Illuminate - Math Assessment
Dearest Students, "Today you will take a math test measuring your hard work over the past couple of months. I know how hard you have worked, but there is something very important you must know. These tests do not assess all of what makes you special and unique. The people who create these tests and score them do not know each of you like I do, and certainly not the way your families do. They do not know that some of you speak two languages, or that you love to sing or draw. They have not seen your natural talent for dancing. They do not know that your friends count on you to be there for them, that you laughter can brighten the darkest day, or that your face turns red when you feel shy. They do not know that you participate in sports, wonder about the future, or sometimes you help with your little brother or little sister after school. They do not know that you are kind, trustworthy, and thoughtful… and every day you try your very best. The scores you will get from these tests will tell you something, but they will not tell you everything. These tests do not define you. There are many ways of being smart. YOU are smart! You are enough! You are the light that brightens my day and the reason I am happy to come to work each day. So, in the midst of all of these tests, remember that there is no way to “test” all of the amazing and awesome things that make you, YOU. All I ask is that you do your personal best and do not give up. You have been working for this since Kindergarten and are ready! I believe in you!" Adapted from Mary Ginley. -Ms. Dunbar Practice Assessment and Math Jeopardy.
Remember that you can use your practice assessment and study guide to study for the assessment tomorrow. Also YOU ARE AWESOME!
Do Now: UNIT 7 LESSON 5 THINK ABOUT IT!
Represent and solve each equation below using a model. 22 = n + 17 35 = 5m p – 19 = 34 Criteria For Success
Interaction with New Material Interaction with New Material Ex. 1) What is the solution of the equation below? 2.5n = 17.5 Partner Practice: Directions: Draw a model to solve each equation and check your answer using substitution.
Independent Practice Directions: Draw a model to solve each equation and check your answer using substitution.
Exit Ticket:
Objective:
SWBAT solve one-step equations involving addition and subtraction using bar models to find the value of the variable that makes the equation true SWBAT check the solution using substitution. Do Now: UNIT 7 LESSON 3 THINK ABOUT IT! The bar model below represents the equation b + 9 = 15. Use the model to determine the value of b to make the equation true. Explain how you used the model to find the value of b. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Whole Group Instruction: Test the Conjecture Test the Conjecture #1) What is the solution of the equation below? d – 5 = 7 Test the Conjecture #2) What value of p makes the equation below true? 15.5 – p = 4.8 Partner Practice: Directions: Draw a model to solve each equation and check your answer using substitution.
Independent Practice Directions: Draw a model to solve each equation and check your answer using substitution.
Explain how you used a model to solve number 3 _______________________________________________________________________________________ _______________________________________________________________________________________ Exit Ticket:
2. Jeremiah solved the equation 16 – k = 4 and said that the value of k = 20 because 16 + 4 = 20. Do you agree or disagree with his claim? Explain and include a model in your work. Objective:
SWBAT solve one-step equations involving addition and subtraction using bar models to find the value of the variable that makes the equation true SWBAT check the solution using substitution. Do Now: UNIT 7 LESSON 3 THINK ABOUT IT! The bar model below represents the equation b + 9 = 15. Use the model to determine the value of b to make the equation true. Explain how you used the model to find the value of b. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Whole Group Instruction: Test the Conjecture Test the Conjecture #1) What is the solution of the equation below? d – 5 = 7 Test the Conjecture #2) What value of p makes the equation below true? 15.5 – p = 4.8 Partner Practice: Directions: Draw a model to solve each equation and check your answer using substitution.
Independent Practice Directions: Draw a model to solve each equation and check your answer using substitution.
Explain how you used a model to solve number 3 _______________________________________________________________________________________ _______________________________________________________________________________________ Exit Ticket:
2. Jeremiah solved the equation 16 – k = 4 and said that the value of k = 20 because 16 + 4 = 20. Do you agree or disagree with his claim? Explain and include a model in your work. Objective: SWBAT use substitution to determine whether a given number in a specified set makes an equation or an inequality true and justify their decision.
