Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Beads Under the Cloud Intermediate/Middle School Grades Problem Solving Mathematics Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky Mathematics Leadership Network Teachers If you encounter errors or other issues, please contact the KDE team at: Created for the sole purpose of assisting teachers as they develop student understanding of Kentucky s Core Academic Standard through the use of highly effective teaching and learning. Not intended for sale.

11 Sam s Method Sam correctly calculated the number of beads hidden under the cloud. He listed the pattern and showed his calculations. He attempts generalizing a rule to repeat the pattern but does not identify the relationship between the corresponding terms. Sam s Solution Rick s Method Rick uses algebra to determine the patterns of the beads. He generated the rule to determine the next numbers in the pattern. Rick recognized the linear relationship of the black beads and the exponential relationship of the white beads. He also graphed the data. This student work sample should only be given to more advanced student groups. Rick subtracted the correct number of white beads showing in the 4 th and 6 th set of beads. Rick s Solution

12 Beads under the Cloud Student Materials Revised Alpha Version NOTE the cloud is not drawn to scale, and HINT remember planes often fly through clouds.

13 Beads under the Cloud Student Materials Revised Alpha Version Sample Responses to Discuss Here is some work on Beads under the Cloud from students in another class. For each piece of work: 1. Write the name of the student whose solution you are analyzing. 2. Describe the problem solving approach the student used. For example, you might: Describe the way the student has organized the data. Describe what the student did to calculate a number of beads under the cloud. 3. Explain what the student needs to do to complete or correct his or her solution. s_ Solution

14 Beads under the Cloud Student Materials Revised Alpha Version s_ Solution s_ Solution

15 How Did You Work? Post-Task Reflection: Beads Under the Cloud Tick the boxes and complete the sentences that apply to your work. OR 1.) Check one, then complete the sentence below: Our group work was better than my own individual work. My own individual work is better than our group work. I prefer (circle one) our method / my method because: 2.) Check one, then complete the sentence below: OR Our method is similar to: (add name of sample response) Our method is different from all of the sample responses. I prefer (circle one) our method / the sample response method because: 3.) Check one and complete the sentence: We checked our method by: OR We could check our method by:

16 Collaborative work (1) Share your method with your partner(s) and your ideas for improving your individual solution. (2) Together in your group, agree on the best method for completing the problem. (3) Produce a poster, showing a joint solution to the problem. (4) Make sure that everyone in the group can explain the reasons for your chosen method, and describe any assumptions you have made. (5) Check your work.

17 Timothy s Solution Hannah s Solution

18 Curtis Solution Tony s Solution

19 Claire s Solution Victoria s Solution

20 Sam s Solution Rick s Solution

### Time needed. Before the lesson Assessment task:

Formative Assessment Lesson Materials Alpha Version Beads Under the Cloud Mathematical goals This lesson unit is intended to help you assess how well students are able to identify patterns (both linear

Grades 4-6 Mathematics Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field- tested by Kentucky Mathematics Leadership Network Teachers If

### Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky Mathematics Leadership Network Teachers

Number Puzzles Grade 4 Mathematics Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky Mathematics Leadership Network Teachers

### Decomposing Numbers (Operations and Algebraic Thinking)

Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky

### Multiplying and Dividing Decimals ALPHA VERSION OCTOBER 2012 Grade 5

Multiplying and Dividing Decimals ALPHA VERSION OCTOBER 2012 Grade 5 Mathematics Formative Assessment Lesson Designed by Kentucky Department of Education Mathematics Specialists to be Field-tested by Kentucky

### Representing Data Using Frequency Graphs

Lesson 25 Mathematics Assessment Project Formative Assessment Lesson Materials Representing Data Using Graphs MARS Shell Center University of Nottingham & UC Berkeley Alpha Version If you encounter errors

### Comparing Value for Money: Baseball Jerseys

PROBLEM SOLVING Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Comparing Value for Money: Baseball Jerseys Mathematics Assessment Resource Service University of Nottingham

### Solving Linear Equations in Two Variables

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Solving Linear Equations in Two Variables Mathematics Assessment Resource Service University of Nottingham

