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NMPED Theme: 10/19/15 Reviewing solving with fractional coefficients and Combining Like Terms Class/Subject: Pre-Algebra Week of October 12-19 Unit Standards Content Standards 8EE7 CCSS Math Expressions and Equations 8.EE7. Solve linear equations in one variable. CCSS More Math CCSS Other (Math, Listening and Speaking) 2. Solve linear equations with rational number Analyze and solve linear equations and pairs of coefficients, including equations whose solutions simultaneous linear equations. require expanding expressions using the distributive property and collecting like terms. 1. 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). Essential Questions: Students will keep considering… (meant to be explored, revised, meant to provoke thought in students, genuine questions, various possible answers) Designer: Amanda Montoya Length of Unit: WIDA/ELD Standards 2012 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension & expression An algebraic expression can be simplified by combining the parts of the expression that are alike What are the rules for adding or subtracting integers? What are the rules for multiplying or dividing integers? What is the process for solving equations with fractional coefficients? Concepts Skills Students will know… 1. How to use the order of operations when solving equations 2. How to solve equations by using PEMDAS backwards 3. That inverse operations “undo” each other 4. That addition and subtraction are inverse operations Students will be skilled at… ● Using inverse operations to solve one-step equations ● Identifying like terms to be simplified ● Combining like terms 1 Week of Aug 31, 2015 – 8th Math NMPED 10/19/15 5. 6. That multiplication and division are inverse operations That they must do the same thing to both sides of an equation to keep it balanced. 7. Students will be able to simplify equations by combining like terms 8. 9. Students will know the steps for combining like terms Students will know how to solve equations with fractional coeffients Academic Language (Tier 1, 2, 3 vocabulary): Other vocabulary Inverse operations Terms Like terms Coefficients variables Resources: Pearson Mathematics Course 3 Common Core Text Connections: Learning Target Statements: (Student-Friendly) Level 1 Knowledge Learning Targets Recall/Reproduction 1. I can use proper vocabulary when discussing equations 2. I can determine whether terms are “like” or “unlike” 4. I can identify zero pairs 5. I can continue patterns to solve subtraction of integer problems Assessments: Formative (F) and Summative (S) 1. Do Now questions and Summaries (F) 2. Classwork and notes (F) 3. Oral response (F) 4. Teacher observation (F) 5. Written assignments (F/S) Level 2 Knowledge Learning Targets Skills/Concepts 1. I can use the commutative property to reorder equations with like terms next to each other 2. I can combine like terms to simplify an equation 3. I can solve equations with fractional coefficients 4. 5. 6. 7. 8. Do Now questions and Summaries (F) Classwork and notes (F) Oral response (F) Teacher observation (F) Written assignments (F/S) Level 3 Knowledge Learning Targets 1. I can explain why terms are considered like 2. I can explain why unlike terms cannot be combined 3. I can explain how to solve equations with fractional coefficients 5. 6. 7. 8. 9. Do Now questions and Summaries (F) Classwork and notes (F) Oral response (F) Teacher observation (F) Written assignments (F/S) Strategic Thinking/Complex reasoning 2 Week of Aug 31, 2015 – 8th Math NMPED 10/19/15 4. I can explain what happens when a negative is subtracted from a positive, etc. Level 4 Knowledge Learning Targets 1. I can create problems involving different terms 2. I can explain the error when solving an equation or combining like terms 3. I can apply knowledge of fractional coefficients to find the Height or base of a triangle given it’s area 4. I can describe real life situations to represent the subtraction of integers Extended Thinking/Reasoning 5. Do Now questions and Summaries (F) 6. Classwork and notes (F) Ideas for Differentiating Study hall, resource room, individual help, lunch tutoring, peer tutoring Reach- groups targeted for specific learning needs Guided/modeling to Partner/Group work to individual (Must include a Hook, Closure, and Assignments) M 10-19 Shorter assignments Graphic organizers Shapes and colors Manipulatives – foldables, cutting and rearranging Chunking Information Repeated directions & explanations DO NOW: 1. 67 - - 129 = ________ 2. 67 + 129 = ________ 3. Explain what you notice about the answers. 4. Why do you think the answers came out this way? LEARNING TARGET: 7.NS.A1c: Review integer subtraction 8.EE7. Solve linear equations involving fractional coefficients. AGENDA: • Students will review first practice with Fractional coefficients, see the affect that NOT attending to precision had on their grade, and attempt to improve with Fractional Coefficients Practice • Students will practice subtracting integers T 10-20 ASSIGNMENT: • •Fractional coefficient practice 2 - HOMEWORK IF NOT FINISHED SUMMARY/EXIT: What was one important thing your teacher wanted you to learn today? DO NOW: 1. Use circles and squares and triangles to identify the like terms in this equation: -8x2 + 2x+ 6 – 3x2 + 3x = 12 – 4x + 5 3 Week of Aug 31, 2015 – 8th Math NMPED 10/19/15 W 10-21 2. Partner up with the person who has a like term – This will be your partner today and tomorrow LEARNING TARGET: 7.NS.A1c: Review integer subtraction [8.EE.7b]I can identify & combine like terms AGENDA: •Do Now and Answer Questions about previous days’ work (10) • Share answers to previous day’s exit question (5) •Combining Like Terms Booklet (10) – 4 Important steps to help combine like terms on the left 1. Draw a line in front of each + or – sign to separate the terms 2. Color all like terms the same color 3. Put each group together (Commutative Property) 4. Simplify each group into one term **Practice the 4 steps with 2 more problems (5) – turn in • Grade: Fractional Coefficient page (10) •Finish Subtraction of Integers page (10) ASSIGNMENT: Subtraction of Integers page SUMMARY/EXIT: Turn in 2 practice problems on Combining like terms DO NOW: 1) Take out your Do Now papers 2) Simplify this expression: -4y2 + 5y + 12 – 2y -6y2 – 2 ***Use the 4 steps from yesterday to separate the terms, color “code” them, Group them together, simplify LEARNING TARGET: 8.EE.7b I can identify like terms I can rewrite expressions into a simplified form by combining like terms I can explain the essential understandings about combining like terms. AGENDA: Review 3 essential understandings: (Students will fill in blanks for these and glue into booklets from previous day) 1. Only like terms can be combined. 2. Always put variables in alphabetical order, then order by exponent 3. Always move the operator signs with the terms. Practice combining like terms- use learning activity(Partners) 1. The teacher will demonstrate color coding the strip, cutting it apart, and reordering using the Commutative property, and simplifying the expression 2. Students will practice with one of their strips – Partners will check the color coding and re-ordering before pieces are glued Then students will write the simplified expression to the side 3.Students continue the activity with their partners **Do the first 1-4 together, with modeling and guided practice Final 6 students will do on their own Practice combining like terms with Puzzle from “teachers.Henricho.k12.va.us” ASSIGNMENT: Finish 6 practice problems on your own, 4 Week of Aug 31, 2015 – 8th Math NMPED 10/19/15 Th 10-22 F 10-23 Combining like Terms Puzzle SUMMARY/EXIT: 3x + 5y – 2x – 6 – 3y + 1 DO NOW: 1.Answer the Exit question 2. Make sure all Do Nows and Exits are complete for this week 3. Turn in Do Now paper LEARNING TARGET: [8.EE.7b]I can identify & combine like terms AGENDA: Turn in Terms Activity from previous day Grade Subtraction of Integers page from Tuesday Students Finish Combining Like Terms Puzzle Students try solving a combining like terms puzzle SUMMARY/EXIT: What is one thing that still confuses you or that you find difficult about combining like terms? Parent Conferences 5 Week of Aug 31, 2015 – 8th Math