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Standard 4.2 - ALL STUDENTS WILL COMMUNICATE MATHEMATICALLY THROUGH WRITTEN, ORAL, SYMBOLIC, AND VISUAL FORMS OF EXPRESSION

Note - Internet links at bottom of page

Descriptive Statement: Communication of mathematical ideas will help students clarify and solidify their understanding of mathematics. By sharing their mathematical understandings in written and oral form with their classmates, teachers, and parents, students develop confidence in themselves as mathematics learners and enable teachers to better monitor their progress.
 
Topic/Unit

Timeline

 Cumulative Progress Indicators Objectives Suggested Activities Materials Evaluation
Communication

Timeline

  1. 2nd Q
  2. 2nd Q
  3. 3rd Q
 Building upon knowledge and skills gained in the preceding grades, and demonstrating continued progress in Indicators 1, 2, 3, 4, and 5, by the end of Grade 8, students will:
  1. Identify and explain key mathematical concepts and model situations using geometric and algebraic methods.
  1. Apply the distributive property to combining like terms
  2. Transform formulas to solve for the unknown value
  3. Explore measuring distances indirectly by geometric modeling
  1. See Lesson 4-6.
  2. See Lesson 4-7.
  3. See Lesson 8-6.
  1. Algebra tiles, Hot Page software, math journal
  2. Math Tools software "Geometry"
  3. Hot Page software, math journal
  1. "On Your Own" examples, teaching resources provided by the publisher, Hot Page record sheet
  2. "On Your Own" examples, teaching resources provided by the publisher
  3. Same as #1
Timeline
  1. 2nd Q
  2. 2nd Q
  3. 4th Q
  4. 4th Q
  1. Use mathematical language and symbols to express problem situations, and recognize the economy and power of mathematical symbolism and its role in development of mathematics.
  1. Construct solutions to word problems by writing and solving equations
  2. Construct solutions to word problems by using formulas
  3. Demonstrate and use factorial notation
  4. Distinguish between permutations and combinations in problem solving
  1. See Lesson 4-5.
  2. See Lesson 4-7.
  3. See Lesson 9-2.
  4. See Lesson 9-3.
  1. Calculator
  2. Math Tools software "Geometry", math journal
  3. Same as #1
  4. Same as #1
  1. "On Your Own" examples, teaching resources provided by the publisher
  2. Same as #1
  3. Same as #1
  4. Same as #1
Timeline
  1. All year
  2. All year
  1. Analyze, evaluate, and explain mathematical arguments and conclusions presented by others.
 
  1. Assess the methods used by others in investigating discovery-oriented problems
  2. Evaluate solutions to problem-centered activities generated by others
  1. See "Decision Making" activities in each lesson.
  2. See Think and Discuss section of each lesson.
  1. See teacher’s edition for a list of materials needed for each activity
  2. Same as #1
  1. Group assessment
  2. Peer assessment

 
Resources 

Math Journals

Ask Dr. Math

A Usual Day at an Unusual School  - Sometimes we don't think we have enough information to solve a problem, but in reality we do.   Students perform a play which takes place in a school where some of the students always lie and the rest always tell the truth.  At first it seems like there is never enough information, but in each case, it is possible for Terry figure out more about the students that might have seemed possible.

Bricks Activity  -an interactive lesson

Letters to the Man in the Moon  -In this activity, students will be given the opportunity to write, communicate mathematically with their classmates, and defend their reasoning, activities that are not encouraged often enough in many mathematics classrooms. Additionally, students can discuss the mathematics that it took to allow us to conquer space and land on the moon.

Lifting Bodies: Designing Your Own Space Craft -in this activity, students will be given the opportunity to work cooperatively with their classmates in designing a "lifting body"; that is, a wingless vehicle that could fly back to Earth from space, landing like an aircraft.