Mathematics Success Level E


 Ashlee Perkins
 3 years ago
 Views:
Transcription
1 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. [PREREQUISITE SKILLS] interpreting and creating patterns; addition, subtraction, multiplication, and division of whole numbers *Teacher Note: Have students complete Lesson 28 before this lesson. [MATERIALS] Student pages S137  S149 Transparencies T415, T417, T419, T421, T423, T425, T427, and T431 Foldable from Lesson 13 Wall grid Beans (84 per student pair) Colored pencils [ESSENTIAL QUESTIONS] 1. How can you create a numerical pattern? 2. How can you generate an ordered pair using two patterns? 3. How do you graph an ordered pair on the coordinate plane? [WORDS FOR WORD WALL] ordered pair, pattern, sequence, coordinate plane, xaxis, yaxis, horizontal, vertical, scale, term [GROUPING] Cooperative Pairs (CP), Whole Group (WG), Individual (I) *For Cooperative Pairs (CP) activities, assign the roles of Partner A and Partner B to students. This allows each student to be responsible for designated tasks within the lesson. [LEVELS OF TEACHER SUPPORT] Modeling (M), Guided Practice (GP), Independent Practice (IP) [MULTIPLE REPRESENTATIONS] SOLVE, Graph, Verbal Description, Pictorial Representation, Concrete Representation, Graphic Organizer
2 T404 Mathematics Success Level E [WARMUP] (5 minutes IP, I, WG) S137 (Answers are on T414.) Have students turn to S137 in their books to begin the WarmUp. Students will extend patterns and write rules for given patterns. Monitor students to see if any of them need help during the WarmUp. Give students 3 minutes to complete the problems and then spend 2 minutes reviewing the answers as a class. {Verbal Representation} [HOMEWORK] (5 minutes) Take time to go over the homework from the previous night. [LESSON] (60 minutes CP, WG, I, M, GP, IP) SOLVE Problem (3 minutes WG, GP) T415, S138 (Answers on T416.) Have students turn to S138 in their books, and place T415 on the overhead. The first problem is a SOLVE problem. You are only going to complete the S step with students at this point. Tell students that during the lesson they will learn how to analyze patterns and relationships with ordered pairs.they will use this knowledge to complete this SOLVE problem at the end of the lesson. {SOLVE, Graphic Organizer} Generating Patterns for Two Given Rules (15 minutes M, WG, GP, CP, IP) T415, T417, T419, S138, S139, S140 (Answers on T416, T418, T420.) 10 minutes M, WG, CP, GP: Have students turn to S138, and place T415 on the overhead. Students will be completing two patterns with different rules. Pass out beans and colored pencils to student pairs. Assign the roles of Partner A and Partner B to cooperative pairs. {Concrete Representation, Pictorial Representation, Verbal Description, Graphic Organizer}
3 T405 MODELING Generating Patterns for Two Given Rules Step 1: Direct students attention to Problem 1. Explain to students that they will be working with patterns and comparing relationships between two patterns. Partner A, identify the rule for the first pattern. (add 1) Partner B, explain what this means. (You add 1 to each term to find the next term.) Partner A, what is the first value in the pattern? (0) Partner B, if you add 1 to 0, what is the sum? (1) Model for students how to place 1 bean in the column above the 1. Partner A, if you follow the pattern of add 1 to the 1 bean, how many beans are in the next box? (2) Partner B, place 2 beans in the column above the 2. Model the complete pattern as partners continue with the pattern of add 1 by adding 1 bean to each prior value and writing the values in the graphic organizer. (Have students leave the beans on the chart.) Have students discuss in pairs their observations about the pattern of beans for add 1. (Possible answers: The number of beans increases by 1 in each column; the number of beans increases as the pattern increases.) Step 2: Have students look at the second pattern on S138. Partner B, identify the rule for the second pattern. (add 2) Partner A, explain what this means. (You add 2 to each term to find the next term.) Partner A, what is the first value in the pattern? (0) Partner B, if you add 2 to 0, what is the sum? (2) Model for students how to place 2 beans in the column above the 2. Partner A, if you follow the pattern of add 2 to the 2 beans, how many beans are in the next box? (4) Partner B, place 4 beans in the column above the 4. Model the complete pattern as partners continue with the pattern of add 2 by adding 2 beans to each prior value and writing the values in the graphic organizer. (Have students leave the beans on the chart.)
