Beruflich Dokumente
Kultur Dokumente
Grades 6-8
Focus: Patterns, Functions, and Algebra
Fall 2010
Content Focus
Key changes at the middle school level:
Properties of Operations with Real Numbers
Equations and Expressions
Inequalities
Modeling Multiplication and Division of
Fractions
Understanding Mean: Fair Share and
Balance Point
Modeling Operations with Integers
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Supporting Implementation of
2009 Standards
Highlight key curriculum changes.
Connect the mathematics across grade levels.
Model instructional strategies.
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Properties of Operations
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5.19
6.19a
6.19c
6.19b
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b) Identify examples of the identity and commutative properties for addition and
multiplication.
4.16b b) Investigate and describe the associative property for addition and multiplication.
5.19
6.19
7.16
8.1a
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x,
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84
64 72 80 88 96
The
first row and
45
54 63 of72products
81 90 99in108
column
a
chart
50 60 multiplication
70 80 90 100 110
120
illustrate the identity
55 66 77 88 99 110 121 132
property.
96 108 120 132 144
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84
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90
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108
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121
132
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144
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x,
10
11
12
10
11
12
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12
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24
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15
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48
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60
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18
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60
66
72
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21
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56
63
70
77
84
16
24
32
40
18
27
36
10
10
20
30
40
11
11
22
33
44
12
12
24
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48
The
rectangle
(4x6)
48 red
56
64
72
80
88
96
and
the72blue
rectangle
45
54
63
81
90
99
108
(6x4)
both
cover
an
50
60
70
80
90
100
110
120
area of 24 squares on
55
77
88
99
110
121 132
the66 multiplication
chart.
60
72
84
96
108
120
132
144
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11
12
10
11
12
10 12 14 16
18
20
22
24
12 15 18 21 24
27
30
33
36
12 16 20 24 28 32
36
40
44
48
10 15 20 25 30 35 40
45
50
55
60
12 18 24 30 36 42 48
54
60
66
72
14 21 28 35 42 49 56
63
70
77
84
16 24 32 40 48 56 64
72
80
88
96
18 27 36 45 54 63 72
10 10
11
11
12 12
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Area multiplication
is based on
81 90 99 108
rectangles. If one factor is
20 30 40 50 60 70 80 90 100 110 120
zero, then the number sentence
22 33 44 55 66 77 88 99 110 121 132
doesnt describe a rectangle, it
24 36 48 60 72 84 96 108 120 132 144
describes a line segment, and
the product (the area) is zero.
10
Meanings of Multiplication
For 5 x 4 = 20
Repeated Addition: 4, 8, 12, 16, 20.
Groups-Of: Five bags of candy with four pieces of candy in
each bag.
Rectangular Array: Five rows of desks with four desks in each
row.
Rate: Dave bought five raffle tickets at $4.00 apiece. or Dave
walked four miles per hour for five hours.
Comparison: Alice has 4 cookies; Ralph has five times as
many.
Combinations: Cindy has five different shirts and four different
pairs of pants; how many different shirt/pants outfits can she
make?
Area: Ricky buys a rectangular rug 5 feet long and 4 feet
wide.
11
3 x 6 = 18
12
Commutative
Property:
13
5 x 14 = 70
14
3.6:5.19:
Represent
Distributive
Multiplication
Property Using
of Multiplication
an Area Model
5 x 4 = 20
5 x 10 = 50
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14
x5
5 x 10 50
5 x 4 + 20
70
15
16
12 x 23 rectangle.
The traditional multi-digit
multiplication algorithm
finds the sum of the
areas of two inner
rectangles.
17
Look familiar?
F.irst
O.uter
I.nner
L.ast
National Library of Virtual Manipulatives Rectangle Multiplication
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19
20
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22
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1 unit
Tile Bin
1 unit
x units
x units
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23
Modeling expressions
x+
5
Tile Bin
5+
x
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Modeling expressions
x-1
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Tile Bin
25
Modeling expressions
x+
2
Tile Bin
2x
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Modeling expressions
x2 + 3x + 2
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Tile Bin
27
Simplifying expressions
x2 + x - 2x2 + 2x
-1
zero pair
Tile Bin
Simplified expression
-x2 + 3x - 1
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Simplifying expressions
2(2x + 3)
Tile Bin
Simplified expression
4x + 6
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Solving Equations
How does this concept progress as we move through middle school?
6th grade:
6.18 The student will solve one-step linear equations in one variable involving whole
number coefficients and positive rational solutions.
7th grade:
7.14 The student will
a)
solve one- and two-step linear equations in one variable; and
b)
solve practical problems requiring the solution of one- and two-step linear
equations.