### Modeling Conditional Probabilities 1: Lucky Dip

PROBLEM SOLVING Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Modeling Conditional Probabilities 1: Lucky Dip Mathematics Assessment Resource Service University of Nottingham

### Place Value (What is is the Value of of the the Place?)

Place Value (What is is the Value of of the the Place?) Second Grade Formative Assessment Lesson Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by

### Solving Linear Equations in Two Variables

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Solving Linear Equations in Two Variables Mathematics Assessment Resource Service University of Nottingham

### Representing Data with Frequency Graphs

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Representing Data with Graphs Mathematics Assessment Resource Service University of Nottingham & UC

### Representing Fractions on a Number Line

Representing Fractions on a Number Line Grade 3 Mathematics Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field- tested by Kentucky Mathematics

### Solving Linear Equations in One Variable

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Solving Linear Equations in One Variable Mathematics Assessment Resource Service University of Nottingham

### Maximizing Area: Gold Rush

PROBLEM SOLVING Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Maximizing Area: Gold Rush Mathematics Assessment Resource Service University of Nottingham & UC Berkeley

### Applying Properties of Exponents

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Applying Properties of Exponents Mathematics Assessment Resource Service University of Nottingham &

### Modeling: Making Matchsticks

PROBLEM SOLVING Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Modeling: Making Matchsticks Mathematics Assessment Resource Service University of Nottingham & UC Berkeley

### Optimizing Coverage: Security Cameras

PROBLEM SOLVING Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Optimizing Coverage: Security Cameras Mathematics Assessment Resource Service University of Nottingham

### Representing Data 1: Using Frequency Graphs

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Representing Data 1: Using Graphs Mathematics Assessment Resource Service University of Nottingham

### Using Space Efficiently: Packing a Truck

PROBLEM SOLVING Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Using Space Efficiently: Packing a Truck Mathematics Assessment Resource Service University of Nottingham

### HIGH SCHOOL ALGEBRA: THE CYCLE SHOP

HIGH SCHOOL ALGEBRA: THE CYCLE SHOP UNIT OVERVIEW This packet contains a curriculum-embedded CCLS aligned task and instructional supports. The task is embedded in a 4-5 week unit on Reasoning with Equations

### Measurement. First Grade. Formative Assessment Lesson. Formative Assessment Lesson ALPHA Grade 1 Measurement 1

Formative Assessment Lesson ALPHA Grade 1 Measurement 1 Measurement First Grade Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field- tested

### PA MDC GRADE 5 MULTIPLYING & DIVIDING DECIMALS

PA MDC GRADE 5 MULTIPLYING & DIVIDING DECIMALS Concept Development Formative Assessment Lesson This lesson is intended to help you assess how well students understand the result of multiplying and dividing

### Translating Between Repeating Decimals and Fractions

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Translating Between Repeating Decimals and Fractions Mathematics Assessment Resource Service University

### Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Add and subtract within 20. MP.

Performance Assessment Task Incredible Equations Grade 2 The task challenges a student to demonstrate understanding of concepts involved in addition and subtraction. A student must be able to understand

### Grade Five Lesson Plan: What Makes a Number Odd or Even?

Grade Five Lesson Plan: What Makes a Number Odd or Even? Note: Defining odd and even is not a grade five standard. The example lesson is meant to focus on the reasoning and explaining practices, not the

### Statistics and Probability Investigate patterns of association in bivariate data.

Performance Assessment Task Scatter Diagram Grade 9 task aligns in part to CCSSM grade 8 This task challenges a student to select and use appropriate statistical methods to analyze data. A student must

### Solving Linear Equations

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Solving Linear Equations Mathematics Assessment Resource Service University of Nottingham & UC Berkeley

### High 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

### Representing Probabilities: Medical Testing

PROBLEM SOLVING Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Representing Probabilities: Medical Testing Mathematics Assessment Resource Service University of Nottingham

### Representing Variability with Mean, Median, Mode, and Range

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Representing Variability with Mean, Median, Mode, and Range Mathematics Assessment Resource Service

