# Unit 3 Ratios and Rates Math 6

Size: px
Start display at page:

Transcription

1 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, students solve ratio and rate problems using tape diagrams, tables of equivalent ratios, double number line diagrams, and graphs. Materials: unit cubes, centimeter cubes, graph paper, calculators Standards for Mathematical Practice SMP 1 Make sense of problems and persevere in solving them. SMP 2 Reason abstractly and quantitatively. SMP 3 Construct viable arguments and critique the reasoning of others. SMP 4 Model with mathematics. SMP 5 Use appropriate tools strategically. SMP 6 Attend to precision. SMP 7 Look for and make use of structure. SMP 8 Look for and express regularity in repeated reasoning. Standards for Mathematical Content Clusters Addressed [m] 6.RP.A Understand ratio concepts and use ratio reasoning to solve problems. Transfer Goals Students will be able to independently use their learning to Make sense of never-before-seen problems and persevere in solving them. Construct viable arguments and critique the reasoning of others. Making Meaning UNDERSTANDINGS Students will understand that Ratio concepts and ratio reasoning are used to solve real-world problems. When two quantities are related proportionally, the ratio of one quantity to the other is constant as the numerical values of both quantities change by the same factor. Ratios and rates can be represented visually. KNOWLEDGE Students will know The definition of academic vocabulary words, such as ratio, rate, unit rate, ratio tables, tape diagrams, double number line diagrams, percent, unit analysis, and conversion factor. A ratio is a comparison of two quantities. A rate is a specific kind of ratio that compares two quantities that have different units. A unit rate refers to the numerical part of the rate. The word unit is used to highlight the 1 in per 1 unit of the second quantity. A percent represents a rate per 100. Common percent equivalencies, such as 50% is ½, 100% is 1, 150% is 1 ½, and 200% is 2. Common conversion factors, such as 12 in. = 1 ft., 1 gallon = 4 quarts, and 1 m = 100 cm. ESSENTIAL QUESTIONS Students will keep considering How are ratios and rates different? How do you use ratios and rates to solve real world problems? How do ratios relate to percents? Acquisition SKILLS Students will be skilled at and/or be able to Use ratio language to describe a ratio relationship. Compute unit rates, including ratios of fractions. Reason with ratios and rates using tape diagrams, double number lines, ratio tables, and graphing in the coordinate plane. Find the whole, given a part and the percent. Find a percent of a quantity as a rate per 100. Use ratio reasoning to convert measurement units. LONG BEACH UNIFIED SCHOOL DISTRICT 1 Posted 6/23/17

2 Assessed Grade Level Standards Standards for Mathematical Practice SMP 1 Make sense of problems and persevere in solving them. SMP 2 Reason abstractly and quantitatively. SMP 3 Construct viable arguments and critique the reasoning of others. SMP 4 Model with mathematics. SMP 5 Use appropriate tools strategically. SMP 6 Attend to precision. SMP 7 Look for and make use of structure. SMP 8 Look for and express regularity in repeated reasoning. Standards for Mathematical Content [m] 6.RP.A Understand ratio concepts and use ratio reasoning to solve problems. 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak. For every vote candidate A received, candidate C received nearly three votes. 6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language in the context of a ratio relationship. For example, This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar. We paid \$75 for 15 hamburgers, which is a rate of \$5 per hamburger. 6.RP.3 Use ratio and rate reasoning to solve real world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Key: [m] = major clusters; [s] = supporting clusters; [a] = additional clusters LONG BEACH UNIFIED SCHOOL DISTRICT 2 Posted 6/23/17

