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AUGUSTA COUNTY SCHOOLS CURRICULUM MAP MATH Submitted By VES CONTENT: a) b) c) d) TOPIC: 5.18 The student will investigate and describe the concept of variable; write an open sentence to represent a given mathematical relationship, using a variable; model one-step linear equations in one variable, using addition and subtraction; and create a problem situation based on a given open sentence, using a single variable. Patterns, Functions, and Algebra CONTENT What do your students need to KNOW? DEMONSTRATORS What do your students need to be able to DO? ASSESSMENT How will you assess what your students ALREADY KNOW, and assess WHAT THEY’VE LEARNED? All students will know: Understand that a variable is a symbol that can stand for an unknown number or object. Understand that a variable expression is a variable or combination of variables, numbers, and symbols that represents a mathematical relationship. Understand that verbal expressions can be translated to variable expressions. Understand that an open sentence has a variable and an equal sign (=). Understand that problem situations can be expressed as open sentences. Students will: Describe the concept of a variable (presented as boxes, letters, or other symbols) as a representation of an unknown quantity. Write an open sentence with addition, subtraction, multiplication, or division, using a variable to represent a missing number. Model one-step linear equations using a variety of concrete materials such as colored chips on an equation mat or weights on a balance scale. Create and write a word problem to match a given open sentence with a single variable and one operation. Prior knowledge assessed by verbal feedback to questions & examples presented, i.e. “Do you understand what a numerical expression is?” (includes only numbers & operation signs) “Have you ever seen a math expression having numbers & letters, or symbols?” (give ex. of both types; stress that a letter or symbol can represent a variable) Ask: “How might you use your knowledge of numerical expressions to write an expression with variables?” ACTIVITIES HOW will you teach it? Students will write definition of “variable” and copy examples of variables from board, as teacher introduces & models the use of variables in different numerical equations. Students get in small groups of 3 or 4, with sm. white bds. As a group, ask: a. Since you know what a numerical expression is, write an expression with variables. b. Give another way to represent a variable(draw symbols, tap on desk, stamp foot, clap hands). c. give phrases for translations into variable expressions, such as: “the sum of 9 and a number (9+n); 6 plus a number (6+n); the number of marbles in a bag decreased by 6 (n6). Students will also utilize the hands on equation kits available at our school. (Hopefully each elementary school had these.) These kits come with a differentiated manual for teachers to use. DIFFERENTIATION How will you meet the needs of all students? Give different examples @ varying levels of difficulty, such as: 1. Special needs students- work in pairs; one represents a number & the other represents a variable by tapping, hopping, etc. to denote a number. 2. Advanced students-give phrases orally; have them translate into writing, such as “6+10=x”, or the difference between 16 and a number is “16-n”. 3.Advanced students-have students write their own expression & find the value of the variable used. 4. All levels-Give an intentional “incorrect” value of a variable within an expression & have students explain why this value is Unreasonable…ex: Jill has some pencils; she buys 8 more & then gives 12 away {(n+8)-12}….why would 2 be an unreasonable value for n? (Teacher should vary the difficulty level according to student ability) Other discussion: have students answer questions such as: How would you describe what you are trying to find? Show us the steps you used to get this answer. (have students process the steps themselves, and explain); teacher intervention may be necessary to help with different steps . RESOURCES Harcourt Math text, Gr. 5 See Pgs. 64A – 67; see Intervention & Extension Resources on Pg. 64B Processing Skill Checklist for RigorInfused Math Skill Process Skills Prompts Online IXL program, for practice with Variables, and for related skills Flanagan skills from VA Mathematics Item Bank, specifically for SOL 5.18a. Individual problems may be extracted from skill bank and used in different groups, according to students’ skill levels. TEACHER NOTES: Other websites may be used for skill practice, addressing different levels of difficulty, such as: www.math-play.com www.adaptedMind.com