Moving with Algebra Sampler

Moving with Algebra tackles the challenge of algebra in three important ways: (1) Employing a standards-based assessment and learning system (2) Using conceptually based instruction (3) Providing exceptional instructional support 4 Standards-Based Assessment and Learning differentiate instruction. Conceptually-Based Instruction guides teachers and students from hands-on activities to the abstract expression of concepts. ©MathTeachersPress, Inc. 5 1. There are 1847 students in JacksonMiddleSchool.Which digit is in the hundreds place? ________ A 1 B 4 C 7 D 8 2. Which shows the number 4275 in expanded notation? ________ A 4000+ 200+ 70+ 5 B 4000+ 200+ 75 C 4000+ 275 D 4+ 2+ 7+ 5 3. The stadium sold 27,365 tickets forThursday nightís football game.What is this number rounded to the nearest thousand? ________ A 27,000 B 27,400 C 28,000 D 30,000 4. What number do you multiply 479 by to get an answer of 479? ________ 479 = 479 A 4 1 79 B 0 C 1 D 479 5. What number goes in the box?________ 6 (20+ 4)= (6 )+ (6 4) A 4 B 20 C 24 D 120 6. What number goes in the box?________ (3+ 6)+ 4= 3+ ( + 4) A 4 B 6 C 10 D 13 7. What number goes in the box?________ 9 7= 9 A 7 B 8 C 9 D 63 Name:_____________________________ Date:_________________ Score:____________ Moving with Algebra Part A Pre-Test (out of 60) MA-3 MA-3 MA-3 MA-1 MA-1 MA-1 MA-1 ©MathTeachersPress, Inc. 1 MA-3 Recognize place values, and read,write, compare and order numbers up to 12 digits, including use of expanded notation. Round any number to any place. MA-1 Describe the relationship between the subsets of the real number system. Recognize and implement the properties of rational numbers (e.g., commutative, associative, distributive, identity).Solve problems using the order of operations. 7AF 2.1 MA-4 Explore the concept of exponents. Interpret positivewhole number powers as repeatedmultiplication and negativewhole number powers as repeated division ormultiplication by the multiplicative inverse.Write numbers in scientific notation. Multiply and divide using exponentswith a common base. MA-2 Define and identify prime and composite numbers. Write the prime factorization of a number less than 100. MA-4 Explore the concept of exponents. Interpret positivewhole number powers as repeatedmultiplication and negativewhole number powers as repeated division ormultiplication by the multiplicative inverse.Write numbers in scientific notation. Multiply and divide using exponentswith a common base. MA-5 1. Add and subtract numbers up to 6 digits, in vertical and horizontal formats.Check subtraction by addition. MA-6 1.9 Multiply and divide numbers up to 4 digits.Multiply by powers of ten andmultiples of 10.Relate division to multiplication. MA-7 Determine the average of a data set, and know and interpret appropriatemeasures of central tendency (mean,median and mode) and spread (range). MA-8 7N Identify, compare and order integers and locate integers on a number line.Know themeaning of the absolute value sign, and that an integer and its opposite have a sum of zero. MA-9 S Add, subtract,multiply, and dividewith the set of integers. Solveword problems involving integers. S 1.4 MA-10 7 Recognize common representations of fractions, including fractions as parts of awhole and parts of a set.Compare and order fractions, and locate fractions on a number line. Understand equivalency and interchangemixed numbers and improper fractions. Pre-Test Post-Test Test Item 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 31. ObjectiveNumber andDescription Moving with Algebra Student Progress Report, Part A Name Record results from thePre-andPost-Test here to see strengths andweaknesses on test questions aligned to the objectives for this level. MA-11 Add and subtract like and unlike rational numbers, including simplifying and/or regrouping. Identify common denominators, least commonmultiples, and greatest common factors. MA-12 Add and subtractmixed numberswith like and unlike denominators,with simplifying and/or regrouping. MA-13 Multiply and divide rational numbers by proper fractions andwhole numbers. Find a fractional discount.Write the reciprocal of a fraction. MA-14 Multiply and divide amixed number by amixed number, proper fraction, andwhole number.Write the reciprocal of a mixed number. MA-33 Estimate using various techniques, including estimating solutions to application problems,withwhole numbers, fractions, decimals, and percents. Judge the reasonableness of results, and determinewhen an estimate rather than an exact answer is appropriate. MA-16 Examine decimal place values, and place a decimal on a number line.Read,write, compare and order decimals up to the ten-thousandths place.Round a decimal ormoney amount to the nearest indicated place value. MA-19 Interpret percent as parts per 100.Understand the relationships among fractions, terminating decimals, and percents, including interchanging representations.Know common equivalencies (e.g. 1/2, 0.5, 50%). MA-17 Add and subtract decimals andmoney amounts in vertical and horizontal format. MA-18 Multiply and divide decimals andmoney amounts in vertical and horizontal format. MA-20 Find a percent of a number andwhat percent one number is of another.Solve problems involving discounts, net price, sales tax, interest, and circle graphswith percents. 30. 32. 34. 35. 33. 36. 37. 39. 38. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. Pre-Test Post-Test Test Item ObjectiveNumber andDescription TotalNumber Correct (out of 60 items) Post- Pre- NUMBERSENSE AND OPERATIONS PartA PartB LessonPlan/ LessonPlan/ MAObjective Description ofStandard/Objective StudentBook SkillBuilders StudentBook SkillBuilders MA-1 Describe the relationshipbetween the subsets 10–15,62,80 9–12,61 290–293,298 226–228 f of the realnumber system.Recognize and implement thepropertiesof rationalnumbers (e.g., commutative, associative,distributive, identity).Solveproblemsusing theorderofoperations. MA-2 Define and identifyprime and compositenumbers. 