3 Assessment Evidence Unit Assessment Evidence of Learning Stage 2 Claim 1: Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Concepts and skills that may be assessed in Claim1: 6.RP.A The student uses ratio language to describe a ratio relationship. The student determines the unit rate associated with a real-world ratio. The student finds missing values in tables of equivalent ratios. The student plots coordinate pairs to represent equivalent ratios. The student makes tables of equivalent ratios relating quantities with whole-number measurements. The student solves real-world problems involving unit rate. The student solves mathematical problems involving finding the whole, given a part and the percent. The student solves real-world and mathematical problems involving finding a percent of a quantity as a rate per 100. The student uses ratio reasoning to manipulate and transform units appropriately when multiplying or dividing quantities. Claim 2: Students can solve a range of wellposed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies. Standard clusters that may be assessed in Claim 2: 6.RP.A Claim 3: The student can clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others. Standard clusters that may be assessed in Claim 3: 6.RP.A Claim 4: The student can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. Standard clusters that may be assessed in Claim 4: 6.RP.A Other Evidence Formative Assessment Opportunities Informal teacher observations Checking for understanding using active participation strategies Exit slips/summaries Tasks Modeling Lessons (SMP 4) Formative Assessment Lessons (FAL) Quizzes/Chapter Tests SBAC Interim Assessment Blocks Access Using Formative Assessment for Differentiation for suggestions. Located on the LBUSD website M Mathematics Curriculum Documents LONG BEACH UNIFIED SCHOOL DISTRICT 3 Posted 6/23/17

4 1 day I will explore ratios and rates by participating in the Opening Task. OPENING TASK Nana s Paint Mixup In this Opening Task, students will watch a video, and then you will orchestrate a whole-class discussion. This task is a gateway into the entire unit of ratios and rates. Teacher s Directions for Nana s Paint Mixup 4-5 I will explore ratio concepts in realworld situations by Using ratio language to describe a relationship between two quantities. (SMP 6) Explaining the concept of a ratio and using ratio language to describe a ratio relationship between two quantities. (SMP 3) Using visual models such as tape diagrams, double number lines, and ratio tables to compare ratios. (SMP 5) Graphing the pairs of values from a ratio table on the coordinate plane. o How do you find equivalent ratios? o What are the different ways to represent ratios? o How can two different ratios describe the same relationship? o Why can you multiply or divide both terms of a ratio by the same number without changing the value of the ratio? o How are ratios related to fractions? o How are ratios related to division? o Compare and contrast the different visual models (tape diagrams, double number lines, and ratio tables) for ratios. o Synergy Item Bank: Item ID 50180, 52288, 53066, 53157, Section 5.1 (Activities 1, 3, and 4; Examples 1, 2, and 3) Section 5.2 (Activity 1; Examples 1, 2, and 3) Section 5.4 (Activities 1, 2, and 3; Examples 1 and 2) Finding Equivalent Ratios Task Desmos: Tile Pile Procedural Skills and Fluency: Ratios Activity On the Bus Task Mangos for Sale Task Speed Conversions Task Modeling: Nana s Chocolate Milk (SMP 4) LONG BEACH UNIFIED SCHOOL DISTRICT 4 Posted 6/23/17

5 I will explore unit Section 5.3 rate concepts in (Activities 2 and 3; real-world Examples 2 and 3) situations by 4-5 Explaining the concept of a unit rate a/b associated with a ratio a:b with b 0, and using rate language in the context of a ratio relationship. (SMP 3) Interpreting and analyzing what the unit rate means in the context of the problem. (SMP 2) Using visual models such as tape diagrams, double number lines, and tables of equivalent ratios to find unit rate. (SMP 5) Connecting unit rate to tables and graphs in problems involving unit pricing and constant speed. o What is a unit rate? o How is finding an associated rate or unit rate helpful when making comparisons between quantities? o Compare and contrast ratio, rate, and unit rate. o Compare and contrast different visual models (tape diagrams, double number lines, and ratio tables) for rates. o What patterns do you see when using a double number line? (SMP 7) o How can you use rates to describe real-life problems? o Synergy Item Bank: Item ID 51908, 51911, 52970, 53062, 53063, 53308, Introductions to Tape Diagrams Walk-a-thon Task The Escalator Task Ticket Booth Task Truffles Task Voting for Two Task Modeling: Sugar Packets (SMP 4) mypd Course #3480: Facilitating a Three-Act Math Task: SMP 4 Modeling: Super Bear (SMP 4) 2 I will check my understanding of ratios and rates by participating in the FAL. FORMATIVE ASSESSMENT LESSON (Choose one) Maximizing Profit: Selling Soup (SMP 1, 2, 3, 4, 5, 6, 8) Sharing Costs Equitably: Travelling to School (SMP 1, 2, 3, 4, 6) Using Proportional Reasoning (SMP 1, 2, 3, 4, 5, 6, 7, 8) LONG BEACH UNIFIED SCHOOL DISTRICT 5 Posted 6/23/17

