Math, Grade 7, Putting Math to Work, Interpreting Graphs & Diagrams

How much water is in the Great Lakes? Students read and interpret a diagram that shows physical features of the Great Lakes and answer questions based on the diagram. They find the volume of each of the Great Lakes, as well as all five lakes combined, and make a bar graph to represent the volumes.Key ConceptsStudents are expected to use the mathematical skills they have acquired in previous lessons or in previous math courses. The lessons in this unit focus on developing and refining problem-solving skills.Students will:Try a variety of strategies to approaching different types of problems.Devise a problem-solving plan and implement their plan systematically.Become aware that problems can be solved in more than one way.See the value of approaching problems in a systematic manner.Communicate their approaches with precision and articulate why their strategies and solutions are reasonable.Make connections between previous learning and real-world problems.Create efficacy and confidence in solving challenging problems in a real-world setting.Goals and Learning ObjectivesRead and interpret graphs and diagrams.Solve problems involving volume.

Material Type: Lesson Plan

Math, Grade 7, Putting Math to Work, Calculating Ranges Of Strouhal Numbers

Students create a bar graph showing the Strouhal numbers for a variety of birds and bats and use their graph and other data to compare the Strouhal numbers of the different animals to analyze variation and to make predictions.Key ConceptsStudents are expected to use the mathematical skills they have acquired in previous lessons or in previous math courses. The lessons in this unit focus on developing and refining problem-solving skills. Students will:Try a variety of strategies to approaching different types of problems.Devise a problem-solving plan and implement their plan systematically.Become aware that problems can be solved in more than one way.See the value of approaching problems in a systematic manner.Communicate their approaches with precision and articulate why their strategies and solutions are reasonable.Make connections between previous learning and real-world problems.Create efficacy and confidence in solving challenging problems in a real-world setting.Goals and Learning ObjectivesAnalyze the relationship among the variables in an equation.Write formulas to show how variables relate.Calculate ranges of Strouhal numbers and use these ranges to make predictions.Communicate findings using multiple representations including tables, charts, graphs, and equations.Create bar graphs.

Material Type: Lesson Plan

Integers lesson 1.2

This second lesson in negative integers carries the "real life" concept (temperature and debt) to the number line. Students will work with number lines with positive and negative numbers.

Material Type: Activity/Lab, Homework/Assignment

Author: Susan Jones

Integers Lesson 1.3: Adding same signed numbers

This is the third of six lessons teaching basic concepts related to positive and negative integers. This lesson will review previous knowledge about negative numbers and teach adding integers with the same sign, with connections to “real life” situations such as gains and losses in football yards or bank account overdraws.

Material Type: Activity/Lab, Lecture Notes, Teaching/Learning Strategy

Author: Susan Jones

6.RP, 6.RP Hunger Games versus Divergent

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Material Type: Activity/Lab

Author: Illustrative Mathematics

Integers Lesson 1.4: Adding same signed numbers using number line

For many adult students, positive and negative integers are an example of when math “keeps changing the rules.” This is the fourth of six lessons guiding students in constructing the abstract concepts necessary to understand adding positive and negative integers. This lesson will review previous knowledge about negative numbers and teach adding integers with the same sign. The previous lesson focused on “real life situations” and this will teach expressing those real life situations on a number line. The actual problems will still be adding integers of the same sign because of the prevalence of confusion with adding two negative numbers.

Material Type: Activity/Lab, Lecture Notes, Teaching/Learning Strategy

Author: Susan Jones

Pre-Alge

This is a remix of Pre-Algebra/Beginning Algebra Concepts - Computer Resources with some additions to the Integers activities. https://www.oercommons.org/authoring/28963-pre-algebra-beginning-algebra-concepts-computer The intention of this curriculum guide is to provide teachers with supplemental materials to use to support students in strengthening their skills in various concept areas that are crucial for understanding beginning algebra. The activities are broken down by skill with links provided below. This is intended as a way to provide students with engaging, primarily computer-based activities to get extra practice with material that is covered elsewhere in the curriculum. This collection focuses on simulations and games using the computer—some resources may be ripe for teachers to develop unique activities to accompany the simulation and some possible suggestions are included with the descriptions. This series is intended to be pick-and-choose. In this Curriculum Guide: Activities and practice with: Integers, Exponents, Order of Operations, Distributive Property, Expressions, Equations and Basic Graphing

Material Type: Activity/Lab, Diagram/Illustration, Game, Interactive, Simulation

Author: Susan Jones

Illustrative Mathematics: Areas of Special Quadrilaterals

This task asks students to identify which of the six polygons have the same area. Students may complete the task using a variety of techniques including decomposing shapes, using transformations (rotations, reflections, translations) to move one or more parts of the figure to another part to more easily calculate the area, enclosing the polygon inside a larger rectangle and then subtract the areas of the "extra" pieces, etc.

