*NO PREP*Connecting Representations: Tape Diagrams & Linear Equations Slideshow
KDS Education
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Grade Levels
6th - 8th
Subjects
Resource Type
Standards
CCSS7.EE.B.4
CCSSMP1
CCSSMP2
CCSSMP6
CCSSMP7
Formats Included
- PPTX
Pages
8 pages
KDS Education
1 Follower
Also included in
The connecting representations math routine is guaranteed to support your learners in making connections between multiple representations in math.This slideshow, lesson plan, and worksheet are companions in this Connecting Representations routine. This routine allows students to make the connectioPrice $6.00Original Price $7.00Save $1.00
Description
The connecting representations math routine is guaranteed to support your learners in making connections between multiple representations in math.
This slideshow is a companion to the FREE connecting representations worksheet on the same topic. This connecting representations routine allows students to make the connection between tape diagrams and equations. This lesson explicitly supports students ability to model algebraic equations written in y=mx+b form and y=A(x+B). This lesson can be used as an introduction to tape diagrams that support students in not only modeling algebraic scenarios but also solving algebraic equations.
Implementation Recommendations
- If this is the first time using the connecting representations routine, plan for this lesson to take up to 1 hour.
- Students should be seated in pairs. Partnership can be pre-assigned (if necessary). Consider pairing kids with varied strengths. Pair English language learners with students they feel comfortable communicating with; English language learners may feel more comfortable being points over speakers.
- Make use of a visible timer during silent observation and partner sharing to keep students on task.
- After a pair shares a connection at the board, call on volunteers to recall what the pair shared to reinforce learning.
- Provide a designated pointing tool or ruler to pointers sharing at the board.
- Circulate while students are creating representations to assess and extend their learning.
- If time permits Use a document camera to share the representations that students create.
- For full implementation recommendations, download the bundle that includes the lesson plan.
Total Pages
8 pages
Answer Key
Does not apply
Teaching Duration
45 minutes
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Standards
to see state-specific standards (only available in the US).
CCSS7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP6
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
CCSSMP7
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
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