AVID STEM—Math and Science Summer Bridge Program Curriculum Sampler SummerBridge@avid.org AVID-STEM Math and Science
Summer Bridge Program
The Bridge Program sampler will introduce the four math and
scienceSummer Bridge Programs. The information section for each
programcontains a title page, table of contents, unit plan, and
example lessonsfromthecurriculum.TheMath for 7th Grade
curriculumalsocontainsasample of the introduction that is found
at the beginning of eachprogram.
TableofContents
Math for 7th Grade..................................................................................................................1
ProgramIntroduction..............................................................................................................................3
Curriculum Guide Table of Contents..................................................................................................5
Unit 7 Plan: Operations and Concepts: Order of Operations...................................................8
Sample Lessons.........................................................................................................................................10
Algebra Readiness..............................................................................................................13
Curriculum Guide TableofContents...............................................................................................14
Unit 5 Plan: Algebraic Concepts: Transformation and Expressions..................................17
Sample Lessons........................................................................................................................................19
MissionPossible...................................................................................................................25
Curriculum Guide TableofContents...............................................................................................26
Unit 5 Plan: Mumbai, India...................................................................................................................28
Sample Lessons........................................................................................................................................30
ProPhoneandtheEnvironment..................................................................................37
Curriculum Guide TableofContents...............................................................................................38
Unit 7 Plan: Topography and Water Testing................................................................................40
Sample Lessons.........................................................................................................................................42
Formoreinformation,pleaseemail:SummerBridge@avid.org
Summer Bridge Program
MATH FOR
7th GRADE
AVID Center
Summer Bridge Curriculum Sampler
1
AVID Math for 7th Grade Summer Bridge Program
The Math for 7th Grade Summer Bridge Program is all about students: students learning math; students growing
in problem-solving and critical-thinking abilities; students having fun; students growing in confidence about
their math abilities; and students participating in a positive learning environment. Math for 7th Grade is a
program of intensive math content and support activities that teach seventh-grade concepts to prepare
students for seventh-grade advanced math courses. It can also be used to strengthen students’ knowledge
and skills prior to, or after, the seventh-grade math classes designed to prepare students for advanced math
courses. The program also incorporates strategies to help English language learner (ELL) students accelerate the
development of academic English skills that they need to succeed in math courses.
Math Content and Practices
The curriculum focuses on the most important and fundamental concepts and practices that must be
understood in order to provide a solid foundation for seventh-grade math. Some of the math concepts may
be quite challenging to students, but they should have been introduced to them in the previous school year.
Students will assimilate the concepts at different paces, which requires that the teacher tailor units to the needs
of specific classes.
Content
Practices
•
•
•
•
•
•
•
•
•
•
•
Ratios and proportional relationships
Algebraic expressions and equations
Operations with rational numbers
Coordinate graphing and transformations
Multiple representations of math entities
Make sense of problems
Analyze and explain problems and processes
Discern patterns and structures
Model with mathematics
Apply conceptual understanding
Use precise mathematical language
While keeping in mind the admonition, “telling is not teaching,” the content is taught primarily through inquiry
processes and lessons and activities that are collaborative, engaging, and effective in order to promote deep
conceptual learning for students. However, the teacher remains the most critical element in a classroom. If the
curriculum is taught in an energetic and engaging way, with care and concern for the students and a positive
attitude, it will build students’ math skills, as well as their confidence.
Structure of the Program
WICOR STRATEGIES: The rigorous math content of Math for 7th Grade is taught with the foundational
AVID strategies of Writing, Inquiry, Collaboration, Organization, and Reading (WICOR). Students frequently
teach each other in small-group work and presentations, which engage them actively in the thinking process.
Examples of the commonly used WICOR strategies are:
• Cornell-style note-taking, with questions and summaries
• Collaborative group work and team-building activities
• Learning logs, quickwrites, and Philosophical Chairs discussions
• Interactive Notebooks for organizing notes, data, assignments for processing the content,
and reflections on the learning
2
Summer Bridge Curriculum Sampler
TRIBES:
Students in the Math for 7th Grade Summer Bridge Program work in “tribes,” which compete with each
other to earn points. Daily tribal challenges review mathematical principles and promote collaborative learning.
Students enjoy the competition and love the individual recognition! Although the lessons and activities in the
Summer Bridge Program are rigorous, it is important that students have fun while learning in a summer program
so that they do not feel that the program is “school as usual.” Please make your students feel like superstars during
the Summer Bridge Program.
CLASS TIME: Time is a significant factor during the Summer Bridge Program. Please be mindful of the clock
as you teach and use your best judgment on extending or shortening lessons or activities. Of course, the preteaching activities and notes should not be omitted, so be mindful of all the daily topics. It is best to teach the
activities in the order presented and omit the last activity of the unit if necessary. However, the last activity is
usually a writing reflection, and it is extremely important for students to write and synthesize their thoughts.
Include these activities whenever possible.
It is difficult to gauge the appropriate number of example questions to include in activities and notes throughout
the Summer Bridge Program. All teachers will have a varying number of students in their classes with various
ability levels. For that reason, teacher discretion and judgment must be used in providing initial discussions or
problems before some activities and during some Cornell note-taking lessons. Additionally, you may find that
there are too few examples and that your students need more. Please add example problems and scaffolding
opportunities into your lessons, based upon the needs of your students.
END-OF-BRIDGE EXAMS: At the conclusion of the program, students take district-prepared End-of-Bridge
Exams to form a measure of their performance on the course content. Additional measures that districts may use
to consider students’ entry into advanced seventh-grade math are their math course grades from the previous
school year, state exam scores, and district guidelines.
TECHNOLOGY: Since the availability of computers and Internet access cannot be ensured at the sites where
the Summer Bridge Program is being conducted, technology is not required for the lessons and activities. If there
are computers in the Summer Bridge Program classroom, you may want to use them to provide additional guided
practice for students who need more practice with the concepts.
The Curriculum
THE CURRICULUM GUIDE: The curriculum is designed for a 15-day program, as there are 15 consecutive,
four-hour units. Units 14 and 15 contain the culminating activities and End-of-Bridge Exam. To allow for flexibility
of order, these two units have been combined. If your Summer Bridge Program is shorter or longer than 15 days in
length, you will need to adjust the units to fit your specific needs.
The first page of each unit in the curriculum guide is the unit plan, which lists the objectives, activities, handouts,
resources and supplies, WICOR strategies, ELL strategies, teacher preparation items, correlation to Common Core
State Standards, and vocabulary words for the lessons and activities in that unit. The times listed for each lesson
and activity are suggested times. Your students may need more or less time. Common supplies (i.e., markers,
pencils, scissors, etc.) are not listed on each lesson or activity, but should be available to students each day. On the
unit plan and individual lessons and activities, the handouts are understood to be distributed as one per student,
unless otherwise indicated. The handouts marked with an asterisk (*) are items that are not pre-printed in the
student Interactive Notebooks and must be copied and distributed by the teachers as indicated in the lessons and
on the handout list in Appendix V. Supplies marked with a star (★) are items that should be readily available and
that the teacher can provide without purchasing them. Each unit begins with a warm-up and ends with a review
activity or a written reflection in which students process their learning.
OFFICIAL MATH LANGUAGE: The use of official math language (OML) is emphasized throughout the
curriculum and should be a continuous thread during the program. Research shows that a key component in
math success is correct vocabulary usage and knowledge. Vocabulary should be emphasized in every unit of the
Summer Bridge Program. A purposeful vocabulary activity has been built into most units of the program. Where
one has not been built in, one can be added as time allows. The Appendices contain contains vocabulary cards
and additional vocabulary activities that can be used at any time.
Summer Bridge Curriculum Sampler
3
ENGLISH LANGUAGE LEARNER (ELL) STRATEGIES: In order to help ELL students acquire the content
knowledge within the Math for 7th Grade program, processing strategies for the lessons provide support through
vocabulary activities, student discussions of math concepts, written explanations of concepts, and “gallery walks.”
Throughout the book, you will see additional ELL Notes that offer alternative ways for students to process the
information. Keep in mind that ELL students may require additional processing time for the lessons.
OTHER CURRICULUM GUIDE ITEMS: Appendices in the curriculum book contain team-builders/brain
breaks, which can be used as often as needed, and a list of supplies and materials. The guide also contains a CD
on which you will find all student handouts, a certificate template, Word Hunt problems, +/– counters, and the
student Interactive Notebook.
Cornell Notes
The Cornell style of taking notes uses two columns in which students write their notes and draw diagrams (right
column) and write higher-level questions about the content (left column). An essential question (written from the
topic or objective) guides the notes and is answered in the summary section of the notes.
Since some of the Summer Bridge Program students will not be familiar with Cornell notes, you will need to guide
them through the process of note-taking and writing questions. Taking “chunks” of notes and writing questions
after each chunk is an effective way to help students process their learning. Writing the summary on each note
page is also an important learning tool. Summarizing is an effective instructional strategy that requires students
to think critically as they evaluate the key words and facts to use in order to concisely convey the important
elements from the notes.
Interactive Notebooks
The curriculum is written with the intention of students keeping an Interactive Notebook (INB) as a means of
organizing and keeping track of their work. Typically, the notebooks are a record of the information to be learned
(“input”: notes, worksheets, and data; typically recorded on the right side) and the processing of the information
(“output”: explanations, reflections, and non-linguistic representations; typically recorded on the left side). During
the short Summer Bridge Program, the pages will frequently be completed consecutively, rather than strictly in a
right-page–left-page relationship.
A table of contents in the teacher curriculum guide and the student Interactive Notebook lists the placement
of the pre-printed pages and the blank pages on which students will either glue or tape handouts or create the
information. (These page entries are shaded in the teacher’s guide.) If additional space is needed for a page, a
“flip page” can be glued or taped onto the page. The table of contents has columns for writing in the date of
each activity.
Printing the INB: Printed and bound Interactive Notebooks are available for purchase from AVID Center.
Schools and teachers may choose to (1) print the INB in its entirety from the CD accompanying the curriculum,
(2) provide spiral notebooks in which students glue the handouts, or (3) distribute activity sheets individually and
keep them in folders for students.
• P
rinted INB: Most of the handouts are pre-printed in the INB, except for those that are to be distributed when
they are used (e.g., Tribal Challenges). These are marked with an asterisk (*) in the list of handouts on each unit
plan. Pages are left blank for these additional pages. These INB pages are laid out to be printed two-sided. Preprinting the INB will greatly minimize the use of valuable instruction time to cut handouts and glue them into
the notebooks.
• S
piral notebooks: Individual handout pages are cut and glued in the notebooks. In regular classrooms, this
is the method teachers typically use for Interactive Notebooks. In the short summer programs, where time is
limited during the class period, you will have to allow extra time for students to cut and glue pages into the
notebooks.
• D
istribute activity sheets individually: If Interactive Notebooks or spiral notebooks are not used to organize
student materials, you can distribute each activity sheet as it is needed and keep the completed sheets in
folders for each student.
