Overview. Essential Questions. Grade 7 Mathematics, Quarter 3, Unit 3.3 Area and Circumference of Circles. Number of instruction days: 3 5


 Alaina Owens
 5 months ago
 Views:
Transcription
1 Area and Circumference of Circles Number of instruction days: 3 5 Overview Content to Be Learned Develop an understanding of the formulas for the area and circumference of a circle. Explore the relationship between circumference and area of a circle to develop an understanding of how the area of a circle is found. Understand the relationship among area, circumference, radius, and diameter in circles. Solve reallife mathematical problems involving circumference and area of a circle. Mathematical Practices to Be Integrated 5 Use appropriate tools strategically. Demonstrate familiarity with tools (i.e., protractors, rulers) appropriate to grade level. Make sound decisions about when these tools might be helpful, recognize the insight to be gained from them and their limitations. Detect possible errors by strategically using estimation and other mathematical knowledge. 6 Attend to precision. Use clear definitions and reasoning in discussion with others. Specify units of measure. Calculate accurately and efficiently. Express numerical answers with a degree of precision appropriate for the problem context. 7 Look for and make use of structure. Look closely to discern patterns or structure. See complicated things as single objects or as being composed of several objects. Essential Questions How can you determine the area of a circle? How can you determine the circumference of a circle? What is the relationship among circumference, radius, and diameter in circles? Given the area of a circle, how do you find the circumference? Given the circumference of a circle, how do you find the area? Providence Public Schools D63
2 Area and Circumference of Circles (3 5 days) Standards Common Core State Standards for Mathematical Content Geometry 7.G Solve reallife and mathematical problems involving angle measure, area, surface area, and volume. 7.G.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. Common Core State Standards for Mathematical Practice 5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 6 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 7 Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered , in preparation for learning about the distributive property. In the expression x 2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several D64 Providence Public Schools
3 Area and Circumference of Circles (3 5 days) Grade 7 Mathematics, Quarter 3, Unit 3.3 objects. For example, they can see 5 3(x y) 2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Clarifying the Standards Prior Learning In Grade 6, students solve a variety of problems involving angle measure, perimeter, area, surface area, and volume. Current Learning Students learn the formulas for area and circumference of a circle. They solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects. Future Learning Students will know the formulas for the volume of cones, cylinders, and spheres. They will use these formulas to solve realworld and mathematical problems. Additional Findings Students understand relationships among the angles, side lengths, perimeters, and areas and volumes of similar objects. (Curriculum Focal Points, p. 37) An understanding of the concepts of perimeter, area, and volume is initiated in lower grades and extended and deepened in grades 68. Whenever possible, students should develop formulas and procedures meaningfully through investigation rather than memorize them. Even formulas that are difficult to justify rigorously in the middle grades, such as that for the area of a circle, should be treated in ways that help students develop an intuitive sense of their reasonableness. (Principles and Standards for School Mathematics, p. 244) Assessment When constructing an endofunit assessment, be aware that the assessment should measure your students understanding of the big ideas indicated within the standards. The CCSS for Mathematical Content and the CCSS for Mathematical Practice should be considered when designing assessments. Standardsbased mathematics assessment items should vary in difficulty, content, and type. The assessment should comprise a mix of items, which could include multiple choice items, short and extended response items, and performancebased tasks. When creating your assessment, you should be mindful when an item could be differentiated to address the needs of students in your class. Providence Public Schools D65
4 Area and Circumference of Circles (3 5 days) The mathematical concepts below are not a prioritized list of assessment items, and your assessment is not limited to these concepts. However, care should be given to assess the skills the students have developed within this unit. The assessment should provide you with credible evidence as to your students attainment of the mathematics within the unit. Know and apply the formulas for the area and circumference of a circle to solve mathematical and real world problems. Demonstrate an understanding of the relationship among area, circumference, radius, and diameter in circles. Find the area of a circle given the circumference. Find the circumference of a circle given the area of a circle. Learning Objectives Students will be able to: Instruction Measure the circumference of circles and develop a formula for finding circumference of any circle. Determine a formula for finding the area of