6 I will explore Section 5.5 percent and solve (Activities 1, 2, and 3; percent partwhole Examples 1, 2, and 3) problems Section 5.6 by (Activities 1, 2, 3, and 4; Examples 1, 2, 3, 5, 6) 3-4 Introducing percent of a quantity as a rate per 100. Knowing how to convert between percents and fractions. Using visual models, such as percent grids, tape diagrams, double number lines, and ratio tables. (SMP 5) Using benchmark percents, such as 1%, 10%, 25%, 50%, 75%, and 100%. Applying estimation strategies to assess the reasonableness of the answer. (SMP 5) o Why is 100% equal to 1? o What would be a good estimate for 52% of 209? Why? o Synergy Item Bank: Item ID 52286, 52962, Percents Task Percentages Task Percents on a Linear Model 5 (Double Number Line) Related Percentages Duplicating Dollars Task 2-3 I will convert measurement units by Using unit analysis to decide which conversion factor to apply. Using ratio and rate reasoning to multiply or divide by one or more conversion factors. o What is a conversion factor? o Why does a conversion factor always equal 1? o Synergy Item Bank: Item ID 52964, 52968, Section 5.7 (Activity 3; Examples 1, 2, and 4) STEM Video: Human Circulatory System Why The Metric System Matters STEM Video Performance Task: Unit Conversion Mistakes LONG BEACH UNIFIED SCHOOL DISTRICT 6 Posted 6/23/17

7 1 day I will prepare for Incorporating the Standards for Mathematical Ch. 5 Study Help (p. 216) the unit Practice (SMPs) along with the content standards to Ch. 5 Review assessment on review the unit. (p ) ratios and rates by... Procedural Skills and Fluency: Ratios Concentration Tape Diagrams, Double Number Lines, and Ratio Tables Review Activity Modeling: Can you Earn \$10/Hour Selling Lemonade? Unit Assessment 1 day Students will take the Synergy Online Unit Assessment. Unit Assessment Resources (Word or PDF) can be used throughout the unit. At this point, all standards addressed in the Math 6 SBAC Interim Assessment Block Ratio and Proportional Relationships have been covered. This block may now be administered. LONG BEACH UNIFIED SCHOOL DISTRICT 7 Posted 6/23/17

### Problem of the Month: Movin n Groovin

: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of

### 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

### Montana 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

### Common 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

### Grade 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

### Extending 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

### Algebra 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

### Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.

Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies

### AGS 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

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

### 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 Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents

### About the Mathematics in This Unit

(PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.

### Math-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

### This 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

### Introducing 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

### Characteristics 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

### Learning Disability Functional Capacity Evaluation. Dear Doctor,

Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can

### KeyTrain 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.

### Sample 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

### The 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...

### SAT MATH PREP:

SAT MATH PREP: 2015-2016 NOTE: The College Board has redesigned the SAT Test. This new test will start in March of 2016. Also, the PSAT test given in October of 2015 will have the new format. Therefore

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

### QUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides

QUICK START GUIDE BOXES 1 & 2 BRIDGES Teachers Guides your kit Your Teachers Guides are divided into eight units, each of which includes a unit introduction, 20 lessons, and the ancillary pages you ll