4
Summer Bridge Curriculum Sampler
TABLE OF CONTENTS
UNIT 1:
“SURVIVAL” SET-UP��������������������������������������������������������� 1
UNIT 3:
Survival Guidelines����������������������������������������������������������������� 3
Acrostic You ����������������������������������������������������������������������������� 4
Tribal Selection ����������������������������������������������������������������������� 6
Tribal Team Banner����������������������������������������������������������������� 7
The Interactive Notebook �������������������������������������������������10
Program Goals�����������������������������������������������������������������������16
Tribal Challenge: Calendar Math�������������������������������������18
Costa’s Levels of Thinking �������������������������������������������������20
Fraction–Decimal–Percent Models���������������������������������23
Tribal Challenge:
Fraction–Decimal–Percent Match-Up���������������������������29
The Importance of Official Math Language
and Reach for the Stars�������������������������������������������������������34
Exit Ticket or Parking Lot ���������������������������������������������������36
Warm-Up���������������������������������������������������������������������������������73
Addition and Subtraction of Fractions:
Cornell Notes�������������������������������������������������������������������������75
Tribal Challenge: 10-Minute Madness���������������������������80
Tribal Challenge: Fraction Train���������������������������������������83
Tribal Challenge: Multiplication Team Relay���������������86
Multiplication of Fractions Using Models���������������������90
Brain Break: Charades Vocabulary Activity�������������������95
Tribal Challenge: What’s the Problem? �������������������������97
Math Task: Cups of Chocolate Chips�������������������������������98
UNIT 2:
RATIOS AND
PROPORTIONAL REASONING�������������������������39
Warm-Up���������������������������������������������������������������������������������41
Word Break�����������������������������������������������������������������������������43
Domino Conversion Match-Up ���������������������������������������45
Race to Equivalence�������������������������������������������������������������48
Compare and Order Rational Numbers:
Cornell Notes�������������������������������������������������������������������������52
Snowball Fight: Vocabulary Activity�������������������������������57
Tribal Challenge: Triple Match �����������������������������������������58
Ratios and Proportions Review: Cornell Notes�����������61
Tribal Challenge: Yucky Proportion Application �������64
Tribal Challenge: Order on the Line�������������������������������67
3-2-1 Reflection���������������������������������������������������������������������69
RATIONAL NUMBER OPERATIONS
AND CONCEPTS: FRACTIONS�����������������������������71
UNIT 4:
RATIONAL NUMBER OPERATIONS
AND CONCEPTS: FRACTIONS ���������������������������101
Warm-Up�������������������������������������������������������������������������������103
Division of Fractions: What Does It Mean?�����������������105
Putting It All Together�������������������������������������������������������112
Teach and Go Activity, Part 1 �����������������������������������������115
SWAT Vocabulary Game���������������������������������������������������118
Teach and Go Activity, Part 2 �����������������������������������������119
Summarization �������������������������������������������������������������������120
Fraction Operations BINGO���������������������������������������������121
Tribal Challenge: 10-Minute Madness�������������������������125
UNIT 5:
RATIONAL NUMBER OPERATIONS
AND CONCEPTS: INTEGERS�������������������������������129
Warm-Up�������������������������������������������������������������������������������131
Everything Has Its Place���������������������������������������������������133
Decimal Partner Review���������������������������������������������������135
Add, Subtract, Multiply and Divide Decimals:
Folding Organizer���������������������������������������������������������������138
Decimal Scavenger Hunt�������������������������������������������������144
Summer Bridge Curriculum Sampler
5
Tribal Challenge: Decimals ���������������������������������������������147
Snakes and Humans Story Time �����������������������������������148
Mini-Lesson Using Two-Color Counters���������������������149
Add and Subtract Integers: Cornell Notes�����������������152
Integer Conga Line�������������������������������������������������������������160
Snakes and Humans Integer Practice �������������������������161
Reflection: Decimals and Integers �������������������������������164
UNIT 6:
RATIONAL NUMBER OPERATIONS
AND CONCEPTS: INTEGERS�������������������������������165
Warm-Up�������������������������������������������������������������������������������167
Human Number Line���������������������������������������������������������169
Integer Card Game�������������������������������������������������������������171
Multiply and Divide Integers:
Modeling and Rules�����������������������������������������������������������178
Brain Break: Choice�������������������������������������������������������������181
Integer Practice�������������������������������������������������������������������182
Who’s the Greatest?�����������������������������������������������������������185
Integer Relay Race �������������������������������������������������������������186
Reflection: Learning Log �������������������������������������������������191
UNIT 7:
RATIONAL NUMBER OPERATIONS
AND CONCEPTS:
ORDER OF OPERATIONS�����������������������������������193
Warm-Up�������������������������������������������������������������������������������195
Back Me Up: Vocabulary���������������������������������������������������197
Order of Operations Review: Cornell Notes���������������198
Does Your Tribe Operate with Order? ������������������������ 201
Word Hunt���������������������������������������������������������������������������� 204
Tribal Challenge: Think, Think, Think!�������������������������� 206
SLAP���������������������������������������������������������������������������������������� 209
Brain Break: Human Knot������������������������������������������������ 210
Tribal Challenge:
Order of Operations Trashketball �������������������������������� 211
Tribal Challenge: Mistaken Mike���������������������������������� 212
6
UNIT 8:
ALGEBRAIC CONCEPTS:
EXPRESSIONS�������������������������������������������������������������� 215
Warm-Up������������������������������������������������������������������������������ 217
Writing Algebraic Expressions: Cornell Notes���������� 219
Lost in Translation�������������������������������������������������������������� 222
Expression-Problem Match�������������������������������������������� 223
Substitution Crossword �������������������������������������������������� 225
Reflection: Snowball Fight���������������������������������������������� 228
Reverse Frayer Vocabulary Activity������������������������������ 229
Equations Using Cups and Counters�������������������������� 231
Exit Ticket������������������������������������������������������������������������������ 235
UNIT 9:
ALGEBRAIC CONCEPTS: EQUATIONS�������� 237
Warm-Up������������������������������������������������������������������������������ 239
Algebra One- and Two-Step Equations:
Cornell Notes ���������������������������������������������������������������������� 241
Tribal Challenge: Equation Train���������������������������������� 246
Human Number Line�������������������������������������������������������� 249
Algebra One- and Two-Step Inequalities:
Cornell Notes���������������������������������������������������������������������� 254
Human Inequalities Graphing �������������������������������������� 263
Coordinate Graphing Review���������������������������������������� 264
Coordinate Graphing SWAT������������������������������������������� 265
Walking on Sunshine:
Coordinate Graphing Picture���������������������������������������� 266
Reflection: Algebraic Equations������������������������������������ 269
UNIT 10:
ALGEBRAIC CONCEPTS:
PROPORTIONALITY������������������������������������������������ 271
Warm-Up������������������������������������������������������������������������������ 273
Who Dunnit Murder Mystery Game���������������������������� 275
Summer Bridge Curriculum Sampler
Set the Table, Part 1���������������������������������������������������������� 281
Brain Break: Crazy Strips�������������������������������������������������� 288
Set the Table, Part 2: Building a Graph������������������������ 290
4 Corners������������������������������������������������������������������������������ 293
Tribal Challenge: 4 Corners�������������������������������������������� 299
UNIT 11:
ALGEBRAIC CONCEPTS:
MEASUREMENT ���������������������������������������������������������� 301
Warm-Up������������������������������������������������������������������������������ 303
From Here to There: Vocabulary Review�������������������� 305
Tribal Battleship®���������������������������������������������������������������� 306
Measurement and Formulas: Give One, Get One���� 311
I See Shapes and Area������������������������������������������������������ 314
Decomposing Area ���������������������������������������������������������� 317
Brain Break: Last Detail���������������������������������������������������� 320
Finding Perimeter and Area ������������������������������������������ 321
Reflection: Measurements���������������������������������������������� 324
UNIT 12:
ALGEBRAIC CONCEPTS:
MEASUREMENT ���������������������������������������������������������� 325
Warm-Up������������������������������������������������������������������������������ 327
Measurement Stations���������������������������������������������������� 329
Area and Perimeter Super Shapes ������������������������������ 335
Tribal Challenge: Mr. Math’s Fantastic Yard �������������� 337
SWAT: Formulas and Symbols���������������������������������������� 340
Exploring Volume: Philosophical Chairs�������������������� 342
Tribal Challenge: What’s Your Grind?�������������������������� 346
Exit Ticket: 3-D Measurements�������������������������������������� 348
UNITS 14 and 15:
CLOSURE AND END-OF-BRIDGE EXAM���� 371
Warm-Up, Unit 14�������������������������������������������������������������� 373
Treasure Hunt���������������������������������������������������������������������� 375
End-of-Bridge Exam���������������������������������������������������������� 381
Warm-Up, Unit 15�������������������������������������������������������������� 382
Bridge Commercial������������������������������������������������������������ 385
Brain Break: Group Juggle���������������������������������������������� 386
Thank-You Note������������������������������������������������������������������ 387
Brain Break: Hand Jive������������������������������������������������������ 388
Learning Log����������������������������������������������������������������������� 389
Brain Break: Funny Fruits and Vegetables����������������� 391
Missing Link ������������������������������������������������������������������������ 392
Celebrate Good Times������������������������������������������������������ 395
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Appendix I:
Vocabulary Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Appendix II:
Vocabulary Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . 407
Appendix III:
Team-Building and Brain Break Activities . . . . . . . 420
Appendix IV:
Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429
Appendix V:
Handouts Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435
UNIT 13:
SUMMER BRIDGE REVIEW ������������������������������� 349
Warm-Up������������������������������������������������������������������������������ 351
Hot Seat! ������������������������������������������������������������������������������ 353
Horse Race: Interactive Notebook Review���������������� 354
Brain Break: Scrabble® Challenge�������������������������������� 361
Around the World�������������������������������������������������������������� 362
Partner-to-Partner ������������������������������������������������������������ 364
Puzzling Problems ������������������������������������������������������������ 365
Project Polygon������������������������������������������������������������������ 367
Vocabulary Relay Race ���������������������������������������������������� 370
Summer Bridge Curriculum Sampler
7
UNIT 7:
Rational Number
Operations and
Concepts: Order
of Operations
Objectives: The Students Will...
• Reinforce the concept and application of rational number operations.
• Review the order of operations and apply it to problems with rational numbers.
• Explain and justify steps in solutions to problems.
• Analyze and correct errors.
Activities
• Warm-Up (20 min)
• Tribal Challenge: Think, Think, Think! (30 min)
• Back Me Up: Vocabulary (20 min)
• SLAP (30 min)
• Order of Operations Review: Cornell Notes (15 min)
• Brain Break: Human Knot (15 min)
• Does Your Tribe Operate with Order? (15 min)
• Tribal Challenge:
Order of Operations Trashketball (20 min)
• Word Hunt (40 min)
• Tribal Challenge: Mistaken Mike (20 min)
Handouts
• Warm-Up, Unit 7
• Think, Think, Think!
• Order of Operations Review: Cornell Notes
• SLAP Cards (2 copies of 4 sets per class)*
• Does Your Tribe Operate with Order?
• Mistaken Mike (1 per group)*
• Word Hunt Posters (1 set of 6 per class;
located on curriculum CD)*
• Exit Tickets (use handout from Unit 1;
1 ticket per student)*
Resources and Supplies
• Markers, highlighters, pencils, scissors, sticky notes, glue sticks, adhesive tape, colored pencils
• Dry erase markers (1 per student)
• 3" x 5" index cards (1 per student)
• Cardstock (for printing Word Hunt Posters
and SLAP Cards)
• Trash can★
• Construction paper (optional)
• Masking tape
• Student whiteboards or improvised whiteboards
with sheet protectors (1 per student)
8
• Crumpled paper (to be used as “trashketball”)★
Summer Bridge Curriculum Sampler
Teacher Preparation
• Prepare vocabulary cards for Back Me Up: Vocabulary.
• Prepare Word Hunt posters and display them around the room.
• Print SLAP Cards and cut into sets (2 copies of 4 sets for 1 class; template provided on curriculum CD).
• Mark off 10, 20, and 30 point lines on the classroom floor for Tribal Challenge: Order of Operations Trashketball.
• If needed, prepare improvised student whiteboards with white paper in sheet protectors for Tribal
Challenge: Order of Operations Trashketball.
• Print Mistaken Mike handouts for each group for Tribal Challenge: Mistaken Mike.
• Print Exit Tickets (1 per student; from Unit 1 handout) for students to complete at the closure of the unit.
WICOR Strategies
W - Take notes and provide evidence for mathematical rules
I - Analyze and correct errors
C - Work in collaborative groups
O - Plan and organize using note-taking and Interactive Notebooks
R - Read and interpret math word problems
ELL Strategies
• Vocabulary building
• Kinesthetic activities
• Guided note-taking
• Group discussion and response
• Partner share
• Peer collaboration
Alignment to Math Common Core State Standards: The Students Will…
• Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (-q). Show that the
distance between two rational numbers on the number line is the absolute value of their difference, and
apply this principle in real-world contexts. (7.NS.1c)
• Apply properties of operations as strategies to add and subtract rational numbers. (7.NS.1d)
• Understand that multiplication is extended from fractions to rational numbers by requiring that operations
continue to satisfy the properties of operations, particularly the distributive property, leading to products
such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by
describing real-world contexts. (7.NS.2a)
• Understand that integers can be divided, provided that the divisor is not zero, and every quotient of
integers (with non-zero divisor) is a rational number. If p and q are integers, then (-p/q) = p/(-q). Interpret
quotients of rational numbers by describing real-world contexts. (7.NS.2b)
• Apply properties of operations as strategies to multiply and divide rational numbers. (7.NS.2c)
• Write and evaluate numerical expressions involving whole-number exponents. (6.EE.1)
New Vocabulary
• order of operations
• exponent
Summer Bridge Curriculum Sampler
9
Tribal Challenge: Mistaken Mike
time
INTRODUCTION
20 minutes
Tribal Challenge: Mistaken Mike gives students
an opportunity to analyze and correct common
errors when following the order of operations
with integers. It also gives students the
opportunity to reflect about mistakes they
want to be sure to avoid.
handouts
• Mistaken Mike (1 per group)*
• Exit Tickets from Unit 1
(1 ticket per student)*
supplies
• None
Teacher Directions
• Have each tribe break into groups of 2–3 students each.
• Distribute one copy of the Mistaken Mike handout to each group.
• Have students read the directions and clarify any misconceptions.
• Tell the class that the first, second, and third tribes to finish all four error analysis problems correctly will win 15,
10, and 5 points, respectively, for their tribes.
• When the competition is finished, have tribes return to their normal groups and answer the final question.
• What
are at least two common mistakes that I want to be mindful to avoid?
• Do a quick Whip-Around to hear each group’s response. (The Whip-Around is a quick formative assessment of
students’ learning or areas where they need additional support. As you “whip” around the room, have students
share their responses.) After hearing from all groups, ask students to identify the most common responses that
were shared. As time allows, discuss how to avoid these mistakes.
• As a short closing activity, ask students to complete an Exit Ticket by answering questions such as the
following, and have them give the tickets to you as they leave. You can use the Exit Tickets handout from Unit 1,
or have students write their responses on sticky notes.
• What
was your favorite activity today?
• What
was one math concept or idea you learned?
10
Summer Bridge Curriculum Sampler
Mistaken Mike
Mistaken Mike has answered each of the following problems incorrectly. Circle the step he got wrong. Redo the
problem correctly, and explain what Mistaken Mike did wrong.
Mistaken Mike’s Work
Redo the problem correctly.
Mistaken Mike’s Work
3(8 – 10)2
-7 + 10(3 + 2)
3(-2)2
3 (3 + 2)
(-6)2
3 (5)
36
15
Explain the mistake in a complete sentence.
Mistaken Mike’s Work
Redo the problem correctly.
Explain the mistake in a complete sentence.
Mistaken Mike’s Work
(8 – 5)2 – (1 – 9)
15 – 6 • 32
(3)2 – (1 – 9)
15 – 6 • 9
9–8
15 – 54
1
39
Explain the mistake in a complete sentence.
Redo the problem correctly.
Redo the problem correctly.
Explain the mistake in a complete sentence.
What are at least two common mistakes that you want to be mindful to avoid?
Summer Bridge Curriculum Sampler
11
Human Inequalities Graphing
INTRODUCTION
time
The Human Inequalities Graphing activity
will allow students to work in a physically
collaborative manner while representing
inequality solutions.
20 minutes
supplies
• Copy paper (1 sheet per student; numbers
and symbols are pre-written on each sheet
by the teacher)
Teacher Directions
• Write the numbers –10 through +10 (including zero) on sheets of paper (one number per page). Also draw, on
separate sheets of paper, an open circle, a closed circle, and a large arrow.
• Hand out one number or symbol to each student and have the students with numbers order themselves from
least to greatest. The students with a circle or arrow will remain to the side.
• If you have more than 23 students in your class, divide the students into two groups, and use a smaller
set of numbers for each group. For example, hand out –5 through +5 to each group. In this case you will
need to alter the problems to fit the smaller number range.
• Once students are in an ordered line, read or display the problems below and have the students demonstrate
the graphs.
• For example, those students whose numbers would be included in the solution will step forward. They
will then decide if the situation requires an open or closed circle and the placement of the arrow.
• At the end of the activity, ask for students’ comments on how the “human” activity helped them grasp the
concept of graphing inequalities.