a circle. Use formulas for the area and circumference of a circle to solve mathematical and real world problems. Determine the relationship between a circle s area and its circumference. Demonstrate knowledge of area and circumference of circles. Resources Connected Mathematics 2, Pearson/Prentice Hall, 2008: Covering and Surrounding Investigation 5: Measuring Irregular Shapes and Circles Problem 5.2: Surrounding a Circle, Student Book (pages 7273) Problem 5.3: Pricing Pizza, Student Book (pages 7475) Problem 5.4: Squaring a Circle, Student Book (pages 7677) Teacher s Guide Implementing and Teaching Guide Teaching Transparencies Assessment Resource Book Additional Practice and Skills Workbook Strategies for English Language Learners Special Needs Handbook Parent Guide Prentice Hall Teacher Station Software D66 Providence Public Schools
5 Area and Circumference of Circles (3 5 days) Grade 7 Mathematics, Quarter 3, Unit 3.3 Exam View Software (Students can enter webcodes) Connected Mathematics 2, Pearson/Prentice Hall, 2011: Common Core Additional Investigations Grade 7 CC Investigation 4: Geometry Topics; Problem 4.2 Investigations are located in the Worksheets tab Common Core Investigations Teacher s Guide Implementing a Common Core Curriculum Teaching with Foldables (Dinah Zike; Glencoe McGraw Hill 2010) Available with the Algebra resources Note: The district resources may contain content that goes beyond the standards addressed in this unit. See the Planning for Effective Instructional Design and Delivery and Assessment sections for specific recommendations. Materials Centimeter grid paper (2 to 3 sheets per student), student notebooks, rulers, calculators, string, tape measure, scissors, several circular objects, glue, construction paper, geometric nets, clear tape or glue sticks, scissors, tennis balls or other spheres, student handouts Instructional Considerations Key Vocabulary diameter circumference radius (radii) pi ( ) Planning for Effective Instructional Design and Delivery Reinforced vocabulary from previous grades or units: area, center, circle. Living word walls assist all students in developing content language. Word walls should be visible to all students, focus on the current unit s vocabulary, both new and reinforced, and have pictures, examples, and/or diagrams to accompany the definitions. Teachers should review the Mathematics of the Unit found on page 3 of all CMP2 teacher editions. For planning considerations read through the teacher edition for suggestions about scaffolding techniques, using additional examples, and differentiated instructional guidelines as suggested by the CMP2 resource. In Covering and Surrounding Problem 5.2 uses a cues, questions, and advance organizers strategy to introduce new knowledge. Page 72 in the student book has an expository advance organizer that uses a pictographic representation to introduce key vocabulary for this lesson. Have students copy and label this picture in their notes. For Problem 5.2, have students measure many different sizes of circles. If time allows, students would enjoy finding a way to measure the circles on a basketball court. This would generate interest and allow them to study the relationship between radius, diameter, and circumference for large and small circles. This work will help students lay the foundation for an understanding of the number pi. Providence Public Schools D67
6 Area and Circumference of Circles (3 5 days) The CC Investigation 4: Geometry Topics Problem 4.2 should be done after the problems in Covering and Surrounding because Problem 4.2 only focuses on application of the area and circumference formulas. A common error students make is to use the diameter instead of the radius when finding the area of a circle. Check in with them as they work through the problems to monitor and correct this common error. Incorporate the Essential Questions as part of the daily lesson. Options include using them as a do now to activate prior knowledge of the previous day s lesson, using them as an exit ticket by having students respond to it and post it, or hand it in as they exit the classroom, or using them as other formative assessments. Essential questions should be included in the unit assessment. CMP2 has online resources that may be helpful in planning for all units of study. Visit and sign on to SuccessNet. You will find the Common Core Additional Investigations and Common Core Investigations Teacher s Guide under the worksheet tab. Notes D68 Providence Public Schools
Overview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres
Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,
More informationModeling in Geometry
Modeling in Geometry Overview Number of instruction days: 810 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Use geometric shapes and their components to represent
More informationOverview. Essential Questions. Precalculus, Quarter 4, Unit 4.5 Build Arithmetic and Geometric Sequences and Series
Sequences and Series Overview Number of instruction days: 4 6 (1 day = 53 minutes) Content to Be Learned Write arithmetic and geometric sequences both recursively and with an explicit formula, use them
More informationInteger Operations. Overview. Grade 7 Mathematics, Quarter 1, Unit 1.1. Number of Instructional Days: 15 (1 day = 45 minutes) Essential Questions
Grade 7 Mathematics, Quarter 1, Unit 1.1 Integer Operations Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Describe situations in which opposites combine to make zero.
