High School - Mathematics Related Basic Skill or Concept

Size: px

Start display at page:

Download "High School - Mathematics Related Basic Skill or Concept"

Jeffery Lawrence
5 years ago
Views:

1 Reprting Categry Knwledge High Schl - Mathematics r Cncept Sample Instructinal Activities Expressins Operatins HSM-EO 1 HSM-EO 2 a) match an algebraic expressin invlving ne peratin t represent a given wrd expressin with an illustratin. a) slve divisin prblems with remainders using cncrete bjects; b) slve simple ne-step equatins (multiplicatin divisin) with a. Underst an expressin is a name fr a number Underst an equatin is a mathematical sentence that states that tw expressins are equal Understing f varius methds t slve divisin prblems such as a related multiplicatin fact, fair shares, subtractin (partial qutients) Identify difference between equal grups nnequal grups Recgnize a whle can be cut int equal grups Match the algebraic expressin t the crrect illustratin. Match algebraic expressins t their meaning (e.g x means 25 mre than a number). Match tw dimes, three nickels, fur pennies t an expressin when d represents dimes, n represents nickels, p represents pennies. Ex. Match 3d + 2n + 5p with given cins. Give the students a divisin prblem t slve. Have them identify the divisr prvide fr them that many square pieces f paper. They shuld then cunt ut enugh cunters fr the dividend. Then the students shuld fair share the cunters until they find the qutient. Ex. 4) 14 The qutient wuld be 3 yu wuld have 2 leftvers. Have students act ut stry prblems using manipulatives. Sme example prblems are: When passing ut 11 ckies t 4 peple, hw many ckies wuld each persn get? Are there sme left ver? Divide 15 int tw equal grups. (Tw grups f 7 with ne left ver) A grup f 5 students wants t share 21 ne dllar bills. Hw many ne dllar bills will each student get? Are there any dllars leftver? Use egg cartns t find a qutient. If the students are finding the dividend fr the qutient f 16 3, they culd fair share 16 chips r beans in 3 f the dishes. Cunt each R

2 Reprting Categry Knwledge High Schl - Mathematics r Cncept Sample Instructinal Activities Equatins Inequalities HSM-EI 1 HSM-EI 2 HSM-EI 3 a) slve an algebraic expressin using subtractin. a) slve ne-step inequalities. a) determine the tw pieces f infrmatin that are pltted n a Understing f a Underst the inverse peratin f subtractin is additin Understing f a Slving fr an unknwn Understing f a Identify majr parts f a graph individual dish t identify the qutient. Put any leftvers in the lid. The leftvers will be the remainder. Play a game where students slve fr the unknwn. They play until they get three in a rw n the gamebard. Slve algebraic expressins using subtractin. Ex. Slve 30 - x, when x = 15 Ex. Slve 20 - x, When x = 7 Have students experience sme stry situatins in which they match an algebraic expressin t the stry. Sme example prblems are:* If I have tw bills in my pcket, ne f them is a $10 ne f them is unknwn. What is the value f the unknwn bill if I have a ttal f $20? I have saved $5. I need $12 fr a new vide game. Hw much mre mney d I need? I have three bills, ne f them is a $5 bill ne f them is a $10 bill. If I have $16 what is the ther bill I have? Shw the students a ne-step inequality. Give them tw answer chices. Have them chse the crrect answer. Give the student stry prblems. Have them match the ne-step inequality t the prblem then slve. Ex. Max wants t buy a vide game that csts $20. He has $15. Hw much mre mney des he need? Ex. Samantha has nine apples. Tw f her friends are jining her fr snack. Samantha wants t share her apples with her friends. Des she have enugh t give each friend tw apples?* Make a predictin using the graph f an equatin with tw s that frm a line when pltted using the trend f the line.* Given the graph f a linear functin based n real-

