Type:

Graphic Organizer/Worksheet

Description:

Use the last five minutes of each class (all levels) daily, to involve all students in communicating while doing energizers (nonroutine, problem-solving activities.)

Subjects:

  • Mathematics > General

Education Levels:

  • Grade 6
  • Grade 7
  • Grade 8

Keywords:

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution 3.0

Collections:

Pre-Algebra
Update Standards?

: Mathematics

Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

: Mathematics

Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., pi ²).

: Mathematics

Know and apply the properties of integer exponents to generate equivalent numerical expressions.

: Mathematics

Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that the square root of 2 is irrational.

: Mathematics

Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.

: Mathematics

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

: Mathematics

Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

: Mathematics

Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

: Mathematics

Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

: Mathematics

Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

: Mathematics

Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

: Mathematics

Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.

: Mathematics

Solve real-world and mathematical problems leading to two linear equations in two variables.

: Mathematics

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

: Mathematics

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

: Mathematics

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

: Mathematics

Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

: Mathematics

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

: Mathematics

Lines are taken to lines, and line segments to line segments of the same length.

: Mathematics

Angles are taken to angles of the same measure.

: Mathematics

Parallel lines are taken to parallel lines.

: Mathematics

Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

: Mathematics

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

: Mathematics

Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

: Mathematics

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

: Mathematics

Explain a proof of the Pythagorean Theorem and its converse.

: Mathematics

Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

: Mathematics

Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

: Mathematics

Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

: Mathematics

Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

: Mathematics

Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

: Mathematics

Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.

: Mathematics

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
Curriki Rating
On a scale of 0 to 3
1
On a scale of 0 to 3

This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 1, as of 2008-07-15.

Component Ratings:

Technical Completeness: 2
Content Accuracy: 2
Appropriate Pedagogy: 1

Reviewer Comments:

Content here is solving word problems targeted for middle school. Some basic algebra and geometry ideas are suggested in this resource and the ‘apples in a bag’ scenario could involve some probability. The directions are very specific to this teacher’s classroom so instructions would need modified and there are a few spelling errors. This resource does not include any suggested responses or rubric for student evaluation. Strategies students would apply will vary widely depending on prior knowledge (contributor’s intent is uncertain). The CRT likes the ‘how handy are you?’ scenario; this is an interesting use of rates and real life differences between rightys & leftys… sounds like there are options to extend this fun data gathering activity.

Not Rated Yet.

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