Moving with Algebra Sampler

14 Varied Assessment Opportunities Following the Lesson Plan , students complete practice exercises on the accompanying page of their Student Activity Book. These pages give procedural practice, along with problem-solving and other developmental exercises. Student Activity Book pages provide varied opportunities for assessment to demonstrate their understanding of math concepts, as explained in the examples below. Sum It Up! This icon indicates an occasion for students to summarize their knowledge and presents an assessment opportunity for the teacher. Teachers lead discussions to develop student understanding of central ideas. Sum It Up! questions may also be used as talking points, so students can hear the views of others and clarify their own thinking. © Math Teachers Press, Inc. 308 1. 2, 4, 8, _____ , _____ Rule: ____________ _____ 3. 1, 5, 25, _____ , _____ Rule: ____________ _____ 5. 256, 64, 16, _____ , _____ Rule: ____________ _____ 7. 1, 1 2 , 1 4 , _____ , _____ Rule: ____________ _____ 9. 8, 2, 1 2 , _____ , _____ Rule: ____________ _____ 2. 2, 8, 32, _____ , _____ Rule: ____________ _____ 4. 2, 6, 18, _____ , _____ Rule: ____________ _____ 6. 243, 81, 27, _____ , _____ Rule: ____________ _____ 8. 2.5, 7.5, 22.5, _____ , _____ Rule: ____________ _____ 10. 1 2 , 3 4 , 9 8 , _____ , _____ Rule: ____________ _____ multiply by 2 11. How are arithmetic patterns and geometric patterns alike? How are they different? 16 32 Test Prep These questions give students practice answering questions in standardized test format. Teachers may discuss test-taking strategies such as eliminating obviously incorrect answers and checking back for reasonableness. Lesson Plans 245 © MathTeachers Press, Inc. Reproduction by any means is strictly prohibited. 19 __________ = ____ 12. – 4 – 6 __________ = ____ 15. – 6 – 6 __________ = ____ 18. – 3 – ( – 1) __________ = ____ __________ = ____ 13. 5 – ( – 1) __________ = ____ 16. 5 – 0 __________ = ____ 19. – 4 – ( – 5) __________ = ____ __________ = ____ 14. – 3 – 4 __________ = ____ 17. – 4 – 2 __________ = ____ 20. – 12 – 5 __________ = ____ 4 + 2 6 Which sentence is not true? A – 2 – ( – 7) = – 9 C 7 – 4 = 3 B – 2 – 6 = – 8 D 4 – ( – 3) = 7 -5 -3 -10 6 -7 -12 5 -6 -2 1 -17 -2 + -3 -5 + 2 -4 + -6 5 + 1 -3 + -4 -6 + -6 5 - 0 -4 + -2 -3 + 1 -4 + 5 -12 + -5 remove the subtrahend. When there are not enough integers to subtract, students will suggest that an equal number of black and white cubes may be added so there will be enough. Students will make a table showing each example and be guided to discover the pattern of adding the opposite as they discuss possible patterns in small groups. Write the following table on the board: ______________________________________________ Original Number No. being subtracted Difference ______________________________________________ 4 – 3 7 – 5 – 2 – 3 – 4 1 – 5 – 3 – 4 1 2 – 2 4 Divide the class into small groups. Give each group a set of black and white cubes to solve the problems. To find a pattern for subtracting integers, solve the problems with models and record the results in a table. Discuss the solutions in your group to see if you can find the pattern for s btracting integers. The pattern should be written in a complete sentence. To show 4 – ( – 3), place 4 black cubes in a jar. How can we remove three white cubes when there are none here? ( add 3 pairs of zero, i.e., 3 black cubes and 3 white cubes, to the jar) Record the difference of + 7. + 4 – ( – 3) = + 7 Pattern: To subtract integers, add the opposite of the number being subtracted. Alternatively, use positive and negative integer squares or write + and — signs to show the problem. = + + + + + + + +4 add 3 zero pairs subtract – 3 ead and demonstrate the explanation with cubes. Demonstrate the solution of problems 10 and 13 with cubes in a jar. Sums and Differences: Dice Game This game may be us d to practice computation with positive and negative numbers. Two colors of 6-sided dice are used, e.g., a green one for positive numbers and a red one for negative numbers. Players take turns throwing the two dice. The score for each throw is the algebraic sum of the positive and negative dots that are turned up. Play continues for a specified time. The winner is the player with the greatest absolute value, e.g., – 8 beats + 4. To practice subtraction, the dice can be thrown one at a time on a surface so that one lands on an area labeled minuend and the other on an area labeled subtrahend. Skill Builders p. 203 Journal Prompts Journal Prompts ask students to demonstrate their math understanding using words, pictures, diagrams, and graphs. Joyce bought a pair of jeans for $28.00 and 3 blouses for $12.95 each. How much did she spend? Draw a picture. Write a number sentence to solve the problem. Explain how you know where to write the numbers in the picture. Step 5d Program Overview