Problems
1.
x ≥ -2
2.
x<3
3.
x is at most 6
4.
y is no less than -4
5.
You must be at least 4 feet tall to ride the roller coaster.
6.
Bob needs no more than 8 tickets.
Solutions
1. x ≥ -2 All students to the right of -2, including -2, should step forward, along with a closed circle and an arrow to
the right of the largest number.
2. x < 3 All students to the left of +3, including +3, should step forward, along with an open circle and an arrow to
the left of the smallest number.
3. x is at most 6 All students to the left of +6, including +6, should step forward, along with a closed circle and an
arrow to the left of the smallest number.
4. y is no less than -4 All students to the right of -4, including -4, should step forward, along with a closed circle
and an arrow to the right of the largest number.
5. You
must be at least 4 feet tall to ride the roller coaster. All students to the right of +4, including +4, should
step forward, along with a closed circle and an arrow to the right of the largest number.
6.Bob needs no more than 8 tickets. All students between 0 and +8, including those numbers, should step
forward. You will not use the arrow or the circles because this is a “between” situation.
12
Summer Bridge Curriculum Sampler
Summer Bridge Program
Algebra Readiness
AVID Center
Summer Bridge Curriculum Sampler
13
TABLE OF CONTENTS
UNIT 1:
“SURVIVAL” SET-UP. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Survival Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Vocabulary:
The Importance of Official Math Language. . . . . . . . . . 4
Equation Name Plate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Tribal Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Interactive Notebook . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Tribe Flags. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Birthday Human Number Line Challenge . . . . . . . . . . 17
Word Break. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Costa’s Levels of Thinking . . . . . . . . . . . . . . . . . . . . . . . . . 20
Costa’s Card Sort. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Brain Break: Stand Up and Be Counted. . . . . . . . . . . . . 25
Tribal Challenge: Calendar Math. . . . . . . . . . . . . . . . . . . 26
Exit Ticket. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
UNIT 2:
RATIONAL NUMBERS: FRACTIONS . . . . . . . . 31
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Program Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Acrostic You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Math Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fractions: Cornell Notes. . . . . . . . . . . . . . . . . . . . . . . . . . .
Teach and Go Activity, Part 1 . . . . . . . . . . . . . . . . . . . . . .
Tribal Challenge: Multiplication Team Relay. . . . . . . .
Teach and Go Activity, Part 2 . . . . . . . . . . . . . . . . . . . . . .
Summarization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tribal Challenge: 5-Minute Madness. . . . . . . . . . . . . . .
Parking Lot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
33
35
37
39
40
43
46
50
51
52
55
UNIT 3:
RATIONAL NUMBERS: SQUARE ROOTS. . . 57
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Domino Conversion Match-Up . . . . . . . . . . . . . . . . . . . .
Modeling Squares and Square Roots:
Cornell Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Word Hunt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tribal Challenge: Square Roots Number Line. . . . . . .
Reflection: Squares and Square Roots. . . . . . . . . . . . . .
SWAT Vocabulary Game. . . . . . . . . . . . . . . . . . . . . . . . . . .
Inequalities: Cornell Notes. . . . . . . . . . . . . . . . . . . . . . . . .
Human Number Line. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tribal Challenge: Crossing the River. . . . . . . . . . . . . . . .
59
61
64
70
72
74
75
76
79
81
UNIT 4:
RATIONAL NUMBERS: INTEGERS. . . . . . . . . . 83
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Quickwrite: Integers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Zero Pair. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Rules to Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Brain Break: Act It Out. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Who’s the Greatest?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Integer Relay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Tribal Challenge: SWAT Take 2 – Integers. . . . . . . . . . 101
Reflection: Learning Log . . . . . . . . . . . . . . . . . . . . . . . . . 103
UNIT 5:
ALGEBRAIC CONCEPTS:
TRANSFORMATIONS AND EXPRESSIONS. . . 105
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Transformation Exploration, Part 1. . . . . . . . . . . . . . . . 109
SLAP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Summer Bridge Curriculum Sampler
Transformation Exploration, Part 2. . . . . . . . . . . . . . . . 116
Transformation Exploration:
Card Sort and Summary. . . . . . . . . . . . . . . . . . . . . . . . . . 123
Expression-Problem Match. . . . . . . . . . . . . . . . . . . . . . . 128
Substitution Crossword . . . . . . . . . . . . . . . . . . . . . . . . . . 130
See-Run-Do: Introduction to Algebra. . . . . . . . . . . . . 133
Exit Ticket. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
UNIT 6:
ALGEBRAIC CONCEPTS: EQUATIONS. . . . . 139
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Combining Like Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Distributive Property. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Brain Break: Last Detail. . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Putting It All Together. . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Modeling Solving Equations: Cups and Counters. . . 151
Brain Break: Show Me Your Groove. . . . . . . . . . . . . . . . 156
Tribal Challenge: Balance. . . . . . . . . . . . . . . . . . . . . . . . . 157
What’s Your Fav?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
UNIT 7:
ALGEBRAIC CONCEPTS: FUNCTIONS. . . . . . 163
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Student Guided Practice BINGO . . . . . . . . . . . . . . . . . . 167
Tribal Challenge: Back to School. . . . . . . . . . . . . . . . . . 171
Snowball Fight. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
The Function Machine . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Set the Table, Part 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Brain Break: Team Huddle . . . . . . . . . . . . . . . . . . . . . . . . 184
Set the Table, Part 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
UNIT 8:
ALGEBRAIC CONCEPTS: SLOPE. . . . . . . . . . . . 187
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Function Card Sort. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Slope: Cornell Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Brain Break: Human Knot. . . . . . . . . . . . . . . . . . . . . . . . . 201
Ghosts in the Graveyard Slope Practice . . . . . . . . . . . 202
Tribal Challenge: Concentration. . . . . . . . . . . . . . . . . . 207
Graph Interpretation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
What’s the Story? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Brain Break: Group Juggle. . . . . . . . . . . . . . . . . . . . . . . . 214
Reflection: Learning Log . . . . . . . . . . . . . . . . . . . . . . . . . 215
UNIT 9:
ALGEBRAIC CONCEPTS:
LINEAR EQUATIONS. . . . . . . . . . . . . . . . . . . . . . . . . 217
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
4-Corners Card Matching. . . . . . . . . . . . . . . . . . . . . . . . . 221
Tribal Challenge: 4 Corners. . . . . . . . . . . . . . . . . . . . . . . 227
Brain Break: Like Things . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Forms of Linear Equations: Cornell Notes . . . . . . . . . 233
I Have, Who Has. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Systems of Linear Equations: Cornell Notes . . . . . . . 249
Math Graffiti. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
UNIT 10:
ALGEBRAIC CONCEPTS:
SYSTEMS OF EQUATIONS. . . . . . . . . . . . . . . . . . . 255
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Parallel and Perpendicular Lines. . . . . . . . . . . . . . . . . . 259
Connections: Transformations and Slope. . . . . . . . . . 266
Summer Bridge Curriculum Sampler
15
Brain Break: Hand Jive. . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Systems of Equations – Substitution:
Cornell Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
Tribal Challenge: Substitution Scavenger Hunt. . . . 277
Tribal Challenge: Quick Draw Vocabulary Hunt. . . . 286
Systems of Equations – Elimination:
Cornell Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Tribal Challenge: Systems of Equations –
Elimination Trashketball. . . . . . . . . . . . . . . . . . . . . . . . . . 294
3-2-1 Reflection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
MEASUREMENT: GEOMETRIC SHAPES. . . 359
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
X-Games: Algebra in Geometry. . . . . . . . . . . . . . . . . . . 363
Effects of Changing Dimensions. . . . . . . . . . . . . . . . . . 372
Brain Break: Human Shapes and Letters. . . . . . . . . . . 377
Tribal Challenge: What’s Your Grind?. . . . . . . . . . . . . . 378
Volume of Pyramids, Cones, and Spheres . . . . . . . . . 380
Reflection: Concept Review . . . . . . . . . . . . . . . . . . . . . . 391
UNITS 14 and 15:
UNIT 11:
PYTHAGOREAN THEOREM . . . . . . . . . . . . . . . . 297
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Vocabulary Review: Back Me Up. . . . . . . . . . . . . . . . . . 302
Sentence Frames: Squares and Roots. . . . . . . . . . . . . 303
The Pythagorean Theorem. . . . . . . . . . . . . . . . . . . . . . . 304
Brain Break: Quick Energizer. . . . . . . . . . . . . . . . . . . . . . 306
Pythagorean Theorem Practice. . . . . . . . . . . . . . . . . . . 307
Tribal Challenge:
Distance on the Coordinate Plane . . . . . . . . . . . . . . . . 310
Brain Break: Funny Fruits and Vegetables. . . . . . . . . 315
Pythagorean Theorem Application . . . . . . . . . . . . . . . 316
Create Your Own Problem. . . . . . . . . . . . . . . . . . . . . . . . 323
Tribal Challenge: Fraction Fun. . . . . . . . . . . . . . . . . . . . 324
UNIT 12:
MEASUREMENT: GEOMETRIC SHAPES . . . 325
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
SWAT: Formulas and Symbols. . . . . . . . . . . . . . . . . . . . . 329
Perimeter and Area Practice. . . . . . . . . . . . . . . . . . . . . . 331
Tribal Challenge:
Pythagorean Theorem, Area, Perimeter. . . . . . . . . . . 335
Brain Break: Alike or Different?. . . . . . . . . . . . . . . . . . . . 336
Exploring Volume: Philosophical Chairs. . . . . . . . . . . 337
Turn Up the Volume. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341
Brain Break: Scrabble® Challenge. . . . . . . . . . . . . . . . . 344
Surface Area and Nets. . . . . . . . . . . . . . . . . . . . . . . . . . . . 345
Measurement in Reverse. . . . . . . . . . . . . . . . . . . . . . . . . 354
16
UNIT 13:
CLOSURE AND END-OF-BRIDGE EXAM. . . 393
End-of-Bridge Exam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
Warm-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
Brain Break: Do You Match?. . . . . . . . . . . . . . . . . . . . . . . 399
Vocabulary Conga Line. . . . . . . . . . . . . . . . . . . . . . . . . . . 400
Gallery Walk Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
Brain Break: React and Act. . . . . . . . . . . . . . . . . . . . . . . . 403
Bridge Commercial. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
Thank-You Note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
Brain Break: Partner-to-Partner. . . . . . . . . . . . . . . . . . . 406
Celebrate Good Times. . . . . . . . . . . . . . . . . . . . . . . . . . . . 407
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409
Appendix I:
Vocabulary Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410
Appendix II:
Vocabulary Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
Appendix III:
Team-Building and Brain Break Activities . . . . . . . 431
Appendix IV:
Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440
Appendix V:
Handouts Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Summer Bridge Curriculum Sampler
UNIT 5:
Algebraic Concepts:
Transformations
and Expressions
Objectives: The Students Will...
• Use official math language (OML) to describe mathematical concepts and processes.
• Simplify algebraic expressions using the distributive property and like terms.
• Explore congruence and similarity through translations, rotations, reflections, and dilations.
Activities
• Warm-Up (15 min)
• Expression-Problem Match (15 min)
• Transformation Exploration, Part 1 (40 min)
• Substitution Crossword (35 min)
• SLAP (30 min)
• See-Run-Do: Introduction to Algebra (40 min)
• Transformation Exploration, Part 2 (30 min)
• Exit Ticket (5 min)
• Transformation Exploration:
Card Sort and Summary (20 min)
Handouts
•
•
•
•
Warm-Up, Unit 5
Transformation Exploration: Translations
Transformation Exploration: Rotations
SLAP Cards (2 copies of 4 sets;
located on curriculum CD)*
• Transformation Exploration: Reflections
• Transformation Exploration: Dilation 1
• Transformation Exploration: Dilation 2
• Transformation Exploration Card Sort
(1 set per pair of students plus 1 set for the board)*
• Expression-Problem Match
• Substitution Crossword
• See-Run-Do Equations (1 set per group)*
• See-Run-Do Poster (1 per group and 1 per student)*
• Exit Tickets (use handout from Unit 1;
1 ticket per student)*
Resources and Supplies
• Markers, highlighters, pencils, scissors, sticky notes, glue sticks, adhesive tape, colored pencils
• 4" x 4" squares of patty paper or wax paper
• Cardstock
(5 per group)
• Baggies (1 per group)
• Envelopes (1 per pair of students)
• Chart paper (optional)
Summer Bridge Curriculum Sampler
17
Teacher Preparation
• Prepare the sets of SLAP Cards (template provided on curriculum CD) by copying them on cardstock and
cutting them apart. The sets can be copied in color or black and white.
• Cut cards for Transformation Exploration Card Sort and place each set in an envelope.
• Copy See-Run-Do Poster (1 per group and 1 per student) and post the posters in separate locations for the
activity.
• Copy and cut See-Run-Do Equations sets and place each set in a bag.
• Copy and cut Exit Tickets (if using handout from Unit 1 for activity).
WICOR Strategies
W - Reflect on learning
I - Analyze and reproduce algebraic problems
C - Collaborate on activities
O - Plan and organize using note-taking and Interactive Notebooks
R - Read and interpret math word problems
ELL Strategies
•
•
•
•
•
Vocabulary building
Peer collaboration
Speaking and listening exercises in math
Sentence frames
Visuals and manipulatives
Alignment to Math Common Core State Standards: The Students Will…
• Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in
real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the
conventional order when there are no parentheses to specify a particular order (Order of Operations). (6.EE.2c)
• Apply the properties of operations to generate equivalent expressions. (6.EE.3)
• Verify experimentally the properties of rotations, reflections, and translations. (8.G.1)
• 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. (8.G.2)
• Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using
coordinates. (8.G.3)
• 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. (8.G.4)
Vocabulary
•
•
•
•
18
algebraic expression
congruent
constant
dilation
•
•
•
•
reflection
rotation
scale factor
similar figures
• simplify
• translation
Summer Bridge Curriculum Sampler
Transformation Exploration, Part 1
time
INTRODUCTION
The Transformation Exploration, Part 1
activity provides students with the
opportunity to explore congruence
and similarity through translations
and rotations of plotted coordinates.
Reflections and dilations will be
explored in Part 2, after a Brain Break
activity that will allow the students a
mental break from the intense activity.
