Maytlind Mallo | Middle-Years Education Student at the U of R



Unit 1: Patterns and RelationsN7.1 – Understanding of Divisibility – Demonstrate an understanding of division through the development and application of divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10, and through an analysis of division involving zero.1.1 Patterns in division p. 9 (2 class periods)1.2 More patterns in division p. 12 (3 class periods)IXL Math practiceP7.1 – Understanding of oral, written patterns, graphs & linear relations – Demonstrate an understanding of the relationships between oral and written patterns, graphs and linear relations.1.3 Algebraic expressions p. 18 (2 class periods)1.4 Relationships in patterns p. 23 (2 class periods)1.5 Patterns and relationships in tables p. 27 (2 class periods)1.6 Graphing Relations p. 33 (2 class periods)IXL Math PracticeP7.2 – Understanding of equations and expression – Demonstrate an understanding of equations and expressions by: distinguishing between equations and expressions, evaluating expressions, verifying solutions to equations.1.7 reading and writing equations p. 36 (2 class periods)1.8 Solving equations using algebra tiles p. 41 (2 class periods)IXL Math PracticeN7.1, P7.1, P7.2 Unit 1 Test (1 class period)Total class periods – 18 *One class period is equal to 62 minutesUnit 1: Grade 7 Practice Questions N7.1 – Understanding of Divisibility – Demonstrate an understanding of division through the development and application of divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10, and through an analysis of division involving zero.Math Makes Sense Section 1.1 on Patterns in Division p.8 #’s 1-3, 5, 8, Math Makes Sense Section 1.2 on More patterns in Division p. 12 #’s 1-6, 8, 9IXL Practice for this outcome:Grade5 – E1, E2, E3, E4Grade 6 – F1Grade 7 – A4P7.1 – Understanding of oral, written patterns, graphs & linear relations – Demonstrate an understanding of the relationships between oral and written patterns, graphs and linear relations.Math Makes Sense Section 1.3 on Algebraic Expressionsp. 18 #’s 1-3, 5, 7abc, 10aceMath Makes Sense Section 1.4 on Relationships in Patternsp. 23 #’s 2-4, 8, 6 OR 7 Math Makes Sense Section 1.5 on Patterns and Relationships in Patternsp. 27 #’s 1-5Mid-Unit Reviewp. 30 #’s 1-8IXL Practice for this outcome:Grade 4 – G1, G2, G3Grade 5 – R1, R2, R3, R7, R8Grade 6 – W1, W2, W3, W6P7.2 – Understanding of equations and expression – Demonstrate an understanding of equations and expressions by: distinguishing between equations and expressions, evaluating expressions, verifying solutions to equations.Math Makes Sense Section 1.6 on p. 33 #’s 1-5Math Makes Sense Section 1.7 on p. 36#’s1, 2, 3, 6, 7Math Makes Sense Section 1.8 on p. 42#’s 1-4, and ReflectIXL Practice for this outcome:Grade 4 – H1, H2, H3, G4, G5Grade 5 – R5, R6, R7, R8, R9Grade 6 – X1, X2, X3, X4, Y1, Y4, Y6N7.1, P7.1 and P7.2Math Makes Sense Unit 1 Review on p. 44#’s1-5, 7-9, 11, 16Math Makes Sense Practice Test on p. 47# 1**** The textbook used for the practice questions is Math Makes Sense.Garneau, M. (2007).?Pearson math makes sense 7. Toronto: Pearson Education Canada.Additional Information:Throughout this unit plan there are lesson plans that often refer to a handout or an assessment being in a “black binder”. This is referring to the black binder that I have with all of the handouts and assessments that are used in this unit that are only in paper copies. The handouts have been scanned and uploaded on google drive as PDF’s, some include answer keys. The link to the handouts that are PDF’s are listed below:Section 1.1 and 1.2 Handouts Section 1.3 Section 1.4 Section 1.5 Section 1.6 1.7 Unit 1 Assessments (1.1 – 1.7) Unit 1 Test Lesson 1 – Patterns in DivisionOutcomes: Math N7.1 – Demonstrate an understanding of division through the development and application of divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10, and through an analysis of division involving zero.Materials Needed:Textbook3 different coloured markersHundred Chart (301-400) (in black math binder)Patterns in Division Handout (in black math binder)Overview:Set – Students will then do Explore in Math Makes Sense 7 on p. 6Students will need 3 different coloured markersDevelopment – Students will each receive a copy of the handout Patterns in DivisionAs a class, go through the handout, discussing the following:What does it mean for a number to be divisible by 2?When you divide the number by 2, there is no remainderStudents will then circle the numbers on the top of the handout that are divisible by 2Divisibility rule for 2: A number is divisible by 2 if it is an even number (0,2,4,6, or 8)Students will then circle the numbers that are divisible by 5 and then the numbers that are divisible by 10, they then will