Simplifying Non-perfect Square Roots. Arlena Miller. Sullivan County. 9/Algebra 1
|
|
- Elwin Daniel
- 6 years ago
- Views:
Transcription
1 Simplifying Non-perfect Square Roots Arlena Miller Sullivan County 9/Algebra 1
2 Lesson Title: Simplifying Non-perfect Square Roots Grade: 9(Algebra I) Alignment with state standards: CLE Understand computational results and operations involving real numbers in multiple representations. SPI Operate (add, subtract, multiply, divide, simplify, powers) with radicals and radical expressions including radicands involving rational numbers and algebraic expressions Operate with and simplify radicals (index 2, 3, n) and radical expressions including rational numbers and variables in the radicand. Mathematics Goals: Students will be able to simplify square radicals that are not perfect squares but have perfect square factors. Students Needs: Students will have a prior knowledge of square numbers and their geometric representation as a square. (ex. because 9 can be arrange as a square of 3-sides ) Materials: for each student: handout square guide in page protector dry-erase marker & cleaning cloth 100 1cm squares for class: Roots Matching Cards Roots Bingo Game document camera Lesson Plan: Before: As students come in give them a note card with one of the following symbols: On the smartboard have the instructions to find the table with their matching symbol. (This is just to randomly put them in groups. The activity is individual; however, working in a group will allow them to easily help each other.) Give students a page
3 protector with the handout inside of 1-cm grid paper on one side and the 4, 9, 16, 25 grid on the other side, a dry-erase marker, and a cleaning cloth. Remind them that in the last lesson we found the perfect squares by arranging the square numbers into an actual square like the one labeling their tables. Instruct them to take out 27 1-cm squares and arrange them on the grid paper to make a square. (Use document camera to demonstrate.) After letting them struggle with this task for a few minutes ask, Who has found a perfect square? (No one will.) Then ask, What is wrong? Then tell them, We need to find a way to write these numbers that are not squares. During: Have them turn over the page protector to show the side with the 4, 9, 16, & 25 layout. Now, arrange the 27 squares in the 4-grid row and color the spaces. (Will need to instruct them to start on the left side and color in solid, not just randomly if teacher notices this happening while observing.) Continue this onto the 9-grid row, 16- grid row, & 25-grid row. Ask, In which row do the 27 squares take up squares with no leftovers? Results should look like: The answer is the 9-square. The 27 squares take up exactly 3 of the nine squares.
4 Pass out handout and go through how to record this result in the first column. Erase those results with your cleaning cloth. Repeat with 8 squares. with 50 squares. with 32 squares. Guide as needed and go through these four examples on their handout. (When they get to 32, you need to ask, What happened differently with 32?. There will be boxes filled in on 4 and 16. Question them to guide to using 16. If they are not getting to that conclusion, have them record both and look at it during next step.) Look at these four results. Now in the rewrite column, we want to rewrite the number of squares by how many perfect squares we can make. What type of square could we fill with 27? 9 How many were there? 3 Rewrite as. What do we know about? It equals 3. We now can simplify to. What type of square could we fill with 8? 4 How many were there? 2 Rewrite as. What do we know about? It equals 2. We now can simplify to. What type of square could we fill with 50? 25 How many were there? 2 Rewrite as. What do we know about? It equals 5. We now can simplify to. What type of square could we fill with 32? 4 & 16 We want to use the largest squares possible. So which will we use to rewrite? 16 How many were there? 2 Rewrite as. What do we know about? It equals 4. We now can simplify to.
5 MY IDEA IS THAT THIS WILL HELP STUDENTS VISUALIZE WHY WE BREAK DOWN THE RADICALS BEFORE SIMPLIFYING. STUDENTS OFTEN SEEM TO NOT UNDERSTAND WHY WE ARE PULLING OUT THESE NUMBERS. I HAVE NOT TRIED THIS YET IN CLASS. I GOT THIS IDEA WHEN WE WERE WORKING ON THE SQUARE NUMBERS IN MATHLETES. IF WE HAVE ALREADY DISCOVERED IN CLASS THE SQUARE NUMBERS, WHY THEY ARE SQUARE ROOTS, AND WHAT THEY LOOK LIKE AS SQUARES I THINK THIS WILL HELP THEM MAKE THE CONNECTION. After: Work together in your group to simplify the rest of the given numbers. Do not use calculators. Give students time to complete front of handout. Observe and offer guidance as needed. How can we work backwards to check our answers? Want to get students to come to the conclusion that, for example,. Go over results. Activity to Move a Little Give each student a note card from ROOTS MATCHING CARDS. Play music and have them walk around the class until the music stops. Then have them pair up by high-fiving. See if the pair is a match. If not, discuss what would be a match with them. Do this until all students are paired. Can switch around cards and play again as time permits. Return to groups. What other squares could we use as our numbers get larger? 36, 49, 64, 81, 100, etc Using these as well as the 4, 9, 16, & 25 squares, try to simplify the ones on the back. You may use your calculator to help with these as needed. This may be finished as homework if not finished in class. Homework challenge: See how many more you can simplify less than Bonus points given for each extra one you find and have full explanation for. Full explanation means: and not just an answer.
