire Elementary - Gradebook Setup Technology Tip Sheets - Sapphire Elementary - Gradebook Setup To start setting up your Gradebook, log in to Sapphire and select the Teacher Gradebook. At the Class
More informationBENCHMARK MA.8.A.6.1. Reporting Category
Grade MA..A.. Reporting Category BENCHMARK MA..A.. Number and Operations Standard Supporting Idea Number and Operations Benchmark MA..A.. Use exponents and scientific notation to write large and small
More informationCalculators in a Middle School Mathematics Classroom: Helpful or Harmful?
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Action Research Projects Math in the Middle Institute Partnership 7-2008 Calculators in a Middle School Mathematics Classroom:
More informationFoothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:00-11:50 (click on Math My Way tab) Math My Way Instructors:
This is a team taught directed study course. Foothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:00-11:50 www.psme.foothill.edu (click on Math My Way tab) Math My Way Instructors: Instructor:
More informationMinitab Tutorial (Version 17+)
Minitab Tutorial (Version 17+) Basic Commands and Data Entry Graphical Tools Descriptive Statistics Outline Minitab Basics Basic Commands, Data Entry, and Organization Minitab Project Files (*.MPJ) vs.
More informationREAD 180 Next Generation Software Manual
READ 180 Next Generation Software Manual including ereads For use with READ 180 Next Generation version 2.3 and Scholastic Achievement Manager version 2.3 or higher Copyright 2014 by Scholastic Inc. All
More information