### Common 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

### Helping Your Children Learn in the Middle School Years MATH

Helping Your Children Learn in the Middle School Years MATH Grade 7 A GUIDE TO THE MATH COMMON CORE STATE STANDARDS FOR PARENTS AND STUDENTS This brochure is a product of the Tennessee State Personnel

### LLD 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:

### Math 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)

### Page 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

### 1.11 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

### Georgia Department of Education Georgia Standards of Excellence Framework GSE Sophisticated Shapes Unit 1

CONSTRUCTING TASK: What the Heck is Rekenrek? The Rekenrek can be used throughout the year and incorporated in a variety of tasks to enforce concrete representation of numbers and strategies. Adapted from

### Written 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

### Statewide 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

### About How Good is Estimation? Assessment Materials Page 1 of 12

About How Good is Estimation? Assessment Name: Multiple Choice. 1 point each. 1. Which unit of measure is most appropriate for the area of a small rug? a) feet b) yards c) square feet d) square yards 2.

### Pre-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

### Classroom 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

### Bittinger, 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.

### success. It will place emphasis on:

1 First administered in 1926, the SAT was created to democratize access to higher education for all students. Today the SAT serves as both a measure of students college readiness and as a valid and reliable

### Functional 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

### After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A.

MATH 6A Mathematics, Grade 6, First Semester #03 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A. WHAT

### Mathematics 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

### Objective: Model division as the unknown factor in multiplication using arrays and tape diagrams. (8 minutes) (3 minutes)

Lesson 11 3 1 Lesson 11 Objective: Model division as the unknown factor in multiplication using arrays Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief

### Numeracy 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

From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving

### Build on students informal understanding of sharing and proportionality to develop initial fraction concepts.

Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction

### Lesson 12. Lesson 12. Suggested Lesson Structure. Round to Different Place Values (6 minutes) Fluency Practice (12 minutes)

Objective: Solve multi-step word problems using the standard addition reasonableness of answers using rounding. Suggested Lesson Structure Fluency Practice Application Problems Concept Development Student

### Lesson 17: Write Expressions in Which Letters Stand for Numbers

Write Expressions in Which Letters Stand for Numbers Student Outcomes Students write algebraic expressions that record all operations with numbers and/or letters standing for the numbers. Lesson Notes

### BENCHMARK 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

### Welcome to ACT Brain Boot Camp

Welcome to ACT Brain Boot Camp 9:30 am - 9:45 am Basics (in every room) 9:45 am - 10:15 am Breakout Session #1 ACT Math: Adame ACT Science: Moreno ACT Reading: Campbell ACT English: Lee 10:20 am - 10:50

### Math 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

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

### Cal 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

### This document has been produced by:

year 6 This document has been produced by: The All Wales ESDGC Officer Group to support schools introducing the National Literacy and Numeracy Framework through ESDGC activities. With support from: Developing

### EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures

EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 4 Working with measures SECTION G 1 Time 2 Temperature 3 Length 4 Weight 5 Capacity 6 Conversion between metric units 7 Conversion

### Curriculum 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

### May 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

### Sample Performance Assessment

Page 1 Content Area: Mathematics Grade Level: Six (6) Sample Performance Assessment Instructional Unit Sample: Go Figure! Colorado Academic Standard(s): MA10-GR.6-S.1-GLE.3; MA10-GR.6-S.4-GLE.1 Concepts

### MGSE: MGSE4.MD.1; MGSE4.MD.2; MGSE4.MD.3; MGSE4.MD.8; MGSE4.MD.4; MGSE4.MD.5; MGSE4.MD.6; MGSE4.MD.7

Melissa Phillips 4 th Grade April 25 29, 2016 Math Monday EQ: How are area and perimeter related? How is data collected? How are fluid ounces, cups, pints, quarts, and gallons related? How are the angles

### TOPICS 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

### STT 231 Test 1. Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point.

STT 231 Test 1 Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point. 1. A professor has kept records on grades that students have earned in his class. If he