40 minutes
handouts
• Transformation Exploration: Translations
• Transformation Exploration: Rotations
supplies
• Colored pencils
• 4"x 4" squares of patty paper or wax paper (2 per group)
• Sticky notes or scratch paper (1 per group)
Teacher Directions
• Create groups of three students each. Allow them 4 minutes to discuss and write their group’s definitions for
the following terms on INB page 33. This should be done without referring to the vocabulary cards at the back
of their INBs. Tell students to leave space between each definition to add the correct definition.
translation
scale factor (similar figures)
dilation
polygon
rotation
similar
reflection
congruent
• After the groups’ definitions have been written, ask students to record the actual definition of each word from
the Vocabulary Cards (Appendix I). You may want to ask volunteers to explain each of the terms to the class.
• ELL Note: Include the more social language of “turn or spin” (for rotation), “flip” (for reflection), “slide or move”
(for translation), “same size, same shape” (congruent or rigid), “same shape, different size,” (similar) and “enlarged
or shrunk” (for dilation).
• Each student will complete the first two Transformation Exploration pages (Translations and Rotations) during
Part 1 of this activity. The next two Transformation Exploration pages (Reflections and Dilation 1) will be
completed in Part 2, and the fifth page (Dilation 2) is to be used as an extension for early finishers.
• On a sticky note or scrap piece of paper, have each group select and write the coordinates of one point within
the region 0 ≤ x ≤ 5 and 0 ≤ y ≤ 8. Collect the papers with the selected points and randomly choose five points
for the students to plot.
• Have each group record the points in their tables as you call them out, and plot the points on their graph
paper. These five points are to be used for the starting image on all of the Transformation Exploration pages.
Summer Bridge Curriculum Sampler
19
• After all points have been plotted, instruct students to connect the points using a colored pencil to form
a polygon.
• Direct the groups to trace their polygons onto a sheet of patty paper with one corner of the paper at the
origin and the two adjoining sides following the x-axis and y-axis of the first quadrant.
• Before students begin the activity, review the use of the “prime” notation for the transformed values. If your
district/state uses the subscript notation, you may want to have students change the prime designations to
the subscript notation.
• Allow the groups about 20 minutes to complete the first two Transformation Exploration pages (INB pages 34
and 35).
• Students may have difficulty interpreting the algebraic representations of the transformations [e.g.,
translating from (x, y) to (-x, -y)] or answering some of the questions on the page.
• Monitor each group during this process to make sure they are on the right track. Be mindful of the students’
math backgrounds and their need for support in completing the activity.
• Teacher Note: Maintaining students’ accountability during a group activity like this can be difficult, so be
sure to communicate to all students that a random member from each group will be selected to present their
group’s findings at the end of the activity to the class. Encourage each group to make sure everyone in their
group feels comfortable talking about what they did and what they learned from the exploration.
• Since the Transformation Exploration activity is long and rather intense, a fun activity is inserted between
Parts 1 and 2.
• The debrief of the entire activity will take place after Part 2.
20
Summer Bridge Curriculum Sampler
Student Activity, INB page 34
Transformation Exploration: Translations
• Record the coordinates of your original
polygon in the table.
• Graph the polygon on the coordinate plane.
Point
Original
(x, y)
New
Point
A
A'
• Translate the polygon by (-6, 4) in the table.
B
B'
• Graph the translation in a different color on
the coordinate plane.
C
C'
D
D'
E
E'
Translation
(x – 6, y + 4)
Answer the following questions by using your table, graph, and patty paper.
Does the translation change the size?
Does it change the shape?
In your own words, how does a
translation affect the graph of a polygon?
18
16
14
12
10
8
6
4
How do the coordinates change? How
does this change show up on the graph?
2
-12-10-8-6-4-20
2 4 6 8 101214
-2
-4
-6
-8
-10
-12
Would you describe the translated
polygon as similar or congruent? How do
you know? (Hint: use your definitions and
patty paper to check.)
-14
-16
-18
Summer Bridge Curriculum Sampler
21
Student Activity, INB page 35
Transformation Exploration: Rotations
• Record the coordinates of your original
polygon in the table.
Point
• Graph the polygon on the coordinate plane.
Original
(x, y)
New
Point
A
A'
• Translate the polygon by (-x, -y) in the table.
B
B'
• Graph the rotation in a different color on the
coordinate plane.
C
C'
D
D'
E
E'
Translation
(-x, -y)
Answer the following questions by using your table, graph, and patty paper.
In your own words, how does a rotation
affect the graph of a polygon?
18
16
14
12
10
8
6
How do the coordinates change? How
does this change show up on the graph?
4
2
-12-10-8-6-4-20
2 4 6 8 101214
-2
-4
-6
-8
-10
Would you describe the rotated polygon
as similar or congruent? How do you
know? (Hint: use your definitions and
patty paper to check.)
-12
-14
-16
-18
22
Summer Bridge Curriculum Sampler
What’s Your Fav?
time
INTRODUCTION
35 minutes
The What’s Your Fav? activity requires that students
develop an algebraic equation from a multi-step word
problem and use the process of substitution to solve
the equation. Students may need support in working
through the steps of these processes.
handout
• What’s Your Fav?
supplies
• None
Teacher Directions
• Depending on the skill of the students in using substitution in an algebraic equation, you may want to provide
a few practice problems, such as the ones below, on defining a variable and translating a verbal expression to
an algebraic expression. Students can write the examples on page 49 in their INBs.
• Team A scored one-third as many points as Team B.
• Keisha has eight more than three times as many books as Patrick.
• Ava received two fewer than half as many points as Nahal.
• Ask students turn to What’s Your Fav? on INB page 50 and have a student volunteer read the problem aloud.
• Identify the key words or amounts as a whole class. Ask students to highlight or underline the key words or
amounts.
• Guide students in a discussion of defining the variable in the problem and identifying what algebraic
expressions they will need to solve the problem.
• Allow students about 10 minutes to work in groups of two or three on writing the equation for Part 1. Monitor
and, as necessary, redirect students’ work on writing the equation.
• Once the equations are written, have students determine the number of votes that each food choice received.
• About 5 minutes before the time for the activity is over, ask for a volunteer to work the Part 2 problem on the
board and explain the steps in the solution. Remind all students to check their work and correct it, if needed, as
the problem is discussed.
• Instruct students to list in their INBs the steps they took to solve the problem. Remind them to use official math
language. You may need to review with them the OML they might use in their explanation (e.g., variable, like
terms, distributive property, simplify).
• If desired, award tribal points for correct calculations.
• Close the activity with one of the energizers from Appendix III (e.g., Standing “O,” Power Whoosh, or AVID Clap)
as recognition of a job well done.
Summer Bridge Curriculum Sampler
23
Student Activity, INB page 50
What’s Your Fav?
Students at Happy Times Middle School held a vote on their favorite lunch item. There were three options: pizza,
spaghetti, and cheeseburgers. There were 750 students at Happy Times Middle School, and each student voted
only once.
Pizza received five fewer than four times as many votes as cheeseburgers.
Spaghetti received 15 fewer than twice as many votes as cheeseburgers.
art 1: Write an equation that could be used to find out how many votes each food received.
P
Let x represent the number of votes that were received for cheeseburgers.
Part 2: Using the process of substitution, calculate the number of votes that each food choice received.
24
Summer Bridge Curriculum Sampler
Summer Bridge Program
Mission PoSSIBLE
Middle School Science
AVID Center
Summer Bridge Curriculum Sampler
25
TABLE OF CONTENTS
UNIT 1:
Headquarters: Austin, Texas
. . . . . . . . . . . . . . . . . 1
Team Building: Like Things. . . . . . . . . . . . . . . . . . . . . . . . . . 3
Introduction and Podcast on the Mission. . . . . . . . . . . . 4
Case File Setup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Longitude & Latitude: Notes and Bingo . . . . . . . . . . . 20
Introduction to Pathogens. . . . . . . . . . . . . . . . . . . . . . . . . 26
AVID Island 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Reflection: Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Podcast, Unit 1: Latitude and Longitude. . . . . . . . . . . . 31
UNIT 2:
London, England
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . .
Costa’s Levels of Thinking. . . . . . . . . . . . . . . . . . . . . . . . . .
Measurement Scavenger Hunt. . . . . . . . . . . . . . . . . . . . .
Dimensional Analysis: Cornell Notes . . . . . . . . . . . . . . .
Lab Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lab Equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Flubber. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reflection: Quickwrite . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
UNIT 3:
London, England
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . .
Dimensional Analysis Relay
Measurement Challenge. . . . . . . . . . . . . . . . . . . . . . . . . . .
Variables and Graphing: Cornell Notes. . . . . . . . . . . . .
Brain Break: Group Juggle . . . . . . . . . . . . . . . . . . . . . . . . .
See, Run, Do. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Speed Demons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mission Processing Assignment. . . . . . . . . . . . . . . . . . . .
Podcast, Unit 3: Latitude and Longitude. . . . . . . . . . . .
UNIT 4:
Mumbai, India
59
61
62
65
70
71
75
80
83
UNIT 5:
Mumbai, India
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
AVID Island 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
What Does It Indicate?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Brain Break: Team Huddle. . . . . . . . . . . . . . . . . . . . . . . . . 116
Water Purification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Diaper Dissection: A Dirty Business. . . . . . . . . . . . . . . . 120
SWAT Vocabulary Game. . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Podcast, Unit 5: Latitude and Longitude. . . . . . . . . . . 124
UNIT 6:
Manaus, Brazil
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Pass the Picture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Cloud in a Bottle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Brain Break: Hand Jive . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Making a Psychrometer and
Measuring Humidity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Creepy Crawly Food Chain. . . . . . . . . . . . . . . . . . . . . . . . 138
Processing the Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 140
UNIT 7:
Manaus, Brazil
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Survivors Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Brain Break: Funny Fruits and Vegetables. . . . . . . . . . 150
Will the Jaguar Survive in the Amazon? . . . . . . . . . . . 151
Rainforest Threats: Philosophical Chairs. . . . . . . . . . . 155
Podcast, Unit 7: Latitude and Longitude. . . . . . . . . . . 160
UNIT 8:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Podcast on the Mission and AVID Island. . . . . . . . . . . .
Fun Facts About Water. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Droplet Race. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Water Walkers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
33
35
36
39
44
50
52
55
57
Three-Hole Bottle Investigation. . . . . . . . . . . . . . . . . . . . 94
How Contaminated Is the Water? . . . . . . . . . . . . . . . . . . 98
Reflection: Unit 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
85
87
88
90
93
Antarctica
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Temperature Conversions Scavenger Hunt. . . . . . . . 164
Which Way Did the Energy Go? . . . . . . . . . . . . . . . . . . . 168
Insulation Adaptations for Animals. . . . . . . . . . . . . . . . 170
Summer Bridge Curriculum Sampler
Brrr! It’s Cold Out There!. . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Hot Seat! Vocabulary Review. . . . . . . . . . . . . . . . . . . . . . 179
Podcast, Unit 8: Latitude and Longitude. . . . . . . . . . . 180
UNIT 9:
Casablanca, Morocco
. . . . . . . . . . . . . . . . . . . . . . . . 181
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Too Hot or Too Cold?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Brain Break: Alike or Different?. . . . . . . . . . . . . . . . . . . . 190
Feet in the Sand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Reflection: Postcard from Morocco. . . . . . . . . . . . . . . . 196
Vocabulary Charades. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Podcast, Unit 9: Latitude and Longitude. . . . . . . . . . . 198
UNIT 10:
Sydney, Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 201
The Size of Things: Part 1. . . . . . . . . . . . . . . . . . . . . . . . . . 202
Dihydrogen Monoxide. . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Chemistry-Elements & Compounds. . . . . . . . . . . . . . . 207
The Size of Things: Part 2. . . . . . . . . . . . . . . . . . . . . . . . . . 213
Brain Break: Create a Word Challenge. . . . . . . . . . . . . 215
Space Voyager. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Scientific Notation:
Exploring Powers of 10 Multiplication. . . . . . . . . . . . . 218
Scientific Notation: Cornell Notes. . . . . . . . . . . . . . . . . 220
Podcast, Unit 10: Latitude and Longitude . . . . . . . . . 226
UNIT 11:
Moscow, Russia
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Wave Goodbye!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Brain Break: Party Mixer. . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Waves: Cornell Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Wave Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Reflection: Waves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Podcast, Unit 11: Latitude and Longitude . . . . . . . . . 252
UNIT 12 and 13:
Headquarters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Introduction to Forensics . . . . . . . . . . . . . . . . . . . . . . . . . 256
Group Juggle: Team Builder. . . . . . . . . . . . . . . . . . . . . . . 257
Interactive Disease Detective Activity. . . . . . . . . . . . . 258
Crime Scene Scenarios. . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Fingerprint Lab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Cryptogram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Measurable ID! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
The Last Detail. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
How Effective Is an Eye Witness?. . . . . . . . . . . . . . . . . . 275
The Mystery Note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
Podcast, Unit 13: Latitude and Longitude . . . . . . . . . 281
UNIT 14:
NASA, Florida . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Podcast on the Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . 285
Space Math. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
Basic Rocketry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290
Constructing a Bottle Rocket. . . . . . . . . . . . . . . . . . . . . . 297
Reflection: Press Release. . . . . . . . . . . . . . . . . . . . . . . . . . 300
UNIT 15:
NASA, Florida . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Rocket Launch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
Wrapping It All Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305
Podcast, Unit 15: End of Program . . . . . . . . . . . . . . . . . 306
APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
Appendix I:
Team-Building and Brain Break Activities. . . . . . . 308
Appendix II:
Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Appendix III:
Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321
Appendix IV:
Water Bottle Rocket Launcher Directions . . . . . . . 324
Summer Bridge Curriculum Sampler
27
UNIT 5:
Mumbai, India
(WATER)
Objectives: The Students Will...
• Become familiar with the pH scale and test the pH of solutions.
• Purify water through student-made purification columns.
• Investigate the absorption of water by polymers.