4 T406 Mathematics Success Level E Have students discuss in pairs their observations about the pattern of beans for add 2. (Possible answers: The number of beans increases by 2 in each column; the number of beans increases as the pattern increases.) Step 3: Have students look at the second value in each pattern and identify the values. (1 and 2) Partner B, identify the third pair of values. (2 and 4) Partner A, identify the fourth pair of values. (3 and 6) Have students discuss the relationship between the corresponding values. (The second pattern s value is always twice the first.) Have partners check and confirm this with the remaining number of beans in the graphic organizer. Is this relationship true for all of the corresponding values? (Yes.) Step 4: Direct students attention to Problem 2 on S139. Explain to students that they will use colored pencils to create the pictures of the patterns for the rules on S139. Partner A, identify the rule for the first pattern. (add 1) Partner B, explain what this means. (You add 1 to each term to find the next term.) Partner A, what is the first value in the pattern? (0) Partner B, if you add 1 to 0, what is the sum? (1) Model for students how to draw 1 circle for the 1 row. Partner A, if you follow the pattern of add 1 to the 1 circle, how many circles will you draw in the next box? (2) Record in both books. Model the complete pattern as partners continue with the pattern of add 1 by drawing an additional circle in each row and completing the graphic organizer. Record. Have students discuss in pairs their observations about the pattern for add 1. (Possible answers: The number of circles increases by 1 in each row; the number of circles increases as the pattern increases.)
5 T407 Step 5: Have students look at the second pattern on S139. Partner B, identify the rule for the second pattern. (add 3) Partner A, explain what this means. (You add 3 to the term to find the next term.) Partner A, what is the first value in the pattern? (0) Partner B, if you add 3 to 0, what is the sum? (3) Model for students how to draw 3 circles in the row labeled 3. Partner A, if you follow the pattern of add 3 to the 3 circles, how many circles will you draw in the next row? (6) Record in both books. Model the complete pattern as partners continue with the pattern of add 3 by drawing the circles for each value of the pattern and completing the graphic organizer. Have students discuss in pairs their observations about the pattern of circles for Add 3. (Possible answers: The number of circles increases by 3 in each row; the number of circles increases as the pattern increases.) Step 6: Have students look at the second value in each pattern and identify the values. (1 and 3) Partner B, identify the third pair of values. (2 and 6) Partner A, identify the fourth pair of values. (3 and 9) Have students discuss the relationship between the corresponding values. (The second pattern s value is always three times the first.) Have partners check and confirm this pattern with the remaining values in the graphic organizer. Is this relationship true for all of the corresponding values? (Yes.)
6 T408 Mathematics Success Level E 4 minutes IP, CP: Have partners work together to complete the patterns for Problems 35 on S140. {Verbal Description, Graphic Organizer} 1 minute WG: Go over the answers to Problems 35 as a whole group. {Verbal Description, Graphic Organizer} Identifying Relationships Between Corresponding Terms (12 minutes M, WG, GP, CP, IP) T421, T423, S141, S142 (Answers on T422, T424.) 5 minutes M, WG, CP, GP: Have students turn to S141, and place T421 on the overhead. Students will be working to identify the relationship between corresponding terms from two patterns. {Verbal Description, Graphic Organizer} MODELING Identifying Relationships Between Corresponding Terms Step 1: Direct students attention to Problem 1. Explain to students that they will be examining two patterns and looking for any relationships between the terms in the patterns. Partner A, identify the first set of terms in the sequence. (0, 0) Partner B, explain the possible relationship between the two values. (They are equal.) Step 2: Have students look at the second row in the pattern table. Partner A, identify the second set of terms. (2, 4) Partner B, describe any possible relationship between the terms. (add 2 or multiply by 2) Record. Step 3: Have students look at the third row in the pattern table. Partner B, identify the third set of terms. (4, 8) Partner A, describe any possible relationship between the terms. (add 4 or multiply by 2) Record.
