Math Level 5.2 - 6.1
Unit 5: Geometry
QUIZ: 8/22
TEST: 8/31
Standards:
MGSE5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
MGSE5.G.4 Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals).
Games:
http://www.abcya.com/shapes_geometry_game.htm
http://www.mathplayground.com/index_geometry.html
https://www.sheppardsoftware.com/mathgames/menus/geometry.htmhttp://www.math-play.com/Geometry-Math-Games.html
Jeopardy Review:
https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=591082#.VthBP30rLIU
TEST: 8/31
Standards:
MGSE5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
MGSE5.G.4 Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals).
Games:
http://www.abcya.com/shapes_geometry_game.htm
http://www.mathplayground.com/index_geometry.html
https://www.sheppardsoftware.com/mathgames/menus/geometry.htmhttp://www.math-play.com/Geometry-Math-Games.html
Jeopardy Review:
https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=591082#.VthBP30rLIU
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Unit 6: Volume and Measurement
QUIZ: 9/20 (measurement conversions)
TEST: 10/1
Standards:
MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real word problems.
MGSE5. MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
MGSE5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
MGSE5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
MGSE5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c. Recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
Games for Practice:
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/VolumeShapesShoot.htm
http://www.mathgames.com/skill/5.120-volume-of-cubes-and-rectangular-prisms
https://www.studyladder.com/games/activity/calculating-the-volume-of-rectangular-prisms-26331
http://www.sheppardsoftware.com/mathgames/measurement/MeasurementMeters.htm
https://www.sheppardsoftware.com/mathgames/measurement/measurement_mania_metric.htm
TEST: 10/1
Standards:
MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real word problems.
MGSE5. MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
MGSE5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
MGSE5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
MGSE5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c. Recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
Games for Practice:
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/VolumeShapesShoot.htm
http://www.mathgames.com/skill/5.120-volume-of-cubes-and-rectangular-prisms
https://www.studyladder.com/games/activity/calculating-the-volume-of-rectangular-prisms-26331
http://www.sheppardsoftware.com/mathgames/measurement/MeasurementMeters.htm
https://www.sheppardsoftware.com/mathgames/measurement/measurement_mania_metric.htm
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Unit 7: Coordinate Planes
QUIZ: 10/12
TEST: 11/7
Standards:
MCC5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. Graph points on the coordinate plane to solve real-world and mathematical problems.
MCC5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
MCC5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
FLOCABULARY SONG:
HTTPS://WWW.FLOCABULARY.COM/COORDINATE-PLANE/
Games for practice:
http://mrnussbaum.com/stockshelves/
http://www.mathnook.com/math/skill/coordinategridgames.php
http://www.funbrain.com/co/
http://www.ixl.com/math/grade-5/graph-points-on-a-coordinate-plane
http://jmathpage.com/JIMSGeometrycoordinates.html
Jeopardy review:
http://www.math-play.com/Coordinate-Plane-Jeopardy/Coordinate-Plane.html
https://jeopardylabs.com/play/coordinate-plane2
TEST: 11/7
Standards:
MCC5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. Graph points on the coordinate plane to solve real-world and mathematical problems.
MCC5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
MCC5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
FLOCABULARY SONG:
HTTPS://WWW.FLOCABULARY.COM/COORDINATE-PLANE/
Games for practice:
http://mrnussbaum.com/stockshelves/
http://www.mathnook.com/math/skill/coordinategridgames.php
http://www.funbrain.com/co/
http://www.ixl.com/math/grade-5/graph-points-on-a-coordinate-plane
http://jmathpage.com/JIMSGeometrycoordinates.html
Jeopardy review:
http://www.math-play.com/Coordinate-Plane-Jeopardy/Coordinate-Plane.html
https://jeopardylabs.com/play/coordinate-plane2
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Math Level 6.1
Unit 1 - Number System Fluency
QUIZ: 11/30 (adding, subtracting, multiplying, dividing, decimals & fractions)
TEST:
STANDARDS:
MGSE.6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, including reasoning strategies such as using visual fraction models and equations to represent the problem. For example, Create a story context for (2/3) ÷(3/4) and use a visual fraction model to show the quotient; Use the relationship between multiplication and division to explain that (2/3) ÷(3/4) =8/9 because ¾ of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get it 3 people share ½ lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length ¾ mi and area ½ square mi? Compute fluently with multi-digit numbers and find common factors and multiples.