Do Now: THINK ABOUT IT! Given the set of values {5, 6, 6.5}, which values from the set can be substituted into the equation and inequality for n to make each statement true? 4+n = 9 4+n > 9 Explain how you knew when a value made the equation true. Explain how you knew when a value made the inequality true. Whole Group Instruction: Interaction with New Material Ex.1) The set of numbers 1, 4, 11, and 52 contains values for m. What value of m makes the equation below true? 4m + 8 = 52 Ex.2) What value(s) of n from the set of numbers {0, 2.5, 3, 3.5, 4} make the inequality below true? 12 ≥ 2n + 6 Partner Practice:
Independent Practice
Exit Ticket:
______________________________________________________________________________________ ______________________________________________________________________________________ Objective:
SWBAT understand the meaning of equality and inequality symbols SWBAT determine whether an equation or inequality is true based on the symbol used to relate two expressions Think About It: For each balance below, decide if the balance will tip or if it will stay even. Then, place an =, <, or <; in each box and explain why you chose the symbol you put in the box. a. 6 + 4 + 2 _____ 4 + 2 + 6 ______________________________________________________ ______________________________________________________ ______________________________________________________ b. 12 – 3 _______ 7 + 1 ______________________________________________________ ______________________________________________________ ______________________________________________________ c. 4 + n + 7 _______ n + 8 + 4 ______________________________________________________ ______________________________________________________ Interaction with New Material Ex.1) Which symbol (<, >, or =) would you use to compare the two expressions below? 2n + 5 + 10 ________ n + 8 + 7 + n Ex.2) Assuming that x is a positive number, is the comparison below true or false? Show your work. 2(x + 4) + x < 8 + 2x Partner Work For each problem below, fill in the box with =, <, or >; a. 5 + 4 ____ 4 + 5 b. 20 - 3 ____ 2 x 8 c. 12 – 9 + 5 ____ 10 ÷ 2 + 7 Explain how you compared the two expressions in problem C ________________________________________________________________________________ Independent Practice 1) For each problem below, fill in the box with =, <, or >. a. a + b _____ b + a b. 12 + 3 + 5 _____ 30 - 9 c. 2(n + 5) _____ 2n + 9 Explain how you compared the two expressions in problem C ________________________________________________________________________________ Exit Ticket 1. Which symbol(s) correctly relates the two expressions below? Explain. 10 – 1 _______ 8 + 2 2. Which symbol(s) correctly relates the two expressions below? Explain. 5 + 4 + 9 _______ 9 + 5 + 4 3. Is the following equation true? Explain how you know. n + 5 + 20 + 4 = 4 + 10 + n + 15 Objective: Assessment of Unit 6 material Moby Max Unit 6 Quiz 1 Unit 6 Quiz 2 Math Play- Inequalities Objective:
SWBAT apply the distributive property to generate equivalent expressions and determine equivalence of expressions. Do Now: SILENTLY and INDEPENDENTLY complete the “Think About It" THINK ABOUT IT! The model below represents the expression 2a + 2b. Write two other expressions that represent this model. One of the expressions should involve the distributive property. Explain how you came up with each. Interaction with New Material Packet Unit 6 Lesson 12:
Test the Conjecture #1) Write an expression that is equivalent to 12d + 9 using factoring Test the Conjecture #2) Which expressions are equivalent to 24p + 32? Circle all that apply
Rewrite each expression as an equivalent expression in factored form. 5p + 15 12t + 8 20m + 30 Independent Practice
24b + 8 6x + 9y 2. Marcella and Sam were asked to write an equivalent expression to 12g + 18 using factoring. Marcella wrote 3(4g + 6) and Sam wrote 6(2g + 3). Whose expression is correct? Explain. Exit Ticket:
a) 16(n + 8) b) 2(n + 4) c) 8(2n + 1) d) 8(2 + 1) e) ½ (32n + 16) Objective:
SWBAT apply the distributive property to generate equivalent expressions and determine equivalence of expressions Do Now: SILENTLY and INDEPENDENTLY complete the “Think About It" The expression 2(a + 4) means, ‘2 x (a + 4).’ Using this understanding, write two equivalent expressions to 2(a + 4) and explainhow you came up with the two expressions. Interaction with New Material Packet Unit 6 Lesson 12:
Test the Conjecture #1) Write an expression that is equivalent to 5(d + 1) using the distributive property Test the Conjecture #2) Write an expression that is equivalent to 2(3d + 2w – 1) using the distributive property Partner Work: Independent Practice 1) Is 5h + 2 equivalent to 7h? Explain why or why not. Explain: ________________________________________________________________________________ __________ ________________________________________________________________________________ __________ ________________________________________________________________________________ __________ 2) Which expression or expressions are equivalent to 8a + 12b + 4a – 6b. Circle all that apply. a. 12a + 6b b. 29ab c. 17ab d. 11a + 18b 3) Simplify the expression 12h + 17 – 5h – 9 Exit Ticket: 1. Javi distributed 3(n + 2) and got 3 x n + 2. Is his expression equivalent to the original expression? Prove it. If it is not equivalent, write the correct expression. 2. Use the distributive property to simplify the expression (12 + 10x) |