Mod 3 lessons 16
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This document is a lesson plan on symmetry in the coordinate plane. It includes student learning outcomes around recognizing when two ordered pairs differ only by sign of one or both coordinates, indicating a reflection across one or both axes. Examples are provided of locating points related by reflections across the x-axis and y-axis. Rules for reflections are stated. Students practice locating points based on given transformations including reflections. The lesson concludes with an exit ticket asking students about relationships between points related by sign changes in their coordinates.
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The document discusses inequalities and ordering of real numbers. It begins by defining subsets of real numbers and representing them on a number line. Positive numbers are to the right of zero, negatives are to the left. Numbers are ordered from least to greatest moving from left to right. Several examples show how to determine if one number is less than or greater than another based on their positions on the number line. The document then explains how to solve linear inequalities, using a similar process as solving linear equations by isolating the variable. Multiple examples demonstrate this process step-by-step.
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This document discusses parallel lines crossed by a transversal and the special angles that are formed - alternate interior angles, same-side interior angles, same-side exterior angles, and linear pairs. It provides examples of labeling these angles and finding their measurements when the lines are parallel. The final section describes a word problem where students must label angles, find their measurements, and determine if lines appear to be parallel based on the angle measurements.
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2. The procedure involves students working in groups to draw figures demonstrating the theorem and measure the angles formed. They analyze the angles and state the relationship between the transversal and parallel lines.
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Estimating square roots
We can estimate square roots in three ways:
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This document contains notes and reminders from an algebra class. It discusses preparing for an upcoming test on topics like simplifying expressions, solving equations, and translating sentences to math. The warm-up questions involve solving simple equations. Class work will cover order of operations, integers, writing and solving equations. The test topics are also listed.
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This document provides a teacher version of a math course on finding the circumference and area of circles. It outlines the prerequisite content, learning goal, and more complex content. It also provides a detailed scoring rubric assessing a student's understanding of finding the circumference and area of circles from being able to identify circle parts to solving multi-step problems involving circles.
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Pairs of angles formed by parallel lines cut by a transversal
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Perpendicular parallel lines theorem lesson plan using 5 as method
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This document outlines a lesson on identifying proportional and non-proportional relationships in tables. It includes examples of pay rates that are proportional to hours worked when pay is calculated by multiplying hours by a constant rate of $8 per hour. Students work through examples in pairs and the lesson concludes by asking how tables can be used to determine if a relationship is proportional.
Module 3 lesson 18
This document provides instruction on calculating the distance between points on the coordinate plane. It begins with an opening exercise asking students to calculate distances between towns located at road intersections. It then works through three examples of finding the length of line segments with endpoints on the x-axis, y-axis, and neither axis but along vertical or horizontal lines. Students are asked to identify the line, distances, locations, and do the calculation. Exercises have students find lengths of additional line segments, explaining how they can tell if each is vertical or horizontal. Real-world applications are discussed before an exit ticket is assigned.
Module 4 lesson 9
This document provides examples and exercises for writing addition and subtraction expressions. It begins by having students write expressions for addition and subtraction of numbers and variables. Students are asked to draw bar diagrams to represent expressions and show that equivalent expressions can be written in different orders. The document emphasizes using parentheses correctly when subtracting a sum. Exercises practice writing expressions for various addition and subtraction scenarios and identifying when order matters. The goal is for students to be able to write expressions that accurately represent addition and subtraction operations.
Problem set lesson 18
This document outlines a math lesson on calculating distance on the coordinate plane. It includes:
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- Examples of calculating the distance between two points that share an x-coordinate (vertical line segment) and between two points that share a y-coordinate (horizontal line segment).
- An exercise asking students to calculate the lengths of several line segments by identifying if they are horizontal or vertical based on shared x- or y-coordinates and computing the absolute value of the differences between the coordinates.
- A closing reflection asking students about calculating lengths of non-axis line segments and real-world
Mod 4 lesson 31
This document contains a lesson on mathematical terms and problems involving independent and dependent variables. It includes 4 examples of word problems that involve writing equations, identifying the independent and dependent variables, and creating tables to show the relationships. It also includes 4 practice problems for students to work through. The document provides context and steps to help students analyze relationships between variables and represent them mathematically.
