Unit 4 lesson 6
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Unit 4 Lesson 6 aims to have students practice working independently on equations from previous lessons. The document provides discussion questions to check students' understanding and prompts them to work independently on in-class exercises evaluating expressions while the teacher monitors progress. Students are instructed to use notes if needed or skip questions until the teacher is available for help.
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This document outlines a three day lesson plan on solving equations using properties of equality. The objectives are to solve linear equations using addition, subtraction, division, and multiplication properties. Students will learn to solve equations of the form x + b = c, ax = c, and ax + b = c. The lessons include step-by-step examples and word problems. Students will practice solving equations on their own. Additional online resources are provided for extra practice.Educating Tomorrow's Mathematics Teachers
Educating Tomorrow's Mathematics TeachersAteng' Ogwel
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The document discusses educating tomorrow's mathematics teachers through classroom-based research. It outlines the research motivation, including problems in mathematics education and the need for professional knowledge developed through classroom analysis. The theoretical background of Steinbring's epistemological triangle is presented. Examples of classroom-based research are provided, including students generalizing a linear equation and working through an arithmetic sequence problem and similarity of figures task. The role of classroom evidence in research and implications for teaching are discussed.Don't FAL out; Techno IN! Solving linear equations
Don't FAL out; Techno IN! Solving linear equationsNorth Carolina Association for Middle Level Education
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This document provides guidance for a lesson on solving linear equations. It includes:
- Mathematical goals of assessing students' ability to form and solve linear equations using factorizing and the distributive law.
- Content standards around using variables, solving word problems, and generating equivalent expressions.
- Suggested activities of having students write equations to match stories, discuss their reasoning, and show the steps to solving equations.
- Encouragement to have students explain their work and thinking at each stage to help identify misconceptions.Day 3 one step all
Day 3 one step allErik Tjersland
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This document provides steps for solving one-step equations involving fractions. It begins with examples of fractional equations and notes the procedure is different than for whole number equations. It then lists the rules for solving one-step equations which include keeping the equation balanced, simplifying each side, moving the variable to one side using inverse operations, and using inverse operations to solve for the variable. The document works through examples applying these steps and concludes with a summary of explaining the lesson to an absent student and providing homework.8th alg -l2.3--oct4
8th alg -l2.3--oct4jdurst65
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1) The document provides instructions for a math lesson assignment involving solving multi-step equations. Students are asked to solve sample equations like 2x - 6 = 4 and find consecutive integers with a given sum.
2) The lesson explains that multi-step equations require undoing operations in reverse order to solve them. It also defines consecutive integers, even integers, and odd integers.
3) Students are provided examples of solving equations and checking answers, such as 12 = -7x - 9, and finding consecutive integers with a specified sum.D ay 1 add subt
D ay 1 add subtErik Tjersland
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The document provides instructions for solving one-step equations involving fractions. It begins with examples of equations to write and solve, then outlines the steps to isolate the variable as: 1) Keep the equation balanced, 2) Simplify each side by combining like terms, 3) Move the variable to one side using inverse operations, and 4) Use inverse operations. Several practice problems are worked through as examples. The document concludes by reminding students of homework due and checking an error.Algebraic manipulation app
Algebraic manipulation appzebfriedman
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The document outlines a lesson plan on assessing students' understanding of algebra through self-assessment and challenge questions at different levels. It includes a starter activity, explanations of assessment criteria and challenge levels, probing questions to test algebraic skills at each level, and spaces for student self-assessment and teacher feedback.Day 9 combining like terms
Day 9 combining like termsErik Tjersland
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1) The document provides examples of solving fractional equations by combining like terms and isolating variables.
2) It gives step-by-step instructions for solving equations, including keeping equations balanced, combining like terms, and using inverse operations to isolate variables.
3) Sample equations are given throughout for students to work through and solve.Math Gr4 Ch6
Math Gr4 Ch6madterrell
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Let's analyze the pattern to write a rule.
The cost increases by $2 each time.
Rule: Cost = $5 + 2x
To find the cost for 7 people:
Cost = $5 + 2(7) = $5 + 14 = $19
The cost for 8 people is $5 + 2(8) = $5 + 16 = $21
So the amount earned for 7 and 8 people is $19 and $21.
The answer is A.Don't FAL out; Techno IN! Solving linear equations
Don't FAL out; Techno IN! Solving linear equationsNorth Carolina Association for Middle Level Education
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More from Pearl Thompson (20)
Unit 4 lesson 17
Unit 4 lesson 17Pearl Thompson
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This document provides a lesson on solving sequence problems using Singapore bar models. It introduces consecutive numbers and examples. Students are asked to draw a picture to represent a story involving a bathtub of jello falling from a plane. The jello splits into more pieces at each mile, following a pattern of doubling. Students are then given practice problems to find three or four consecutive numbers that add up to a given total.Unit 4 lesson 15
Unit 4 lesson 15Pearl Thompson
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Today students will practice independently solving two-step equations with one variable. They are to complete in-class work on evaluating expressions while the teacher monitors their progress. Once finished, students may work on Math Minutes, corrected homework, or read a book of their choice. Students should not raise their hands for help but instead look at notes or skip questions until the teacher comes to their desk.