6 Assessment: Next class, we will reinforce these by playing ROOTS Bingo. Students may use 4, 9, 16, 25-grid paper as a help for this. (This game is attached.) Teacher calls out the root such as and students mark on their bingo card. Daily bell ringer questions will assess individuals ability to correctly simplify nonperfect square roots. Listen to students as the play the Matching Game to observe which students can simplify on their own. Individuals asked to simplify roots as these come up in the next several lessons of adding, subtracting, multiplying, and dividing radicals. (This is randomly done by having the students names written on a craft stick and pulling one out of a jar to choose the next student asked.) Essay question on test to explain how to simplify a non-perfect square root without the use of decimals. Accommodations: Students who need extra time or less work as indicated in IEPs will be told to work out every other one initially and then fill in extras that they do not get to as we go over them. When playing ROOTS Bingo or working with other lessons, a sheet of simplified radicals in order can be given to students to help them when they need to work more quickly. Working in their group will help all students who benefit from being able to talk to those around them to think through the processes. Sources: graph paper printed from Roots Bingo game template made from
7 Cards to assign groups. Copy on card stock as many pages as needed for class. Cut apart. Label each table with a different card. Give one to each student as they come in to class.
8 Simplifying Radicals Activity Name RESULTS SHEET Materials needed: Examples: 4, 9, 16, & 25 grid layout in page protector cm squares dry-erase marker cleaning cloth # square units if there are left-overs, mark with an X squares used squares used squares used squares used Continue: # square units squares used squares used squares used squares used rewrite with radical rewrite with radical simplify simplify
9 Simplify using perfect squares. Bonus roots:
10 ROOTS Bingo Game Copy the cards onto card stock, cut apart, and laminate. Copy the Call Sheet onto card stock (2 copies). Cut out the numbers you will call out (8, 12, etc.) from one of the sheets. Then use the one not cut out to place the pieces on as you call them. Cut up squares for playing pieces or use any available counters. Give each student a bingo card & several small squares. Call out the roots to simplify (such as 8) and they find the simplified version on their card (2 2). Regular BINGO rules apply. If this lesson plan is printed a copy of the bingo cards will be printed. If you are receiving by it will be a separate attached pdf file.
11 ROOTS Bingo Call Sheet
12 Roots Matching Cards for Activity in Class
13
Estimating with Square Roots
ACTIVITY 3.2 Estimating with Square Roots The square root of most numbers is not an integer. You can estimate the square root of a number that is not a perfect square. Begin by determining the two perfect
More informationActivity 1: Play comparison games involving fractions, decimals and/or integers.
Students will be able to: Lesson Fractions, Decimals, Percents and Integers. Play comparison games involving fractions, decimals and/or integers,. Complete percent increase and decrease problems, and.
More informationLooking for Pythagoras An Investigation of the Pythagorean Theorem
Looking for Pythagoras An Investigation of the Pythagorean Theorem I2t2 2006 Stephen Walczyk Grade 8 7-Day Unit Plan Tools Used: Overhead Projector Overhead markers TI-83 Graphing Calculator (& class set)
More informationMathematics Success Level F
T598 [OBJECTIVE] The student will find the perimeter and area of rectangles and triangles. [MATERIALS] Student pages S204 S212 Transparencies T612, T614, T616, T618, T620, T622 Ruler Scissors Gridded index
More informationProblem Solving: Lesson 12 Symmetry on a Coordinate Graph Lesson 12 Skills Maintenance
Lesson 1 Skills Maintenance Lesson Planner Skills Maintenance Adding and Subtracting Positive and Negative Integers Symmetry on a Coordinate Graph We review the concept of symmetry and extend it to the
More informationComparing Exponential and Logarithmic Rules
Name _ Date Period Comparing Exponential and Logarithmic Rules Task : Looking closely at exponential and logarithmic patterns ) In a prior lesson you graphed and then compared an exponential function with
More informationObjective: Plot points, using them to draw lines in the plane, and describe
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5 6 Lesson 7 Objective: Plot points, using them to draw lines in the plane, and describe patterns within the coordinate pairs. Suggested Lesson Structure
More information3.1 Factors & Multiples of Whole Numbers.