7 T409 Step 4: Have students look at the fourth row in the pattern table. Partner A, identify the fourth set of terms. (6, 12) Partner B, describe any possible relationship between the terms. (add 6 or multiply by 2) Record. Step 5: Have students look at the last row in the pattern table. Partner B, identify the fifth set of terms. (8, 16) Partner A, describe any possible relationship between the terms. (add 8 or multiply by 2) Record. Step 6: Have partners discuss the relationship between the terms in the two patterns. Is there a relationship that is the same for all of the pairs? (Yes.) Partner A, identify the relationship. (The terms in the add 4 sequence are always twice the terms in the add 2 sequence.) Record. Partner B, explain why. [The value in the second rule (add 4) is always twice the value of the first rule (add 2).] Record. Step 7: Complete the chart for Problem 2 using Steps 16 to model. 5 minutes IP, CP: Have partners work together to complete Problems 36 on S141 and S142. {Verbal Description, Graphic Organizer} 2 minutes WG: Go over the answers to Problems 36 as a whole group. Make sure that students understand the relationship between the corresponding terms in each set of patterns. {Verbal Description, Graphic Organizer}
8 T410 Mathematics Success Level E Graphing and Forming Ordered Pairs from Pattern Pairs (18 minutes M, WG, GP, CP, IP) T425, T427, S143, S144, S145, S146 (Answers on T426, T428, T429, T430.) 10 minutes M, WG, CP, GP: Have students turn to S143, and place T425 on the overhead. Students will be working to identify the ordered pairs from patterns and graphing them on the coordinate plane. Post the wall grid to plot the ordered pairs. {Verbal Description, Graph, Concrete Representation, Pictorial Representation, Graphic Organizer} MODELING Graphing and Forming Ordered Pairs from Pattern Pairs Step 1: Have students look at the coordinate plane for Problem 1. Explain to students that the values in patterns can be used to identify points on the coordinate plane. Partner A, identify the label on the horizontal axis. (xaxis) Partner B, identify the label on the vertical axis. (yaxis) Partner A, identify the first two corresponding values in the chart below the coordinate plane. (0, 0) Explain to students that those values, (0, 0), are a point on the coordinate plane. Ask students to find the point where the zeros meet and mark it with a dot on page S143 as you model on the wall grid. Step 2: Have students look at the pattern in the graphic organizer. Partner A, identify the first pattern. (add 2) Explain to students that we are going to use add 2 to mark a pattern on the coordinate plane. Model on the wall grid as students work on the coordinate grid on S143. Partner B, identify the starting point of the pattern. (0, 0) Partner A, identify the scale on the xaxis. (020 by 2s) This means that the value of each space is 2. Model for students how to add 2 by drawing a horizontal arrow from the 0 to the 2. Write in the value of +2 on the arrow. Explain that the first coordinate always tells us how many to move to the right.
9 T411 Step 3: Have students look back at the pattern in the graphic organizer. Partner A, identify the second pattern. (add 4) Explain to students that they will start from the position after completing the first pattern and this time they will go up a value of 4. Partner B, identify the value of each square. (2) Partner A, how many spaces do you go up for add 4? (Two because each space represents a value of 2.) Model on the wall grid as students work on the coordinate grid on S143. Model for students how to add 4 by drawing a vertical arrow up to the 4. Write in the value of +4 next to the arrow. Explain that the second coordinate always tells us how many to move up. Model how to draw a point at (2, 4). Step 4: Continue with the pattern (add 2, add 4) by drawing the arrows and placing a point on the coordinate plane to represent the pattern. Partner A, identify the next point in the (add 2, add 4) pattern. (4, 8) Partner B, identify the next point in the (add 2, add 4) pattern. (6, 12) Partner A, identify the last point in the (add 2, add 4) pattern. (8, 16) Step 5: Have students look at the graphic organizer below the coordinate plane. Have students discuss what they notice about the relationship between the values in the chart and the points that they graphed on the coordinate plane. (The values in the chart are the same as the coordinates of the points.) Step 6: Explain to students that any time we have a pattern, the values of the pattern can be written as an ordered pair which corresponds to a position on the coordinate plane. Partner A, identify the first set of terms in each pattern. (0, 0) Partner B, identify the second ordered pair. (2, 4) Record. Partner A, identify the third ordered pair. (4, 8) Record.
10 T412 Mathematics Success Level E Partner B, identify the fourth ordered pair. (6, 12) Record. Partner A, identify the last order pair. (8, 16) Record. Step 7: Use Steps 16 to model Problem 2 on S144 (T427). Model all the steps showing the arrows for the values from the pattern so that students can see how the pattern is created before creating the ordered pairs. 6 minutes IP, CP: Have partners work together to complete Problems 34 on S145 and S146. Students will mark the pattern on the coordinate plane and then create the ordered pairs as in Problems 1 and 2. {Verbal Description, Graphic Organizer, Graph, Pictorial Representation} 2 minutes WG: Go over the answers to Problems 34 as a whole group. Use the wall grid and give students the opportunity to come up and graph the points on the grid for each problem. {Verbal Description, Graphic Organizer, Graph, Pictorial Representation} Expressions Foldable (5 minutes M, GP, WG) MODELING Expressions Foldable Step 1: Have students take out their Expressions Foldable from Lesson 13. Create a transparency to model for students what should be written on each page. Step 2: On the third flap of the Expressions Foldable, model for students how to label the section Patterns and Relationships. Discuss with students the steps for patterns and relationships and then write the appropriate steps under the flap. Use your foldable to reference what you want written in the foldable.
