Mod 4 lesson 26
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This document provides instruction on solving one-step equations using addition and subtraction. It introduces using tape diagrams to visualize and solve equations. Students will practice solving equations algebraically and using tape diagrams. They will check their work by substituting solutions back into the original equations. Examples are provided for students to solve equations involving addition or subtraction of a single variable term.
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Module 4 lesson 26
This document provides instruction on solving one-step equations using addition and subtraction. It introduces using tape diagrams to represent and solve equations visually before demonstrating algebraic methods. Students work through examples of solving various one-step equations algebraically and checking their solutions. The lesson aims to help students competently solve one-step equations by relating equations to diagrams and checking that their solutions make the original equations true.
Mod 4 lesson 27
This document outlines a math lesson on solving one-step equations involving multiplication and division. It includes examples of using tape diagrams and algebraic methods to solve equations like 3z = 9 and 4y = 12. Students are provided exercises to practice these skills. The lesson emphasizes using the inverse operations of multiplication and division to isolate the variable and determine its value. A quiz on these topics is scheduled for the following week.
Module 4 lesson 27
This document is a lesson plan on solving one-step equations involving multiplication and division. It includes examples of using tape diagrams and algebraic methods to solve equations like 3z = 9 and y/4 = 6. Students practice these methods on exercises involving equations such as 3m = 21 and 4p = 36. The lesson teaches students to use inverse operations to isolate the variable, checking their solutions. It emphasizes using tape diagrams to represent each side of an equation visually before solving algebraically.
Mod 4 lesson 29
This document contains a lesson on solving multi-step word problems involving all operations through setting up tape diagrams and equations. The lesson includes an example problem about determining the number of different types of books in a library. Students are asked to draw tape diagrams to represent the information given in the word problem and set up an equation to arrive at the number of each type of book. Several similar practice problems are then provided for students to work through on their own. The document closes with reminders about efficiently solving these types of problems.
Mod 4 lesson 28
This document outlines a lesson on solving two-step equations using all operations. The lesson introduces using tape diagrams to represent relationships between variables and develop equations. Students practice drawing tape diagrams and writing equations to solve word problems involving multiple steps. The lesson concludes with an activity where students work through practice problems in small groups, drawing tape diagrams and writing equations to find unknown values.
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Module 4 lesson 26
This document provides instruction on solving one-step equations using addition and subtraction. It introduces using tape diagrams to represent and solve equations visually before demonstrating algebraic methods. Students work through examples of solving various one-step equations algebraically and checking their solutions. The lesson aims to help students competently solve one-step equations by relating equations to diagrams and checking that their solutions make the original equations true.
Mod 4 lesson 27
This document outlines a math lesson on solving one-step equations involving multiplication and division. It includes examples of using tape diagrams and algebraic methods to solve equations like 3z = 9 and 4y = 12. Students are provided exercises to practice these skills. The lesson emphasizes using the inverse operations of multiplication and division to isolate the variable and determine its value. A quiz on these topics is scheduled for the following week.
Module 4 lesson 27
This document is a lesson plan on solving one-step equations involving multiplication and division. It includes examples of using tape diagrams and algebraic methods to solve equations like 3z = 9 and y/4 = 6. Students practice these methods on exercises involving equations such as 3m = 21 and 4p = 36. The lesson teaches students to use inverse operations to isolate the variable, checking their solutions. It emphasizes using tape diagrams to represent each side of an equation visually before solving algebraically.
Mod 4 lesson 29
This document contains a lesson on solving multi-step word problems involving all operations through setting up tape diagrams and equations. The lesson includes an example problem about determining the number of different types of books in a library. Students are asked to draw tape diagrams to represent the information given in the word problem and set up an equation to arrive at the number of each type of book. Several similar practice problems are then provided for students to work through on their own. The document closes with reminders about efficiently solving these types of problems.
Mod 4 lesson 28
This document outlines a lesson on solving two-step equations using all operations. The lesson introduces using tape diagrams to represent relationships between variables and develop equations. Students practice drawing tape diagrams and writing equations to solve word problems involving multiple steps. The lesson concludes with an activity where students work through practice problems in small groups, drawing tape diagrams and writing equations to find unknown values.
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The report summarizes learning performance data from a survey based on questions about an instructor and course. It shows average ratings for the instructor and individual questions compared to the organization's internal benchmarks. Ratings for the instructor met or exceeded the benchmarks on questions about encouraging discussion, providing real-world examples, knowledge, and presentation skills. The report recommends identifying areas below benchmarks and using filters to guide instructor or course improvements.