NC 3.1 Concepts: #1,2,4 PreAP Foundations & Pre-Calculus Math 10 Outcome FP10.1 (3.1, 3.2) 3.1 Factors & Multiples of Whole Numbers. FP 10.1 Part A: Students will demonstrate understanding of factors of
More informationLesson Planner. Lesson 7. Measuring and Drawing Angles. Build Vocabulary. Skills Maintenance. Multiplying Fractions and Simplifying Answers
Multiplying Fractions and Simplifying Answers Problem Solving: Measuring and Drawing Angles Build Vocabulary commute Lesson Planner Skills Maintenance Multiplication With Fractions Building Number Concepts:
More informationThe rectangle above has been divided into squares. Assume that the length of each side of a small square is 1 cm.
Powers and Roots SUGGESTED LEARNING STRATEGIES: Activating Prior Knowledge, Think/Pair/Share, Quickwrite, Group Presentation, Visualize, Create Representations Dominique Wilkins Middle School is holding
More informationGrade(s): 6th. Author(s): Madeline Boykin & Hope Phillips. Sources:
Title: Photography Shutter Speed Real-World Connection: Grade(s): 6th Author(s): Madeline Boykin & Hope Phillips BIG Idea: Fractions and Ratios Sources: http://www.photonhead.com/beginners/shutterandaperture.php
More informationFocus on Mathematics
Focus on Mathematics Year 4 Pre-Learning Tasks Number Pre-learning tasks are used at the start of each new topic in Maths. The children are grouped after the pre-learning task is marked to ensure the work
More informationGAP CLOSING. Powers and Roots. Intermediate / Senior Facilitator Guide
GAP CLOSING Powers and Roots Intermediate / Senior Facilitator Guide Powers and Roots Diagnostic...5 Administer the diagnostic...5 Using diagnostic results to personalize interventions...5 Solutions...5
More informationAlgebra Success. LESSON 16: Graphing Lines in Standard Form. [OBJECTIVE] The student will graph lines described by equations in standard form.
T328 [OBJECTIVE] The student will graph lines described by equations in standard form. [MATERIALS] Student pages S125 S133 Transparencies T336, T338, T340, T342, T344 Wall-size four-quadrant grid [ESSENTIAL
More informationWorking on It Reflecting and Connecting
Lesson Summary Objectives This lesson will help students to: represent and compare fractions; relate decimal numbers to fractions; compare and order decimal numbers. Curriculum Expectations By the end
More informationMaking Middle School Math Come Alive with Games and Activities
Making Middle School Math Come Alive with Games and Activities For more information about the materials you find in this packet, contact: Sharon Rendon (605) 431-0216 sharonrendon@cpm.org 1 2-51. SPECIAL
More informationMathematics Success Grade 6
T428 Mathematics Success Grade 6 [OBJECTIVE] The students will plot ordered pairs containing rational values to identify vertical and horizontal lengths between two points in order to solve real-world
More informationProbability and Statistics
Probability and Statistics Activity: Do You Know Your s? (Part 1) TEKS: (4.13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data.
More informationMaking Middle School Math Come Alive with Games and Activities
Making Middle School Math Come Alive with Games and Activities For more information about the materials you find in this packet, contact: Chris Mikles 916-719-3077 chrismikles@cpm.org 1 2 2-51. SPECIAL
More informationBellwork Teacher selected Prior Knowledge Over the last few days we have been working with exponents and also learning about scientific notation.
Course: 8 th Grade Math DETAIL LESSON PLAN Student Objective 8EEA4 Perform operations (+, -, x, ) with numbers expressed in scientific notation Some problems may include one number written in standard
More informationMath 154 :: Elementary Algebra
Math :: Elementary Algebra Section 9. Section 9. Section 9. Section 9. Section 9. Section 9.6 Math :: Elementary Algebra Section 9. Introduction to Square Roots. This answer should be in your own words..