Activities
•
•
•
•
AVID Island (20 min)
What Does It Indicate? (60 min)
Brain Break: Team Huddle (15 min)
Water Purification (40 min)
• Diaper Dissection: A Dirty Business (30-40 min)
• SWAT Vocabulary (15 min)
• Podcast, Unit 5: Latitude & Longitude (10 min)
Handouts
• Water Purification Lab
• Diaper Dissection: A Dirty Business Lab
• What Does It Indicate? Notes
• What Does It Indicate? Lab
Resources and Supplies
Markers, highlighters, pencils, scissors, sticky notes, glue sticks, adhesive tape, colored pencils, computer, speakers
and LCD projector
• Fly swatters (4-6 per class)
• Index cards for SWAT
• Distilled water
• Hot plate
Supplies for What Does It Indicate?
•
•
•
•
•
•
•
•
•
•
•
28
Head of red cabbage
Safety goggles
Large beaker (to cook cabbage)
Small plastic pipette (10 per group)
Small plastic cups (10 per class)
Masking tape
Coca-Cola® (50 mL)
Distilled water
Ammonia solution (50 mL)
Lemon juice (50 mL)
Baking soda (dissolved in distilled water)
•
•
•
•
•
•
•
•
•
•
Dishwashing detergent—liquid (50 mL)
Milk (reconstituted from powder)
Tap water
Chlorine bleach, diluted 1:10 with water (50 mL)
Milk of Magnesia (50 mL)
Test tubes, ~10 x 150 size (10 per group)
Test tube rack, to hold 10 tubes (1 per group)
Red and blue litmus paper (6 vials each)
Craft sticks (10 per group)
Lab aprons
Summer Bridge Curriculum Sampler
Water Purification
•
•
•
•
Dirty water (mix dirt or mud) ★
Alum (50 g)
Ring stand and ring (1 per group
Tall jar or tennis ball can (2 per group)
•
•
•
•
2-liter soda bottle (1 per group) ★
Napkins or paper towels (3-4 per group)
250 mL or 400 mL beakers (2 per group)
Funnel (1 per group)
Diaper Dissection
•
•
•
•
Large disposable diaper — super-absorbent (1 per group)
Tap water
Zipper-type plastic bag —1 gallon (1 per group)
Salt (pinch/group)
• 100 mL graduated cylinder (1 per group)
• Disposable gloves (pair per group)
• Small paper cups (2 per group)
Teacher Preparation
•
•
•
•
•
Prepare red cabbage juice indicator.
Prepare and label cups for unknown solutions and cabbage juice.
Prepare “dirty water” for purification activities.
Cut soda/water bottles for purification activities.
Prepare vocabulary SWAT cards.
WICOR Strategies
W - Write notes and reflections on investigations.
I - Formulate predictions and investigations.
C - Work as a team in a lab investigation.
O - Plan and organize using note-taking and Interactive Notebooks.
R - Read lab investigation directions.
ELL Strategies
• Cooperative learning
• Sentence stems
• Modeling
National Science Education Standards
• Content Standard A (Grades 5-8): Science as Inquiry
• Design and conduct a scientific investigation.
• Use appropriate tools and techniques to gather, analyze and interpret data.
• Develop descriptions, explanations, predictions and models using evidence.
• Communicate scientific procedures and explanations.
• Content Standard F (Grades 5-8): Science in Personal and Social Perspectives
• Populations, resources and environments
New Vocabulary
•
•
•
•
acid
base
neutral
hydrogen ions (H+)
• hydroxide ions (OH-)
• chemical compounds
• industrialization
• polymer
• osmotic pressure
• osmosis
Summer Bridge Curriculum Sampler
29
Water Purification
time
40 minutes
handout
• Water Purification Lab
INTRODUCTION
supplies
In this activity, agents will explore water quality
and pollution sources. They will also construct
and test two different types of water purification
systems: chemical treatment and filtration
systems. Headquarters wants to be sure that
agents know water survival techniques and are
able to produce their own safe water for drinking
as they complete their mission in Mumbai.
•
•
•
•
•
•
•
•
•
•
•
Dirty water samples (with dirt or mud)
Alum (at least 1 tsp per group)
250 mL or 400 mL beakers (2 per group)
Filter paper (1 per group)
Ring stand and ring (1 per group)
Tall jars or tennis ball cans (2 per group)
2-liter soda bottle (1 per group)
Napkins or paper towels (3-4 per group)
Gravel (~1/2 cup per group)
Sand (~1/2 cup per group)
Cotton balls (4-5 per group)
Teacher Directions
• Prepare the 2-liter bottles for the lab investigation by cutting the bottles in half and putting the top half upside
down inside the lower half so that it forms a funnel.
• If you would like additional information on the topic of water treatment or want to show agents online
information, review and use websites such as the ones below.
• Exploring various chemical water treatments and water-borne illnesses:
http://www.high-altitude-medicine.com/water.html
• Using solar power to treat water:
http://www.rsc.org/Publishing/ChemTech/Volume/2009/03/solar_power_kills_bacteria.asp
• Discuss with the agents that Mumbai and the other large Indian metros are among the densest cities in the
world, according to Forbes magazine. The large and dense population of Mumbai has led to a great deal of
water pollution. Use an Internet website on Mumbai to show the water pollution in Mumbai.
• Also discuss the reasons for the pollution in the huge city of Mumbai.
• Industrialization (chemicals, fertilizers): The polluting never stops—thousands of industrial sites that
produce pesticides, chemicals for fertilizers, or dyes for fabrics dump their polluted sludge along the
roadside or in the rivers. Consequently it is unsafe to drink water or eat fish from the rivers. (The water
is not potable—not safe to drink.)
• Chimneys emit gases that make breathing difficult.
30
Summer Bridge Curriculum Sampler
• In the lab investigation on water purification, alum will be used for chemical treatment of the polluted water.
Alum is a double sulfate of potash and aluminum, Al(SO4)2•12H2O. A very small amount of alum causes
particles and foreign matters in the water to precipitate out as a gelatinous mass. It has a sharp taste, but is
harmless; in fact not only does alum clarify water but it also can remove disease-causing germs from the water.
• The filtration system for the water purification will be layers of sand, gravel, paper (napkins) and cotton balls.
Each of the layers absorbs different particles in the water.
• Instruct agents to turn to the Water Purification Lab sheet (Case File page 49) and review the lab directions.
Show them how to set up the filtration apparatus and fold the filter paper.
• Show agents the format for the data table for recording their procedures, observation, and inferences for each
step and have them draw the table in their Case Files, Water Purification Data, page 48.
Procedure
(A phrase)
Example:
Dirty water through filter
paper
Observation
Inference
Example:
Water coming through
the filter paper is cleaner
Example:
Dirt particles were caught
by the filter paper
• Discuss with agents the meaning of inference (a conclusion arrived at through careful thought about an
observation or set of facts) and provide examples of observations and inferences that can be made from those
observations.
• As a summary, have the agents discuss the following questions within their groups and answer the questions
beneath the data table (Case File page 48).
• What do we mean when we say water is “dirty”?
• What could be in the water that our chemical and filtration systems did not filter out?
• What other tests should be conducted to ensure Dr. Vicious does not ruin the water supply?
• If there is not room on the data table page for responding to the summary questions, have agents respond to
the questions on a plain piece of paper and add it as a flip page on top of the data table.
Summer Bridge Curriculum Sampler
31
Student Activity, INB page 49
Water Purification Lab
supplies
PART 1:
Purifying Water by Filtration,
Sedimentation and Chemical Treatment
•
•
•
•
•
•
beakers (2 per group)
funnel
ring stand and small ring
filter paper, one piece
alum (~1 tsp)
clear containers or water bottles (2)
Procedure
1. Pour a sample of dirty water into one of the two beakers and let it rest while you set up the filtration system.
2. Attach the ring to the ring stand and place the funnel inside the ring.
3. Fold the filter paper into a wedge-shape and fit it into the funnel.
4. Pour the dirty water through the filter paper and collect it in the other beaker.
5. Divide the filtered water evenly into two tall containers.
6. Add the alum to one container, stir well, and allow the containers to sit for about 20-30 minutes. Then
compare the two jars and record your observations. You can go on to part 2 while the containers are setting.
PART 2:
Inventing a Filter to Clean Dirty Water
Procedure
1. Obtain the top and bottom of a 2-liter bottle that has been
cut in half and put the top half upside down inside the lower
half so that it forms a funnel.
supplies
•
•
•
•
•
cotton balls (4-5)
napkins (2-3)
gravel (~1 small handful)
sand (~1 small handful)
dirty water sample
2. Place 4-5 cotton balls in the drink spout of the top half.
3. Place the napkins over the cotton balls so that they cover the bottom of the funnel.
4. Pour the gravel and sand over the napkins.
5. Pour the dirty water through the filter and examine the filtered water.
6. Deconstruct the filtration system carefully and examine the different materials to see how effective they were
at filtering debris or dirt.
7. If directed to do so by your teacher, repeat this investigation by varying how you construct the filtering
system.
32
Summer Bridge Curriculum Sampler
Droplet Race
time
15 minutes
handout
INTRODUCTION
This extraordinary substance called
water has interesting characteristics
that agents must understand well
since it is so vital to life. One of these
characteristics is a strong cohesive
force between the water molecules.
The droplet race is a simple way to
illustrate the property of cohesion in
water. The agents will have fun “racing”
the water molecules and comparing
them to oil.
• Droplet Racetrack (1 per pair of agents)*
supplies
•
•
•
•
•
•
•
•
Plastic sleeve or wax paper (1 per pair of students)
Cardboard or clipboard (1 per pair of students)
Plastic pipette (2)
Water
Oil (few mL)
Paper clips—opened out (1 per group)
Paper towels
Graduated cylinder (50 or 100 mL)
Teacher Directions
• This activity will introduce agents to the cohesion of water molecules through a droplet race using water and a
second race using vegetable oil. After the races, the class will discuss this characteristic of water and examples
of it in everyday life.
• Molecules attract each other to some degree. In water this attraction is relatively strong. The attraction between
the molecules is called cohesion (i.e., “co” = together or between). Molecules also have a degree of attraction
to their container or to other kinds of molecules. This is called adhesion (i.e., to adhere is to “stick to” another
substance).
• Distribute to each pair of agents a droplet racetrack that has been placed in a plastic sleeve (page protector) or
covered with wax paper and placed on a stiff backing (taped or clipped onto cardboard or clipboard).
• One partner will be the timer; the other will “race” the droplet down the printed track. After the first trial by one
partner, they will switch roles.
• Tell agents that they will discover an important characteristic of water and other liquids in this activity and that
discussion of the characteristic will take place after the activity.
• Before agents start the activity, instruct them to set up Cornell notes (Case File page 35) for recording data and
observations. The essential question is, “What are the differences between cohesive and adhesive forces?”
• Review the following directions with agents as you demonstrate the droplet race. Remind agents to dry off the
racetrack between each trial.
• With the racetrack lying flat, use the pipette to place a couple of drops of water on the start line of the
racetrack.
Summer Bridge Curriculum Sampler
33
• Use the point of a paper clip to move the two drops together to make one large drop on the start line.
• On the word “go” from the timer, pick up the racetrack and stiff backing, then tilt and move the board
to make the droplet follow the track to the finish line.
• Dry off the racetrack and do two trials, having the timer time the race. Record the race times in your
Case File.
• Switch roles and have the timer be the racer for two trials. Record the times.
• Calculate the average time for the four water trials.
• Record your observations beneath the race times in your Case Files.
• Dry off the racetrack and repeat the trials using drops of oil.
• Calculate the average time for the four oil trials and record your observations.
Processing the Activity
• Have agents share their average race times and observations for the water trials and ask them to provide other
examples where they have noticed water molecules sticking together (e.g., water “beading up” on the hood of a
car, water rivulets on the inside of a window when it is very cold outside, etc.).
• Ask agents to write in the left column of their Cornell notes the following question:
• Why do the water droplets stick together so easily?
• Introduce, define and discuss cohesion as the agents record the information. Ask agents to suggest other words
that begin with “co” and tell what the words mean. (cooperate, coexist, co-chairmen, coed, etc.)
• Discuss the answer to the above question. “As the water droplets “race” down the track, the forces pulling the
molecules together (cohesion) are stronger than the forces attracting the molecules to the plastic sheet (adhesion).“
• Have agents share their average race times and observations of the oil droplet during the droplet race. Ask
them to write the following questions in the left column of their notes and record the answers as you discuss
the questions.
• Why didn’t the oil droplet stick together as well as the water?
Answer: The molecules have weak attractions between them: weak cohesion.
• Introduce, define and discuss adhesion. Use the example of adhesive tape to help agents remember the term.
• Show agents how water forms a curve (meniscus) on the surface when it is in a
narrow cylinder such as a graduated cylinder. This is another example of adhesion.
• Discuss with agents why multiple trials are necessary for valid science investigations.
meniscus
• After the next activity, Water Walkers, agents will process both activities and write a
reflection in their Cornell notes so they can communicate findings with Headquarters
at a future date.
Extension
• If there is time, you may want to locate and use a website illustrating the characteristics of water.
