UNIT 8: Lesson 33: Polygons (1 week / 5 days) pages 190-194 1. Overview Students should identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes: classify two-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles. CONTENT Classify polygons by number of sides Identify and classify quadrilaterals Recognize multiple meanings of figure and regular Synthesize information about polygons LOUISIANA STUDENT ELP C1 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing CONNECTORS ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. FOR ENGLISH ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text LEARNERS ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade- appropriate speech and writing MP 1 Make sense of problems and persevere in solving them MP 3 Construct viable arguments and critique reasoning of others MP 5 Use appropriate tools strategically MP 6 Attend to precision EP 7 Use technology and digital media strategically and capably MATHEMATICS 6. G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving realworld and mathematical problems. Updated 3/29/2018 7:54 AM 1
UNIT 8: Lesson 33: Polygons (1 week / 5 days) pages 190 194 2. Resources T E A C H I N G R E S O U R C E S Access Math Book Math Teacher s edition A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL https://esl.brainpop.com/ Brain Pop https://www.brainpop.com/ http://www.coolmath.com/prealgebra http://www.mathworksheets4kids.com/algebra.php Updated 3/29/2018 7:54 AM 2
UNIT 8: Lesson 33: Polygons (1 week / 5 days) pages 190-194 3. Activities for Understanding SUGGESTIONS Student will work in pairs. Have each pair draw and label a five- or six-sided polygon. Have them exchange drawings and identify and name the polygons, the sides, the angles, and the vertices. The students will discuss with a partner the pictures at the top of page 191 (textbook), after the discussion have partners take turns drawing polygons and regular polygons for each other. Have them trade drawings, classify each figure by the number of sides, and tell whether the polygon is a regular polygon. The students will discuss with a partner the pictures at the top of page 191 (textbook), after the discussion have each pair of students draw two quadrilaterals, one with congruent sides and non-congruent angles and the other with non-congruent sides and congruent angles. Then have them draw two hexagons using the same criteria. Updated 3/29/2018 7:54 AM 3
UNIT 9: Lesson 37: Perimeter and Area (1 week / 5 days) pages 212-216 1. Overview Students should understand, select, and use units of appropriate size and type to measure perimeter and area. CONTENT Find the perimeter of a polygon Find the area of a polygon Recognize multiple meanings of base Connect the ideas of perimeter and area for rectangles LOUISIANA STUDENT ELP C1 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing CONNECTORS ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. FOR ENGLISH ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text LEARNERS ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade- appropriate speech and writing MP 1 Make sense of problems and persevere in solving them MP 3 Construct viable arguments and critique reasoning of others MP 5 Use appropriate tools strategically MP 6 Attend to precision EP 7 Use technology and digital media strategically and capably MATHEMATICS 6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving realworld and mathematical problems. 7.NS.A.A-2 Adding, subtracting, multiplying, and dividing rational numbers is the culmination of numerical work with the four basic operations. Updated 3/29/2018 7:54 AM 4
UNIT 9: Lesson 37: Perimeter and Area (1 week / 5 days) pages 212-216 2. Resources T E A C H I N G R E S O U R C E S Access Math Teacher s edition Math Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL https://esl.brainpop.com/ Brain Pop https://www.brainpop.com/ http://www.coolmath.com/prealgebra http://www.mathworksheets4kids.com/algebra.php Updated 3/29/2018 7:54 AM 5
UNIT 9: Lesson 37: Perimeter and Area (1 week / 5 days) pages 212-216 3. Activities for Understanding SUGGESTIONS Students will receive rulers and square tiles. Have them find the distance around the covers of several books and their desktops. Have them give each measure in inches or centimeters. Ask: What do you call this measure? (perimeter) Then have students pool their tiles and cover a desktop with no gaps and no overlapping. Have them count the tiles and give the measure in terms of tiles. Ask: What do you call this measure? (area) The students will work in pairs. Have each student draw two different figures on grid paper, keeping all sides on grid lines. Then have them exchange papers, find the perimeters of the figures, and briefly explain how they found their answers. Updated 3/29/2018 7:54 AM 6
UNIT 9: Lesson 38: Circles (1 week / 5 days) pages 217-221 1. Overview Students should develop and use formulas to determine the circumference of circles and the area of triangles, parallelograms, trapezoids, and circles and develop strategies to find the area of more complex shapes. CONTENT Find the circumference of a circle Find the area of a circle Identify confusing word pairs Organize information relating to circles LOUISIANA STUDENT ELP C1 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing CONNECTORS ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. FOR ENGLISH ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text LEARNERS ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade- appropriate speech and writing MP 1 Make sense of problems and persevere in solving them MP 3 Construct viable arguments and critique reasoning of others MP 5 Use appropriate tools strategically MP 6 Attend to precision EP 7 Use technology and digital media strategically and capably MATHEMATICS 6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving realworld and mathematical problems. 7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Updated 3/29/2018 7:54 AM 7