More informationInstruction Cards Sample
Instruction Cards Sample mheducation.com/prek-12 Instruction Cards Table of Contents Level A: Tunnel to 100... 1 Level B: Race to the Rescue...15 Level C: Fruit Collector...35 Level D: Riddles in the Labyrinth...41
More informationWhat I can do for this unit:
Unit 1: Real Numbers Student Tracking Sheet Math 10 Common Name: Block: What I can do for this unit: After Practice After Review How I Did 1-1 I can sort a set of numbers into irrationals and rationals,
More informationThe Real Number System and Pythagorean Theorem Unit 9 Part B
The Real Number System and Pythagorean Theorem Unit 9 Part B Standards: 8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion;
More informationMathematics Success Level C
T675 LESSON 2: Line Plot [OBJECTIVE] The student will measure lengths to the nearest fourth of an inch, create line plots of the data, and answer questions about line plots. [PREREQUISITE SKILLS] know
More information5-6 Study Guide. Radical Expressions and Rational Exponents. Attendance Problems. Simplify each expression. (No decimal answers!
Page 1 of 12 Radical Expressions and Rational Exponents Attendance Problems. Simplify each expression. (No decimal answers) 11 8 7 7 2 2.. 2. 11 6. I can rewrite radical expressions by using rational exponents.
More informationLesson 0.1 The Same yet Smaller
Lesson 0.1 The Same yet Smaller 1. Write an expression and find the total shaded area in each square. In each case, assume that the area of the largest square is 1. a. b. c. d. 2. Write an expression and
More informationComparing Numbers on a Place Value Chart
Comparing Numbers on a Place Value Chart Students will: Objective Identify the place value of specific digits in a number Represent numbers on a place vale chart Utilize place value charts to compare numbers
More informationMathematics Success Grade 8
Mathematics Success Grade 8 T429 [OBJECTIVE] The student will solve systems of equations by graphing. [PREREQUISITE SKILLS] solving equations [MATERIALS] Student pages S207 S220 Rulers [ESSENTIAL QUESTIONS]
More informationGREATER CLARK COUNTY SCHOOLS PACING GUIDE. Algebra I MATHEMATICS G R E A T E R C L A R K C O U N T Y S C H O O L S
GREATER CLARK COUNTY SCHOOLS PACING GUIDE Algebra I MATHEMATICS 2014-2015 G R E A T E R C L A R K C O U N T Y S C H O O L S ANNUAL PACING GUIDE Quarter/Learning Check Days (Approx) Q1/LC1 11 Concept/Skill
More informationMathematics Success Level D
T782 [OBJECTIVE] The student will explore concepts of angles and be able to use a protractor to measure angle degrees. [PREREQUISITE SKILLS] multiplying multi-digit whole numbers [MATERIALS] Student pages
More informationHundreds Grid. MathShop: Hundreds Grid
Hundreds Grid MathShop: Hundreds Grid Kindergarten Suggested Activities: Kindergarten Representing Children create representations of mathematical ideas (e.g., use concrete materials; physical actions,
More information10 + = Put 10 butterflies in the boxes. Put out this many more butterflies. How many are there in all? Draw a card. Place Value
Put 10 butterflies in the boxes. 10 + = Write Draw a card. Put out this many more butterflies. the number. How many are there in all? Use kites and kites to show the number. I have this many bricks for
More informationThe Human Calculator: (Whole class activity)
More Math Games and Activities Gordon Scott, November 1998 Apart from the first activity, all the rest are untested. They are closely related to others that have been tried in class, so they should be
More informationTravelling Integers. Materials
Travelling Integers Number of players 2 (or more) Adding and subtracting integers Deck of cards with face cards removed Number line (from -25 to 25) Chips/pennies to mark players places on the number line
More information= (2 3 ) = c LAMC Beginners Circle September 29, Oleg Gleizer. Warm-up
LAMC Beginners Circle September 29, 2013 Oleg Gleizer oleg1140@gmail.com Warm-up Problem 1 Simplify the following expressions as much as possible. a. b. 9 3 3 6 = (2 3 ) 4 2 3 2 4 = c. 23 4 2 3 2 4 = d.