34
Summer Bridge Curriculum Sampler
Student Activity
Droplet Racetrack
FINISH
START
Summer Bridge Curriculum Sampler
35
36
Summer Bridge Curriculum Sampler
Summer Bridge Program
Prophone
and the Environment
An Integrated Math and Science
Environmental Project
AVID Center
Summer Bridge Curriculum Sampler
37
TABLE OF CONTENTS
UNIT 1:
INTRODUCTION AND INITIAL SET-UP
��������1
Introduction to Program ����������������������������������������������������� 3
Statement of Purpose ������������������������������������������������������������4
Learning Style Survey ������������������������������������������������������������5
Team-Builder: Name Game Ball Toss ��������������������������������9
Interactive Notebook Set-Up ������������������������������������������� 10
Introduction to Scientific Observations ����������������������� 18
Observation vs. Inference
Candle and Tube Video Demonstration ����������������������� 20
Interactive Notebook Reflection, Unit 1 ����������������������� 22
TOOLS OF A SCIENTIST
��������������������������������������� 23
Team-Builder: Real Scientists—Please Stand Up! ����� 25
Costa’s Levels of Thinking ������������������������������������������������� 26
Circular Madness ������������������������������������������������������������������� 29
Procedure Writing ���������������������������������������������������������������� 36
Designing an Experiment: Mealworms, Part 1 ��������� 38
Interactive Notebook Reflection, Unit 2 ����������������������� 40
UNIT 3:
INTERACTIVE
NOTEBOOK REFLECTION ������������������������������������ 41
Dimensional Analysis ���������������������������������������������������������� 43
Measuring With My Feet! ������������������������������������������������ 45
Designing an Experiment: Mealworms, Part 2 ����������� 47
Let the Game Begin! ����������������������������������������������������������� 48
BIOMES AND BIODIVERSITY
��������������������������� 51
Ecology Word Splash �������������������������������������������������������� 53
Biomes of the World ������������������������������������������������������������ 55
Biodiversity Activity for Different Biomes ������������������� 57
Building a Food Web, Part 1 ��������������������������������������������� 62
Interactive Notebook Reflection, Unit 4 ����������������������� 64
38
BIOTIC COMPONENTS
OF AN ECOSYSTEM ����������������������������������������������������� 65
Numbered Heads Together ��������������������������������������������� 67
Building a Food Web, Part 2 ��������������������������������������������� 68
A Picture is Worth a Thousand Words ��������������������������� 69
Population Cycles������������������������������������������������������������������� 70
Biomagnification Simulation��������������������������������������������� 73
Interactive Notebook Reflection, Unit 5 ����������������������� 77
UNIT 6:
ABIOTIC CYCLES AND SOIL TESTING ����������� 79
UNIT 2:
UNIT 4:
UNIT 5:
Team-Builder: Vocabulary Charades ����������������������������� 81
Soil Testing������������������������������������������������������������������������������� 82
Biogeochemical Cycles ������������������������������������������������������� 88
Interactive Notebook Reflection, Unit 6 ����������������������� 91
UNIT 7:
TOPOGRAPHY AND WATER TESTING ������� 93
Topographical Maps and Models������������������������������������� 95
Team-Builder: The Last Detail �����������������������������������������102
Characteristics of Water: Cornell Notes�����������������������103
Water Testing�������������������������������������������������������������������������110
Interactive Notebook Reflection, Unit 7 ���������������������118
UNIT 8:
POPULATION PATTERNS
AND DISPERSAL �������������������������������������������������������� 121
Estimation Station���������������������������������������������������������������123
So Many Species in Danger of Extinction �����������������124
There has to be an Easier Way than Counting:
Random Sampling���������������������������������������������������������������127
There has to be an Easier Way than Counting:
Mark and Recapture�����������������������������������������������������������130
Interactive Notebook Reflection, Unit 8 ���������������������133
Summer Bridge Curriculum Sampler
UNIT 9:
POPULATION GROWTH
CHARACTERISTICS�������������������������������������������������������141
Habitat Destruction�������������������������������������������������������������143
Modeling Exponential Growth and Decay:
Skittles® Lab���������������������������������������������������������������������������145
Team-Builder: Team Huddle���������������������������������������������149
Exponential and Logistic Growth�����������������������������������150
Hunting Dilemma: Philosophical Chairs���������������������153
Interactive Notebook Reflection, Unit 9 ���������������������157
UNIT 10:
HUMAN IMPACT �����������������������������������������������������������161
Tragedy of the Commons������������������������������������������������ 163
Vocabulary Activity: Back Me UP���������������������������������� 166
Cell Phone Life Cycle.���������������������������������������������������������167
Interactive Notebook Reflection, Unit 10 �������������������173
UNIT 11:
USING RESOURCES WISELY���������������������������������175
Team-Builder: Your Choice ���������������������������������������������� 177
Ecological Footprint �����������������������������������������������������������178
Tally the Money���������������������������������������������������������������������181
Interactive Notebook Reflection, Unit 11�������������������183
UNIT 12:
PROCESSING THE GRASSLAND DATA ���185
Team-Builder: Make It So! �����������������������������������������������187
Introduction of Two Sites �������������������������������������������������189
Grassland Data Sale and Processing the Data�����������192
Interactive Notebook Reflection, Unit 12 �������������������212
UNIT 13:
PROCESSING THE DECIDUOUS SITE
AND MAKING A FINAL DECISION ���������������213
Deciduous Data Sale and Processing the Data �������216
Developing a Rubric�����������������������������������������������������������235
Making a Final Decision: Job Duties�����������������������������236
UNIT 14:
PREPARATION FOR PRESENTATION �������237
Team-Builder: Musical Chairs�������������������������������������������239
Preparation for Presentation�������������������������������������������240
Completion of KWL�������������������������������������������������������������240
UNIT 15:
PRESENTATION�������������������������������������������������������������241
Presentations�������������������������������������������������������������������������243
APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Appendix I:
High School Success Activities. . . . . . . . . . . . . . . . . . . 246
Learning to State Opinions. . . . . . . . . . . . . . . . . . . . . 246
Spend Your Time Wisely (Time Management). . . 248
What's It Worth? (Valuing Higher Education). . . . 252
Do the Math (Calculating Your GPA) . . . . . . . . . . . . 255
Time Well Spent (Service Learning). . . . . . . . . . . . . 259
Getting the Score (College Entrance Exams) . . . . 261
Showing Off (Portfolio Building). . . . . . . . . . . . . . . . 263
Making Yourself Academically
Desirable to Colleges. . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Appendix II:
Team-Building & Brain Break Activities�������������������274
Appendix III:
Processing Activities���������������������������������������������������������281
Appendix IV:
Supplies ���������������������������������������������������������������������������������285
Appendix V:
Handouts�������������������������������������������������������������������������������288
Appendix VI:
Directions for Making Equipment ����������������������������291
Team-Builder: The Ideal City���������������������������������������������215
Summer Bridge Curriculum Sampler
39
UNIT 7:
TOPOGRAPHY
AND WATER TESTING
OVERVIEW
Unit 7 of the program will focus on topography and water. Students will learn about
topographical maps and will create two-dimensional and three-dimensional models.
Students will then be introduced to some of the various characteristics of water
chemistry including turbidity, conductivity, pH, and hardness and will conduct labs
on each of these characteristics.
Objectives: The Students Will...
• Interpret and construct topographical maps and use the maps for informed decision-making.
• Investigate various dynamics of water chemistry (pH, temperature, turbidity, conductivity and hardness) and
how they affect the other components of an ecosystem.
• Develop the understanding that an ecosystem is a series of interactions.
• Analyze the effects of changing variables within an ecosystem.
• Evaluate characteristics of the desert site as a location for a factory.
• Write a reflection at the conclusion of the unit.
Activities
• Topographical Maps and Models (90 min) $$
• Team-Builder: The Last Detail (15 min)
• Characteristics of Water: Cornell Notes (40 min)
• Water Testing (50 min)
• Interactive Notebook Reflection (20 min)
Handouts
•
•
•
•
40
Topographical Maps and Models
Topographical Maps #1-#4 (1 map per group)*
Characteristics of Water: Cornell Notes
Water Testing Lab Sheets for each station
(laminated or in sheet protectors)*
• Desert Site Topographical Map
• Desert Site: Soil and Water Data
Summer Bridge Curriculum Sampler
Resources and Supplies
• Highlighters, markers, colored pencils, sticky notes,
scissors, pencils, tape, glue
• Lab goggles
• Red and blue litmus papers (approximately 25-30 of each)
• pH paper (approximately 25-30)
• “Wash water” (2 cups of distilled water)
• Conductivity testers (2)–see Appendix VI for
building instructions
• Sample of electrolytic solution
(Gatorade or similar drink)
• Test tube rack (or beaker) (1 per group)
• Test tubes (3)–approximately 16x150 mm for each group
or only three test tubes to be washed after each group
• Construction paper (pkg of various colors)
• Soap solution (approximately 250 mL)
• Water samples (approximately 500 mL each
for 3 stations: tap water, distilled water, hard
water, in labeled beakers or cups)
• Pipettes for each water sample (labeled)
• Small paper cups or beakers (3)
• Secchi disks (4)–see Appendix VI for
building instructions
• Tall cylinders (4)
• Powdered milk (approximately 3 grams)
• Epsom salt (approximately cup)
• Cardboard pieces (about 12-inch square
per group)
• Ammonia solution (approximately 25 mL),
with pipette OR baking soda solution
(approximately 25 mL), with pipette
• Lemon juice (approximately 25 mL),
with pipette
Teacher Preparation
•
•
•
•
•
Collect cardboard for topographic maps.
Water samples (labeled and with labeled pipettes) for water testing stations
Prepare powdered milk solutions for turbidity testing.
Set out Water Testing Lab Sheets at water testing stations.
Build or buy a simple conductivity tester and Secchi disks (see Appendix VI for building instructions).
WICOR Strategies
W - Write reflections on the lab investigations.
I - Form predictions, investigate water characteristics, evaluate data.
C - Work as a group in creating topographical maps.
O - Plan and organize using note-taking and Interactive Notebooks.
R - Read a topographical map; mark text material.
ELL Strategies
• Sentence stems
• Hands-on activities
• Peer collaboration
Math Common Core State Standards
• Number and Quantity
• Reason quantitatively and use units to solve problems.
National Science Education Standards
• Content Standard A (Grades 9-12): Science as Inquiry
• Use technology and mathematics to improve investigations and communications.
• Formulate and revise scientific explanations and models using logic and evidence.
• Content Standard B (Grades 9-12): Physical Science
• Structure and properties of matter
• Content Standard F (Grades 9-12): Science in Personal and Social Perspectives
• Populations, resources and environments
Summer Bridge Curriculum Sampler
41
Topographical Maps and Models
INTRODUCTION
time
In this activity, students will investigate
topographical maps and how they can be
used by scientists. The teacher will lead a
discussion about topographical maps and
share examples. Students will analyze topo
maps to create three-dimensional models
of the maps, then exchange the models with
other groups and create two-dimensional
topo maps of the model they received.
90 minutes
handouts
• Topographical Maps and Models
• Topographical Maps #1– #4 (1 map per group)*
supplies
• Cardboard pieces for “spacers”
• Construction paper (1 pkg, including black)
Teacher Directions
• Prior to class prepare a three-dimensional model of a topographical map using the directions on the student
instruction sheet, so students can see an example of the type of model they will make.
• Discuss background information on topographical maps, including the following points, with students as they
take notes in their INBs (page 55):
• Topo means place and graph means writing or picture.
• Topographical maps show surface shapes and features of the earth, both natural and manmade.
• The maps are used extensively by geologists, field biologists, hikers and campers.
• Direct students’ thoughts to runoff and water flow.
• Show examples of topographical maps from the following Internet sites or other similar sites:
• http://www.lib.utexas.edu/maps/topo/texas (offers close-up looks at specific cities)
• http://www.trails.com/topo-learn-more.aspx (examples of various types of topographical maps)
• http://www.compassdude.com/topographic-maps.shtml (reading topographical maps)
• http://www.digital-topo-maps.com/topo-maps.shtml (offers close-up looks at sites across the Earth)
• As you show maps from the Internet sites, introduce basic terms used in describing topographical maps:
• Relief: the difference in elevation between two points. Where relief is low, the area appears to be
relatively flat. Where relief is high, the area is steep, as in mountainous regions.
• Contour lines: the imaginary line on the Earth’s surface connecting points of the same elevation.
Contour lines are widely spaced on gentle slopes and closely spaced on steep slopes.
• Contour intervals: the difference in elevation between adjacent contour lines. Usually every fifth
contour line is printed heavier than the others and is marked with the elevation above sea level.
• Scale: the relationship between distance on the map and the true distance on the Earth’s surface;
generally expressed as a ratio or fraction, such a 1:24,000 or 1/24,000.
42
Summer Bridge Curriculum Sampler
• Form student groups of three members to build the models and give each group a sample topographical map
(choose from #1-#4) from which they will make the models.
• Have students turn to Topographical Maps and Models (INB page
57) and review the directions with them. Show students your
model so they will have a visual reference of the type of product
they are preparing.
• Display and discuss the different results. Ask the students what
they would do differently if they were to prepare the models and
maps again.
140 130
• Lead a discussion on why topographical information is important
and how it could be useful to the ProPhone site development.
Include the following:
100
120
110
120
• Water runoff and water flow
• Areas that might be affected if pollutants flow from the site
• Flooding, landscaping, roads, access of trucks, inclement weather
• Beneath their notes on page 57, have students brainstorm and list the types of information they will look for as
they analyze topographical maps of the potential ProPhone factory sites.
$$
Groups will receive the following for their registers
(to be divided among the group evenly):
$200 for the most accurate map;
$150 for the second best map;
and $100 for the third best map.
Summer Bridge Curriculum Sampler
43
Student Activity, INB page 57
Topographical Maps and Models
In groups of three you will build a three-dimensional model of a topographical map marked with elevations of
the various land forms present. Groups will then exchange models and create a two-dimensional drawing of the
three-dimensional model.
Supplies
Construction paper, several colors
Glue
Cardboard “spacers” (small pieces)
Blank white paper
Scissors
Sample topographical map
Procedure
1. Place the copy of the sample topographical map on top of black or dark construction paper.
2. Carefully cut along the contour line representing the lowest elevation. Label the center of the construction
paper with a “1.” This is the first level of the model you will build.
3. Place the copy of the map on top of a different color of construction paper and cut around the next contour
line. Label this paper with a “2,” indicating the second level of the model.
4. Continue this process for all of the remaining contour lines.
5. Glue several spacers to the bottom of layer #2 and glue it onto the top of the first layer. The spacers
represent the increase in elevation between each contour line.
6. Repeat this process with the rest of the layers until the model is built.
7. Exchange models with another group and individually draw a two-dimensional map of the model you
received in exchange.
8. Glue or tape your map onto page 56 in your INB.
44
Summer Bridge Curriculum Sampler
Student Activity
Summer Bridge Curriculum Sampler
1940
1950
1930
1960
1920
Topographical Map 1
45
Student Activity
46
Summer Bridge Curriculum Sampler
2200
2220
2240
2260
2280
2300
2320
Topographical Map 2
Student Activity
100
110
140
130
120
120
Topographical Map 3
Summer Bridge Curriculum Sampler
47
Student Activity
2240
2220
2260
2280
2200
Topographical Map 4
48
Summer Bridge Curriculum Sampler
Population Cycles
INTRODUCTION
time
This food web simulation is a kinesthetic and
quantitative activity that illustrates the predator-prey
relationships over generations. Students will form
hypotheses about the results, graph the data, and
investigate the influence of abiotic factors in the
patterns of generations.