11 T413 SOLVE Problem (5 minutes GP, WG ) T431, S147 (Answers on T432.) Remind students that the SOLVE problem is the same one from the beginning of the lesson. Complete the SOLVE problem with your students. Ask them for possible connections from the SOLVE problem to the lesson. (analyzing patterns and relationships with ordered pairs) {SOLVE, Verbal Description, Graphic Organizer} If time permits (10 minutes IP, I, CP) S148 (Answers on T433.) Have students complete the pattern chart and graph the points on page S148. [CLOSURE] (2 minutes) To wrap up the lesson, go back to the essential questions and discuss them with students. How can you create a numerical pattern? (Use the given rule and apply it to each value in order to determine the next value.) How can you generate an ordered pair using two patterns? (Form the ordered pair by using the corresponding terms from two patterns.) How do you graph an ordered pair on the coordinate plane? [Graph the first value (xvalue) on the horizontal axis and the second value (yvalue) on the vertical axis.] [HOMEWORK] Assign S149 for homework. (Answers on T434.) [QUIZ ANSWERS] T435 T438 The quiz can be used at anytime as extra homework or to assess how students progress on understanding analyzing patterns and relationships with ordered pairs.
Mathematics 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 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 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 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 informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia MoyerPackenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia MoyerPackenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationSpinners at the School Carnival (Unequal Sections)
Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of
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 informationOhio s Learning StandardsClear Learning Targets
Ohio s Learning StandardsClear 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 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 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 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 informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 010 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 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 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 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 informationAGS THE GREAT REVIEW GAME FOR PREALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PREALGEBRA (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 informationCommon Core State Standards
Common Core State Standards Common Core State Standards 7.NS.3 Solve realworld and mathematical problems involving the four operations with rational numbers. Mathematical Practices 1, 3, and 4 are aspects
More informationGrade 5 + DIGITAL. EL Strategies. DOK 14 RTI Tiers 13. Flexible Supplemental K8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 14 RTI Tiers 13 1520 Minute Lessons Assessments Consistent with CA Testing Technology
More informationMathematics Scoring Guide for Sample Test 2005
Mathematics Scoring Guide for Sample Test 2005 Grade 4 Contents Strand and Performance Indicator Map with Answer Key...................... 2 Holistic Rubrics.......................................................
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 informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 57_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 informationClassroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice
Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards
More informationGrade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand
Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student
More informationStatewide Framework Document for:
Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance
More informationFunction Tables With The Magic Function Machine
Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within
More informationStandard 1: Number and Computation
Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student
More informationMathUSee Correlation with the Common Core State Standards for Mathematical Content for Third Grade
MathUSee 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 MathUSee
More informationUsing Proportions to Solve Percentage Problems I
RP71 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 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 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, technologysupported
More informationHardhatting in a GeoWorld
Hardhatting in a GeoWorld TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and
More informationArizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
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 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 informationLLD MATH. Student Eligibility: Grades 68. 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 68 Credit Value:
More informationAP Statistics Summer Assignment 1718
AP Statistics Summer Assignment 1718 Welcome to AP Statistics. This course will be unlike any other math class you have ever taken before! Before taking this course you will need to be competent in basic
More informationExcel Intermediate
Instructor s Excel 2013  Intermediate Multiple Worksheets Excel 2013  Intermediate (103124) Multiple Worksheets Quick Links Manipulating Sheets Pages EX5 Pages EX37 EX38 Grouping Worksheets Pages EX304
More informationBackwards Numbers: A Study of Place Value. Catherine Perez
Backwards Numbers: A Study of Place Value Catherine Perez Introduction I was reaching for my daily math sheet that my school has elected to use and in big bold letters in a box it said: TO ADD NUMBERS
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 informationEndofModule Assessment Task
Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,
More informationMany instructors use a weighted total to calculate their grades. This lesson explains how to set up a weighted total using categories.