More informationSquare Roots and the Pythagorean Theorem
UNIT 1 Square Roots and the Pythagorean Theorem Just for Fun What Do You Notice? Follow the steps. An example is given. Example 1. Pick a 4-digit number with different digits. 3078 2. Find the greatest
More informationNS2-45 Skip Counting Pages 1-8
NS2-45 Skip Counting Pages 1-8 Goals Students will skip count by 2s, 5s, or 10s from 0 to 100, and back from 100 to 0. Students will skip count by 5s starting at multiples of 5, and by 2s or 10s starting
More informationA web source that was used to assist in the development is:
Logo Transformations The objective of this lesson is to analyze line and reflection symmetry and transformations in logos. The activity has three different parts. The first explores the symmetry of the
More informationWorksheeet 1 Simplifying Square Roots
Worksheeet 1 Simplifying Square Free PDF ebook Download: Worksheeet 1 Download or Read Online ebook worksheeet 1 simplifying square roots in PDF Format From The Best User Guide Database Product Property
More informationThe Math Projects Journal Page 1 LESSON PLAN. By Andy Wagner, Sumner High School (Sumner, WA)
The Math Projects Journal Page 1 LESSON PLAN By Andy Wagner, Sumner High School (Sumner, WA) Objective From a given scenario, student will be able to write and solve multi-step equations which involve
More informationReinforcing Note Reading in G Position with. by Andrea and Trevor Dow Teach Music Today Learning Solutions
Reinforcing Note Reading in G Position with NOTE READING RUCKUS by Andrea and Trevor Dow 2018 Teach Music Today Learning Solutions This musical game file is intended for use in the purchasing teacher s
More informationIsland Conquer. Math Game for Exploring Area and Perimeter on a Coordinate Grid. Laura Candler 2012 Teaching Resources
Island Conquer Area & Perimeter Math Game for Exploring Area and Perimeter on a Coordinate Grid Common Core Aligned Math Content 3.MD.5, 3.MD.6, and 3.MD.7 Laura Candler 2012 Teaching Resources www.lauracandler.com
More informationMFL and Numeracy. Teachers of MFL in KS2 and KS3 reinforce:
MFL and Numeracy "When evaluating the achievement of pupils, inspectors consider...how well pupils develop a range of skills, including reading, writing, communication and mathematical skills, and how
More informationAlgebra/Geometry Institute Summer 2009
Algebra/Geometry Institute Summer 2009 Faculty Name: School: Grade Level: Karen Harmon Presbyterian Day School Cleveland, MS Fourth Grade 1 Teaching objective(s) The student will recognize, explore, model,
More information2. Questions on Classwork and Homework form yesterday. 4. Completing the square to solve quadratic
1. Warm -up word problem - 2. Questions on Classwork and Homework form yesterday 3. Number Sense. 4. Completing the square to solve quadratic equations 1 2 3 Apr 12 12:35 PM 4 Apr 13 2:12 PM 5 6 7 factors
More informationAnswer Key Lesson 4: Paper-and-Pencil Subtraction
Student Guide Paper-and-Pencil Subtraction (SG pp. 66) Questions 4. A. Possible response: She changed 7 skinnies to 6 and bits to. B. Possible response: After trading one of the 7 skinnies for 0 bits,
More information4th Grade Common Core Math Vocabulary
+ = + = + = + = + 4th Grade Common Core Math Vocabulary Created by Alexis Sergi Alexis Sergi http://www.teachersnotebook.com/shop/mathmojo = + = + + = + = + 1 Table of Contents!!!!!!!!!!!! Page Number
More informationGrade: 3 Lesson Title: Equivalent Fractions
Targeted Content Standard(s): Grade: 3 Lesson Title: Equivalent Fractions 3.NF.3 Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. a. Understand two
More informationUnit 7 Number Sense: Addition and Subtraction with Numbers to 100
Unit 7 Number Sense: Addition and Subtraction with Numbers to 100 Introduction In this unit, students will review counting and ordering numbers to 100. They will also explore various strategies and tools
More informationI've Seen That Shape Before Lesson Plan
I've Seen That Shape Before Lesson Plan I) Overview II) Conducting the Lesson III) Teacher to Teacher IV) Handouts I. OVERVIEW Lesson Summary Students learn the names and explore properties of solid geometric
More informationHow to Use the Gadget and Worksheets. Overview Week 3
How to Use the Gadget and Worksheets W3 Number Lines Overview Week 3 Overview: To explore number to 10 using a number line. Number Line Features: Number lines show the sequence of numbers and where they
More informationGrade 6 Math Circles February 21/22, Patterns - Solutions
Faculty of Mathematics Waterloo, Ontario N2L 3G1 Centre for Education in Mathematics and Computing Grade 6 Math Circles February 21/22, 2017 Patterns - Solutions Tower of Hanoi The Tower of Hanoi is a
More informationEssentials. Week by. Week. Calculate!