More informationProblem of the Month: Cutting a Cube
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationGrades K6. Correlated to the Common Core State Standards
Grades K6 Correlated to the Common Core State Standards Kindergarten Standards for Mathematical Practice Common Core State Standards Standards for Mathematical Practice Kindergarten The Standards for
More informationGeometry Solve real life and mathematical problems involving angle measure, area, surface area and volume.
Performance Assessment Task Pizza Crusts Grade 7 This task challenges a student to calculate area and perimeters of squares and rectangles and find circumference and area of a circle. Students must find
More informationOverview. Essential Questions. Grade 4 Mathematics, Quarter 4, Unit 4.1 Dividing Whole Numbers With Remainders
Dividing Whole Numbers With Remainders Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Solve for wholenumber quotients with remainders of up to fourdigit dividends
More informationHigh School Functions Interpreting Functions Understand the concept of a function and use function notation.
Performance Assessment Task Printing Tickets Grade 9 The task challenges a student to demonstrate understanding of the concepts representing and analyzing mathematical situations and structures using algebra.
More informationPolynomial Operations and Factoring
Algebra 1, Quarter 4, Unit 4.1 Polynomial Operations and Factoring Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Identify terms, coefficients, and degree of polynomials.
More informationG C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
Performance Assessment Task Circle and Squares Grade 10 This task challenges a student to analyze characteristics of 2 dimensional shapes to develop mathematical arguments about geometric relationships.
More informationOverview. Essential Questions. Grade 2 Mathematics, Quarter 4, Unit 4.4 Representing and Interpreting Data Using Picture and Bar Graphs
Grade 2 Mathematics, Quarter 4, Unit 4.4 Representing and Interpreting Data Using Picture and Bar Graphs Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Draw a picture
More informationStandards for Mathematical Practice: Commentary and Elaborations for 6 8
Standards for Mathematical Practice: Commentary and Elaborations for 6 8 c Illustrative Mathematics 6 May 2014 Suggested citation: Illustrative Mathematics. (2014, May 6). Standards for Mathematical Practice:
More informationPolynomials and Polynomial Functions
Algebra II, Quarter 1, Unit 1.4 Polynomials and Polynomial Functions Overview Number of instruction days: 1315 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Prove
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More informationCreating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities
Algebra 1, Quarter 2, Unit 2.1 Creating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned
More informationHigh School Algebra Reasoning with Equations and Inequalities Solve systems of equations.