UNIT 9: Lesson 38: Circles (1 week / 5 days) pages 217-221 2. Resources T E A C H I N G R E S O U R C E S Access Math Teacher s edition Math Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL https://esl.brainpop.com/ Brain Pop https://www.brainpop.com/ http://www.coolmath.com/prealgebra http://www.mathworksheets4kids.com/algebra.php Updated 3/29/2018 7:54 AM 8
UNIT 9: Lesson 38: Circles (1 week / 5 days) pages 217-221 3. Activities for Understanding SUGGESTIONS Students will receive a paper plate and ask to trace it onto grid paper and count grid squares to find the circle s area. Then have them measure the diameter, divide by 2, and use the area formula to find the area. The students will investigate by how much is the circumference of a circle with radius 10 ft. increased if the radius is increased by 1 ft.? (about 6.28 ft.) A circle with radius 1,000 ft.? (about 6.28ft.). How much larger would a belt around the earth s equator need to be if the radius is increased by 1 ft.? Use 3,963 miles for the radius (about 6,28 ft). Updated 3/29/2018 7:54 AM 9
UNIT 9: Lesson 39: Surface Area (1 week / 5 days) pages 222-226 1. Overview Students should develop strategies to determine the surface area of selected prisms and cylinders. CONTENT Find the surface area of a prism Find the surface area of a cylinder Persuade someone that a particular formula is the one for surface area LOUISIANA STUDENT ELP C1 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing CONNECTORS ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. FOR ENGLISH ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text LEARNERS ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade- appropriate speech and writing MP 1 Make sense of problems and persevere in solving them MP 3 Construct viable arguments and critique reasoning of others MP 5 Use appropriate tools strategically MP 6 Attend to precision EP 7 Use technology and digital media strategically and capably MATHEMATICS 6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving realworld and mathematical problems. 7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Updated 3/29/2018 7:54 AM 10
UNIT 9: Lesson 39: Surface Area (1 week / 5 days) pages 222-226 2. Resources T E A C H I N G R E S O U R C E S Access Math Teacher s edition Math Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL https://esl.brainpop.com/ Brain Pop https://www.brainpop.com/ http://www.coolmath.com/prealgebra http://www.mathworksheets4kids.com/algebra.php Updated 3/29/2018 7:54 AM 11
UNIT 9: Lesson 39: Surface Area (1 week / 5 days) pages 222-226 3. Activities for Understanding SUGGESTIONS Students will be shown an empty box, such as a cereal box. The teacher will say, You learned how to find the area of a rectangle. This box is a prism. As you point to the six faces, say, Its surface area includes all six sides, or faces. Ask, How can you find its surface area? Help students see that the surface area is the sum of the areas of the six sides. Students will work in pairs. Give each pair of students several cans with labels. Have them remove the labels carefully, measure them, and find each area. Then have them measure the diameter of each can and use h for the height and πd for the other dimension and recalculate the area. Students will work in pairs. Give each pair of students a cylindrical container, string, and tape. Have them use the string to measure diameter, circumference, and height. Then have them use the measures to draw a net for the box. Have them calculate the surface area using the net. They can then reconstruct the container. Updated 3/29/2018 7:54 AM 12
UNIT 9: Lesson 40: Volume (1 week / 5 days) pages 227-233 1. Overview Students should develop strategies to determine the volume of selected prisms and cylinders. CONTENT Find the volume of a prism Find the volume of a cylinder Recognize multiple meanings of volume Compare and contrast the steps for finding volume LOUISIANA STUDENT ELP C1 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing CONNECTORS ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. FOR ENGLISH ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text LEARNERS ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade- appropriate speech and writing MP 1 Make sense of problems and persevere in solving them MP 3 Construct viable arguments and critique reasoning of others MP 5 Use appropriate tools strategically MP 6 Attend to precision EP 7 Use technology and digital media strategically and capably MATHEMATICS 6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving realworld and mathematical problems. 7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Updated 3/29/2018 7:54 AM 13
UNIT 9: Lesson 40: Volume (1 week / 5 days) pages 227-233 2. Resources T E A C H I N G R E S O U R C E S Access Math Teacher s edition Math Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL https://esl.brainpop.com/ Brain Pop https://www.brainpop.com/ http://www.coolmath.com/prealgebra http://www.mathworksheets4kids.com/algebra.php Updated 3/29/2018 7:54 AM 14