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This document provides an overview of a lesson on dividing fractions and mixed numbers. It includes:
1) Learning objectives for students to divide fractions by mixed numbers by first converting mixed numbers to improper fractions, and to use equations to find quotients.
2) An example problem walking through dividing a mixed number by a fraction.
3) A matching game activity for students to practice dividing fractions and mixed numbers.
4) A closing reflection question comparing dividing fractions by mixed numbers to previous work dividing fractions.
Module 1 lesson 3
This document appears to be notes from a mathematics lesson on identifying proportional and non-proportional relationships in tables. The lesson discusses using multiplication and division to determine whether earnings are proportional to hours worked. Students are asked to complete examples in pairs and determine if relationships shown in tables are proportional by seeing if one quantity can be multiplied by a constant to obtain the other quantity. The closure asks how students can use a table to determine if a relationship is proportional.
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Final exam review sheet # 2 2015
This document contains a review sheet for a math final exam. It includes two parts - a multiple choice section with 37 questions covering various math concepts, and a short answer section with 7 word problems requiring calculations and explanations. The review sheet provides the questions, space to write answers, and an answer key in the back to check work.
Final exam review sheet # 3 2015
This document contains a multi-part math exam review with multiple choice and short answer questions. It provides practice problems covering topics like geometry, ratios, equations, expressions, and word problems. The review is designed to help students prepare for their math final exam.
Final exam review sheet # 1 2015
This document contains a review sheet for a math final exam. It includes multiple choice and short answer questions covering topics like geometry, algebra, ratios, and word problems. It also provides the answers to the multiple choice section. The short answer questions require showing work and include problems finding areas, writing equations, comparing ratios, and solving word problems involving money.
Lessons 12 13 merged
This document contains a math lesson on calculating the volume of rectangular prisms. It provides examples of three rectangular prisms with different heights but the same length and width, and has students write expressions for the volume of each. It then has students recognize that these expressions all represent the area of the base multiplied by the height. Students are asked to determine the volumes of additional prisms using this area of base times height formula.
Mod 5 lesson 12 13
This document contains notes from a math lesson on volume. It discusses determining the volume of composite figures using decomposition into simpler shapes. Students will practice finding the volume of various objects. The document contains examples of area problems and notes for students to solve.
G6 m5-c-lesson 13-t
1) This lesson teaches students the formulas for calculating the volume of right rectangular prisms and cubes. It provides examples of using the formulas to find the volume when given the length, width, height or area of the base.
2) Students complete exercises that explore how changes to the lengths or heights affect the volume. They discover that if the height is doubled, the volume is also doubled, and if the height is tripled the volume is tripled.
3) No matter the shape, when the side lengths are changed by the same fractional amount, the volume changes by that fractional amount cubed. For example, if the sides are halved, the volume is one-eighth of the original.
G6 m5-c-lesson 13-s
This document provides examples and exercises about calculating the volumes of cubes and rectangular prisms using formulas. It begins with examples of calculating the volume of a cube with sides of 2 1/4 cm and a rectangular prism with a base area of 7/12 ft^2 and height of 1/3 ft. The exercises then involve calculating volumes of cubes and prisms when dimensions are changed, identifying relationships between dimensions and volumes, and writing expressions for volumes.
G6 m5-c-lesson 12-t
This lesson teaches students about calculating the volume of rectangular prisms using two different formulas: 1) length × width × height and 2) area of the base × height. Students work through examples calculating the volume of various rectangular prisms using both formulas. They learn that it does not matter which face is used as the base, as the volume will be the same. The lesson reinforces that volume can be expressed in multiple equivalent ways and emphasizes using the area of the base times the height.
G6 m5-c-lesson 12-s
This document provides examples and problems about calculating the volume of rectangular prisms. It begins by showing different rectangular prisms and having students write expressions for the volume of each using length, width, and height. It explains that the volume can also be written as the area of the base times the height. Students then practice calculating volumes using both methods. Later problems involve calculating volume when given the area of the base and height or vice versa. The goal is for students to understand that the volume of a rectangular prism is the area of its base multiplied by its height.
Mod 5 lesson 9
1) The document outlines a math lesson plan for a week in May that includes topics on polygons, area, surface area, and volume.