right the divisibility rules for bothDivisibility for 5: A number is divisible by 5 if it ends in 0 or 5Divisibility for 10: A number is divisible by 10 if it ends in a 0Page 2 of handout: How can we check if 336 if divisible by 8?320 is divisible by 8336 is 16 more than 320 and 16 is also divisible by 8How can we use mental math to explain that 192 is divisible by 8?160 is a multiple of 8 (8x20)192 is 32 more than 16032 is also divisible by 8Students will do the last question on page 2 on their ownDraw the Venn Diagram on the board, students should copy this into their handout and place the numbers from the previous question in the sections on the Venn diagramDo 1.1 questions: 1-3, 5, 8 on p. 8 & 9Closure – Do #7 as a class on p. 91.1 Questions will be homework if they are not finishedLesson 2 – More Patterns in DivisionOutcome: Math N7.1 – Demonstrate an understanding of division through the development and application of divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10, and through an analysis of division involving zero.Materials:Textbook Divisibility tests handout (in black math binder)Overview:Set: As a class, determine whether 150 is divisible by 2, 3, 4, 5 , 6, 9, and/or 10150 is divisible by 2 since the last digit is 0150 is divisible by 3 since the sum of the digits is divisible by 3 (1+5=6, 6 is divisible by 3)150 is not divisible by 4 since 50 is not divisible by 4150 is divisible by 5 since the last digit is 0150 us divisible by 6 since it is divisible by 2 AND 3150 is not divisible by 9 since the sum of the digits is 6, and 6 is not divisible by 9150 is divisible by 10 since the last digit is 0Ask students to determine whether 225 is divisible by 2, 3, 4, 5, 6, 8, 9 and/or 10Discuss and write on board225 is not divisible by since the last digit 0,2,4,6 or 8It is divisible by 3 since the sum of the digits is 9, and 9 is divisible by 3It is not divisible by 4 since 25 is not divisible by 4It is divisible by 5 since the last digit is divisible by 5It is not divisible by 6 since it is not divisible by both 2 nor 3Is divisible by 9 since the sum of the digits is 9 and 9 is divisible by 9225 is not divisible by 10 since the last digit is not a 0Development:Write the Divisibility Rules (attached below) on the board, students should copy these rules into their notebook. Ask the students to give examples and write those examples downHandout the divisibility test handout (in black math binder)Have student do 1.2 question 1-6 , 8-9 on p. 12-13Closure:Exit slip: Reflect – Which divisibility rules do you find the easiest to use? Which rules do you find the most difficult? Explain.1.2 questions will be homeworkDivisibility Rules22479032895100A whole number is divisible by:217459335280002 if the number is even225197339215003 if the sum of the digits is divisible by 3224500709295004 if the number represented by the last two digits is divisible by 4222558356870005 if the ones digit is 0 or 5227003367665006 if the number is divisible by both 2 and 3221615744047008 if the number represented by the last three digits is divisible by 8221673334760009 if the sum of the digits is divisible by 910if the ones digit is 0Lesson 3 – N7.1 ReviewOutcomes:Math N7.1 – Demonstrate an understanding of division through the development and application of divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10, and through an analysis of division involving zeroMaterials:N7.1 Review Handout (1 per student, in black binder)Set:As a class, do this Kahoot review : Students will each need a laptop/computer to do the KahootIt is important to remind the students of proper technology use (being on the Kahoot and ONLY the Kahoot, no playing games, no food/drink near the laptops or computers, no banging on the keys, no unplugging cords, and be mindful of when carrying a laptop to and from the cart.REMIND students that using the laptops and doing a Kahoot is a privilege, it is a fun and different way to do a review besides just using pen and paper.Students will be doing a review from the last few days of work around division and divisibility (in black binder)Students are reminded to work on this review individuallyDevelopment:Each student will get a copy of the N7.1 Review handoutStudents have the class period to work on the review individually, they are allowed to use their previous notes for reference if they need it.We will be correcting this handout as a class, discussing answers when needed if there are any questionsIf students did not complete the review, it will be homework so we can correct it in class the next dayClosure:Ask students to take their age, their birth month number, and the day they were born and make a 6 digit numberExample: I am 20, my birth month is December so the 12th month, and I was born on the 24th. My number would