Material Type: Activity/Lab, Diagram/Illustration, Lesson Plan

Electric Motorcycle Race

Math in Real Life (MiRL) supports the expansion of regional networks to create an environment of innovation in math teaching and learning.  The focus on applied mathematics supports the natural interconnectedness of math to other disciplines while infusing relevance for students.  MiRL supports a limited number of networked math learning communities that focus on developing and testing applied problems in mathematics.  The networks help math teachers refine innovative teaching strategies with the guidance of regional partners and the Oregon Department of Education.

Material Type: Homework/Assignment

Authors: Mark Freed, Tom Thompson

Proportional Reasoning and the Bee Waggle Dance

Math in Real Life (MiRL) supports the expansion of regional networks to create an environment of innovation in math teaching and learning.  The focus on applied mathematics supports the natural interconnectedness of math to other disciplines while infusing relevance for students.  MiRL supports a limited number of networked math learning communities that focus on developing and testing applied problems in mathematics.  The networks help math teachers refine innovative teaching strategies with the guidance of regional partners and the Oregon Department of Education.

Material Type: Activity/Lab

Author: Tom Thompson

Should Sugary Drinks be Taxed?

Math in Real Life (MiRL) supports the expansion of regional networks to create an environment of innovation in math teaching and learning.  The focus on applied mathematics supports the natural interconnectedness of math to other disciplines while infusing relevance for students.  MiRL supports a limited number of networked math learning communities that focus on developing and testing applied problems in mathematics.  The networks help math teachers refine innovative teaching strategies with the guidance of regional partners and the Oregon Department of Education.

Material Type: Homework/Assignment

Author: Mark Freed

Grade 6-8 Math Learning Resources

Resource suggestions to explore and consider as a way to support your family learning during school closures.

Material Type: Activity/Lab, Textbook

Author: Jamie Rumage

6.EE Seven to the What?!?

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: What is the last digit of $7^{2011}$? Explain. What are the last two digits of $7^{2011}$? Explain....

Material Type: Activity/Lab

Author: Illustrative Mathematics

6.EE,G Sierpinski's Carpet

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Take a square with area 1. Divide it into 9 equal-sized squares. Remove the middle one. What is the area of the figure now? Take the remaining 8 square...

Material Type: Activity/Lab

Author: Illustrative Mathematics

Rectangle Perimeter 1

This tasks gives a verbal description for computing the perimeter of a rectangle and asks the students to find an expression for this perimeter. Students then have to use the expression to evaluate the perimeter for specific values of the two variables.

Material Type: Activity/Lab

Author: Illustrative Mathematics

Equivalent Expressions

In this problem students must transform expressions using the distributive, commutative and associative properties to decide which expressions are equivalent.

Material Type: Activity/Lab

Author: Illustrative Mathematics

Rectangle Perimeter 2

This task is a natural follow up for task Rectangle Perimeter 1. After thinking about and using one specific expression for the perimeter of a rectangle, students now extend their thinking to equivalent expressions for the same quantity.

Material Type: Activity/Lab

Author: Illustrative Mathematics

Firefighter Allocation

In this task students are asked to write an equation to solve a real-world problem. There are two natural approaches to this task. In the first approach, students have to notice that even though there is one variable, namely the number of firefighters, it is used in two different places. In the other approach, students can find the total cost per firefighter and then write the equation.

Material Type: Activity/Lab

Author: Illustrative Mathematics

6.RP, 6.EE Fruit Salad

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: A fruit salad consists of blueberries, raspberries, grapes, and cherries. The fruit salad has a total of 280 pieces of fruit. There are twice as many r...

Material Type: Activity/Lab

Author: Illustrative Mathematics

Morning Walk

This task presents a straight forward question that can be solved using an equation in one variable. The numbers are complicated enough so that it is natural to set up an equation rather than solve the problem in one's head.

Material Type: Activity/Lab

Author: Illustrative Mathematics