Week by Week MATHEMATICS Essentials Grade WEEK 7 Calculate! Find two numbers whose product would be between 0 and 50. Can you find more solutions? Find two numbers whose product would be between,500 and,600.
More informationLesson 1b Linear Equations
In the first lesson we looked at the concepts and rules of a Function. The first Function that we are going to investigate is the Linear Function. This is a good place to start because with Linear Functions,
More informationAREA & PERIMETER LESSON 1 OBJ ECTIVE: OBJECTIVE: INVESTIGATE AND USE THE FORMULAS FOR AREA AND PERIMETER OF RECTANGLES.
AREA & PERIMETER LESSON 1 OBJ ECTIVE: OBJECTIVE: INVESTIGATE AND USE THE FORMULAS FOR AREA AND PERIMETER OF RECTANGLES. Learning Goal By the end of the unit... students will apply the area and perimeter
More informationGrade 2 supplement. Set A6 Number & Operations: Money. Includes. Skills & Concepts
Grade 2 supplement Set A6 Number & Operations: Money Includes Activity 1: Dollar & Cents A6.1 Activity 2: Three Spins to Win A6.9 Independent Worksheet 1: Mr. Mole s Money A6.15 Skills & Concepts H determine
More informationPromoting Algebraic Reasoning: The Role of Mathematical Tasks. Peg Smith Professor Emeritus University of Pittsburgh
Algebra Readiness for Every Student An NCTM Interactive Institute for Grades 6-8 July 18-20, 2016 Promoting Algebraic Reasoning: The Role of Mathematical Tasks Peg Smith Professor Emeritus University of
More informationLesson 11 Skills Maintenance. Activity , , Activity Skills Maintenance. Simplifying Fractions
Lesson Measuring With a U.S. Customary Ruler Lesson Planner Skills Maintenance Simplifying Fractions Measuring With a U.S. Customary Ruler Students learn to measure with a U.S. customary ruler and round
More informationpatterns in mathematics unit 3 notes.notebook Unit 3: Patterns in Mathematics
Unit 3: Patterns in Mathematics Entrance Activity (10 minutes!) 1 Topic 1: Understanding the relationships within a tables of values to solve problems. Lesson 1: Creating Representations of Relationships
More informationAppointment Sheet. 1 st Appointment. 2 nd Appointment. 3 rd Appointment. 4 th Appointment. 5 th Appointment. 6 th Appointment
Transparency / Handout 6A-1 Appointment Sheet 1 st Appointment 2 nd Appointment 3 rd Appointment 4 th Appointment 5 th Appointment 6 th Appointment Day 6: Section A Clock Arithmetic Page 9 Transparency
More informationStudents apply the Pythagorean Theorem to real world and mathematical problems in two dimensions.
Student Outcomes Students apply the Pythagorean Theorem to real world and mathematical problems in two dimensions. Lesson Notes It is recommended that students have access to a calculator as they work
More informationMathematics Success Level D
Mathematics Success Level D T819 [OBJECTIVE] The student will be able to find a missing angle measure when two non-overlapping angles form one larger angle. [PREREQUISITE SKILLS] measuring angles with
More informationK-1 st Grade. 14 Pages
K-1 st Grade 14 Pages BEGINNER ADDITION & SUBTRACTION NUMBER RECOGNITION May 28- Memorial Day May 28- Memorial Day 2016 Deanna Holm, all rights reserved. May not be resold or distributed for commercial
More informationTeacher Sourcebook. Sample Unit. Authors Rosemary Reuille Irons M Sc Brian Tickle BA James Burnett M Ed
Teacher Sourcebook Sample Unit Authors Rosemary Reuille Irons M Sc Brian Tickle BA James Burnett M Ed Series Consultants Judith Anderson Ph D Jan Glazier MA Bruce Llewellyn B Sc Counting On Basic Facts
More information2012 COMMON CORE STATE STANDARDS ALIGNED MODULES 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES
Grade 4 Number & Operations in Base Ten 4.NBT.1-3 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES MATH TASKS Number & Operations in Base Ten 4.NBT 1-3
More informationDescribes the operation of multiplying by ten as adding a nought
Describes the operation of multiplying by ten as adding a nought Opportunity for: investigating numbers Interactive Teaching Program (ITP) Number Grid, how many times group or paper copy of 100-square
More informationThis is a one-week excerpt from the Starfall Kindergarten Mathematics Teacher s Guide. If you have questions or comments, please contact us.