3 Reprting Categry Knwledge High Schl - Mathematics r Cncept Sample Instructinal Activities Functins Statistics HSM-FS 1 graph f an equatin with tw s that frm a line when pltted; b) interpret rate f change (e.g. higher/lwer, faster/slwer). a) use the cncept f functins t slve prblems; b) select the apprpriate graphical representatin (first quadrant) given a situatin invlving cnstant rate f change. infrmatin lcated n graphs Identify a line n a line graph Identify the highest bar n a bar graph Recgnize different types f graphs wrld situatins (e.g. Hw much mney d I earn (y) if I wrk a given number f hurs (x) at 7 dllars per hur; (y = 7 x hurs). Use this infrmatin t make predictins (e.g. If yu wrk fur hurs, hw much will yu make?).* Fllw the line n the graph t tell the tw pieces f infrmatin in each pint (ttal amunt made hurs wrked).* Lcate bjects using a map with pictrial cues using tw crdinates t find ne psitin n a map.* Use the cncept f functins t identify hw the tw s are affected.* Given a graph shwing the grwth f a plant ver a perid f ne mnth, identify that, as the number f days increase, plant height increases.* Given a graph that shws the amunt f paint in can the area painted, identify that, as the area painted increases, the amunt f paint in the can decreases.* Tell the cst f mvie tickets fr five peple if mvies tickets are $3 per ticket.* The amunt f change yu get frm a drink machine if each drink cst $0.65. The amunt f change yu receive will be a functin f hw much yu put int the machine.* Use the cncept f functin t slve prblems.* Using a stre scenari, ne stre charges students $2 mre than anther stre fr the same item. Tm purchases a caramel apple fr $5. What shuld Becky expect t pay fr an identical apple at the mre expensive stre?* Lk at a graph t identify relatinship between tw s (distance--time, cst--prduct, etc.). If every item cst $1 at a stre, hw much wuld five

4 Reprting Categry Knwledge High Schl - Mathematics r Cncept Sample Instructinal Activities items cst?* Determine the ttal distance traveled in 20 minutes using a table if yu are traveling at a cnstant speed f ne mile every 10 minutes.* HSM-FS 2 HSM-FS 3 HSM-FS 4 a) indicate general trends n a graph r chart. a) given data, cnstruct a simple graph (table, line, pie, bar, r picture) answer questins abut the data. a) mdel a simple linear functin such as y=mx infrmatin lcated n graphs Recgnize different types f graphs infrmatin lcated n graphs Underst hw t read line graphs Pltting pints using the x y axis Match line graphs t the crrect stry based n the labels f the x y axis as well as the slpe f the line.* Extend a graph r chart t make a predictin.* If the weatherman says there is a 70% chance f snw, shuld yu wear snw bts?* Shw a graph, predict which directin the line will cntinue answer predictive questins.* Use a graph estimate a future pint when the trend line is cnsistent.* Cllect rganize data in simple graphs use findings t draw cnclusins frm the data.* Ask 10 peple hw lng it takes them t get ready in the mrning. Put the findings int a graph tell which persn gets ready the fastest lngest.* Use graphing sftware t build graphs.* Given data, have student cnstruct a simple graph.* Given the data abut temperature highs in a week, place the infrmatin n a line graph answer questins abut the graph.* Given data abut students favrite ftball teams cnstruct a bar r circle graph answer questins abut findings.* Plt pints using pictures in first quadrant n a graph using whle numbers explain hw y increases/decreases as x changes.*

5 Reprting Categry Knwledge High Schl - Mathematics r Cncept Sample Instructinal Activities t shw functins grw by equal factrs ver equal intervals. If yu g t the stre where every item is ne dllar, students shuld state y = x (the number f items I buy will tell me the cst). Students will then plt this n the graph r create a table.* x y If I get tw apples fr every range I buy, students shuld state that y = 2x, r fr every range I buy (x), I will get tw apples (y), therefre x times tw tells me the number f apples each time. Students shuld then plt this n the graph r create a table.* Give the students a data table have them plt pints n a graph. Have the students match the data table t the crrect graph. * Sample Instructinal Activities adapted frm Cmmn Cre Essential Elements Range f Cmplexity fr High Schl

Mendham Township School District Mathematics Curriculum Grade 5 General & Advanced

Mendham Township School District Mathematics Curriculum Grade 5 General & Advanced Mendham Twnship Schl District Mathematics Curriculum - 2017 Grade 5 General & Advanced In Grade 5, instructinal time shuld fcus n three critical areas: (1) develping fluency with additin and subtractin