be 201,224Students will take their six digit number and find out whether it is divisible by 2, 3, 4, 5, 6, 8, 9 or 10Remind students that next class they will be getting a Section 1.1 & 1.2 Assessment (N7.1)Lesson 4 – 1.1 and 1.2 AssessmentOutcomes: Math N7.1 – Demonstrate an understanding of division through the development and application of divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10, and through an analysis of division involving zeroMaterials:Section 1.1 & 1.2 Assessment (N7.1) (attached below)Set:Each student will get a copy of the Section 1.1 & 1.2 Assessment (N7.1)Students will tape the assessment over their practice work so their practice work can still be visibleGo over how the assessment will work, if they just answer the Beginning section of questions, a B will be the highest mark they can receive. If they answer the Beginning and Attained, the highest mark they could receive would be an A. If they answer all three sections, an M will be the highest mark they could receive.Development:Students will have the first 10-15 minutes of class to finish the assessmentClosure:Students will hand in their assessment to the hand-in bin.Section 1.1 & 1.2 Assessment (N7.1)Beginning:Which numbers are divisible by 2? Circle them.Which numbers are divisible by 4? Underline themWhich numbers are divisible by 5? Draw a square underneath them.Which numbers are divisible by 8? Draw a star underneath them1046 212 2132 1088 460 3662Attained:Create a Venn diagram. Which numbers are divisible by 3? By 6? By 3 and 6? By neither 3 nor 6?252 153 120 468 4125 726Mastered:I am a three digit number that has a 4 in the hundreds place.I am divisible by 3, 4, and 5. What number am I? Show work.___ ___ ___Section 1.1 & 1.2 Assessment (N7.1)Beginning:Which numbers are divisible by 2? Circle them.Which numbers are divisible by 4? Underline themWhich numbers are divisible by 5? Draw a square underneath them.Which numbers are divisible by 8? Draw a star underneath them.1046 212 2132 1088 460 3662Attained:Create a Venn diagram. Which numbers are divisible by 3? By 6? By 3 and 6? By neither 3 nor 6?252 153 120 468 4125 726Mastered:I am a three digit number that has a 4 in the hundreds place.I am divisible by 3, 4, and 5. What number am I? Show work.___ ___ ___Lesson 5 – Algebraic ExpressionsOutcome: Math P7.1 – Understanding of oral, written patterns, graphs & linear relations – Demonstrate an understanding of the relationships between oral and written patterns, graphs and linear relations.Materials:Math Makes Sense textbookTranslating Expression handout (black math binder)Expression Translation handout (black math binder)Section 1.3 Assessment (P7.1) Set:As a vocab review and also a preassessment, do the following Kahoot: Students will each need a laptop/computer to do the KahootIt is important to remind the students of proper technology use (being on the Kahoot and ONLY the Kahoot, no playing games, no food/drink near the laptops or computers, no banging on the keys, no unplugging cords, and be mindful of when carrying a laptop to and from the cart.REMIND students that using the laptops and doing a Kahoot is a privilege, it is a fun and different way to do a review besides just using pen and paper.Write the following expression on the board:4x + 3Ask the students if they know the name of this type of math, ask them if they know what it means, they can discuss in table groups or partnersWatch and listen for students using the correct terminologyHand out to students and Introduce the terminology in Translating Expressions handoutNumerical coefficient – the number by which a variable is multiplied by. In our example, 4 is the numerical coefficient.Constant Term – the number in an expression or an equation that does not change. In our example, 3 is the constant term.Variable – a variable is a letter (such as n) that represents a quantity that can vary. Variables are written in italics so they are not confused with units of measurement (like m for metres vs m that represents a quantity). In our example, x is our variable.Development:As a class (students could also work in pairs or groups of three), work through the bottom half of the Translating Expression handoutGive the students the handout Expression Translation handout, they have the remaining time of the class period to work on thisIf students finish this, they can start the textbook practice1.3 p.18 #’s 1-3, 5, 7, 10Closure:Reflect question on pg. 19 of Math Makes Sense Ask the students to explain why they think it is important to use the order of operations when evaluating an algebraic expression. When they are finished their textbook practice students are to complete the Section 1.3 Assessment (P7.1) Lesson 6 – 1.3 Algebraic Expression AssessmentOutcome: Math P7.1 – Understanding