Complete Set 20, M.S. Algebra Board Sessions,Common Core,Review,digitally
Value Added Publishing
136 Followers
Resource Type
Standards
CCSS8.G.A.5
CCSS6.EE.A.1
CCSS8.EE.A.4
CCSS8.EE.C.8
CCSS8.F.A.2
Formats Included
- PDF
Pages
40 pages
Value Added Publishing
136 Followers
Description
This is the complete set of our Middle School (M.S.) Algebra Board Sessions, digitally, at a nice lower price than buying them individually. If you've not used any before, the blurb that describes their purpose will follow. ( An early aside . . . Though this was NOT their original purpose, any of the twenty sessions included in this package would be perfect for a Blizzard Bag. They're already to go digitally for a net assignment, but can also be run off for the bag. . . . and you've ALREADY got the answers/solutions to the problems once the students return to school ! ) Briefly, we took a typical 8th grade Algebra textbook and made Board Sessions (blackboard, white board, . . . or whatever) that enable the students to review, practice and master material that normally occurs during the eighth grade (7th grade, 9th grade) year in Algebra. Core curriculum standards practiced range from sixth grade material through Algebra BUT we've also included material that is extremely important for success at the high school level. (Particularly so for a student in an honors curriculum.) I would find it hard to believe that ALL Algebra standards are not included in the series SOMEWHERE in this set. (The standard numbers included below are merely those which occur most frequently.) Here's our "Explanatory Blurb" on our Board Session Series sessions:
The review/enrichment sheets in our Board Sessions series “cover” material much faster than nearly any course in America teaches the topics. We wanted 20 review/enrichment sheets per course, so we divided the number of content pages in any one course book by twenty and designed the board sheet problems to get through the entire book. Few middle school and high school classes ever make it through the entire book. Because of this you will find a lot of enrichment material in the sheets, particularly in the last five, or so, for each grade/course. This does not mean that the rest of the board sessions will not be very helpful to you. Quite the contrary. We believe that knowing basic properties, powers, and fraction/decimal/percent equivalents is very important even though they’re not stressed as they should be in the common core standards. You can’t learn the standard until you’ve built its foundation. Nearly every one of our board sessions has a set of exponential expressions to simplify, generally using the order of operations, and a set of open sentences to solve. Mastery of these two concepts is critical for success in upper level math. Also, given that calculator use is not a bad thing, we believe that estimating is more important than it’s ever been. To this end we’ve added a lot of estimating situations to our board sessions, even though it’s never mentioned in the common core standards. These board sessions all work to accomplish the same goals. You will notice the same “numbers” occurring frequently. This is intentional. Constant reinforcement builds that strong foundation.
Why “board sessions”? You can only learn to dance by doing it. You can only learn to play football, or soccer by doing it. And you can only learn math by doing it. Unfortunately homework is, all too frequently, something that does not get done. These board sessions enable the student to do problems under your supervision. A major goal is to keep the student from getting bored during class. An active student is a student less likely to get bored. Either getting your students out of their seats and up to the board . . . or doing problems in their seats on white boards, increases active learning. Our board sessions will help prevent a student from “bored dumb.”
The problems in the board sessions will also be quite helpful for: class openers or closers, quiz bowl practice or quiz bowl questions, math enrichment, Math Counts prep, math review, standards and common core work, teacher-led discussions on getting the answer efficiently, and SAT – ACT - Proficiency Test prep.
Complete Set 20, M.S. Algebra Board Sessions,Common Core,Review,digitally by Value Added Publishing is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.
The review/enrichment sheets in our Board Sessions series “cover” material much faster than nearly any course in America teaches the topics. We wanted 20 review/enrichment sheets per course, so we divided the number of content pages in any one course book by twenty and designed the board sheet problems to get through the entire book. Few middle school and high school classes ever make it through the entire book. Because of this you will find a lot of enrichment material in the sheets, particularly in the last five, or so, for each grade/course. This does not mean that the rest of the board sessions will not be very helpful to you. Quite the contrary. We believe that knowing basic properties, powers, and fraction/decimal/percent equivalents is very important even though they’re not stressed as they should be in the common core standards. You can’t learn the standard until you’ve built its foundation. Nearly every one of our board sessions has a set of exponential expressions to simplify, generally using the order of operations, and a set of open sentences to solve. Mastery of these two concepts is critical for success in upper level math. Also, given that calculator use is not a bad thing, we believe that estimating is more important than it’s ever been. To this end we’ve added a lot of estimating situations to our board sessions, even though it’s never mentioned in the common core standards. These board sessions all work to accomplish the same goals. You will notice the same “numbers” occurring frequently. This is intentional. Constant reinforcement builds that strong foundation.
Why “board sessions”? You can only learn to dance by doing it. You can only learn to play football, or soccer by doing it. And you can only learn math by doing it. Unfortunately homework is, all too frequently, something that does not get done. These board sessions enable the student to do problems under your supervision. A major goal is to keep the student from getting bored during class. An active student is a student less likely to get bored. Either getting your students out of their seats and up to the board . . . or doing problems in their seats on white boards, increases active learning. Our board sessions will help prevent a student from “bored dumb.”
The problems in the board sessions will also be quite helpful for: class openers or closers, quiz bowl practice or quiz bowl questions, math enrichment, Math Counts prep, math review, standards and common core work, teacher-led discussions on getting the answer efficiently, and SAT – ACT - Proficiency Test prep.
Complete Set 20, M.S. Algebra Board Sessions,Common Core,Review,digitally by Value Added Publishing is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.
Total Pages
40 pages
Answer Key
Included
Teaching Duration
1 Year
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT’s content guidelines.
Standards
to see state-specific standards (only available in the US).
CCSS8.G.A.5
Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
CCSS6.EE.A.1
Write and evaluate numerical expressions involving whole-number exponents.
CCSS8.EE.A.4
Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
CCSS8.EE.C.8
Analyze and solve pairs of simultaneous linear equations.
CCSS8.F.A.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
Reviews
Questions & Answers
136 Followers