MGSE.6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
MGSE.6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
MGSE.6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100. a. Find the greatest common factor of two whole numbers and use the distributive property to express a sum of two whole numbers 1 – 100 with a common factor as a multiple of a sum of two whole numbers with no common factors. (GCF) Example: 36 + 8 = 4(9 + 2) b. Apply the least common multiple of two whole numbers less than or equal to 12 to solve real -world problems
TEST:
STANDARDS:
MGSE.6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, including reasoning strategies such as using visual fraction models and equations to represent the problem. For example, Create a story context for (2/3) ÷(3/4) and use a visual fraction model to show the quotient; Use the relationship between multiplication and division to explain that (2/3) ÷(3/4) =8/9 because ¾ of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get it 3 people share ½ lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length ¾ mi and area ½ square mi? Compute fluently with multi-digit numbers and find common factors and multiples.
MGSE.6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
MGSE.6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
MGSE.6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100. a. Find the greatest common factor of two whole numbers and use the distributive property to express a sum of two whole numbers 1 – 100 with a common factor as a multiple of a sum of two whole numbers with no common factors. (GCF) Example: 36 + 8 = 4(9 + 2) b. Apply the least common multiple of two whole numbers less than or equal to 12 to solve real -world problems
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Unit 2 - Rate, Ratio, & Proportional Reasoning
QUIZ: 1/16
TEST: 1/31
TEST: 1/31
STANDARDS:
MCC6.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.”
MCC6.RP.2 Understand the concept of a unit rate a / b associated with a ratio a: b with b ≠ 0 (b not equal to zero), 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."
MCC6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems utilizing strategies such as tables of equivalent ratios, tape diagrams (bar models), double number line diagrams, and/or equations.
MCC6.RP.3a 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.
MCC6.RP.3b 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?
MCC6.RP.3c Find a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100 times the quantity); given a percent, solve problems involving finding the whole given a part and the part given the whole.
MCC6.RP.3d Given a conversion factor, use ratio reasoning to convert measurement units within one system of measurement and between two systems of measurements (customary and metric); manipulate and transform units appropriately when multiplying or dividing quantities. For example, given 1 in. = 2.54 cm, how many centimeters are in 6 inches?
MCC6.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.”
MCC6.RP.2 Understand the concept of a unit rate a / b associated with a ratio a: b with b ≠ 0 (b not equal to zero), 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."
MCC6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems utilizing strategies such as tables of equivalent ratios, tape diagrams (bar models), double number line diagrams, and/or equations.
MCC6.RP.3a 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.
MCC6.RP.3b 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?
MCC6.RP.3c Find a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100 times the quantity); given a percent, solve problems involving finding the whole given a part and the part given the whole.
MCC6.RP.3d Given a conversion factor, use ratio reasoning to convert measurement units within one system of measurement and between two systems of measurements (customary and metric); manipulate and transform units appropriately when multiplying or dividing quantities. For example, given 1 in. = 2.54 cm, how many centimeters are in 6 inches?
Helpful Games for Ratio and Proportion:
http://www.softschools.com/math/ratios/ratio_coloring_game/
http://www.mathgametime.com/games/dirt-bike-proportions
http://www.mathgametime.com/games/ratio-blaster-math-game
http://www.arcademics.com/games/ratio-stadium/ratio-stadium.html
http://mathsnacks.com/ratiorumble_game_en.html
http://www.softschools.com/math/ratios/ratio_coloring_game/
http://www.mathgametime.com/games/dirt-bike-proportions
http://www.mathgametime.com/games/ratio-blaster-math-game
http://www.arcademics.com/games/ratio-stadium/ratio-stadium.html
http://mathsnacks.com/ratiorumble_game_en.html
Jeopardy Review:
https://jeopardylabs.com/play/ratios-unit-rate-and-proportions
https://jeopardylabs.com/play/pams-math-ratios-rates-and-proportions-review
https://jeopardylabs.com/play/ratios-unit-rate-and-proportions
https://jeopardylabs.com/play/pams-math-ratios-rates-and-proportions-review
Unit 3 - Expressions
QUIZ:
TEST:
STANDARDS:
MGSE.6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
MGSE.6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set (where your domain may be limited i.e. Time will not be negative).
MGSE.6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x p q and px q for cases in which p, q and x are all nonnegative rational numbers.
MGSE.6.EE.8 Write an inequality of the form x c or x c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x c or x c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Represent and analyze quantitative relationships between dependent and independent variables.
MGSE.6.EE.9 Use variables to represent two quantities in a real -world problem that change in relationship to one another. a. Write an equation to express one quantity, the dependent variable, in terms of the other quantity, the independent variable. b. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at a constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
MGSE.6.RP.3 Use ratio and rate reasoning to solve real -world and mathematical problems utilizing strategies such as tables of equivalent ratios, tape diagrams (bar models), double number line diagrams, and/or equations.