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This document provides materials for a lesson on solving two-step equations involving all operations. It includes examples of word problems that are modeled with tape diagrams and translated into equations. Students complete problem sets, sprints, and an example modeling exercise involving creating tape diagrams and writing equations. The lesson concludes with an activity where students work through "stations" drawing tape diagrams on chart paper and an exit ticket to assess understanding of using tape diagrams to solve two-step equations.
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2) The lesson uses tape diagrams to show that adding a number and then subtracting the same number results in the original amount. Students represent these relationships with number sentences using variables.
3) Key ideas that students explore are identities such as x + x - x = w, which will always be true no matter the numbers used for the variables. Students demonstrate that the order of adding and subtracting does not change the final result.
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This lesson teaches students how to solve one-step equations using addition and subtraction through the use of tape diagrams and algebraic methods. Students will relate equations to tape diagrams to find solutions and check their work. The lesson provides examples of using tape diagrams to model addition and subtraction equations. Students complete exercises solving equations algebraically and using tape diagrams, and checking their answers through substitution. The lesson aims to build students' understanding of solving equations as a foundation for more complex multi-step equations in later grades.
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This document provides exercises and problems for students to practice solving one-step equations using addition and subtraction. It includes examples of using tape diagrams and algebraic methods to solve equations, as well as checking solutions using substitution. Students are given equations involving unknowns such as b, c, d, e, f, g, m, n, p, q, and r and asked to find the value of each unknown using the appropriate method.
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This lesson teaches students how to solve one-step equations using addition and subtraction through the use of tape diagrams and algebra. Students will:
1) Use tape diagrams to represent addition and subtraction equations visually and relate this to the algebraic representation.
2) Solve one-step equations algebraically by adding or subtracting the same quantity to both sides of the equation.
3) Check their solutions by substituting the answer back into the original equation.
The lesson emphasizes using tape diagrams to build conceptual understanding before moving to the symbolic approach. Students practice multiple examples of setting up and solving one-step equations visually and algebraically, as well as checking solutions.
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This document provides a lesson on solving one-step equations using addition and subtraction. It contains examples of using tape diagrams and algebraic methods to solve equations, as well as checking solutions using substitution. Students are given exercises to practice solving equations visually with tape diagrams or algebraically, and to identify and correct mistakes in example equations. The lesson emphasizes solving one-step equations and checking solutions.
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This document contains notes from a math lesson on scale factors and proportional relationships. It includes examples of calculating scale factors based on measurements of original objects and scale drawings. Homework assigned includes completing problem sets, a CRS assignment, and preparing for a quiz. The lesson objectives are on using unit rates as scale factors and how scale factors are used to determine if drawings are proportional reductions or enlargements of actual objects.
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This report summarizes learning performance data from a survey based on questions about an instructor and course. It shows average ratings for questions grouped by category, and compares the ratings to an internal benchmark. Ratings for the instructor category and individual questions about the instructor's knowledge, examples provided, and presentation skills were at or above the benchmark. The report recommends identifying categories below the benchmark to determine how to improve, and using filters to evaluate specific instructors or courses for performance reviews or redesign plans.
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This report summarizes learning performance data from surveys based on questions about instructors and course material. It shows average scores out of 9 for different question categories and individual questions, comparing results to an internal benchmark. Scores were above the benchmark for all categories. Recommendations include identifying lower scoring categories and drilling down to determine how to improve weak areas, using filters to analyze specific instructors or courses, and regularly sharing the report to communicate results.
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2-SampZTest: Comparing Two Means Using the TI-84
This document provides guidance on using a TI-84 graphing calculator to perform statistical tests comparing two means. It emphasizes that while the calculator can perform complex calculations, the user must understand which test to apply, the hypotheses, and how to interpret results. An example is provided demonstrating the two-sample z-test on the calculator. Users are advised to show their work and input values when using the calculator to perform statistical tests.
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Students provided feedback on a teaching assistant for a computer science course. Most students rated the teaching assistant highly, with a 5 out of 5. Some comments said he was great with nothing to add, he was amazingly flawless, and he didn't need any improvements. One suggestion was that he could discuss or repeat the important aspects to take away from each lecture. Overall, the feedback indicated high satisfaction with the teaching assistant and his teaching.
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This lesson teaches students how to solve one-step equations using addition and subtraction through the use of tape diagrams and algebra. Students will:
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3) Check their solutions by substituting the answer back into the original equation.
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Here are the steps to solve this problem:
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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.
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Mod 4 lesson 26
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