### Diagnostic Test. Middle School Mathematics

Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by

### UNIT 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

### NCSC 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

### What'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

### Interpreting 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

### Grade 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

Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and

### Arizona 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

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,

### Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes

Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour

### Math 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

### LA1 - High School English Language Development 1 Curriculum Essentials Document

LA1 - High School English Language Development 1 Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction April 2012 Access for All Colorado English Language

### Name 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

### HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION

HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION Subject: Mathematics Year Group: 7 Exam Board: (For years 10, 11, 12 and 13 only) Assessment requirements: Students will take 3 large assessments during

### Mathematics. Mathematics

Mathematics Program Description Successful completion of this major will assure competence in mathematics through differential and integral calculus, providing an adequate background for employment in

### Grade 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

### ESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER

ESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER WWW.GAMINGCENTREOFEXCELLENCE.CA TABLE OF CONTENTS Essential Skills are the skills people need for work, learning and life. Human Resources and Skills Development

### The Federal Reserve Bank of New York

The Federal Reserve Bank of New York Teacher s Guide Federal Reserve Bank of New York Public Information Department 33 Liberty Street New York, NY 10045 Econ Explorers is a product of the Federal Reserve

### Introduction to the Practice of Statistics

Chapter 1: Looking at Data Distributions Introduction to the Practice of Statistics Sixth Edition David S. Moore George P. McCabe Bruce A. Craig Statistics is the science of collecting, organizing and

### Mathematics Content Mathematical Practices ELD Standards

Lesson Title: Chapter/Unit: Mathematics Content Mathematical Practices ELD Standards Language & Learning Objective: Consider the opportunities and structures for students to read, write, listen, and speak

### Broward County Public Schools G rade 6 FSA Warm-Ups

Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.

### If 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 Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure

### Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda

Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of

### 2 nd Grade Math Curriculum Map

.A.,.M.6,.M.8,.N.5,.N.7 Organizing Data in a Table Working with multiples of 5, 0, and 5 Using Patterns in data tables to make predictions and solve problems. Solving problems involving money. Using a

### FIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project

FIGURE IT OUT! MIDDLE SCHOOL TASKS π 3 cot(πx) a + b = c sinθ MATHEMATICS 8 GRADE 8 This guide links the Figure It Out! unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Figure

### Algebra 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

### GUIDE TO THE CUNY ASSESSMENT TESTS

GUIDE TO THE CUNY ASSESSMENT TESTS IN MATHEMATICS Rev. 117.016110 Contents Welcome... 1 Contact Information...1 Programs Administered by the Office of Testing and Evaluation... 1 CUNY Skills Assessment:...1

### AP Calculus AB. Nevada Academic Standards that are assessable at the local level only.

Calculus AB Priority Keys Aligned with Nevada Standards MA I MI L S MA represents a Major content area. Any concept labeled MA is something of central importance to the entire class/curriculum; it is a

### What 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

### Lesson M4. page 1 of 2

Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including

### Technical Manual Supplement

VERSION 1.0 Technical Manual Supplement The ACT Contents Preface....................................................................... iii Introduction....................................................................

### Keystone Algebra 1 Open Ended Practice

Keystone Algebra 1 Open Ended Practice Free PDF ebook Download: Keystone Algebra 1 Practice Download or Read Online ebook keystone algebra 1 open ended practice in PDF Format From The Best User Guide Database

### Mathematics 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

### A 1,200 B 1,300 C 1,500 D 1,700

North arolina Testing Program EOG Mathematics Grade Sample Items Goal. There are eighty-six thousand four hundred seconds in a day. How else could this number be written? 80,06. Jenny s vacation money

### DMA CLUSTER CALCULATIONS POLICY

DMA CLUSTER CALCULATIONS POLICY Watlington C P School Shouldham Windows User HEWLETT-PACKARD [Company address] Riverside Federation CONTENTS Titles Page Schools involved 2 Rationale 3 Aims and principles

### Edexcel 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