90 minutes
supplies
• Chart paper
• Graph paper, quarter sheets
• Three sets of 12 brightly colored
items, each set a different color
(markers, highlighters, etc.)
Teacher Directions
• This activity is intended to be done outside or in a relatively large open area, such as a gymnasium, if an outside
area is unavailable. Bring chart paper for recording class data tables.
Simulation 1 – Herbivores and their food
• For simulation 1, each of the class members will be representative of a desert herbivore (choose one from the
previous food web activity). Distribute all objects (highlighters or markers) randomly on the ground. Inform
students that there is no difference in meaning of the color at this time and that the objects represent food.
At the beginning of the first round, count how many living individuals (the entire class) are participating and
record it in a data table (this can be a useful task for someone who might not be able to participate physically
in the activity).
Generation
Initial # of Individuals
# of Individuals to Start
the Next Generation
# of Survivors
1
24
6
12
2
12
8
16
3
16
Etc.
• Procedure:
• Establish a “safe zone” or area for the herbivores eight to 10 feet away from the “food” area.
• At the teacher’s command, all individuals will gather as many objects as they can (it should only take
10 seconds or so to have them all collected).
• Only individuals who collect three objects and return to the “safe zone” have collected enough food to
survive and reproduce. Individuals who collect only one or two objects “die” and will stand to the side.
• Individuals that survive can choose one of the “dead” individuals to be their representative offspring
for the next generation. Survivors and their offspring will collect objects on the next round.
• The objects must be replaced after each round.
Summer Bridge Curriculum Sampler
49
• After explaining the process, have students hypothesize in the INBs (page 42) about what they think will
happen to the population over the next 10 generations. Also have them predict the kind of patterns they
expect to observe.
• Run the simulation for 10 generations and record data on the chart paper for the class to see.
• At the conclusion of the simulation, have each student construct a graph on page 42 for the data. Students
should also write a brief paragraph explaining whether their hypothesis was correct or incorrect and justify
their explanation.
Sample Graph
Initial # of Individuals
Generation
• Discuss as a group the patterns that were observed. Also discuss what would happen if the requirement
increased to four objects.
Simulation 2 – Effects of a carnivore on populations
• Use the same guidelines established in simulation 1.
• Explain the addition of a carnivore to the class and have students hypothesize in their notebooks about the
effects they think they will observe concerning the herbivore population over time.
• Have one volunteer represent a predator of the desert habitat (also remove this person from the food web
activity). Have this person stand on the opposite side of the game area from the “safe zone.” The rest of the
individuals are herbivores and still must collect their food to survive.
• The predator must collect one herbivore to survive.
• At the teacher’s command, the herbivores will be allowed to collect their food. After five seconds, the carnivore
will be allowed to enter the habitat and hunt the herbivores. A carnivore can only consume a single herbivore
per round.
• Once the herbivore has collected three objects, exits the course and returns to the safe zone, it cannot be
preyed upon.
• An individual captured by the carnivore represents successful survival/reproduction and becomes an additional
carnivore for the next round. The process will be repeated for 10 generations.
• Create the data table below on chart paper during the simulation.
Counts represent the number of each at the beginning of each round.
Generation
# of Herbivores
# of Carnivores
1
23
1
2
10
2
3
12
4
• Record the data for each generation.
• At the conclusion of the simulation, have each student turn to page 43 in their INBs and construct a single
graph of the data for both herbivore and carnivore populations. Students should also write a brief paragraph
concerning their hypothesis, whether it was correct or incorrect, and justify their answer.
50
Summer Bridge Curriculum Sampler
Summer Bridge Curriculum Sampler
51
Math for 7th Grade Summer Bridge: Unit, Topic, and Math CCSS
Activity
Topic(s)
CCSS
Unit 1: "Survival" Set Up
Survival Guidelines
Acrostic You
Tribal Selection
Tribal Team Banner
Interactive Notebook
Program Goals
Tribal Challenge: Calendar Math
Costa’s Levels of Thinking
Fraction‐Decimal‐Percent Models
Tribal Challenge: Fraction‐Decimal‐Percent The Importance of Official Math Language
Exit Ticket
Team builder
Setting up teams
Team banner
Structure of INB
Individual goals
Collaborative problem‐solving
Levels of thinking
Modeling
Practice: fraction‐decimal‐percent
Vocabulary Reflections, remaining questions
6.RP.3a Make tables of equivalent ratios relating quantities with whole‐
number measurements
6.RP.3c Find a percent of a quantity as a rate per 100; solve problems
involving finding the whole, given a part and the percent. Unit 2: Ratios and Proportional Reasoning
Warm‐Up, Unit 2
Word Break
Domino Conversion Match‐Up
Race to Equivalence
Compare and Order Rational Numbers: Cornell Notes
Snowball Fight: Vocabulary Activity
Tribal Challenge: Triple Match
Ratio and Proportion Review: Cornell Notes
Tribal Challenge: Yucky Proportion Application
Tribal Challenge: Order on the Line
3‐2‐1 Reflection
Review of fractional parts
Fractions‐decimals‐percent
Conceptual understanding of fraction Ratonal numbers
Fun vocab activity
Fraction‐decimal‐percent
Ratio and proportion Ratio and proportion
Ordering fractions
Reflection on equivalence
6.RP.3b Solve unit rate problems including those involving unit pricing and
constant speed. 6.RP.3c Find a percent of a quantity as a rate per 100; solve problems
involving finding the whole, given a part and the percent. 6.NS.7a Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. 7.RP.3 Use proportional relationships to solve multistep ratio and percent problems.
Unit 3: Rational Number Operations and Concepts, Fractions
Warm‐Up, Unit 3
Addition and Subtraction of Fractions: Cornell Tribal Challenge: 10‐Minute Madness
Tribal Challenge: Fraction Train
Tribal Challenge: Multiplication Team Relay
Multiplication of Fractions Using Models
Brain Break: Charades Vocabulary Activity
Tribal Challenge: What's the Problem?
Math Task: Cups of Chocolate Chips
Fractions‐decimals‐percent
Operations with fractions
Solving fraction problems Fun review of multiplication facts
Modeling fractions
Team builder
Numerical problems to word problems
Application of fraction operations
7.NS.1 Apply and extend previous understanding of addition and
subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. 7.NS.2 Apply and extend previous understanding of multiplication and
division and of fractions to multiply and divide rational numbers
7.NS.3 Solve read‐world and mathematical problems involving the four
operations with rational numbers.
Unit 4: Rational Number Operations and Concepts, Fractions
Warm‐Up, Unit 4
Division of Fractions: What Does It Mean?
Putting It All Together
Teach and Go Activity, Part 1
SWAT Vocabulary Game
Teach and Go Activity, Part 2
Summarization
Fraction Operations BINGO
Tribal Challenge: 10‐Minute Madness
52
Divisoin of fractions
Operations with fractions
Demonstrate understanding of Vocabulary building
Student‐to‐student teaching
Writing summaries
Operations with fractions
Fraction operations
6.NS.1 Interpret and compute quotients of fractions, and solve word
problems involving division of fractions by fractions. 7.NS.1 Apply and extend previous understanding of addition and
subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. 7.NS.2 Apply and extend previous understanding of multiplication and
division and of fractions to multiply and divide rational numbers.
7.NS.3 Solve read‐world and mathematical problems involving the four
operations with rational numbers. Summer Bridge Curriculum Sampler
Unit 5: Rational Number Operations & Concepts, Integers
Warm‐up, Unit 5
Everything Has Its Place
Decimal Partner Review
Add, Subtract, Multiply, and Divide Decimals: Folding Organizer
Decimal Scavenger Hunt
Tribal Challenge: Decimals
Snake and Humans Story Time
Mini Lesson Using 2‐ Color Counters
Add and Subtract Integers: Cornell Notes
Integer Conga Line
Snakes and Humans Integer Practice
Reflection: Decimals and Integers
Place value, prime numbers
Decimals ↔ words
Decimal operations
Interactive solving decimal problems
Solving decimal problems
(+) and (‐) integers
Integer problems
Integer operations
Oral explanations of integer rules
Operations and number lines
Unit 6: Rational Number Operations & Concepts, Integers
Warm‐up Unit 6
Human Number Line
Integer Card Game
Multiply and Divide Integers: Modeling and Rules
Brain Break: Choice
Integer Practice
Who’s the Greatest?
Integer Relay Race
Reflection: Learning Log
Operations with integers
Operations with integers
Operations with integers
Team builder
(+) and (‐) integers
Integer operations card games
(+) and (‐) integers
6.NS.3 Fluently add, subtract, multiply, and divide multi‐digit decimals
using the standard algorithm for each operation. 7.NS.1a Describe situations in which opposite quantities combine to make 0. (7.NS.1a)
7.NS.1b Understand p + q as the number located a distance |q| from p, in
the positive or negative direction, depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real‐
world contexts. 7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, p –q = p + (‐q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real‐world contexts. 7.NS.1d Apply properties of operations as strategies to add and subtract
ti
l
b
7.NS.1b Understand p + q as the number located a distance |q| from p, in
the positive or negative direction, depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real‐
world contexts. 7.NS.1d Apply properties of operations as strategies to add and subtract
rational numbers. 7.NS.2 Apply and extend previous understanding of multiplication and
division and of fractions to multiply and divide rational numbers 7.NS.3 Solve real‐world and mathematical problems involving the four
operations with rational numbers. Unit 7: Rational Number Operations & Concepts, Order of Operations
Warm‐up Unit 7
Back Me Up: Vocabulary
Order of Operations Review: Cornell Notes
Does Your Tribe Operate with Order?
Word Hunt
Tribal Challenge: Think, Think, Think!
SLAP
Brain Break: Human Knot
Tribal Challenge: Order of Operations Error Analysis: Mistaken Mike
Vocabulary game
Order of operations
Explaining steps in operations
Interactive solving integer problems
Critical thinking; justifications
Integer operations Team builder
Multistep integer problems (game)
Error analysis
6.EE.1 Write and evaluate numerical expressions involving whole‐number
exponents 7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, p –q = p + (‐q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real‐world contexts. 7.NS.1d Apply properties of operations as strategies to add and subtract
rational numbers. 7.NS.2a Understand that multiplication is extended from fractions to
rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (‐1)(‐1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real‐world contexts.
7.NS.2b Understand that integers can be divided, provided that the divisor
is not zero, and every quotient of integers (with non‐zero divisor) is a rational number. If p and q are integers, then (‐p/q) =p/(‐q). Interpret quotients of rational numbers by describing real‐world contexts. 7.NS.2c Apply properties of operations as strategies to multiply and divide
rational numbers. Summer Bridge Curriculum Sampler
53
Unit 8: Algebraic Concepts, Expressions
Unit Plan
Warm‐up for unit 8
Writing Algebraic Expressions: Cornell Notes
Lost in Translation
Expression‐Problem Match
Substitution Crossword
Reflection: Snowball Fight
Reverse Frayer Vocabulary Activity
Equations with Cups and Counters
Exit Ticket
6.EE.2a Write expressions that record operations with numbers and with
letters standing for numbers. 6.EE.2b Identify parts of an expression using mathematical terms (sum,
Algebraic expressions
Matching algebra verbal and symbolic term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. (6.EE.2b)
and expressions
6.EE.2c Evaluate expressions at specific values of their variables. Include Matching problems and expressions
expressions that arise from formulas used in real‐world problems. Algebraic crossword puzzle
Interactive translation of verbal and Perform arithmetic operations, including those involving whole‐number exponents, in the conventional order when there are no parentheses to symbolic expressions
specify a particular order (Order of Operations). Representing math vocabulary
6.EE.3 Apply the properties of operations to generate equivalent
Alg equations with manipulatives
expressions. Reflections, remaining questions
Unit 9: Algebraic Concepts, Equations
Warm‐Up, Unit 9
Algebra One‐ and Two‐Step Equations: Cornell Notes
Tribal Challenge: Equation Train
Solve equations using substitution
Human Number Line
Rational numbers
Algebra One‐ and Two‐Step Inequalities: Cornell Human Inequalities Graphing
Interactive, physical representation of inequalities
Coordinate Graphing Review
Graphing review game
Coordinate Graphing SWAT
Walking on Sunshine: Coordinate Graphing Pi t
Reflection: Algebraic Equations
Practice on graphing
Oral explanations of equations
6.NS.6b Understand signs of numbers in ordered pairs as indicating
locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. 6.EE.7 Solve real‐world and mathematical problems by writing and solving
equations of the form x + p = q and px = q for cases in which p, q, and x are all nonnegative rational numbers. 6.EE.8 Write an inequality of the form x>c or x<c to represent a constraint
or condition in a real‐world or mathematical problem. Recognize that inequalities of the form x>c or x<c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. 7.EE.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
7.EE.4b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the Unit 10: Algebraic Concepts, Proportionality
Warm‐Up, Unit 10
Who Dunnit Murder Mystery Game
Set the Table, Part 1 Brain Break: Crazy Strips
Set the Table, Part 2
4 Corners
Tribal Challenge: 4 Corners
54
6.EE.7 Solve real‐world and mathematical problems by writing and solving
equations of the form x + p = q and px = q for cases in which p, q, and x are all nonnegative rational numbers. (6.EE.7)
6.EE.8 Write an inequality of the form x>c or x<c to represent a constraint
or condition in a real‐world or mathematical problem. Recognize that Team builder
inequalities of the form x>c or x<c have infinitely many solutions; Graphical proportional and non‐
represent solutions of such inequalities on number line diagrams. proportional relationships
7.EE.4a Solve word problems leading to equations of the form px + q = r Multiple representations of algebraic and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations
equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. 7.EE.4b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. 7.RP.2b Identify the constant of proportionality (unit rate) in tables,
graphs, equations, diagrams, and verbal descriptions of proportional relationships. Solving algebraic equations
Rate of change; proportional relationships
Summer Bridge Curriculum Sampler
Unit 11: Algebraic Concepts, Measurement
Warm‐up, Unit 11
From Here to There: Vocabulary Review
Tribal Battleship™
Coordinate graphing game
Measurement and Formulas People Hunt: Give Measurement conversions and One, Get One
formulas
I See Shapes and Area
Review of 2‐D figures
Decomposing Area
Area of polygons
Brain Break: Last Detail
Team builder; attention to detail
Finding Perimeter and Area (and Tribal Challenge)
Perimeter and area
Reflection: Measurements
6.NS.6b Understand signs of numbers in ordered pairs as indicating
locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. 6.EE.9 Use variables to represent two quantities in a real‐world problem
that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. 6.G.1 Find the area of right triangles, other triangles, special
quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real‐world and mathematical problems. Unit 12: Algebraic Concepts, Measurement
Warm‐up Unit 12
Measurement Stations
Area and Perimeter Super Shapes
Tribal Challenge: Mr. Math's Fantastic Yard
SWAT Formulas & Symbols
Exploring Volume (Philosophical Chairs)
6.G.1 Find the area of right triangles, other triangles, special
quadrilaterals, and polygons by composing into rectangles or Polygons; area, perimeter
decomposing into triangles and other shapes; apply these techniques in Polygons; area, perimeter
the context of solving real‐world and mathematical problems. Polygons; compound shapes
7.G.6 Solve real‐world and mathematical problems involving area, volume
Review game
and surface area of two‐and three‐dimensional objects composed of Volume and area of rectangular prism; triangles, quadrilaterals, polygons, cubes, and right prisms. structured class debate
Tribal Challenge: What’s Your Grind?