### Grade 3. Classroom Challenge A Formative Assessment Lesson. Rounding Riddles

Grade 3 Classroom Challenge A Formative Assessment Lesson Rounding Riddles 1 Teacher Guide Grade 3 Lesson: Rounding Riddles Introduction This Classroom Challenge has been modeled after the secondary level

### Classifying Equations of Parallel and Perpendicular Lines

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Classifying Equations of Parallel and Perpendicular Lines Mathematics Assessment Resource Service University

### Problem 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:

### Building and Solving Complex Equations

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Building and Solving Complex Equations Mathematics Assessment Resource Service University of Nottingham

### Building and Solving Linear Equations

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Building and Solving Linear Equations Mathematics Assessment Resource Service University of Nottingham

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Solving Quadratic Equations Mathematics Assessment Resource Service University of Nottingham & UC Berkeley

### Performance Assessment Task Cindy s Cats Grade 5. Common Core State Standards Math - Content Standards

Performance Assessment Task Cindy s Cats Grade 5 This task challenges a student to use knowledge of fractions to solve one- and multi-step problems with fractions. A student must show understanding of

### Patterns and Functions Unit

Patterns and Functions Unit This unit was created by Math for America Fellows Yekaterina Milvidskaia and Tiana Tebelman who teach 8th Grade Mathematics at Vista Magnet Middle School in Vista, CA. This

### Representing the Laws of Arithmetic

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Representing the Laws of Arithmetic Mathematics Assessment Resource Service University of Nottingham

### G 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.

### Problem of the Month. Squirreling it Away

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: Make sense of problems

### Polynomials and Factoring. Unit Lesson Plan

Polynomials and Factoring Unit Lesson Plan By: David Harris University of North Carolina Chapel Hill Math 410 Dr. Thomas, M D. 2 Abstract This paper will discuss, and give, lesson plans for all the topics

### Building and Solving Equations 2

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Building and Solving Equations 2 Mathematics Assessment Resource Service University of Nottingham &

### Using Proportional Reasoning

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Using Proportional Reasoning Mathematics Assessment Resource Service University of Nottingham & UC

### Analyzing Games of Chance

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Analyzing Games of Chance Mathematics Assessment Resource Service University of Nottingham & UC Berkeley

### Current California Math Standards Balanced Equations

Balanced Equations Current California Math Standards Balanced Equations Grade Three Number Sense 1.0 Students understand the place value of whole numbers: 1.1 Count, read, and write whole numbers to 10,000.

### Sorting Equations of Circles 1

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Sorting Equations of Circles 1 Mathematics Assessment Resource Service University of Nottingham & UC

### Understanding Place Value of Whole Numbers and Decimals Including Rounding

Grade 5 Mathematics, Quarter 1, Unit 1.1 Understanding Place Value of Whole Numbers and Decimals Including Rounding Overview Number of instructional days: 14 (1 day = 45 60 minutes) Content to be learned

### Curriculum Alignment Project

Curriculum Alignment Project Math Unit Date: Unit Details Title: Solving Linear Equations Level: Developmental Algebra Team Members: Michael Guy Mathematics, Queensborough Community College, CUNY Jonathan

### Problem of the Month Pick a Pocket

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: Make sense of problems

### A REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

Performance Assessment Task Magic Squares Grade 9 The task challenges a student to demonstrate understanding of the concepts representing and analyzing mathematical situations and structures with algebraic

### Problem of the Month: Digging Dinosaurs

: 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: Make sense of

### Tom wants to find two real numbers, a and b, that have a sum of 10 and have a product of 10. He makes this table.

Sum and Product This problem gives you the chance to: use arithmetic and algebra to represent and analyze a mathematical situation solve a quadratic equation by trial and improvement Tom wants to find

### Prentice 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

### Pythagorean Theorem. Overview. Grade 8 Mathematics, Quarter 3, Unit 3.1. Number of instructional days: 15 (1 day = minutes) Essential questions

Grade 8 Mathematics, Quarter 3, Unit 3.1 Pythagorean Theorem Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Prove the Pythagorean Theorem. Given three side lengths,

### Math at a Glance for April

Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common

### Balanced Assessment Test Algebra 2008

Balanced Assessment Test Algebra 2008 Core Idea Task Score Representations Expressions This task asks students find algebraic expressions for area and perimeter of parallelograms and trapezoids. Successful

