Unit 4 lesson 17
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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.
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Unit 4 lesson 13Pearl Thompson
油
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 10
Unit 4 lesson 10Pearl Thompson
油
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 8
Unit 4 lesson 8Pearl Thompson
油
The document provides the objective and agenda for a math lesson on isolating variables and using two steps to solve for one variable. Students will work independently and with teacher monitoring to complete an in-class worksheet on combining like terms. They are then instructed to use their time to work on additional assignments or reading until the teacher is available for questions. An exit ticket asks students to reflect on what new skill they learned and pose a question.Unit 4 lesson 8
Unit 4 lesson 8Pearl Thompson
油
The document provides the objective, vocabulary review, and activities for a math lesson on isolating variables and using two steps to solve for one variable. Students were instructed to independently complete an in-class worksheet on combining like terms while the teacher monitored their progress. They could then work on additional math practice, homework, or reading until the teacher was available for questions.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 6
Unit 4 lesson 6Pearl Thompson
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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.Unit 4 lesson 5
Unit 4 lesson 5Pearl Thompson
油
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
油
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
油
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
油
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.Ad
Unit 4 lesson 17
- 1. UNIT 4 LESSON 16 Objective: Today we will learn how to solve for numbers in a sequence using Singapore Bar Models
- 2. FIRST THE PRELIMINARIES Noticing Patterns
- 3. Try to follow this story and draw a picture to represent the story A bathtub full of Jello is traveling on a plane, 6 miles above the city There is a man sitting in the park feeding birds The jello is tipped out of the bathtub and fell out of the door of the plane After falling 1 mile the jello splits into 2 parts After falling the second mile, each of the 2 pieces splits into another 2 pieces. If this pattern continues all the way down, how many little jello pieces will fall on the man? Will it hurt very much?
- 4. Mile 1 Mile 2 Mile 3 Mile 4 16 Mile 5 32 Mile 6 64 Whats the pattern? 2n
- 5. CONSECUTIVE NUMBERS Numbers in a sequence are called consecutive numbers The age you were in 6th grade, now in 7th, and will be in 8th grade are considered to be consecutive numbers
- 7. EXAMPLES OF CONSECUTIVE NUMBERS 2, 3, 4 12, 13, 14 100, 101, 102 999, 1000, 1001
- 8. TAKE THE CHALLENGE! Consecutive Even numbers 2,4,6 Consecutive Odd numbers 3,5,7 Consecutive Prime numbers 7,11,13 Consecutive Perfect squares 4,9,16
- 9. 10,11,and 12 are consecutive numbers that add up to 33. Another three consecutive numbers add up to 99. Find the three numbers. 1st # ? 2nd # ? +1 99 3rd # ? +1 +1 99 - 3 = 96 Example #1 3N = 96 The three numbers are 32, 33, and 34 1N = 32
- 10. 15, 16, and 17 are consecutive numbers that add up to 48. Another three consecutive numbers add up to 87. Find the three numbers. 1st # ? 2nd # ? +1 87 3rd # ? +1 +1 87 - 3 = 84 Example #2 3N = 84 The three numbers are 28, 29, and 30 1N = 28
- 11. 5, 6, 7, 8 are four numbers that add up to 26. Another 4 numbers add up to 86. Find the four numbers (take 5 minutes) Take the challenge!
- 12. Partner Practice Rules { { When you finish Work independently to Must stay on task with your complete the in-class work assigned partner on Evaluating Expressions Must use level one voice Your teacher will monitor (almost a whisper) your progress while you Go back to previous work problems to help with When you finish, please current problems work on Math Be sure that BOTH partners Minutes, Complete understand BEFORE corrected homework, or moving to the next problem Read your choice book Keep your work organized! Do Not raise your hand. Look at your notes for help or skip the question and work on a different question until your teacher Partner Practice comes to your desk.
Editor's Notes
- #10: Have students fold paper vertically and write model on one side and equation on the other side