UNIT 9: Lesson 40: Volume (1 week / 5 days) pages 227-233 3. Activities for Understanding SUGGESTIONS Students will be shown a display box, such as a small shoebox. Label the dimensions length, width, and height. As students watch, fill the box with cubes and ask, How many cubes are in one layer? How many layers are there? How many cubes are there in all? Ask, students how they found the total number of cubes. Say, This number is the volume. It tells how many cubes the box holds. Students will discuss page 228 (textbook). Give them a small box and have them describe in writing how they would find its volume. Students will study the examples on page 229 (textbook), have partners find the volume of two cans you supply and talk about how they computed. Updated 3/29/2018 7:54 AM 15
UNIT 9: Lesson 45: What are Integers? (1 week / 5 days) pages 256-260 1. Overview Students should develop meaning for integers and represent and compare quantities with them. CONTENT Graph integers on a number line Compare and order integers Recognize signal words for positive and negative value Recognize multiple meanings of positive and negative Identify number relationships LOUISIANA STUDENT ELP C1 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing CONNECTORS ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. FOR ENGLISH ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text LEARNERS ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade- appropriate speech and writing MP 1 Make sense of problems and persevere in solving them MP 3 Construct viable arguments and critique reasoning of others MP 5 Use appropriate tools strategically MP 6 Attend to precision EP 7 Use technology and digital media strategically and capably MATHEMATICS 6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above / below zero, elevation above / below sea level, credits / debits, positive / negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.NS.C.6a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite. Updated 3/29/2018 7:54 AM 16
UNIT 9: Lesson 45: What are Integers? (1 week / 5 days) pages 256-260 2. Resources T E A C H I N G R E S O U R C E S Access Math Teacher s edition Math Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL https://esl.brainpop.com/ Brain Pop https://www.brainpop.com/ http://www.coolmath.com/prealgebra http://www.mathworksheets4kids.com/algebra.php Updated 3/29/2018 7:54 AM 17
UNIT 9: Lesson 45: What are Integers? (1 week / 5 days) pages 256-260 3. Activities for Understanding SUGGESTIONS Students will work in pairs. The students in each pair will take turns using a number line, pointing to and naming positive and negative integers and their opposites. The students will be asked to study the number line on page 258 (textbook). Then the students will be divided in pairs and talk about the steps they would follow to order 16, -16, 0, -3, and 3 from least to greatest. (Sample: Group negative numbers, group positive numbers, and separate zero. Order negative numbers. Write zero. Order positive numbers -16, -3, 0, 3, 16) The students will be divided in small groups. Each group will make a poster showing different situations where positive and negative numbers can be used. Have them include data from newspapers or other references and order all of the numbers from least to greatest at the bottom of the poster. Updated 3/29/2018 7:54 AM 18
UNIT 9: Lesson 46: Adding and Subtracting Integers (1 week / 5 days) pages 261-265 1. Overview Students should develop and analyze algorithms for computing with integers and develop fluency in their use. CONTENT Add integers Subtract integers Summarize rules for adding and subtracting integers LOUISIANA STUDENT ELP C1 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing CONNECTORS ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. FOR ENGLISH ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text LEARNERS ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade- appropriate speech and writing MP 1 Make sense of problems and persevere in solving them MP 3 Construct viable arguments and critique reasoning of others MP 5 Use appropriate tools strategically MP 6 Attend to precision EP 7 Use technology and digital media strategically and capably MATHEMATICS 6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above / below zero, elevation above / below sea level, credits / debits, positive / negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.NS.C.6a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite. 7.NS.A.1d Apply properties of operations as strategies to add and subtract rational numbers. Updated 3/29/2018 7:54 AM 19
UNIT 9: Lesson 46: Adding and Subtracting Integers (1 week / 5 days) pages 261-265 2. Resources T E A C H I N G R E S O U R C E S Access Math Teacher s edition Math Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL https://esl.brainpop.com/ Brain Pop https://www.brainpop.com/ http://www.coolmath.com/prealgebra http://www.mathworksheets4kids.com/algebra.php Updated 3/29/2018 7:54 AM 20
UNIT 9: Lesson 46: Adding and Subtracting Integers (1 week / 5 days) pages 261-265 3. Activities for Understanding SUGGESTIONS Students will work in pairs. Have pairs of students use colored chips to model -8 + 1 and 8 + (-1). Have them talk about how to find each sum and why the zero-pair chips are removed to find the sum. (-7; 7; zero-pair chips are removed because zero does not affect the sum.) After students study the examples on page 262 (textbook), have pairs write a sentence telling when they need to form zero pairs to add integers. (Sample: We need to form zero pairs when there are both positive and negative integers as addends.) After students study the examples on page 262 (textbook), have pairs write a paragraph explaining why zero pairs are helpful in showing addition of positive and negative integers. (Sample: Each zero pair has no value, so the remaining chips represent the sum.) After students study the examples on page 263 (textbook), have them sketch a picture to show 2 (-8) and talk about why their pictures are correct. If they have difficulty, refer them to Example D (textbook). (Check students drawings; 2 (-8) = 10) Updated 3/29/2018 7:54 AM 21