UNIT 7 WEEK 18 This is a one-week excerpt from the Starfall Kindergarten Mathematics Teacher s Guide. If you have questions or comments, please contact us. Email: helpdesk@starfall.com Phone: 1-888-857-8990
More informationCopies of the Color by Pixel template sheets (included in the Resources section). Colored pencils, crayons, markers, or other supplies for coloring.
This offline lesson plan covers the basics of computer graphics. After learning about how graphics work, students will create their own Color by Pixel programs. The lesson plan consists of four parts,
More informationArithmetic Sequences Read 8.2 Examples 1-4
CC Algebra II HW #8 Name Period Row Date Arithmetic Sequences Read 8.2 Examples -4 Section 8.2 In Exercises 3 0, tell whether the sequence is arithmetic. Explain your reasoning. (See Example.) 4. 2, 6,
More informationEducator s Guide to Graphing y = mx + b
Educator s Guide to Graphing y = mx + b Overview: Using an ipad and Sketchpad Explorer, students will graph a linear equation using the y intercept and slope. Grades and Subject Areas: High School Algebra
More information1.1 The Pythagorean Theorem
1.1 The Pythagorean Theorem Strand Measurement and Geometry Overall Expectations MGV.02: solve problems involving the measurements of two-dimensional shapes and the volumes of three-dimensional figures;
More informationBefore How does the painting compare to the original figure? What do you expect will be true of the painted figure if it is painted to scale?
Dilations LAUNCH (7 MIN) Before How does the painting compare to the original figure? What do you expect will be true of the painted figure if it is painted to scale? During What is the relationship between
More informationAIMS Education Foundation
TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and Science) began in 1981 with
More informationCPM Educational Program
CC COURSE 2 ETOOLS Table of Contents General etools... 5 Algebra Tiles (CPM)... 6 Pattern Tile & Dot Tool (CPM)... 9 Area and Perimeter (CPM)...11 Base Ten Blocks (CPM)...14 +/- Tiles & Number Lines (CPM)...16
More informationExtra: I found a worm that was made of 60 triangles. How old was it? Explain how you know.
Problem of the Week Teacher Packet Growing Worms In the land of Trianglia the worms are made of isosceles right triangles and they grow fast! As you can see above, a worm that is 1 day old is made of 4
More informationPractice Test Object Exchange List Grades 6-8
06-07 Practice Test All accommodations/adjustments used during the administration of the Florida Standards Alternate Assessment Performance Task (FSAA- PT) must align with what the student uses during
More informationMeasuring in Centimeters
MD2-3 Measuring in Centimeters Pages 179 181 Standards: 2.MD.A.1 Goals: Students will measure pictures of objects in centimeters using centimeter cubes and then a centimeter ruler. Prior Knowledge Required:
More informationSkateboard Bingo (cont.)
Skateboard Bingo (cont.) Length of Play: 10-15 min. Group Size: Small Group (2-4 players) Learning Goals This activity is designed to help children strengthen their subitizing skills as they: Recognize
More informationManchester College Education Department. Lesson Plan by Daniel Haffner
Manchester College Education Department Lesson Plan by Daniel Haffner Lesson: Quiz on Slope, Slope-Intercept Form, and Standard Form Length: 70 min Age or Grade Level Intended: Algebra 1 Academic Standard(s):
More informationMath Fundamentals for Statistics (Math 52) Unit 2:Number Line and Ordering. By Scott Fallstrom and Brent Pickett The How and Whys Guys.