### Integer 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.

### VISUAL ALGEBRA FOR COLLEGE STUDENTS. Laurie J. Burton Western Oregon University

VISUAL ALGEBRA FOR COLLEGE STUDENTS Laurie J. Burton Western Oregon University VISUAL ALGEBRA FOR COLLEGE STUDENTS TABLE OF CONTENTS Welcome and Introduction 1 Chapter 1: INTEGERS AND INTEGER OPERATIONS

### DENTAL IMPRESSIONS TARGET COMMON CORE STATE STANDARD(S) IN MATHEMATICS: N-Q.1:

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career

### Expressions and Equations Understand the connections between proportional relationships, lines, and linear equations.

Performance Assessment Task Squares and Circles Grade 8 The task challenges a student to demonstrate understanding of the concepts of linear equations. A student must understand relations and functions,

Algebra II, Quarter 1, Unit 1.3 Quadratic Functions: Complex Numbers Overview Number of instruction days: 12-14 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Develop

### Common Core State Standards. Standards for Mathematical Practices Progression through Grade Levels

Standard for Mathematical Practice 1: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for

### Performance Assessment Task Fair Game? Grade 7. Common Core State Standards Math - Content Standards

Performance Assessment Task Fair Game? Grade 7 This task challenges a student to use understanding of probabilities to represent the sample space for simple and compound events. A student must use information

### CORE Assessment Module Module Overview

CORE Assessment Module Module Overview Content Area Mathematics Title Speedy Texting Grade Level Grade 7 Problem Type Performance Task Learning Goal Students will solve real-life and mathematical problems

### How Old Are They? This problem gives you the chance to: form expressions form and solve an equation to solve an age problem. Will is w years old.

How Old Are They? This problem gives you the chance to: form expressions form and solve an equation to solve an age problem Will is w years old. Ben is 3 years older. 1. Write an expression, in terms of

### Tennessee Department of Education. Task: Jenna s Homework Problem 5 th Grade. Teacher Notes:

Tennessee Department of Education Task: Jenna s Homework Problem 5 th Grade Jenna completed 2/3 of the math problems on her homework during her stay at Fun Company after school. Afterward, she finished

Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using

### Performance Assessment Task Picking Fractions Grade 4. Common Core State Standards Math - Content Standards

Performance Assessment Task Picking Fractions Grade 4 The task challenges a student to demonstrate understanding of the concept of equivalent fractions. A student must understand how the number and size

### Fractions, Decimals and Percents

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Fractions, Decimals and Percents Mathematics Assessment Resource Service University of Nottingham &

### Polynomial 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.

### Interpreting Multiplication and Division

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Interpreting Multiplication and Division Mathematics Assessment Resource Service University of Nottingham

### High School Functions Building Functions Build a function that models a relationship between two quantities.

Performance Assessment Task Coffee Grade 10 This task challenges a student to represent a context by constructing two equations from a table. A student must be able to solve two equations with two unknowns

### Translating between Fractions, Decimals and Percents

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Translating between Fractions, Decimals and Percents Mathematics Assessment Resource Service University

### GRADE 8 MATH: TALK AND TEXT PLANS

GRADE 8 MATH: TALK AND TEXT PLANS UNIT OVERVIEW This packet contains a curriculum-embedded Common Core standards aligned task and instructional supports. The task is embedded in a three week unit on systems

### PA Common Core Standards Standards for Mathematical Practice Grade Level Emphasis*

Habits of Mind of a Productive Thinker Make sense of problems and persevere in solving them. Attend to precision. PA Common Core Standards The Pennsylvania Common Core Standards cannot be viewed and addressed

### Tennessee Department of Education. Task: Sally s Car Loan

Tennessee Department of Education Task: Sally s Car Loan Sally bought a new car. Her total cost including all fees and taxes was \$15,. She made a down payment of \$43. She financed the remaining amount

### Solving Simple Equations Objective To use trial and error and a cover-up method to

Solving Simple Equations Objective To use trial and error and a cover-up method to solve equations. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family