20–21 15–16 Write theprime factorizationof anumber less than100. MA-3 Recognizeplace values and read,write, compare and 2–9 1–8 ordernumbersup to12digits, includinguseof expandednotation.Round anynumber to anyplace. MA-4 Explore the conceptof exponents. Interpretpositive 16-19,22–23,25 13–14,17–18 215,294–297, 229,247,252 wholenumberpowers as repeatedmultiplication and 300-301,303 negativewholenumberpowers as repeateddivision ormultiplicationby themultiplicative inverse.Write numbers in scientificnotation.Multiply anddivide using exponentswith a commonbase. MA-5 Add and subtractnumbersup to6digits, in vertical 26–29 19–24 andhorizontal formats.Check subtractionby addition. MA-6 Multiply anddividenumbersup to4digits.Multiplyby 35–40,42–51 29–41 powersof10 andmultiplesof10.Relatedivision tomultiplication. MA-7 Determine the averageof adata set, and know and interpret appropriatemeasuresof central tendency (mean,median andmode) and spread (range). 56–57 47–50 MA-8 Identify, compare andorder integers, and locate 63–67 54–55,139 240–243 200–201 integerson anumber line.Know themeaningof the absolute value sign, and that an integer and its oppositehave a sumof zero. MA-9 Add, subtract,multiply, anddividewith the setof 68–78 56–60 244–248 202–206 integers.Solvewordproblems involving integers. 1 Correlation to Objectives– Part A and Part B Use this table tomatch standards to pages in LessonPlans,StudentBook, and SkillBuilders. Proven Algebra Success Lesson Plans 187 ©MathTeachersPress, Inc. Reproduction by anymeans is strictly prohibited. 6 KindsofAngles:Right,Acute,Obtuse,andStraight right angles measure exactly 90° obtuse angles measuremore than 90°, but less than 180° acute angles measure less than 90° straight angles measure exactly 180° 60° 105° 135° Compare each angle to 90°.>,<or = ? 1. 2. 3. 4. 5. 6. 7. 8. Describe each figure. Acute,right,obtuseor straight? 9. 10. 11. 12. What kindof angle is formedby the handsof a clockwhen the time is: Which statement is true about the anglesof each triangle? 13. 3:00 _______ 14. 5:00 _______ 15. 6:00 _______ 16. 10:00 ______ 30° 17. A two right angles, one acute angle B two obtuse angles, one right angle C two acute angles, one right angle D all the angles are acute 18. A two obtuse angles, one acute angle B one right angle, two obtuse angles C two acute angles, one right angle D two acute angles, one obtuse angle Which of these could be the number of degrees in an obtuse angle? A 50° B 90° C 145° D 180° Answer > = < > acute angle right angle straight angle obtuse angle straight obtuse right acute right obtuse straight acute C D Objective: To identify angles as right, acute, obtuse or straight. Materials: Geoboards, straws,masking tape, overhead geoboard (optional) Vocabulary: right angle, acute angle, obtuse angle, straight angle GeoboardActivities Using a 25-peg geoboard, have students put a strip of narrowmasking tape below each row of pegs andwrite the lettersA–Y below each point. Draw a right angleHRT on the board or on an overhead geoboard.Have students form the angle on their geoboards. Describe angle HRT. (a right angle, an angle with square corners; sidesHR andRT perpendicular) Draw an acute - JRT on the board.Have students form the same angle on their geoboards using a different color geoband than angleHRT. How does - JRT compare to - HRT? (has a smallermeasure) Is - JRT more than, less than or equal to 90°? (less than) Estimate the measure of - JRT. Angles measuring less than 90º are called acute angles. Draw - GRT on the board and repeat the activity to identify obtuse angles asmeasuring more than 90°. Draw - PRT on the board and repeat the activity to define a straight angle as two right angles of 90°each or 180°. Have students turn their geoboards to the circular side and label pointsA–L andOwith masking tape as shown. A B C D E F G H I J K L O A B C D E F G H I J K L M O N P Q R S T U V W X Y Have students form - BOD and describe the angle as acute, right or obtuse (acute).Repeat with - BOH (straight) and - BOF (obtuse). Have students use straws to demonstrate angles equal to 90°,more than 90°and equal to 180°. Ask the students to study the two right angles drawn in the first illustration. How does the size of the second angle compare to the size of the first? (same) How do you know? (The small box alwaysmeans 90°.The size of the angle doesn’t change as thewhole angle is rotated.) SkillBuilders p.155 ©MathTeachersPress, Inc. Reproduction by anymeans is strictly prohibited. Kinds of Angles:Right,Acute,Obtuse, and Straight right angles measure exactly 90° obtuse angles measuremore than 90°, but less than 180° acute angles measure less than 90° straight angles measure exactly 180° 60° 105° 135° Compare each angle to 90°. >,< or = ? 1. 2. 3. 4. 5. 6. 7. 8. Describe each figure. Acute,right,obtuse or straight? 9. 10. 11. 12. What kind of angle is formed by the hands of a clockwhen the time is: Which statement is true about the angles of each triangle? 13. 3:00 _______ 14. 5:00 _______ 15. 6:00 _______ 16. 10:00 ______ 30° 17. A two right angles, one acute angle B two obtuse angles, one right angle C two acute angles, one right angle D all the angles are acute 18. A two obtuse angles, one acute angle B one right angle, two obtuse angles C two acute angles, one right angle D two acute angles, one obtuse angle Which of these could be the number of degrees in an obtuse angle? A 50° B 90° C 145° D 180° Answer > = < > acute angle right angle straight angle obtuse angle straight obtuse right acute right obtuse straight acute C D