Exit Ticket: 3‐D Measurements
Volume and surface area
Reflection on measurements
Unit 13: Summer Bridge Review
Warm‐up, Unit 13
Hot Seat
Horse Race: Interactive Notebook Review
Brain break: Scrabble Challenge
Around the World
Partner to Partner (optional)
Puzzling Problems
Project Polygon
Vocabulary Relay Race (optional)
All TEKS previously listed
Vocabulary game
Review of program content
Team builder
Math problem competition
Team builder
Math problem competition
Measurement design project
Vocabulary building
Units 14 and 15: Closure and End‐of‐Bridge Exam
Warm‐Up, Unit 14
Treasure Hunt
End of Bridge Exam
Warm‐Up, Unit 15 Money Challenge
Bridge Commercial (optional)
Brain Break‐ Group Juggle (optional)
Thank‐you Note (optional)
Hand Jive (optional)
Learning Log (optional)
Brain Break: Funny Fruits and Vegetables Missing Link Puzzle Page (optional)
Celebrate Good Times (optional)
All TEKS previously listed
Content review: game format
Team builder
Team builder
Team builder
Review challenge
Summer Bridge Curriculum Sampler
55
Algebra Readiness Summer Bridge: Unit, Topic, and CCSS Alignment
Activity
Topic(s)
Math CCSS
Unit 1: "Survival" Set Up
Survival Guidelines
Vocabulary: The Importance of Official Equation Name Plate
Tribal Selection
The Interactive Notebook
Structure of INB
Tribe Flag
Word Break
Review of fractional parts
Costa’s Levels of Thinking
Costa's Card Sort
Identifying levels of questions
Brain Break: Stand Up and Be Counted
Team builder
Tribal Challenge Calendar Math
Collaborative problem‐solving
Exit Ticket
Reflections, remaining questions
6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.EE.3 Apply the properties of operations to generate equivalent expressions.
6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). 7.G.6 Solve real‐world and mathematical problems involving area, volume, and surface area of two‐and three‐dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Unit 2 ‐ Rational Numbers: Warm‐Up, Unit 2
Program Goals
Acrostic You
Team builder
Vocabulary
Review of vocabulary
Fractions: Cornell Notes
Birthday Human Number Line Challenge Team builder
Teach and Go, Part 1
Demonstrate understanding of operations and concepts
Fun review of multiplication facts
Tribal Challenge: Multiplication Team Relay
Teach and Go, Part 2
Summarization
Tribal Challenge: 5 Minute Madness
Student‐to‐student teaching
Writing summaries
Rational number challenge
The Parking Lot
Questions for the teacher
7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, p –q =
p + (‐q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real‐world contexts. 7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.
7.NS.2a Understand that multiplication is extended from fractions to rational numbers by
requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (‐1)(‐1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real‐world contexts 7.NS.2c Apply properties of operations as strategies to multiply and divide rational
numbers 7.NS.2d Convert a rational number to a decimal using long division; know that the decimal
form of a rational number terminates in 0s or eventually repeats
Unit 3 ‐ Rational Numbers: Square Roots
Warm‐Up, Unit 3
Domino Conversion Match Up
Modeling Squares and Square Roots
Fractions‐decimals‐percents
Squares and square roots
Word Hunt
Interactive solving integer Tribal Challenge: Square Roots and the Square roots
Number Line
Reflection: Squares and Square Roots
Squares and square roots
SWAT Vocabulary Game
Inequalities: Cornell Notes
Human Number Line (My number is)
Vocabulary builder
Inequalities
Operations with integers
Team Challenge: Crossing the River
Team builder
56
6.RP.3a Make tables of equivalent ratios relating quantities with whole‐number
measurements 6.RP.3c Find a percent of a quantity as a rate per 100; solve problems involving finding the whole, given a part and the percent. 6.NS.7a Interpret statements of inequality as statements about the relative position of
two numbers on a number line diagram. 6.NS.7c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real‐world situation. 8.NS.2 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., π2)
Summer Bridge Curriculum Sampler
Unit 4 ‐ Rational Numbers: Integers
Warm‐Up, Unit 4
Quickwrite: Integers
Zero Pair
"Brain dump" on integers
Additive inverse, abolute values
Rules to Tools
Conceptualization of zero pairs
Brain Break: Act It Out
Who’s the Greatest?
Team builder
Integer operations card games
Integer Train/Relay Game
Integer operations Tribal Challenge: SWAT Take 2‐Integers Vocabulary involving integers
Reflection: Learning Log
7.NS.1a Describe situations in which opposite quantities combine to make 0.
7.NS.1b Understand p + q as the number located a distance |q| from p, in the positive or
negative direction, depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real‐world contexts. 7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, p –q =
p + (‐q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real‐world contexts. 7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.
7.NS.2a Understand that multiplication is extended from fractions to rational numbers by
requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (‐1)(‐1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real‐world contexts 7.NS.2c Apply properties of operations as strategies to multiply and divide rational
numbers. Unit 5 ‐ Algebraic Concepts: Transformations and Expressions
Warm‐Up, Unit 5
Transformation Exploration Part 1
SLAP
Transformation Exploration Part 2
Transformation Exploration Sort and Summary
Expression‐Problem Match
Substitution Crossword
See Run Do
Exit Ticket
6.EE.2c Evaluate expressions at specific values of their variables. Include expressions that
arise from formulas used in real‐world problems. Perform arithmetic operations, including those involving whole‐number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). Integer card games
Congruence and similarity, student 6.EE.3 Apply the properties of operations to generate equivalent expressions.
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
presentations and explanations
8.G.2Understand that a two‐dimensional figure is congruent to another if the second can
Summary activity
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. Matching problems and 8.G.3Describe the effect of dilations, translations, rotations, and reflections on two‐
expressions
dimensional figures using coordinates. Algebraic crossword puzzle
Algebra equations and vocabulary 8.G.4 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. Congruence and similarity
Unit 6 ‐ Algebraic Concepts: Equations
Warm‐Up, Unit 6
Combining Like Terms
DIstributive Property Brain Break: Last Detail
Interactive discovery activity
Interactive discovery activity
Team builder; attention to detail
Independent Practice Like terms; distributive property
What’s Your Fav, Part 1
Word problems → algebraic Modeling Solving Equations
Modeling with manipulatives
Tribal Challenge: Balance
Graphics → algebraic equa ons
What’s Your Fav, Part 2
Solving equations 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.EE.3 Apply the properties of operations to generate equivalent expressions.
7.EE.4A Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. 8.EE.7b Solve linear equations with rational number coefficients, including equations
whose solutions require expanding expressions using the distributive property and collecting like terms.
Unit 7 ‐ Algebraic Concepts: Warm‐Up‐ Unit 7
Student Guided Practice Bingo
Tribal Challenge: Back to School
Equation bingo
Word problems → algebraic Snowball Fight Activity
Creating and solving equations
Function Machine Activity
Developing understanding of a Set the Table Part 1
Functions, slope, proportional Brain Break: Team Huddle
Team builder
Set the Table Part 2
Graphical proportional and non‐
proportional relationships
7.EE.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. 8.EE.7a 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).
8.F.1 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. 8.F.2 Compare properties of two functions each represented in a different way (algebraically graphically numerically in tables or by verbal descriptions)
Summer Bridge Curriculum Sampler
57
Unit 8 ‐ Algebraic Concepts: Slope
Warm‐Up‐ Unit 8
Function Card Sort
Slope: Cornell Notes
Brain Break: Human Knot
Slope Practice Ghosts in the Graveyard
Identifying functions
Slopes of lines
Team builder
Slopes of lines
Tribal Challenge: Concentration
Matching representations of Graph Interpretation Activity
What’s the Story?
Graph analysis
Creating and interpreting graphs
Brain Break: Choice
Reflection: Learning Log
Team builder
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. 8.F.1 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. 8.F.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph. Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Unit 9 ‐ Algebraic Concepts: Slope
Warm‐Up, Unit 9
4 Corners Card Matching
Tribal Challenge: 4 Corners
Brain Break: Like Things
Forms of Linear Equations: Cornell Notes I Have Who Has (y=mx+b)
Systems of Linear Equations: Cornell Notes
Math Graffiti
Multiple representations of algebraic functions
Multiple representations Team builder
Linear equations
Linear equations
Solutions of systems; graphing
Vocabulary activity
8.EE.g Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. 8.EE.8a Understand that solutions to a system of two linear equations in two variables correspond to point of intersection of their graphs, because points of intersection satisfy both equations simultaneously. 8.F.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 8.F.3 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. 8.F.4 Construct a function to model a linear relationship between two quantitites. 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. Unit 10 ‐ Algebraic Concepts: Systems of Equations
Warm‐Up, Unit 10
Parallel and perpendicular lines
Connections: Transformations and Slope
Brain Break: Hand Jive
Systems of Equations‐‐Substitution: Cornell Notes
Parallel and perpendicular
Transformations and slope
Team builder
Substitutions and graphing systemsl evaluating equations
8.EE.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. 8.F.e 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. 8.G.1a Verify experimentally the properties of rotations, reflections, and translations. Lines are taken to lines, and line segments to line segments of the same length. 8.G.1c Verify experimentally the properties of rotations, reflections, and translations. Parallel lines are taken to parallel lines.
Tribal Challenge: Substitution Scavenger Interactive group activity
Hunt
Tribal Challenge: Quick Draw Using vocab cards in appendix
Vocabulary Hunt
Systems of Equations‐‐Elimination: Solving by elimination
Cornell Notes
Tribal Challenge: Solving Systems by Elimination, Trashketball
Solving by elimination
Reflection
Unit 11 ‐ Measurement: Pythagorean Theorem
Warm‐Up‐Unit 11
Vocabulary Review: Back me Up
The Pythagorean Theorem
Vocabulary game
Graphing and solving with P.T. P.T. practice problems
Using P.T.
Pythagorean Theorem Practice
Tribal Challenge: Distance on the Coordinate Plane
Brain Break: Funny Fruits and Vegetables
Pythagorean Theorem Application
Multi‐step, real world problems
Create Your Own Problem
Creating and solving P.T. problems
Team builder
7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers. 7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers. 8.G.6 Explain a proof of the Pythagorean Theorem and its converse. 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real‐world and mathematical problems in two and three dimensions. 8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. Tribal Challenge: Fraction Fun
58
Summer Bridge Curriculum Sampler
Unit 12 ‐ Measurement: Geometric Shapes
Warm‐Up, Unit 12
SWAT: Formulas and Symbols
Vocabulary, formulas, symbols
Unknown Lengths
Perimeter; algebraic expressions
Tribal Challenge: Pythagorean Theorem, Area and perimeter
Area, and Perimeter
Brain Break: Alike or Different?
Team builder
Exploring Volume (Philosophical Chairs) Volume and area of cylinders; structured class debate
Turn Up the Volume
Brain Break: Scrabble
Surface Area and Nets
Measurement in Reverse
Word problems on volume
Team builder
Using manipulatives
Manipulation of formulas
6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons
by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real‐world and mathematical problems. 6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing
it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real‐world and mathematical problems. 6.G.4 Represent three‐dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real‐world and mathematical problems. 7.G.4 Know the formulas for the area and circumference of a circle and use them to solve
problems; give an informal derivation of the relationship between the circumference and area of a circle. 7.G.6 Solve real‐world and mathematical problems involving area, volume, and surface area of two‐and three‐dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to
solve real‐world and mathematical problems. Unit 13 ‐ Measurement: Geometric Shapes
Warm‐Up, Unit 13
X‐Games: Algebra in Geometry
Writing and solving equations, in context of geometric shapes
Effects of Changing Dimensions
Perimeter, area, volume; What’s Your Grind?
Volume and surface area
Volume of Pyramids, Cones, and Understanding and using formulas
Reflection
7.G.4 Know the formulas for the area and circumference of a circle and use them to solve
problems; give an informal derivation of the relationship between the circumference and area of a circle. 7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a
multi‐step problem to write and solve simple equations for an unknown angle in a figure. 7.G.6 Solve real‐world and mathematical problems involving area, volume, and surface area of two‐and three‐dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to
solve real‐world and mathematical problems. Units 14 and 15 ‐ Test Review
Warm ‐Up, Units 14 and 15
End‐of‐Bridge Exam
All prior standards listed
Content review for end‐of‐bridge exam; gallery walk format
Brain Break: Do You Match?
Vocabulary Conga Line
Gallery Walk Review
Team builder
Vocabulary activity
Review of concepts and topics
Brain Break: React and Act
Bridge Commercial
Thank‐You Notes (optional)
Brain Break: Partner to Partner
Team builder
Summary of program
Review challenge
Team Builder
Summer Bridge Curriculum Sampler
59