This lesson unit is intended to help teachers assess how well students …
This lesson unit is intended to help teachers assess how well students are able to: recognize the differences between equations and identities; substitute numbers into algebraic statements in order to test their validity in special cases; resist common errors when manipulating expressions such as 2(x Đ 3) = 2x Đ 3; (x + 3)_ = x_ + 3_; and carry out correct algebraic manipulations. It also aims to encourage discussion on some common misconceptions about algebra.
This lesson unit is intended to help teachers assess how well students …
This lesson unit is intended to help teachers assess how well students are able to: form and solve linear equations involving factorizing and using the distributive law. In particular, this unit aims to help teachers identify and assist students who have difficulties in: using variables to represent quantities in a real-world or mathematical problem and solving word problems leading to equations of the form px + q = r and p(x + q) = r.
https://docs.google.com/document/d/1Ys37bjRWz_XM4ujZcRO3uGf98MLSUDzzOy1x7SAm_eA/copyTeaching, practicing, and assessing two-step equations in an advanced learning plan format! This …
https://docs.google.com/document/d/1Ys37bjRWz_XM4ujZcRO3uGf98MLSUDzzOy1x7SAm_eA/copyTeaching, practicing, and assessing two-step equations in an advanced learning plan format! This resource was developed as part of a professional learning opportunity funded by the NCDPI Digital Learning Initiative Planning Grant.
Students will learn how to write linear equations to describe phenomenon. Students …
Students will learn how to write linear equations to describe phenomenon. Students will also learn how to solve equations in multiple steps including equations that have no solution or infinitely many solutions.
I turned each 5-part episode (each segment last about 14 mintues) in …
I turned each 5-part episode (each segment last about 14 mintues) in an end-of-class activity for students. For days 1-4, students would review the first 4 parts and make notes in their individual investigation ntoebooks (a.k.a. compoisiton books). They would record math concepts, questions they had about the investigation, and any people of interest. On day 5, usually Friday, students would watch the last segment, and then complete their weekly investigation form, focusing on using their notebooks for math concepts, persons of itnerest, questions from the investigation, etc.,Two results of this activity are:Students are more engaged in learning about the day's content and less inclined to be passive learners.Students are seeing concepts covered in both my and previous math classes and how they can be utilized in everyday life.I believe this is asissting students in become not only more active learniers, but also in becoming practical learners where the can utilize content to assist in solving problems.I've attached two of the investigation forms. One is a completed verison of "The Case of the Missing Baseball" and the other is a ready for completion verison of "The Case of the Dirty Money" The videos themselves are available on various Youtube channels, and I have heard that the program is available on DVD.
In this interactive lesson, students compare tables and graphs of linear and …
In this interactive lesson, students compare tables and graphs of linear and exponential functions and the patterns associated with these functions. Students ultimately should come away with the idea that linear functions have a common difference and is a straight line, while exponential functions have a common multiplier and are curved lines.
Students must calculate how much yogurt is produced by a machine at …
Students must calculate how much yogurt is produced by a machine at a food company. This task asks students to select and apply mathematical content from across the grades, including the content standards.
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