of oral, written patterns, graphs & linear relations – Demonstrate an understanding of the relationships between oral and written patterns, graphs and linear relations.Materials:Translating Expression handout (black math binder)Expression Translation handout (black math binder)Section 1.3 Assessment (P7.1) – in black math binderSet:Allow students time to ask questions and finish their assignments from previous lesson. Once students have finished, review the assignments as a class, answer any questions or misconceptions students may have about the contentDevelopment:Give students each a copy of the Section 1.3 Assessment (P7.1)Remind students how the assessment works,Students will tape the assessment over their practice work so their practice work can still be visibleif they just answer the Beginning section of questions, a B will be the highest mark they can receive. If they answer the Beginning and Attained, the highest mark they could receive would be an A. If they answer all three sections, an M will be the highest mark they could receive.Students should be working on the assessment individually, assessments will be handed in to be evaluatedClosure:Remind students that I will be looking at how much practice they have done and I will be evaluating their assessmentsStart the next lessonLesson 7 – 1.4 Relationships in PattersOutcome:Math P7.1 – Understanding of oral, written patterns, graphs & linear relations – Demonstrate an understanding of the relationships between oral and written patterns, graphs and linear relationsMaterials:Describing/Writing Patterns handout (black binder)Describing/Writing Patterns Assignment (black binder)CalculatorSection 4 Whiteboard Assessment handout (black binder)Math Makes Sense TextbookPaper and PencilSet:Do the following pattern example with the students, they can be writing the example in their notebooks.16223318669000Draw the following pattern on the boardAsk the students to draw the next figureHave the students complete the following table of values:# of Squares (S)(Term Number)# of Dots (d)(Term)1Answers: 427310413516619Ask students to do the following questions:Describe the relationship between the number of squares and the number of dots in words. Write the relationship using the variables S and d.3s + 1 = dExplain how you can use your relation to determine the number of dots that would be used for 25 squares. 3(25) + 1 = dDevelopment:Give each student a copy of Describing/ Writing Patterns and Describing/Writing Patterns AssignmentAs a class, go through the Describing/ Writing Patterns, answering questions students may pose and working through the examples having the students volunteer their responses for the answersStudents will then individually do the Describing/ Writing Patterns Assignment as well as the textbook practice1.4 p. 23 #’s 2-4, 6 OR 7, 8 Students will each get a copy of the Section 4 Whiteboard Assessment, they will tape this assessment overtop of their textbook practice and hand in their notebook to be evaluated******- If students are still struggling with the Relationships in pattern, do the following notes on (the link below) the whiteboard or project the notes. Have the students write down the examples and notes in their notebook so they have the notes to refer to in the future. ClosureRemind students that they will have more class time to work on this assignment and then, as a class, we will go over it.There will be a homework check.Lesson 8 – Patterns and Relationships in TablesOutcomeMath P7.1 – Understanding of oral, written patterns, graphs & linear relations – Demonstrate an understanding of the relationships between oral and written patterns, graphs and linear relationsMaterials:Math Makes Sense TextbookPatterns and Relationships in Tables handout (black binder)Notebook and pencilSection 1.5 Whiteboard Assessment (P7.1) – black binderSet:Introduce the terms input/outputAn input/output machine represents a relationAny input number can be represented by nThe input represents an ‘x’ value The output represents a ‘y’ valueThe input number is substituted into the expression (or equation) to obtain the output valueDevelopment:As a class, do the first two tables in the Patterns and Relationships in Tables handoutIF students are needing more help, do one or two examples on the boardx x + 4x3x + 2 1122 334455Students will be working on textbook practice1.5 p.27-28 #’s 1-5Closure:When students finish their textbook practice they are to complete the Section 1.5 Whiteboard Assessment (P7.1) They will tape this assessment overtop of their textbook practice and hand in their notebook to be evaluatedLesson 9 – Linear Relations and Their GraphsOutcome:Math P7.1 – Understanding of oral, written patterns, graphs & linear relations – Demonstrate an understanding