MGSE.6.RP.3a 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.
MGSE.6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.
MGSE.6.RP.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); give a percent, solve problems involving finding the whole given a part and the part given the whole .
MGSE.6.RP.3d Given a conversion factor, use ratio reasoning to convert measurement units within one system of measurements (customary and metric); manipulate and transform units appropriately when multiplying or dividing quantities. For example, given 1 in. = 2.54 cm, how many centimeters are in 6 inches?
TEST:
STANDARDS:
MGSE.6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
MGSE.6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set (where your domain may be limited i.e. Time will not be negative).
MGSE.6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x p q and px q for cases in which p, q and x are all nonnegative rational numbers.
MGSE.6.EE.8 Write an inequality of the form x c or x c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x c or x c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Represent and analyze quantitative relationships between dependent and independent variables.
MGSE.6.EE.9 Use variables to represent two quantities in a real -world problem that change in relationship to one another. a. Write an equation to express one quantity, the dependent variable, in terms of the other quantity, the independent variable. b. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at a constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
MGSE.6.RP.3 Use ratio and rate reasoning to solve real -world and mathematical problems utilizing strategies such as tables of equivalent ratios, tape diagrams (bar models), double number line diagrams, and/or equations.
MGSE.6.RP.3a 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.
MGSE.6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.
MGSE.6.RP.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); give a percent, solve problems involving finding the whole given a part and the part given the whole .
MGSE.6.RP.3d Given a conversion factor, use ratio reasoning to convert measurement units within one system of measurements (customary and metric); manipulate and transform units appropriately when multiplying or dividing quantities. For example, given 1 in. = 2.54 cm, how many centimeters are in 6 inches?
Unit 4 - One-Step Equations & Inequalities
QUIZ:
TEST:
TEST:
STANDARDS:
MGSE6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
MGSE6.EE.6 Use variables to represent numbers and write expressions when solving a real world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
MGSE.6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
MGSE.6.EE.8 Write an inequality of the form x < c or x > c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x < c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
MGSE6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another. a. Write an equation to express one quantity, the dependent variable, in terms of the other quantity, the independent variable. b. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation 𝑑 = 65𝑡 to represent the relationship between distance and time.
MGSE6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
MGSE6.EE.6 Use variables to represent numbers and write expressions when solving a real world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
MGSE.6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
MGSE.6.EE.8 Write an inequality of the form x < c or x > c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x < c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
MGSE6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another. a. Write an equation to express one quantity, the dependent variable, in terms of the other quantity, the independent variable. b. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation 𝑑 = 65𝑡 to represent the relationship between distance and time.
- BIG IDEAS
- Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules. • Relate and compare different forms of representation for a relationship.
- Use values from specified sets to make an equation or inequality true.
- Develop an initial conceptual understanding of different uses of variables.
- Graphs can be used to represent all of the possible solutions to a given situation.
- Many problems encountered in everyday life can be solved using proportions, equations or inequalities.
- Students will solve one-step equations.
- ESSENTIAL QUESTIONS
- How is an equation like a balance? How can the idea of balance help me solve an equation?
- What strategies can I use to help me understand and represent real situations using proportions, equations and inequalities?
- How can I write, interpret and manipulate proportions, equations, and inequalities?
- How can I solve a proportion and an equation?
- How can I tell the difference between an expression, equation and an inequality?
- How are the solutions of equations and inequalities different?
- What does an equal sign mean mathematically?
- How can proportions be used to solve problems?
- How can proportional relationships be described using the equation y = kx?
- How can proportional relationships be represented using rules, tables, and graphs? • How can the graph of y = kx be interpreted for different contexts?
- How does a change in one variable affect the other variable in a given situation?
- Which tells me more about the relationship I am investigating, a table, a graph or a formula?
In this unit students will:
• Determine if an equation or inequality is appropriate for a given situation.
• Solve mathematical and real-world problems with equations.
• Represent real-world situations as inequalities.
• Interpret the solutions to equations and inequalities.
• Represent the solutions to inequalities on a number line.
• Analyze the relationship between dependent and independent variables through the use of tables, equations and graphs.
• Determine if an equation or inequality is appropriate for a given situation.
• Solve mathematical and real-world problems with equations.
• Represent real-world situations as inequalities.
• Interpret the solutions to equations and inequalities.
• Represent the solutions to inequalities on a number line.
• Analyze the relationship between dependent and independent variables through the use of tables, equations and graphs.