Performance Assessment Task Graphs (2006) Grade 9 This task challenges a student to use knowledge of graphs and their significant features to identify the linear equations for various lines. A student
More informationFor example, estimate the population of the United States as 3 times 10⁸ and the
CCSS: Mathematics The Number System CCSS: Grade 8 8.NS.A. Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1. Understand informally that every number
More informationMeasurement with Ratios
Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve realworld and mathematical
More informationProblem of the Month: William s Polygons
Problem of the Month: William s Polygons The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common
More informationPerimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview
Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview Summary of Lessons: This set of lessons was designed to develop conceptual understanding of the unique attributes
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationGRADE 10 MATH: A DAY AT THE BEACH
GRADE 0 MATH: A DAY AT THE BEACH UNIT OVERVIEW This packet contains a curriculumembedded CCLS aligned task and instructional supports. The final task assesses student mastery of the geometry standards
More informationPythagorean Theorem Differentiated Instruction for Use in an Inclusion Classroom
Pythagorean Theorem Differentiated Instruction for Use in an Inclusion Classroom Grade Level: Seven Time Span: Four Days Tools: Calculators, The Proofs of Pythagoras, GSP, Internet Colleen Parker Objectives
More informationPocantico Hills School District Grade 1 Math Curriculum Draft
Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next
More informationNatural Disaster Recovery and Quadrilaterals
Natural Disaster Recovery and Quadrilaterals I. UNIT OVERVIEW & PURPOSE: In this unit, students will apply their knowledge of quadrilaterals to solve mathematics problems concerning a tornado that struck
More informationProblem of the Month: Circular Reasoning
Problem of the Month: Circular Reasoning The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common
More informationPerformance Based Learning and Assessment Task Pizza Sector Task I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will be introduced to the concept
Performance Based Learning and Assessment Task Pizza Sector Task I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will be introduced to the concept of a sector of a circle and will learn the formula used
More informationProblem of the Month: Perfect Pair
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationPIZZA! PIZZA! TEACHER S GUIDE and ANSWER KEY
PIZZA! PIZZA! TEACHER S GUIDE and ANSWER KEY The Student Handout is page 11. Give this page to students as a separate sheet. Area of Circles and Squares Circumference and Perimeters Volume of Cylinders
More informationNew York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and Quick Review Math Handbook Book 1
New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and The lessons that address each Performance Indicator are listed, and those in which the Performance Indicator
More informationArea, Perimeter, Surface Area and Change Overview
Area, Perimeter, Surface Area and Change Overview Enduring Understanding: (5)ME01: Demonstrate understanding of the concept of area (5)ME02: Demonstrate understanding of the differences between length
More informationConcepts Sectors, arcs, circumference, areas of circles and properties of cones.
Making Witches Hats from Cones ID: XXXX Time required 45 minutes Activity Overview In this activity, students make cones from circles, exploring the relationship between the size of the sector cut from
More informationKindergarten Math Curriculum Course Description and Philosophy Text Reference:
Kindergarten Math Curriculum Course Description and Philosophy How do numbers and math affect our daily lives? What types of problems can be solved by understanding numbers and math concepts? Through inquiry,
More informationNumber Models for Area
Number Models for Area Objectives To guide children as they develop the concept of area by measuring with identical squares; and to demonstrate how to calculate the area of rectangles using number models.
More informationVolumes of Revolution
Mathematics Volumes of Revolution About this Lesson This lesson provides students with a physical method to visualize dimensional solids and a specific procedure to sketch a solid of revolution. Students
More informationLESSON 7 Don t Be A Square by Michael Torres
CONCEPT AREA GRADE LEVEL Measurement 56 TIME ALLOTMENT Two 60minute sessions LESSON OVERVIEW LESSON ACTIVITIES OVERVIEW LEARNING OBJECTIVES STANDARDS (TEKS) Students will learn the relationship between
More informationPrentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)
PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and
More informationPlanning Guide. Shape and Space (3D Objects and 2D Shapes) Specific Outcomes 2, 3
Mathematics Planning Guide Kindergarten 3D Objects/2D Shapes Shape and Space (3D Objects and 2D Shapes) Specific Outcomes 2, 3 This Planning Guide can be accessed online at: http://www.learnalberta.ca/content/mepgk/html/pgk_3dobjects2dshapes/index.html
More informationPerformance Based Learning and Assessment Task Confetti Task
Performance Based Learning and Assessment Task Confetti Task I. ASSESSMENT TASK OVERVIEW & PURPOSE: In this task, Geometry students will investigate how surface area and volume is used to estimate the
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
More informationDrawing 3D Objects in Perspective
Mathematics Instructional Materials SAS#.1 (one per pair of students) SAS#.2 (one per pair of students) TIS#.1 (transparency) TIS#.2 (transparency) TIS#.3 (Journal prompt) Isometric Dot Paper Isometric
More informationBasic Understandings
Activity: TEKS: Exploring Transformations Basic understandings. (5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential to understanding underlying
More informationLESSON 10 GEOMETRY I: PERIMETER & AREA
LESSON 10 GEOMETRY I: PERIMETER & AREA INTRODUCTION Geometry is the study of shapes and space. In this lesson, we will focus on shapes and measures of onedimension and twodimensions. In the next lesson,
More informationHigh School Algebra Reasoning with Equations and Inequalities Solve equations and inequalities in one variable.