2) On Tuesday, students will work on problem sets for Lesson 9 and 13, which cover finding the perimeter and area of polygons on the coordinate plane.
3) On Thursday, students will work on a Lesson 15 worksheet, and on Friday they are asked to bring in a rectangular prism from home to create a net and label edge lengths.
G6 m5-b-lesson 9-t
Lesson 9 focuses on determining the area and perimeter of polygons on the coordinate plane. Students will find the perimeter of irregular figures by using coordinates to find the length of sides joining points with the same x- or y-coordinate. Students will also find the area enclosed by a polygon by composing or decomposing it into polygons with known area formulas. The lesson provides examples of calculating perimeter and area, as well as exercises for students to practice these skills by decomposing polygons in different ways.
G6 m5-b-lesson 9-s
This lesson teaches students how to determine the area and perimeter of polygons on a coordinate plane. It includes examples of calculating area and perimeter of polygons. Students are given exercises to calculate the area of various polygons, determine both the area and perimeter of shapes, and write expressions to represent the area calculated in different ways. The lesson aims to help students practice finding area and perimeter of polygons located on a coordinate plane.
Mod 5 lesson 8
This document discusses a lesson on drawing polygons on the coordinate plane. The lesson objectives are for students to use absolute value to determine distances between integers on the coordinate plane in order to find side lengths of polygons. The document includes examples of polygons drawn on the coordinate plane and questions about determining their areas and shapes. It closes by asking students to complete an exit ticket to assess their understanding of determining areas of polygons using different methods, and how the polygon shape influences the area calculation method.
More from mlabuski (20)
Mod 3 lessons 16
- 7. Module 3 Lesson 16 Symmetry in the Coordinate Plane.notebook 7 February 10, 2015 Nov 172:29 PM Locate and label the points (3,4) and (-3,4) They are in different quadrants. Because the x‐coordinates are opposite, it is a reflection over the y‐axis
- 8. Module 3 Lesson 16 Symmetry in the Coordinate Plane.notebook 8 February 10, 2015 Nov 172:29 PM Locate and label the points (3,4) and (3,-4)
- 9. Module 3 Lesson 16 Symmetry in the Coordinate Plane.notebook 9 February 10, 2015 Nov 172:29 PM Locate and label the points (3,4) and (-3,-4)
- 11. Module 3 Lesson 16 Symmetry in the Coordinate Plane.notebook 11 February 10, 2015 Nov 172:28 PM
- 12. Module 3 Lesson 16 Symmetry in the Coordinate Plane.notebook 12 February 10, 2015 Nov 172:28 PM a. When the coordinates of two points are (x,y) and (-x,y) what line of symmetry do the points share? Explain. b. When the coordinates of two points are (x,y) and (x,-y) what line of symmetry do the points share? Explain.
- 13. Module 3 Lesson 16 Symmetry in the Coordinate Plane.notebook 13 February 10, 2015 Feb 257:07 PM As a table, follow with your finger along the coordinate plane to follow my directions. Then tell me.......Where are you?????
- 14. Module 3 Lesson 16 Symmetry in the Coordinate Plane.notebook 14 February 10, 2015 Feb 257:11 PM Begin at (7,2). Move 3 units down, then reflect over the y-axis. Where are you? (-7,-1) Begin at (4, -5). Reflect over the x-axis, then move 7 units down, then to the right 2 units. Where are you? (6,-2) Begin at (-3, 0). Reflect over the x-axis, then move 6 units to the right. Move up two units, then reflect over the x-axis again. Where are you? (3,-2) Begin at (-2, 8). Decrease the y-coordinate by 6. Reflect over the y-axis , then move down 3 units. Where are you? (2,-1) Begin at (5, -1). Reflect over the x-axis, the reflect over the y-axis. Where are you? (-5,1)
- 15. Module 3 Lesson 16 Symmetry in the Coordinate Plane.notebook 15 February 10, 2015 Aug 268:21 PM Closing Please take out your exit ticket for Lesson 16, close your binder, and complete the exit ticket. This will be collected. § When the coordinates of two points differ only by one sign, such as (‐8, 2) and (8,2) what do the similarities and differences in the coordinates tell us about their relative locations on the plane? § What is the relationship between (5,1) and (5, ‐1)? Given one point, how can you locate the other?