of the relationships between oral and written patterns, graphs and linear relationsMaterials:Math Makes Sense TextbookLinear Relations and Their Graphs handout – black binderGraphing Relations – in black binderSection 1.6 Whiteboard AssessmentSet:Ask students what the terms “Linear Relations” meansLinear relations - is a pattern made by two sets of numbers (think: table of values) that results in points along a straight line coordinate gridDraw a graph on the whiteboard, without labelling the y-axis and xx-axisAsk students which axis is which (horizontal is x, vertical is y)Ask students how we would write an ordered pair (x,y) , and how that pair is put into the graph – do you go up first or sideways first? What quadrants are which? 132588038685800Top right is Quadrant I (+x,+y), top left is II (-x,+y), bottom left is III (-x,-y), bottom right is IV (+x,-y)Plot the points on the sample graph on the whiteboard, ask students to identify the points. Development:On the Linear Relations and Their Graphs handout, do the Example as a classStudents can then do the example on the back side of the handout on their ownOnce students are finished their handout they can do textbook practiceSection 1.6 p. 33-34 #1-5 Students can have the Extra Practice sheet titled Graphing Relations from the black binder if they are still needing to do more practiceWhen students are finished the assignment, they can do the Section 1.6 Whiteboard Assessment. Remind students how the assessment worksThey will tape this assessment overtop of their textbook practice and hand in their notebook to be evaluatedClosure:From section 1.6 do #4 as a class on the boardRemind students that they will have more time to work on this assignment next class.Lesson 10 – 1.7 Translating EquationsOutcome:Math P7.1 – Understanding of oral, written patterns, graphs & linear relations – Demonstrate an understanding of the relationships between oral and written patterns, graphs and linear relationsMaterials: Sec. 1.7 Translating Equations handout – black binderMath Makes Sense TextbookNotebook, pencil, paperKahoot link: Set:Ask the class what an expression isThen ask the class what an equation isWhat is the difference between the two?Expression: no solution/answer, has multiple answers if given a variableExpression: has an answer, has only one possible solution/answerDevelopment:Each student will receive a copy of the Sec. 1.7 Translating Equations handoutAs a class, go through the sheetStudents should remember from expressions the terms Numerical coefficient, constant terms, and variableWrite the definitions from the set into the differences between an expression and an equationDo the bottom of the page examples 1-6 as a classAnswer any questions students may have about the contentHave the students volunteering responsesOnce the first side of the handout is complete, students can work on the back side titled Equation Translation individually or with a buddy.Remind students of BEDMASTell students that there are TWO questions that involve and need brackets in the listIf multiple students are having problems with a question, do it as a class on the boardEncourage the students to put their hand up if they are needing helpOnce students are finished this, they can do Textbook Practice1.7 page 36-37 #1,2,3,6,7Closure:For a closure to this lesson students can do the Reflect question in the textbook Math Makes SenseStudents can participate in the Kahoot to practice their skills that they have learned form this section Lesson 10 – 1.7 Translating Equations AssessmentOutcome:Math P7.2: Demonstrate an understanding of equations and expressions by: distinguishing between equations and expressions, evaluating expressions, verifying solutions to equations.Materials:PencilSection 1.7 Assessment (P7.1) – black binder7.3 Solving Equations (Extra Practice) – black binder Set:Ask students what an equation is an how it differs from an expressionDevelopment:Each student will get a copy of the Section 1.7 Assessment (P7.1)Remind students how the assessment worksThey will tape this assessment overtop of their textbook practice and hand in their notebook to be evaluatedWhen students are finished their assessment they can each get a copy of 7.3 Solving Equations (Extra Practice)Closure:Students will be reminded to hand in their notebooks for their assessments to be evaluated.Have the algebra tiles in the classroom during this class so if/when students finish their assessment early, they can play with the algebra tiles to become familiar with them and what they mean. Lesson 11 – Solving Equations Using Algebra TilesOutcome:Math P7.2: Demonstrate an understanding of equations and expressions by: distinguishing between equations and expressions, evaluating expressions, verifying solutions to