The teacher then models math story writing by soliciting characters, setting, and plot from students, then drawing a series of images depicting students' story and paying special attention to the objects that increase or decrease. Students retell the story as the teacher writes their words under the pictures.

I'll place the 6 verbal statements throughout the room. I'll divide the class into 6 groups based. These may be mixed ability groups I'll need enough sticky notes for each student to have 6. I'll have students copy the 6 algebraic expressions onto their sticky notes - one expression per sticky note.

I'll explain that they will rotate with their groups to the statements around the room. They are to pick the expression that they think best matches the statement. They should place their sticky note on that expression.

I will set the timer for about minutes before rotating.

Of course, I'll judge whether or not it appears they need more or less time and adjust accordingly. Once all of the statements have been placed we will discuss the responses.

I purposely did not include a question with the statements, so that for each I can ask: What question could the expression answer? For each expression we will discuss what each part coefficient, constant, variable, operations, etc represents.

I expect for there to be some disagreement over several of these since they all use 10, 15 and x. This activity should bring about all of the misconceptions. I'll have students work for the first several minutes by themselves before they will be allowed to check in with a neighbor.

The first 4 problems are 1-step expressions. The last two are 2-step expressions which is right where the common core expects 7th grade students to be. We will briefly discuss answers before beginning the exit ticket. Two are multiple choice to represent the matching algebraic expressions to statements part of the objective.

The other two are open ended to match the writing algebraic expressions to statements part of the objective. The first two problems are one-step expressions and the last two are two-step expressions. A successful exit ticket will be measured as at least 3 correct responses out of 4.A common question in math will be to write a number in index form using a different number as base.

An example is being asked to write the number 16 in index form using base 2. Because 16 is 2x8, and 8 is 2x4, and 4 is 2x2, 16 in index form using base 2 would be written as 2^4. The goal of these materials is to illustrate how Common Core aligned math tasks can be used to support math instruction and language development for ELLs at .

Math Crosswords Math crossword puzzles make it fun for students to review addition, subtraction, multiplication, and division. Click on the the core icon below specified worksheets to see connections to the Common Core Standards Initiative.

We can use decimals to write more easily.

Definition: A decimal is any number in our base-ten number system. Specifically, we will be using numbers that have one or more digits to the right of the decimal point in this unit of lessons. Aug 31, · what kind of math class is it? Algebra? Probably If so, why not make a story up about your own family.

You can use grocery shopping and the Status: Resolved. leslutinsduphoenix.comtOA.C.5 Generate a number or shape pattern that follows a given rule.

Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.

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Write in polar form - Mathematics Stack Exchange