UNIT 9: Lesson 47: Multiplying and Dividing Integers (1 week / 5 days) pages 266-270 1. Overview Students should develop and analyze algorithms for computing with integers and develop fluency in their use. CONTENT Multiply integers Divide integers Recognize the meaning of the idiom on the right track Organize information to find rules for multiplying and dividing integers LOUISIANA STUDENT ELP C1 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing CONNECTORS ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. FOR ENGLISH ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text LEARNERS ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade- appropriate speech and writing MP 1 Make sense of problems and persevere in solving them MP 3 Construct viable arguments and critique reasoning of others MP 5 Use appropriate tools strategically MP 6 Attend to precision EP 7 Use technology and digital media strategically and capably MATHEMATICS 6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above / below zero, elevation above / below sea level, credits / debits, positive / negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.NS.C.6a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite. 7.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers. Updated 3/29/2018 7:54 AM 22
UNIT 9: Lesson 47: Multiplying and Dividing Integers (1 week / 5 days) pages 266-270 2. Resources T E A C H I N G R E S O U R C E S Access Math Teacher s edition Math Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL https://esl.brainpop.com/ Brain Pop https://www.brainpop.com/ http://www.coolmath.com/prealgebra http://www.mathworksheets4kids.com/algebra.php Updated 3/29/2018 7:54 AM 23
UNIT 9: Lesson 47: Multiplying and Dividing Integers (1 week / 5 days) pages 266-270 3. Activities for Understanding SUGGESTIONS Students will work in pairs. Have pairs of students compare and contrast the four examples and then use the rules for multiplying integers to classify each example (Sample: Like: Absolute values are the same; different: signs.) Students will work in pairs. Have each pair use the rules for multiplying integers to classify each example. Then ask them to write a sentence explaining how the patterns and rules for multiplying integers keep them on the right track. Students will work in pairs. Have pairs of students write a sentence explaining how inverse operations can be used to find 18 (-3). (Sample: The inverse of division is multiplication; -3 x (-6) = 18, so 18 (-3) = -6.) Updated 3/29/2018 7:54 AM 24
UNIT 9: Lesson 48: The Coordinate Plane (1 week / 5 days) pages 271-277 1. Overview Students should use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships; model and solve contextualized problems using various representations, such as graphs, tables, and equations. CONTENT Identify and graph points on a coordinate plane Graph linear equations Recognize multiple meanings of coordinate and graph Explain the likeness and differences among graphs LOUISIANA STUDENT ELP C1 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing CONNECTORS ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. FOR ENGLISH ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text LEARNERS ELP C9 Create clear and coherent grade-appropriate speech and text ELP C10 Make accurate use of standard English to communicate in grade- appropriate speech and writing MP 1 Make sense of problems and persevere in solving them MP 3 Construct viable arguments and critique reasoning of others MP 5 Use appropriate tools strategically MP 6 Attend to precision EP 7 Use technology and digital media strategically and capably MATHEMATICS 6.NS.C.6c Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. 7.EE.B.4a Solve word problems leading to equations to the form px + q = r and p(x+q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare and algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Updated 3/29/2018 7:54 AM 25
UNIT 9: Lesson 48: The Coordinate Plane (1 week / 5 days) pages 271-277 2. Resources T E A C H I N G R E S O U R C E S Access Math Teacher s edition Math Assessment Book A D D I T I O N A L S U P P O R T I N G R E S O U R C E S Lexia Core 5 Rosetta Stone Bilingual dictionary Brain Pop ESL https://esl.brainpop.com/ Brain Pop https://www.brainpop.com/ http://www.coolmath.com/prealgebra http://www.mathworksheets4kids.com/algebra.php Updated 3/29/2018 7:54 AM 26
UNIT 9: Lesson 48: The Coordinate Plane (1 week / 5 days) pages 271-277 3. Activities for Understanding Students will work in pairs. Have one student choose a point. Have his or her partner ask questions about it, such as Is the x-coordinate greater than 4? to find the point. Have students take turns and repeat the activity several times. SUGGESTIONS Students will work in pairs. Have pairs of students use other values of x to extend the table on page 273 (textbook) to include x-values of -3 and 12. Have them verify the points are on the graph ((-3, -12), (12, 18); -12 = 2(-3) 6 and 18 = 2(12) 6) Students will study the example on page 273 (textbook), have pairs explain in writing how to graph an equation. They should include an equation, its table, and its graph. (Sample: Make a table, substitute values for x in the equation to find y; write ordered pairs; graph the ordered pairs; connect points with a line. Check students work.) Updated 3/29/2018 7:54 AM 27