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Lesson Plans - Math 2A
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(Check the Essential Learnings and Grade Level Equivalent numbers here.) [They look like 1.1.6 for the essential learnings (and grade level equivalents) and NS01 for the item specifications.

3-13-2006 Math 2a

OBJECTIVE: See information below. ACTIVITIES/ASSESSMENT: NOTES: HOMEWORK:

3-14-2006 Math 2a
1. Report on the Average Student

OBJECTIVE: See information below. ACTIVITIES/ASSESSMENT: NOTES: HOMEWORK:

3-15-2006 Math 2a

OBJECTIVE: See information below. ACTIVITIES/ASSESSMENT: NOTES: HOMEWORK:

3-16-2006 Math 2a

OBJECTIVE: See information below. ACTIVITIES/ASSESSMENT: NOTES: HOMEWORK:

3-17-2006 Math 2a

OBJECTIVE: See information below. ACTIVITIES/ASSESSMENT: NOTES: HOMEWORK:

 


WASL Preparation - Math 2A - Week 27
March 13, 2006 to March 17, 2006

The following information is taken from the Essential Academic Learnings (EALRs) and Grade Level Expectations (GLEs)for 7th grade math. There are no direct text book sections which address all of these requirements, so students will need to take notes. Many of the items included should be review items.

Here are some relevant links:
[Area/Surface]Link Graphic
[Volume and Surface Area Checklist]Link Graphic
[Volume(rectangular prism and others)]Link Graphic

1.2.1 Analyze how a change in a linear dimension affects other linear measurements (perimeter, circumference) and area measurements.

  • Describe the relationships among linear dimensions (e.g., radius of a circle, length of a side or base, changes in the diameter affects the amount of deer hide needed to cover a drum face) and area of the figure (e.g., change the radius or length of a side, and check the change in area; describe that change). [CU]
  • Explain changing one, two, or three dimensions in a rectangular prism and how it affects the surface area and volume; give three examples.
  • Solve problems involving the effects of changes in one dimension on area (e.g., given a garden with certain dimensions, make the area of the garden x square units by changing only one dimension of the garden). [SP}

1.2.5 Apply formulas to find measurements of circles, triangles, and rectangular prisms.

  • Apply formulas to determine missing measurements for circles, rectangular prisms, and triangles.
  • Explain how to use a formula for finding the area and circumference of a circle (e.g., calculate the area needed to cover a drum face). [CU]
  • Find and compare the volumes of rectangular prisms that have a given volume (e.g., if two rectangular prisms have the same volume and one has twice the height of the other, determine how the areas of their bases compare). [RL]
  • Justify the standard formula for finding the area of a right triangle (e.g., 1/2 of a rectangle). [CU]
  • Use given dimensions to determine surface area and volume.

1.2.6 Understand and apply strategies to obtain reasonable estimates of circle measurements, right triangles, and surface area for rectangular prisms.

  • Identify situations in which estimated measures are sufficient. [MC]
  • Estimate circle and triangle measurements.
  • Use common approximations of pi (3.14; 22/7) to calculate the approximate circumference and the area of circles.
  • Use or describe a process to find a reasonable estimate of circle measurements (e.g., wrap a string around it). [RL]
  • Explain why estimation or precise measurement is appropriate in a given situation. [CU]

1.3.2 Apply understanding of the characteristics of rectangular prisms and circles.

  • Identify, describe, compare, and sort figures.
  • Draw rectangular prisms and circles with specified properties (e.g., circumference of an 18 centimeter quadrilateral having equal sides but no right angles; a triangle with no equal sides). [CU]
  • Use the properties of rectangular prisms and circles to solve problems (e.g., determine which of two rectangular prism-shaped boxes will hold the most cans of food at the food drive and explain how the geometric characteristics affect capacity). [SP, RL, CU, MC]
  • Compare two rectangular prisms based on their characteristics (e.g., compare the geometric characteristics of two rectangular prisms with different dimensions and the same volume). [RL]

1.5.3 Understand relationships between quantities using squares and square roots.

  • Represent relationships between quantities using exponents (squares) and radicals (roots). [CU]
  • Simplify square roots of square numbers (e.g., the square root of 9 is 3). [RL]
  • Demonstrate understanding of square roots with physical models and examples. [CU]
  • Use exponents (squares) and radicals (square roots) to represent relationships (e.g., finding the area of a square with a side of 5 could be represented by 5^2). [CU]

[Info on Equations]Link Graphic   [Equations with Rational Numbers]Link Graphic

1.5.4 Apply understanding of equations, tables, and graphs to represent situations involving linear relationships.

  • Represent linear relationships through expressions, equations, tables, and graphs of situations involving non-negative rational numbers.
  • Graph data to demonstrate relationships in familiar contexts (e.g., conversions, perimeter, area, volume, and scaling). [CU, MC]
  • Develop a situation that corresponds to a given equation or expression. [CU, MC]
  • Create a table or graph given a description of, or an equation for, a situation involving a linear relationship. [CU, MC]
  • Describe a situation involving a linear or non-linear relationship that matches a given graph (e.g., time-distance, time-height). [CU, MC]
  • Explain the meaning of a variable in a formula, expression, or equation. [CU]

3.3.1 Analyze procedures and information used to justify results using evidence.

  • Justify the reasonableness of an estimate. [1.2.6]
  • Apply a process that can be used to find a reasonable estimate of circle measurements (e.g., wrap a string around the circle). [1.2.6]
  • Apply estimation strategies prior to computing addition and subtraction of integers and operations on non-negative rational numbers to determine reasonableness of answers. [1.1.8]

ME01 · Students are expected to know how to determine the following: (These are test specifications - not grade level expectations.

  • Perimeter of a polygon (pn=s1+s2+...+sn)(prectangle=2l+2w)
  • Area of a rectangle (A=lw)(A=s²)(A=bh)
  • Area of a triangle (A=½bh)
  • Volume of a rectangular prism (V=lwh) (V=Bh)

Item Characteristics:

  1. Items may ask students to describe and/or compare the impact on the perimeter of a rectangle or triangle or on the circumference of a circle caused by a change in one dimension.
  2. Items may ask students to describe and/or compare the impact on the area of a rectangle, triangle, or circle caused by a change in one dimension.
  3. Items may ask students to determine a change in one dimension of a rectangle, triangle, or circle based on a given change in perimeter, circumference, or area.
  4. Items may ask students to identify the volume or surface area of a rectangular prism based on labeled pictures or models.
  5. Items may ask students to identify examples of surface area or volume.
  6. Items may ask students to describe the relationship among linear dimensions, surface area, and volume of a rectangular prism.
  7. Items may ask students to label measurements of a rectangular prism to show understanding of the relationships among linear dimensions, surface area, and volume of rectangular prisms and that area is measured in square units and volume in cubic units.

Note: Students are expected to determine and label units. This means appropriate linear units, square units and/or cubic units as determined by the problems.







© Jeff LeMieux, March 2006
 


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