Performance Assessment Task Quadratic (2009) Grade 9 The task challenges a student to demonstrate an understanding of quadratic functions in various forms. A student must make sense of the meaning of relations
More informationN Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Performance Assessment Task Swimming Pool Grade 9 The task challenges a student to demonstrate understanding of the concept of quantities. A student must understand the attributes of trapezoids, how to
More informationPreAlgebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems
Academic Content Standards Grade Eight Ohio PreAlgebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small
More informationSurface Area. Assessment Management
Surface Area Objective To introduce finding the surface area of prisms, cylinders, and pyramids. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationVolume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationAccessibility Strategies for Mathematics
Accessibility Strategies for Mathematics "Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed
More informationProblem of the Month: Double Down
Problem of the Month: Double Down The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core
More informationArc Length and Areas of Sectors
Student Outcomes When students are provided with the angle measure of the arc and the length of the radius of the circle, they understand how to determine the length of an arc and the area of a sector.
More information3. Relationship between this Unit and the Principles and Standards for School Mathematics (NCTM 2000). This Unit
4 th Grade Mathematics Lesson Plan April 1618, 2002 Brewer Island School, San Mateo, CA Instructor: Akihiko Takahashi 1. Title of Unit: Finding the Area of Shapes 2. Goal: a. To deepen students understanding
More informationLinear, Square and Cubic Units Grade Five
Ohio Standards Connection Measurement Benchmark F Analyze and explain what happens to area and perimeter or surface area and volume when the dimensions of an object are changed. Indicator 4 Demonstrate
More informationTennessee Mathematics Standards 20092010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes
Tennessee Mathematics Standards 20092010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical
More informationMeasuring Prisms and Cylinders. Suggested Time: 5 Weeks
Measuring Prisms and Cylinders Suggested Time: 5 Weeks Unit Overview Focus and Context In this unit, students will use twodimensional nets to create threedimensional solids. They will begin to calculate
More informationVolume of Rectangular Prisms Objective To provide experiences with using a formula for the volume of rectangular prisms.
Volume of Rectangular Prisms Objective To provide experiences with using a formula for the volume of rectangular prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationHigh School. High School. Page 1 Columbus Public Schools 8/11/04. Grids and Graphics
Page Columbus Public Schools 8//04 Table of Contents 0 by 0 Grids p. 3 20 by 20 Grids p. 4 Algebra Tiles Template p. 5 Bingo Card p. 6 Blank Geoboards p. 7 Blank Circle Graph p. 8 Blank Number Lines p.
More informationPearson Algebra 1 Common Core 2015
A Correlation of Pearson Algebra 1 Common Core 2015 To the Common Core State Standards for Mathematics Traditional Pathways, Algebra 1 High School Copyright 2015 Pearson Education, Inc. or its affiliate(s).
More informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 33, 58 84, 87 16, 49
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 68 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More informationOpenEnded ProblemSolving Projections
MATHEMATICS OpenEnded ProblemSolving Projections Organized by TEKS Categories TEKSING TOWARD STAAR 2014 GRADE 7 PROJECTION MASTERS for PROBLEMSOLVING OVERVIEW The Projection Masters for ProblemSolving
More informationNumber and Numeracy SE/TE: 43, 49, 140145, 367369, 457, 459, 479
Ohio Proficiency Test for Mathematics, New Graduation Test, (Grade 10) Mathematics Competencies Competency in mathematics includes understanding of mathematical concepts, facility with mathematical skills,
More informationProblem of the Month: Once Upon a Time
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationMultiplication Arrays
Multiplication Arrays Objective To provide opportunities to use arrays, multiplication/ division diagrams, and number models to represent multiplication number stories. www.everydaymathonline.com epresentations
More informationPlotting Ordered Pairs on a Four Quadrant Grid Grade Five
Ohio Standards Connection Geometry and Spatial Sense Benchmark C Specify locations and plot ordered pairs on a coordinate plane. Indicator 6 Extend understanding of coordinate system to include points
More informationSolving Equations with Algebra Tiles and Expression Mats
Solving Equations with Algebra Tiles and Epression Mats MCTM Spring Conference April 26 27, 2013 La FherComfort, Math Teacher Westwood Middle School Spring Lake Park, MN All problems are from Core Connections
More informationExploring Length, Area, and Attributes
Explorations Exploring Length, Area, and Attributes Objectives To guide children as they measure lengths and distances to the nearest inch and centimeter, explore area by tiling surfaces, and sort attribute
More informationGrade 9 Mathematics Unit 3: Shape and Space Sub Unit #1: Surface Area. Determine the area of various shapes Circumference
1 P a g e Grade 9 Mathematics Unit 3: Shape and Space Sub Unit #1: Surface Area Lesson Topic I Can 1 Area, Perimeter, and Determine the area of various shapes Circumference Determine the perimeter of various
More informationBuilding a Bridge to Academic Vocabulary in Mathematics
Building a Bridge to Academic Vocabulary in Mathematics AISD Elementary Mathematics Department How Students Develop a Repertoire of Academic English in Mathematics Developed and researched by the AISD
More informationWarning! Construction Zone: Building Solids from Nets
Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have
More informationThe relationship between the volume of a cylinder and its height and radius
The relationship between the volume of a cylinder and its height and radius Problem solving lesson for Volume 3 rd Year Higher Level Teacher: Cara Shanahan Lesson plan developed by: Stephanie Hassett,
More informationMathematics Lesson Plan for Seventh Grade
Mathematics Lesson Plan for Seventh Grade For the Lesson on Friday, January 24, 2003 At the Harriet Tubman Middle School, Portland, Oregon Instructor: Akihiko Takahashi 1. Title of the Lesson: Which container
More informationLesson 4: Surface Area
Lesson 4: Surface Area Selected Content Standards Benchmark Assessed M.3 Estimating, computing, and applying physical measurement using suitable units (e.g., calculate perimeter and area of plane figures,
More informationHow does one make and support a reasonable conclusion regarding a problem? How does what I measure influence how I measure?
Middletown Public Schools Mathematics Unit Planning Organizer Subject Mathematics Grade/Course Grade 7 Unit 3 Two and Three Dimensional Geometry Duration 23 instructional days (+4 days reteaching/enrichment)
More informationCurrent Standard: Mathematical Concepts and Applications Shape, Space, and Measurement Primary
Shape, Space, and Measurement Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two and threedimensional shapes by demonstrating an understanding of:
More informationKristen Kachurek. Circumference, Perimeter, and Area Grades 710 5 Day lesson plan. Technology and Manipulatives used:
Kristen Kachurek Circumference, Perimeter, and Area Grades 710 5 Day lesson plan Technology and Manipulatives used: TI83 Plus calculator Area Form application (for TI83 Plus calculator) Login application
More informationMATHEMATICAL LITERACY LESSON PLANS.
