Lesson | Loading...

Unit 2, Lesson 2

Words and Symbols

Extra Support Materials for Algebra 1

2.1

Warm-up

5 mins

Math Talk: Perceiving Percents

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Math Talk

MLR8: Discussion Supports

Materials

None

Activity Narrative

This Math Talk focuses on calculating percentages mentally. It encourages students to think about expressions or diagrams and to rely on what they know about properties of operations to mentally solve problems. The strategies elicited here will be helpful later when students reason about sales tax and write expressions for situations involving percent calculations in an associated Algebra 1 lesson.

In this activity, students have an opportunity to notice and make use of structure (MP7) as well as repeated reasoning (MP8), because they can exploit the proportional structure of percents to use previous answers to help them answer more-difficult questions—for example, using the value of 75% of a number to find the value of 7.5% of the same number.

Launch

Tell students to close their books or devices (or to keep them closed). Reveal one problem at a time. For each problem:

Give students quiet think time, and ask them to give a signal when they have an answer and a strategy.
Invite students to share their strategies, and record and display their responses for all to see.
Use the questions in the Activity Synthesis to involve more students in the conversation before moving to the next problem. Keep all previous problems and work displayed throughout the talk.

Action and Expression: Internalize Executive Functions. To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory, Organization

Activity

None

Student Task Statement

Evaluate mentally:

50% of 80
75% of 80
1% of 80
7.5% of 80

Student Response

to access Student Response.

Activity Synthesis

The goal of this discussion is to review students’ strategies for working with percentages.

To involve more students in the conversation, consider asking:

“Who can restate ’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the problem in a different way?”
“Does anyone want to add on to ’s strategy?”
“Do you agree or disagree? Why?”
“What connections to previous problems do you see?”

Monitor for students who lack conceptual understanding of percent as a rate per 100, or students who lack strategies for evaluating percentages mentally. Check in with these students individually to see if they can use a calculator to evaluate percentages. If many students are struggling to understand percent as a rate per 100 (and therefore why 50% is half of a number, for example), consider illustrating each of these examples using a double number line or tape diagram.

MLR8 Discussion Supports. Display sentence frames to support students when they explain their strategy. Examples:

“First, I because .”
“I noticed , so I .”

Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Advances: Speaking, Representing

2.2

Activity

20 mins

Identify and Represent

Instructional Routines

Aspects of Mathematical Modeling

Materials

2.3

Activity

15 mins

Card Sort: Matching Expressions

Instructional Routines

Card Sort

Take Turns

Have feedback on the curriculum?

Help us improve by sharing suggestions or reporting issues.

Submit Feedback

Launch

Demonstrate how to identify important values and variables using this example: At a department store, t-shirts are on sale for $5 each and shorts are on sale for $8 each. A customer plans to buy several t-shirts and shorts.

Ask students questions about the example that will guide their thinking about what is important in the problem and how to represent the important quantities. Here are sample questions to help guide students' thinking:

"What information would be important for customers to know?" (The cost of each item and how many of each item they can get.)
"What values might be important for purchasing purposes?" ($5 and $8)
"If you were the customer, what things would you make sure to keep in mind as you shop?" (The cost of each item, the total of everything I want to buy, and the amount of money I have to spend on the items.)

Tell students that they are not solving a problem here, but identifying useful information and describing what each thing represents. Through a class discussion, students should identify some information from the word problem:

$5 is the cost of a t-shirt.
$8 is the cost of a pair of shorts.
represents the number of t-shirts bought.
represents the number of shorts bought.
represents the total cost.

Remind students that the letters they choose are not as important as knowing what quantities the variables represent. As demonstrated in the solution to the example, it is common, but not required, to use the initial letter of the thing they wish to represent.

Activity

None

Student Task Statement

For each problem, identify any important quantities. If it’s a known quantity, write the number and a short description of what it represents. If it’s an unknown quantity, assign a variable to represent it, and write a short description of what that variable represents.

Clare is in charge of getting supplies for a road trip with her friends and her dog. She has $35 to spend on supplies at the store. The supplies for herself and her friends cost $3.25 each, and her dog's supplies cost $9 each.
Tyler is packing his bags for vacation. He plans to pack two outfits for each day of vacation.
Mai's teacher orders tickets to the local carnival for herself, the entire class, and 3 more chaperones. Student tickets are $4.50.
Jada wants to prepare the fabric for the bridesmaids' dresses she is creating for a wedding party. She plans to use about 16 square feet of fabric on each dress.
Elena is going to mow lawns for the summer to make some extra money. She will charge $20 for every lawn she mows and plans on mowing several lawns each week.

Student Response

to access Student Response.

Lesson | Loading...

Navigation

Gradeband

Course

Unit

Lesson

Settings

Audience

Assessment Access

Lesson 2

Words and Symbols

Warm-up

Math Talk: Perceiving Percents

Standards Alignment

6.RP.A.3.c

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Activity Synthesis

Activity

Identify and Represent

Instructional Routines

Materials

Activity

Card Sort: Matching Expressions

Instructional Routines

Have feedback on the curriculum?

Building on Student Thinking

Are You Ready for More?

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Building on Student Thinking

Are You Ready for More?

Activity Synthesis

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Building on Student Thinking

Are You Ready for More?

Activity Synthesis

Standards Alignment

6.EE.B.6

HSA-CED.A

HSA-CED.A.1

Standards Alignment

6.EE.A.2.a

HSA-SSE.A.1

HSA-CED.A