### GRADE 6 MATH: SHARE MY CANDY

GRADE 6 MATH: SHARE MY CANDY UNIT OVERVIEW The length of this unit is approximately 2-3 weeks. Students will develop an understanding of dividing fractions by fractions by building upon the conceptual

### GRADE 6 MATH: GROCERY SHOPPING AND THE QUILT OF A MATH TEACHER

GRADE 6 MATH: GROCERY SHOPPING AND THE QUILT OF A MATH TEACHER UNIT OVERVIEW This unit contains a curriculum- embedded Common Core aligned task and instructional supports. The task is embedded in a 2 3

### Describing and Solving for Area and Perimeter

Grade 3 Mathematics, Quarter 2,Unit 2.2 Describing and Solving for Area and Perimeter Overview Number of instruction days: 8-10 (1 day = 90 minutes) Content to Be Learned Distinguish between linear and

### Performance Assessment Task Parking Cars Grade 3. Common Core State Standards Math - Content Standards

Performance Assessment Task Parking Cars Grade 3 This task challenges a student to use their understanding of scale to read and interpret data in a bar graph. A student must be able to use knowledge of

### Common Core Standards for Mathematics Alignment to Early Numeracy

Common Core Standards for Mathematics Alignment to Early Numeracy The Common Core State Standards (http://www.corestandards.org/ ) provide a consistent, clear understanding of what students are expected

### Prioritized Common Core Mathematical Practice Standard(s) Supporting Common Core Mathematical Practice Standards

Math Solutions Lesson from the Classroom Stacking Cups A Lesson for Grades 9 12 Math Goal In this lesson, students use real-life experiences to build the concepts of y-intercept as the starting point and

### Algebra I Teacher Notes Expressions, Equations, and Formulas Review

Big Ideas Write and evaluate algebraic expressions Use expressions to write equations and inequalities Solve equations Represent functions as verbal rules, equations, tables and graphs Review these concepts

### Representing Trigonometric Functions

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Representing Trigonometric Functions Mathematics Assessment Resource Service University of Nottingham

### CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA

We Can Early Learning Curriculum PreK Grades 8 12 INSIDE ALGEBRA, GRADES 8 12 CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA April 2016 www.voyagersopris.com Mathematical

### Unit 1: Place value and operations with whole numbers and decimals

Unit 1: Place value and operations with whole numbers and decimals Content Area: Mathematics Course(s): Generic Course Time Period: 1st Marking Period Length: 10 Weeks Status: Published Unit Overview Students

### Grade 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

### Overview. Essential Questions. Grade 5 Mathematics, Quarter 3, Unit 3.2 Multiplying and Dividing With Decimals

Multiplying and Dividing With Decimals Overview Number of instruction days: 9 11 (1 day = 90 minutes) Content to Be Learned Multiply decimals to hundredths. Divide decimals to hundredths. Use models, drawings,

### Singapore Math Overview with Common Core Connections Richard Bisk Professor Mathematics Department Worcester State University

Singapore Math Overview with Common Core Connections Richard Bisk Professor Mathematics Department Worcester State University rbisk@worcester.edu Warnings about the presenter He talks ahead of his slides.

### Operations and Algebraic Thinking Represent and solve problems involving multiplication and division.

Performance Assessment Task The Answer is 36 Grade 3 The task challenges a student to use knowledge of operations and their inverses to complete number sentences that equal a given quantity. A student

### Problem of the Month: On Balance

Problem of the Month: On Balance 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

### Problem of the Month The Wheel Shop

Problem of the Month The Wheel Shop 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

### Performance Assessment Task Peanuts and Ducks Grade 2. Common Core State Standards Math - Content Standards

Performance Assessment Task Peanuts and Ducks Grade 2 The task challenges a student to demonstrate understanding of concepts involved in addition and subtraction. A student must be fluent with addition

### Overview. 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

### South Carolina College- and Career-Ready (SCCCR) Algebra 1

South Carolina College- and Career-Ready (SCCCR) Algebra 1 South Carolina College- and Career-Ready Mathematical Process Standards The South Carolina College- and Career-Ready (SCCCR) Mathematical Process