8th grade:
8.15 The student will
a) solve multistep linear equations in one variable on one and two sides of the
equation;
b) solve two-step linear inequalities and graph the results on a number line; and
c) identify properties of operations used to solve an equation.
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Solving Equations
Tile Bin
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Solving Equations
6.18 The student will solve one-step linear equations in one variable involving
whole
number coefficients and positive rational solutions.
x+3=5
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Tile Bin
33
Solving Equations
6.18 The student will solve one-step linear equations in one variable involving
whole
and positive
rational solutions.
Pictorial number coefficients
Symbolic
Representation:
Condensed Symbolic
Representation:
Representation:
x+3=5
x+3=5
3 3
x+3=5
3 3
x=2
x=2
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Solving Equations
6.18 The student will solve one-step linear equations in one variable involving
whole
number coefficients and positive rational solutions.
2x = 8
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Tile Bin
35
Solving Equations
7.14 The student will solve one- and two-step linear equations in one variable;
and solve practical problems requiring the solution of one- and two-step linear equations.
3=x-1
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Tile Bin
36
Solving Equations
7.14 The student will solve one- and two-step linear equations in one variable;
and solve practical problems requiring the solution of one- and two-step linear equations.
2x + 3 = 13
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Tile Bin
37
Solving Equations
7.14 The student will solve one- and two-step linear equations in one variable;
and solve practical problems requiring the solution of one- and two-step linear equations.
Pictorial
Representation:
Symbolic Representation:
Condensed Symbolic
Representation:
2x + 3 = 13
2x + 3 = 13
3
3
2x = 10
2
2
2x + 3 = 13
3
3
2x = 10
2
2
x=5
x=5
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Solving Equations
7.14 The student will solve one- and two-step linear equations in one variable;
and solve practical problems requiring the solution of one- and two-step linear equations.
0 = 4 2x
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Tile Bin
39
Solving Equations
7.14 The student will solve one- and two-step linear equations in one variable;
and solve practical problems requiring the solution of one- and two-step linear equations.
Pictorial
Representation:
Symbolic Representation:
Condensed Symbolic
Representation:
0 = 4 2x
0 = 4 2x
4 4
-4 = -2x
2
2
0 = 4 2x
4 4
-4 = -2x
-2 -2
2=x
-2 = -x
2=x
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40
Solving Equations
3x + 5 x = 11
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Tile Bin
41
Solving Equations
Pictorial
Representation:
Symbolic Representation:
Condensed Symbolic
Representation:
3x + 5 x = 11
2x + 5 = 11
2x + 5 = 11
-5 -5
2x = 6
2
2
3x + 5 x = 11
2x + 5 = 11
-5 -5
2x = 6
2
2
x=3
x=3
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42
Solving Equations
x + 2 = 2(2x + 1)
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Tile Bin
43
Solving Equations
Pictorial
Representation:
Symbolic Representation:
x + 2 = 2(2x + 1)
x + 2 = 4x + 2
x + 2 = 4x + 2
-x
-x
x + 2 = 2(2x + 1)
x + 2 = 4x + 2
-x
-x
2 = 3x + 2
-2
-2
2 = 3x + 2
-2
-2
0 = 3x
3 3
0 = 3x
3 3
0=x
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Condensed Symbolic
Representation:
0=x
44
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We read it
It means
It looks like
2 3
1
2
3
1 1
2 3
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2 3
1
2
3
1 1
2 3
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We read it
It means
2 times 3
two groups of
three
2 times 1
two groups of
one-third
1 times 1
2
3
It looks like
one-half group
of one-third
48
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1 1
1
3 2
6
One-third of one-half of a pizza is equal to one-sixth of a pizza.
Which
meaning of
multiplication
does this
model fit?
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1 1
1
3 2
6
56
57
1 1
1
3 2
6
What
meaning(s) of
multiplication
does this
model fit?
58
1
62 6
2
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Meanings of Division
For 20 5 = 4
Divvy Up (Partitive): Sally has 20 cookies. How many
cookies can she give to each of her five friends, if she gives
each friend the same number of cookies?
- Known number of groups, unknown group size
Measure Out (Quotitive): Sally has 20 minutes left on
her cell phone plan this month. How many more 5-minute calls
can she make this month?
- Known group size, unknown number of groups
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62
63
We read it
It means
It looks like
20 5
1
20
2
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20 5
We read it
20 divided
by 5
It means
It looks like
20 divided into
groups of 5;
20 divided into 5
equal groups
How many 5s are
in 20?
1
20
2
20 divided
by 1
2
20 divided into
groups of 1
2
How many
in 20?
1 s
2
are
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1 1
2 3
We read it
It means
one-half
divided by
one-third
1 divided
2
It looks like
into
groups of 1
How many
in 1 ?