Unit 4 lesson 13
Unit 4 lesson 13Pearl Thompson
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The document provides instructions for a lesson on the properties of operations. Students will review properties like the commutative, associative, identity, zero and distributive properties. They will then create a puzzle depicting one of the properties and trade puzzles with a classmate to solve. Finally, students will make a comic incorporating algebra vocabulary terms. The lesson emphasizes conceptual understanding of important algebra concepts through interactive activities.Unit 4 lesson 11
Unit 4 lesson 11Pearl Thompson
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Today's objective is to practice independently simplifying expressions by combining like terms and using the Distributive Property. Students will work individually to complete an in-class worksheet on evaluating expressions while the teacher monitors their progress. Students should use their notes if they need help with a question or skip questions to work on others until the teacher is available.Unit 4 lesson 10
Unit 4 lesson 10Pearl Thompson
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The video discusses a math lesson on using algebraic properties like the distributive, commutative, and associative properties to combine like terms and solve inventory problems algebraically. Students are instructed to work independently on an in-class worksheet involving combining like terms, while the teacher monitors their progress. They are then told to use their notes if they get stuck, skip questions, and work on other math activities until the teacher comes around.
Unit 4 lesson 7
Unit 4 lesson 7Pearl Thompson
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The lesson objective is for students to explore the equal sign and its relationship to values, understand that performing the same operation on both sides of the equal sign is necessary to solve equations, and use inverse operations to solve one-step algebraic equations. Students will use balances to represent equal equations and learn that the scale must be balanced. The lesson will review vocabulary and have students work independently on practice equations.Unit 4 lesson 5
Unit 4 lesson 5Pearl Thompson
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The document is a lesson plan on investigating patterns in algebra. It introduces key vocabulary terms like variable, term, coefficient, constant, and pattern. Students are asked to match these vocabulary words to algebraic representations. The lesson objective is for students to investigate patterns using algebraic tables, expressions, and equations. An example is given of a table to track water lost over time in drops to represent a pattern algebraically. An exit ticket asks students to reflect on what new skills they learned.Unit 4 lesson 5
Unit 4 lesson 5Pearl Thompson
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The document is a lesson plan on investigating patterns in algebra. It introduces key vocabulary terms like variable, term, coefficient, constant, and pattern. Students are asked to match these vocabulary words to algebraic representations. The lesson objective is to investigate patterns using algebraic tables, expressions, and equations. An example of a wasting water investigation is provided where students will collect data to identify patterns over time and represent them algebraically. An exit ticket asks students to reflect on what they learned and have additional questions.Unit 4 lesson 4
Unit 4 lesson 4Pearl Thompson
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The lesson objective is to use multiple properties, including the distributive and commutative properties, to solve equations and find missing values. It reviews these key properties and terms - variable, term, coefficient, constant, pattern. Examples are provided to demonstrate using the distributive property to solve equations in different forms using the commutative property. Students then practice these skills on sample equations and an assignment evaluates their understanding.Unit 4 lesson 3
Unit 4 lesson 3Pearl Thompson
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Students reviewed order of operations by practicing independently to solve equations. They reviewed the PEMDAS mnemonic for the order of operations and worked through an example step-by-step. Then, they were instructed to play an online review game or work on other math assignments once finished.Unit 4 lesson 2
Unit 4 lesson 2Pearl Thompson
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This document provides instruction on evaluating algebraic expressions. It begins with defining key terms like expression and evaluation. Students are shown examples of expressions and how to evaluate them by substituting values for variables. The lesson includes examples of evaluating expressions, as well as an in-class assignment and exit ticket for students to complete. The objective is for students to learn how to evaluate an expression by substituting a variable with a known value.
Unit 4 lesson 6
- 1. Unit 4 Lesson 6 Objective: Students will practice working independently on equations from lessons 3-6
- 2. Whats out there? Any questions so far? How do you feel about this unit? Anything going well? Anything frustrating? Looking for a new study technique? Math Huddle
- 3. True/False Variable 7b + 9 Term 6 + 9b - u Coefficient 7(8+7)=56+49 Constant 17b + 17 Pattern 2,4,5,6,8,10 Distributive property 8+(3+2)=(8+3)+2 Commutative property 9+3=3+9 Expression z Lets review our vocabulary! Objective: Students will practice working independently on equations from lessons 3-6
- 4. Work independently to complete the in-class work on Evaluating Expressions Your teacher will monitor your progress while you work When you finish, please work on Math Minutes, Complete corrected homework, or Read your choice book Do Not raise your hand. Look at your notes for help or skip the question and work on a different question until your teacher comes to your desk. In-Class will practice working independently on equations from Objective: Students Practice lessons 3-6