Weighted Totals Many instructors use a weighted total to calculate their grades. This lesson explains how to set up a weighted total using categories. Set up your grading scheme in your syllabus Your syllabus
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 informationWork Stations 101: Grades K5 NCTM Regional Conference &
: Grades K5 NCTM Regional Conference 11.20.14 & 11.21.14 Janet (Dodd) Nuzzie, Pasadena ISD District Instructional Specialist, K4 President, Texas Association of Supervisors of jdodd@pasadenaisd.org PISD
More informationWhat s Different about the CCSS and Our Current Standards?
The Common Core State Standards and CPM Educational Program The Need for Change in Our Educational System: College and Career Readiness Students are entering into a world that most of us would have found
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 informationStudent s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math
Student s Edition Grade 6 Unit 6 Statistics Eureka Math Eureka Math Lesson 1 Lesson 1: Posing Statistical Questions Statistics is about using data to answer questions. In this module, the following four
More informationAnswer Key For The California Mathematics Standards Grade 1
Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers
More informationEndofModule Assessment Task K 2
Student Name Topic A: TwoDimensional Flat Shapes Date 1 Date 2 Date 3 Rubric Score: Time Elapsed: Topic A Topic B Materials: (S) Paper cutouts of typical triangles, squares, Topic C rectangles, hexagons,
More informationMeasurement. When Smaller Is Better. Activity:
Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and
More informationIf we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?
String, Tiles and Cubes: A HandsOn Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacherled discussion: 1. PreAssessment: Show students the equipment that you have to measure
More informationActivity 2 Multiplying Fractions Math 33. Is it important to have common denominators when we multiply fraction? Why or why not?
Activity Multiplying Fractions Math Your Name: Partners Names:.. (.) Essential Question: Think about the question, but don t answer it. You will have an opportunity to answer this question at the end of
More informationThe following shows how place value and money are related. ones tenths hundredths thousandths
21 The following shows how place value and money are related. ones tenths hundredths thousandths (dollars) (dimes) (pennies) (tenths of a penny) Write each fraction as a decimal and then say it. 1. 349
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationMath 150 Syllabus Course title and number MATH 150 Term Fall 2017 Class time and location INSTRUCTOR INFORMATION Name Erin K. Fry Phone number Department of Mathematics: 8453261 email address erinfry@tamu.edu
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 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 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 informationpreassessment was administered)
5 th grade Math Friday, 3/19/10 Integers and Absolute value (Lesson taught during the same period that the integer preassessment was administered) What students should know and be able to do at the end
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 singlespaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationDigital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology. Michael L. Connell University of Houston  Downtown
Digital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology Michael L. Connell University of Houston  Downtown Sergei Abramovich State University of New York at Potsdam Introduction
More informationUDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt
Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt Objective/s: Demonstrate physical care in relation to needs. Assessment/s: Demonstrations, formative assessments, personal reflections Learner Objectives:
More informationPRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures
PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS Inspiring Futures ASSESSMENT WITHOUT LEVELS The Entrust Mathematics Assessment Without Levels documentation has been developed by a group of
More informationHow to Use Text Features Poster
How to Use Text Features Poster Congratulations on your purchase of this Really Good Stuff How to Use Text Features Poster, an excellent visual aide for students learning to identify and use informational
More informationGetting Started with TINspire High School Science
Getting Started with TINspire High School Science 2012 Texas Instruments Incorporated Materials for Institute Participant * *This material is for the personal use of T3 instructors in delivering a T3
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 informationNCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards
NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate
More informationAPES Summer Work PURPOSE: THE ASSIGNMENT: DUE DATE: TEST:
APES Summer Work PURPOSE: Like most science courses, APES involves math, data analysis, and graphing. Simple math concepts, like dealing with scientific notation, unit conversions, and percent increases,
More informationPHYSICS 40S  COURSE OUTLINE AND REQUIREMENTS Welcome to Physics 40S for !! Mr. Bryan Doiron
PHYSICS 40S  COURSE OUTLINE AND REQUIREMENTS Welcome to Physics 40S for 20162017!! Mr. Bryan Doiron The course covers the following topics (time permitting): Unit 1 Kinematics: Special Equations, Relative
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 informationPrimary National Curriculum Alignment for Wales
Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme
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 informationPreAP Geometry Course Syllabus Page 1
PreAP Geometry Course Syllabus 20152016 Welcome to my PreAP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next
More informationAnswers: Year 4 Textbook 3 Pages 4 10
Answers: Year 4 Textbook Pages 4 Page 4 1. 729 2. 8947. 6502 4. 2067 5. 480 6. 7521 > 860 7. 85 > 699 8. 9442< 9852 9. 4725 > 4572. 8244 < 9241 11. 026 < 211 12. A number between 20 and 4800 1. A number
More informationSight Word Assessment
Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because
More informationCENTRAL MAINE COMMUNITY COLLEGE Introduction to Computer Applications BCA ; FALL 2011
CENTRAL MAINE COMMUNITY COLLEGE Introduction to Computer Applications BCA 12003; FALL 2011 Instructor: Mrs. Linda Cameron Cell Phone: 2074465232 EMail: LCAMERON@CMCC.EDU Course Description This is
More informationAdd and Subtract Fractions With Unlike Denominators
Add and Subtract Fractions With Unlike Denominators Focus on After this lesson, you will be able to... add and subtract fractions with unlike denominators solve problems involving the addition and subtraction
More informationALEKS. ALEKS Pie Report (Class Level)
ALEKS ALEKS Pie Report (Class Level) The ALEKS Pie Report at the class level shows average learning rates and a detailed view of what students have mastered, not mastered, and are ready to learn. The pie
More information4.0 CAPACITY AND UTILIZATION
4.0 CAPACITY AND UTILIZATION The capacity of a school building is driven by four main factors: (1) the physical size of the instructional spaces, (2) the class size limits, (3) the schedule of uses, and
More informationTable of Contents. Development of K12 Louisiana Connectors in Mathematics and ELA
Table of Contents Introduction Rationale and Purpose Development of K12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics
More informationSyllabus ENGR 190 Introductory Calculus (QR)
Syllabus ENGR 190 Introductory Calculus (QR) Catalog Data: ENGR 190 Introductory Calculus (4 credit hours). Note: This course may not be used for credit toward the J.B. Speed School of Engineering B. S.
More informationSURVIVING ON MARS WITH GEOGEBRA
SURVIVING ON MARS WITH GEOGEBRA Lindsey States and Jenna Odom Miami University, OH Abstract: In this paper, the authors describe an interdisciplinary lesson focused on determining how long an astronaut
More informationDo students benefit from drawing productive diagrams themselves while solving introductory physics problems? The case of two electrostatic problems
European Journal of Physics ACCEPTED MANUSCRIPT OPEN ACCESS Do students benefit from drawing productive diagrams themselves while solving introductory physics problems? The case of two electrostatic problems
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 informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
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 informationHow long did... Who did... Where was... When did... How did... Which did...
(Past Tense) Who did... Where was... How long did... When did... How did... 1 2 How were... What did... Which did... What time did... Where did... What were... Where were... Why did... Who was... How many
More informationSouth Carolina College and CareerReady Standards for Mathematics. Standards Unpacking Documents Grade 5
South Carolina College and CareerReady Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College and CareerReady Standards for Mathematics Standards Unpacking Documents
More informationInterpreting Graphs Middle School Science
Middle School Free PDF ebook Download: Download or Read Online ebook interpreting graphs middle school science in PDF Format From The Best User Guide Database. Rain, Rain, Go Away When the student council
More informationNotetaking Directions
Porter Notetaking Directions 1 Notetaking Directions Simplified CornellBullet System Research indicates that hand writing notes is more beneficial to students learning than typing notes, unless there
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 informationExemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple
Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationMaximizing Learning Through Course Alignment and Experience with Different Types of Knowledge
Innov High Educ (2009) 34:93 103 DOI 10.1007/s1075500990952 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February
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 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 informationP a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1
P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 12 days Resources and Materials: Handout 1.1: Details,
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 informationGuide to the Uniform mark scale (UMS) Uniform marks in Alevel and GCSE exams
Guide to the Uniform mark scale (UMS) Uniform marks in Alevel 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 informationDMA CLUSTER CALCULATIONS POLICY
DMA CLUSTER CALCULATIONS POLICY Watlington C P School Shouldham Windows User HEWLETTPACKARD [Company address] Riverside Federation CONTENTS Titles Page Schools involved 2 Rationale 3 Aims and principles
More informationP a g e 1. Grade 5. Grant funded by:
P a g e 1 Grade 5 Grant funded by: P a g e 2 Focus Standard: 5.NF.1, 5.NF.2 Lesson 6: Adding and Subtracting Unlike Fractions Standards for Mathematical Practice: SMP.1, SMP.2, SMP.6, SMP.7, SMP.8 Estimated
More information