MATHEMATICAL LITERACY LESSON PLANS. GRADE 10. LESSON PLAN 1. Lesson Plan: Number and operations in context. Number f Activities : 3 Duration : +/ 9H00 Week 1 2 Date: Context : Mathematics in everyday
More informationGrade 4 Mathematics Measurement: Lesson 2
Grade 4 Mathematics Measurement: Lesson 2 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside
More informationPrentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate)
New York Mathematics Learning Standards (Intermediate) Mathematical Reasoning Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct
More informationLocal Government and Leaders Grade Three
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
More informationLesson 4: Surface Area
Lesson 4: Surface Area Selected Content Standards Benchmarks Addressed: M1M Applying the concepts of length, area, surface area, volume, capacity, weight, mass, money, time, temperature, and rate to
More informationTEACHER S CORNER: ARCHAEOLOGY FOR THE CLASSROOM by Pamela Ashmore and Timothy Baumann
TEACHER S CORNER: ARCHAEOLOGY FOR THE CLASSROOM by Pamela Ashmore and Timothy Baumann [These activities come from a longer article about The Center for Human Origin and Cultural Diversity at the University
More informationCircumference of a Circle
Circumference of a Circle A circle is a shape with all points the same distance from the center. It is named by the center. The circle to the left is called circle A since the center is at point A. If
More informationPrentice Hall Mathematics, Algebra 1 2009
Prentice Hall Mathematics, Algebra 1 2009 Grades 912 C O R R E L A T E D T O Grades 912 Prentice Hall Mathematics, Algebra 1 Program Organization Prentice Hall Mathematics supports student comprehension
More informationIn mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
More informationPerformance Based Learning and Assessment Task
Performance Based Learning and Assessment Task Tiling a Kitchen Floor I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will use a variety of geometrical concepts and skills as they work with a partner
More informationELEMENTARY MATH GRADE 1
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 1 Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility: Grade 1 Credit
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationGrade Level Year Total Points Core Points % At Standard 9 2003 10 5 7 %
Performance Assessment Task Number Towers Grade 9 The task challenges a student to demonstrate understanding of the concepts of algebraic properties and representations. A student must make sense of the
More informationContent Emphases for Grade 7 Major Cluster 70% of time
Critical Area: Geometry Content Emphases for Grade 7 Major Cluster 70% of time Supporting Cluster 20% of Time Additional Cluster 10% of Time 7.RP.A.1,2,3 7.SP.A.1,2 7.G.A.1,2,3 7.NS.A.1,2,3 7.SP.C.5,6,7,8
More informationDeveloping Conceptual Understanding of Number. Set J: Perimeter and Area
Developing Conceptual Understanding of Number Set J: Perimeter and Area Carole Bilyk cbilyk@gov.mb.ca Wayne Watt wwatt@mts.net Perimeter and Area Vocabulary perimeter area centimetres right angle Notes
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary
Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,
More informationMinistry of Education. The Ontario Curriculum. Mathematics. Mathematics Transfer Course, Grade 9, Applied to Academic
Ministry of Education The Ontario Curriculum Mathematics Mathematics Transfer Course, Grade 9, Applied to Academic 2 0 0 6 Contents Introduction....................................................... 2
More informationI. ASSESSSMENT TASK OVERVIEW & PURPOSE:
Performance Based Learning and Assessment Task Surface Area of Boxes I. ASSESSSMENT TASK OVERVIEW & PURPOSE: In the Surface Area of Boxes activity, students will first discuss what surface area is and
More informationE XPLORING QUADRILATERALS
E XPLORING QUADRILATERALS E 1 Geometry State Goal 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. Statement of Purpose: The activities in this
More information16 Circles and Cylinders
16 Circles and Cylinders 16.1 Introduction to Circles In this section we consider the circle, looking at drawing circles and at the lines that split circles into different parts. A chord joins any two
More informationScience Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy
Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
More informationDifferentiated Instruction
Differentiated Instruction In any classroom, students will have a range of abilities, needs and interests. Differentiated instruction is any instructional strategy that recognizes and supports individual
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K5) 1
Grade 4 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationWorking with Coordinate Planes
Virtual Math Girl: Module 1 (Student) and 2 (Teacher) Working with Coordinate Planes Activities and Supplemental Materials The purpose of Virtual Math Girl Module 1 (Student) and 2 (Teacher) is to familiarize
More information