equations.Materials:Math Makes Sense textbookPencil and paperAlgebra tiles (?)Set:Go through the Connect activity on page 39 of the Math Makes Sense textbook with the studentGo through the example step by step, each student should have their own algebra tiles in front of them to work withAfter the Connect using the actual algebra tiles, show the students how they can DRAW the algebra tiles if they would rather do that than use the actual physical tilesDevelopment:Students can individually work on textbook practice1.8 p. 41-42 #1,2,3,4, and Reflect on the bottom of p.42Closure:For closure, as a class do questions #6 and #7Lesson 12 – Unit 1 ReviewOutcomes:Math N7.1 – Demonstrate an understanding of division through the development and application of divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10, and through an analysis of division involving zero.Math P7.1 – Understanding of oral, written patterns, graphs & linear relations – Demonstrate an understanding of the relationships between oral and written patterns, graphs and linear relationsMath P7.2: Demonstrate an understanding of equations and expressions by: distinguishing between equations and expressions, evaluating expressions, verifying solutions to equations.Materials: PencilPaperMath Makes Sense textbookUnit Review Questions (Hand out so each student has a copy) – attached belowDevelopment:Students will each work on the unit review individuallyStudents will be allowed to flip back in their previous notes to check their work, and for help (remind the students to use their divisibility rules!!)Unit 1 Review Questions: There is a handout attached after this page with the textbook review questions for students to tape/glue into their notebooksPage 44 (Unit Review) – #1, 2, 3, 4, 5, 7, 8, 9, 11, 16Page 47 (Practice Test) – #1Closure:When students are finished the review we will go over it as a class and the next math class will be the Unit 1 TestIf students are needing more practice, allow another day for practice sheets before the Unit 1 TestFor the Unit 1 Test Students will need to know: (have the students write this down)The divisibility rulesWhether or not certain numbers are divisible by 2,3,4,5,6,8,9 or 10How to use a Venn diagram to compare divisibilityHow to use input/output tables andHow to plot ordered pairs on a graphHow to match a graph to its linear equation (ex. 2x+3=y)How to create a graph using information from a input/output tableThe difference between an expression and an equation ----- ADD TO TEST (P7.1 & P7.2)How to write equations from phrasesWriting equations from word problemsHow to use algebra tile to model and solve an equationUNIT 1 TEXTBOOK REVIEW(Outcomes N7.1, P7.1, P7.2)Page 44 – Questions # 1, 2, 3, 4, 5, 7, 8, 9, 11, 16Page 47 – Question # 1UNIT 1 TEXTBOOK REVIEW(Outcomes N7.1, P7.1, P7.2)Page 44 – Questions # 1, 2, 3, 4, 5, 7, 8, 9, 11, 16Page 47 – Question # 1UNIT 1 TEXTBOOK REVIEW(Outcomes N7.1, P7.1, P7.2)Page 44 – Questions # 1, 2, 3, 4, 5, 7, 8, 9, 11, 16Page 47 – Question # 1UNIT 1 TEXTBOOK REVIEW(Outcomes N7.1, P7.1, P7.2)Page 44 – Questions # 1, 2, 3, 4, 5, 7, 8, 9, 11, 16Page 47 – Question # 1UNIT 1 TEXTBOOK REVIEW(Outcomes N7.1, P7.1, P7.2)Page 44 – Questions # 1, 2, 3, 4, 5, 7, 8, 9, 11, 16Page 47 – Question # 1Lesson 13 – Unit 1 TestOutcomes:Math N7.1 – Demonstrate an understanding of division through the development and application of divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10, and through an analysis of division involving zero.Math P7.1 – Understanding of oral, written patterns, graphs & linear relations – Demonstrate an understanding of the relationships between oral and written patterns, graphs and linear relationsMath P7.2: Demonstrate an understanding of equations and expressions by: distinguishing between equations and expressions, evaluating expressions, verifying solutions to equations.Materials: PencilUnit 1 Test – in black binder (handout)Scrap paper (if needed for showing work, needs to be stapled to the test when finished)Set:Go through the test as a class reading over each question and the expectationsRemind students that they need their name and the date at the top of the paper (they can write their name on every page of their test too, in case it comes unstapled)Remind students that they need to show their work, it’s important that they show HOW they got the answer that they didRemind the students that it works the same way as their assessments if they just answer the Beginning section of questions, a B will be the highest mark they can receive. If they answer the Beginning and Attained, the highest mark they could receive would be an A. If they answer all three sections, an M will be the highest mark they could receive. ................
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