Math Fundamentals for Statistics (Math 52) Unit 2:Number Line and Ordering By Scott Fallstrom and Brent Pickett The How and Whys Guys Unit 2 Page 1 2.1: Place Values We just looked at graphing ordered
More informationN Strand. The World of Numbers
N Strand The World of Numbers WORLD OF NUMBERS INTRODUCTION Numbers are among the most important things that mathematics (at all levels) is about. Mathematicians are interested in numbers just as astronomers
More informationSECOND EDITION HOME CONNECTIONS KGRADE
SECOND EDITION HOME CONNECTIONS KGRADE Bridges in Mathematics Second Edition Kindergarten Home Connections Volumes 1 & 2 The Bridges in Mathematics Kindergarten package consists of: Bridges in Mathematics
More information1 Summer Math Booklet
Summer Math Booklet 1 2 How Many Combinations? Sarah has 68. What different combinations of dimes and pennies could she have to equal 68? Try to find all the possible combinations. Write an equation for
More informationTEKSING TOWARD STAAR MATHEMATICS GRADE 6. Student Book
TEKSING TOWARD STAAR MATHEMATICS GRADE 6 Student Book TEKSING TOWARD STAAR 2014 Six Weeks 1 Lesson 1 STAAR Category 1 Grade 6 Mathematics TEKS 6.2A/6.2B Problem-Solving Model Step Description of Step 1
More information5 Day Unit Plan. Algebra/Grade 9. JenniferJohnston
5 Day Unit Plan Algebra/Grade 9 JenniferJohnston Geometer s Sketchpad Graph Explorer Algebra I TI-83 Plus Topics in Algebra Application Transform Application Overall Objectives Students will use a variety
More informationMATHEMATICS SCHEME OF WORK
For use with STP Caribbean Mathematics 3 rd Edition MATHEMATICS SCHEME OF WORK Teacher: Mr. Ganesh Pulchan Head of Department: Mr. Anthony Hosein Term II 09/1/2017 07/04/2017 No of weeks : 13 Forms : 1P/J/M
More informationWhole Numbers WHOLE NUMBERS PASSPORT.
WHOLE NUMBERS PASSPORT www.mathletics.co.uk It is important to be able to identify the different types of whole numbers and recognise their properties so that we can apply the correct strategies needed
More informationNumbers & Operations Chapter Problems
Numbers & Operations 8 th Grade Chapter Questions 1. What are the properties of a square? 2. What does taking the square root have to do with the area of a square? 3. Why is it helpful to memorize perfect
More informationObjective: Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure.
Lesson 10 Objective: Use the addition of adjacent angle measures to solve problems using a Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief Total Time
More informationYear 4 Homework Activities
Year 4 Homework Activities Teacher Guidance The Inspire Maths Home Activities provide opportunities for children to explore maths further outside the classroom. The engaging Home Activities help you to
More informationUse the following games to help students practice the following [and many other] grade-level appropriate math skills.
ON Target! Math Games with Impact Students will: Practice grade-level appropriate math skills. Develop mathematical reasoning. Move flexibly between concrete and abstract representations of mathematical
More informationWhat You ll Learn. Why It s Important. Students in a grade 7 class were raising money for charity. Some students had a bowl-a-thon.
Students in a grade 7 class were raising money for charity. Some students had a bowl-a-thon. This table shows the money that one student raised for different bowling times. Time (h) Money Raised ($) 1
More informationGRADE 1 SUPPLEMENT. December Calendar Pattern C4.1
GRADE 1 SUPPLEMENT Set C4 Geometry: Symmetry Calendar Pattern Includes December Calendar Pattern C4.1 Skills & Concepts H recognize and create shapes that are congruent or have symmetry H identify a line
More informationMalcolm Elementary School. Pre-K School Supply List School Year
Pre-K School Supply List School Year 2018-2019 Book Bag clearly labeled with your child s name (no rolling bags; must be big enough for a folder to easily fit inside) Extra clothing for emergencies in
More informationOperations and Algebraic Thinking: Fluency within 5
Unit 13 Operations and Algebraic Thinking: Fluency within 5 Introduction In this unit, students will develop fluency in addition and subtraction within 5. By this point, they have learned several methods
More informationObjective: Investigate patterns in vertical and horizontal lines, and. interpret points on the plane as distances from the axes.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5 6 Lesson 6 Objective: Investigate patterns in vertical and horizontal lines, and Suggested Lesson Structure Fluency Practice Application Problem Concept
More informationThe learner will understand and use linear relations and functions.
The learner will understand and use linear relations and functions. Notes 5and textbook 5.01 Develop an understanding of function. a) Translate among verbal, tabular, graphic, and algebraic representations
More informationLet s Make. Math Fun. Volume 19 January/February Dice Challenges. Telling the Time. Printable Games. Mastering Multiplication.
Let s Make Volume 19 January/February 2013 Math Fun Dice Challenges Printable Games Telling the Time Mastering Multiplication Bingo Math Fun Help Them to Fall in Love with Math THE LET S MAKE MATH FUN
More informationCount Equal Groups. in all. Count equal groups to find how many. groups of. groups of. in all. in all R20
Lesson 3.1 Count Equal Groups Equal groups have the same number in each group. There are 3 tulips in each of 4 vases. How many tulips are there in all? Step 1 Think: there are 4 vases, so draw 4 circles
More information