1 s
3
are
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66
Contexts for
Division of Fractions
The Andersons had half of a pizza left after
1
dinner. Their sons typical serving size is 3
pizza. How many of these servings will he eat
if he finishes the pizza?
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1 1
1
1
2 3
2
1
1
1
2 pizza divided into 3 pizza servings = 1 2 servings
1 serving
1
2 serving
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1 1
1
1
2 3
2
1 cup
cup
3
3
cup)
2
3
cup)
1
One batch (or
1
3
1
2
batches
cup)
0 cups
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2 3
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What about
the traditional algorithm?
If the traditional invert and multiply algorithm is
taught, it is important that students have the
opportunity to consider why it works.
Representations of a pictorial nature provide a
visual for finding the reciprocal amount in a given
situation.
The common denominator method is a different,
valid algorithm. Again, it is important that students
have the opportunity to consider why it works.
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What about
the traditional algorithm?
Build understanding:
1
2.
Think about 20
How many one-halfs are in 20?
How many one-halfs are in each of the 20 individual wholes?
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What about
the traditional algorithm?
Later, think about divisors with numerators > 1.
2
Think about 1
.
3
2
How many times could we take 3 from 1?
1
We can take it out once, and wed have 3 left. We
2
3
could only take half of another
3
portion. Thats a total of 2 .
3
2
In each unit, there are sets of .
2
3
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Multiple Representations
Instructional programs from pre-k through grade
12 should enable all students to
Create and use representations to organize,
record and communicate mathematical ideas;
Select, apply, and translate among
mathematical representations to solve problems;
Use representations to model and interpret
physical, social, and mathematical phenomena.
from Principles and Standards for School Mathematics (NCTM, 2000), p. 67.
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Contextual situation
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Solve graphically
79
Using multiple
representations
to express
understanding
of division of
fractions
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Mean:
Fair Share and Balance Point
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85
86
2009 3.17c
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X
X
X
90
X
X
X
X
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X
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X
X
X
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X
X
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X
X
X
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X
X
X
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X
X
95
Move 2 Steps
Move 2 Steps
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4 is the Balance
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Move 2 Steps
Move 1 Step
98
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Assessing Higher-Level
Thinking
Key Points for 2009 5.16 & 6.15:
Students still need to be able to calculate the mean by
summing up and dividing, but they also need to
understand:
- why its calculated this way (fair share);
- how the mean compares to the median and the
mode for describing the center of a data set; and
- when each measure of center might be used
to represent a data set.
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Mean:
Fair Share & Balance Point
Students need to understand that the mean evens out or
balances a set of data and that the median identifies the
middle of a data set. They should compare the utility of the
mean and the median as measures of center for different
data sets. students often fail to apprehend many subtle
aspects of the mean as a measure of center. Thus, the
teacher has an important role in providing experiences that
help students construct a solid understanding of the mean
and its relation to other measures of center.
- NCTM Principles & Standards for School Mathematics, p. 250
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Inequalities
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102
Inequalities
SOL 6.20
The student will graph inequalities on a number line.
SOL 7.15
The student will
a) solve one-step inequalities in one variable; and
b) graph solutions to inequalities on the number line.
SOL 8.15
The student will
b) solve two-step linear inequalities and graph the results
on a number line
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Inequalities
What does inequality mean in the
world of mathematics?
mathematical sentence comparing
two unequal expressions
How are they used in everyday life?
to solve a problem or describe a
relationship for which there is
more than one solution
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x=2
x>2
105
x=2
x>2
x>2
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106
Open or Closed?
x > 16
-5 > y
m > 12
n < 341
-3 < j
107
x+2=8 x+2<8
How are they alike?
How are they different?
108
x+2=8
x+2<8
8?
The solution set for this inequality includes 6 and
all real numbers less than 6.
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x+ 2 = 8
x+ 2 < 8
x+ 2 < 8
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Inequality Match
With your tablemates, find as
many matches as possible in
the set of cards.
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X >5
X is
greater
than 5
SAMPLE MATCH
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Model
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Assessing Higher-Level
Thinking
7.3a: The student will model addition, subtraction,
multiplication, and division of integers.
= -1
=1
What operation does this model?
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3 + (-7) = -4
115
Assessing Higher-Level
Thinking
7.3a: The student will model addition, subtraction,
multiplication, and division of integers.
=1
= -1
3 (-4) = -12
116
Assessing Higher-Level
Thinking
7.3a: The student will model addition, subtraction,
multiplication, and division of integers.
5 5+ -(-17)
17 = =-12
-12
117
Assessing Higher-Level
Thinking
7.3a: The student will model addition, subtraction,
multiplication, and division of integers.
3 (-5) = -15
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8 in.
3 in.
5 in.
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Exit Slip
1. Aha...
2. Cant wait to share
3. HELP!
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