ALEX Lesson Plans
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Title: Factorials: Let's have a Dinner Party!
Description:
In collaborate groups of four, students will act out a dinner party where four dinner guests will attend. The students must act out the different ways to arrange four dinner guests.
This is a College and CareerReady Standards showcase lesson plan.
Standard(s): [MA2013] (6) 13: Write, read, and evaluate expressions in which letters stand for numbers. [6EE2] [MA2013] (6) 17: Use variables to represent numbers, and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6EE6]
Subject: Mathematics (6)
Title: Factorials: Let's have a Dinner Party!
Description: In collaborate groups of four, students will act out a dinner party where four dinner guests will attend. The students must act out the different ways to arrange four dinner guests.
This is a College and CareerReady Standards showcase lesson plan.
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Title: Is My Vari"able" to Stand?
Description:
This crosscurricular lesson is designed to require students to apply algebra to a realworld, natural disaster situation. Students will be asked to design a tree house including a ladder. Students will set up an algebraic equation and solve for the variable. Will their treehouse be able to withstand a "jelloquake"? Students will test the strength of their treehouse and ladder in science class.
This is a College and CareerReady Standards showcase lesson plan.
Standard(s): [MA2013] (6) 13: Write, read, and evaluate expressions in which letters stand for numbers. [6EE2] [MA2013] (6) 17: Use variables to represent numbers, and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6EE6] [S1] (6) 2: Describe factors that cause changes to Earth's surface over time.
Subject: Mathematics (6), or Science (6)
Title: Is My Vari"able" to Stand?
Description: This crosscurricular lesson is designed to require students to apply algebra to a realworld, natural disaster situation. Students will be asked to design a tree house including a ladder. Students will set up an algebraic equation and solve for the variable. Will their treehouse be able to withstand a "jelloquake"? Students will test the strength of their treehouse and ladder in science class.
This is a College and CareerReady Standards showcase lesson plan.
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Title: What did you say? Translating from verbal to algebraic.
Description:
Students will learn about translating between verbal and algebraic expressions via game play and possibly working on an interactive web site. The four steps to explicit instruction (I do, we do, y'all do, and you do) are labeled in the procedures section.
Standard(s): [MA2013] (6) 13: Write, read, and evaluate expressions in which letters stand for numbers. [6EE2] [MA2013] (6) 17: Use variables to represent numbers, and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6EE6]
Subject: Mathematics (6)
Title: What did you say? Translating from verbal to algebraic.
Description: Students will learn about translating between verbal and algebraic expressions via game play and possibly working on an interactive web site. The four steps to explicit instruction (I do, we do, y'all do, and you do) are labeled in the procedures section.
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Title: The Pattern of Graphing Linear Equations
Description:
The students will extend the knowledge of algebraic expressions from geometric representations and ultimately graph linear equations with understanding. The students will also develop a better understanding of algebraic expressions by comparing with geometric, tabular, and graphical representations. Students may also acquire a deeper understanding of independent and dependent variables.
Standard(s): [MA2013] (6) 13: Write, read, and evaluate expressions in which letters stand for numbers. [6EE2] [MA2013] (6) 17: Use variables to represent numbers, and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6EE6] [MA2013] (6) 20: Use variables to represent two quantities in a realworld problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. [6EE9]
Subject: Mathematics (6)
Title: The Pattern of Graphing Linear Equations
Description: The students will extend the knowledge of algebraic expressions from geometric representations and ultimately graph linear equations with understanding. The students will also develop a better understanding of algebraic expressions by comparing with geometric, tabular, and graphical representations. Students may also acquire a deeper understanding of independent and dependent variables.
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Title: My Favorite Number
Description:
The activity allows students to review many of the number theory concepts. Students will pick a composite number write verbal expressions about the number, find the factors, prime factorization, list multiples, draw a cartoon character of the number, and write a word problem. The purpose of this activity is to be a review of the number theory topics taught during middle school.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Standard(s): [MA2013] (4) 4: Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1100 is prime or composite. [4OA4] [MA2013] (6) 7: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1100 with a common factor as a multiple of a sum of two whole numbers with no common factor. [6NS4] [MA2013] (6) 13: Write, read, and evaluate expressions in which letters stand for numbers. [6EE2] [MA2013] (6) 17: Use variables to represent numbers, and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6EE6]
Subject: Mathematics (4  6)
Title: My Favorite Number
Description: The activity allows students to review many of the number theory concepts. Students will pick a composite number write verbal expressions about the number, find the factors, prime factorization, list multiples, draw a cartoon character of the number, and write a word problem. The purpose of this activity is to be a review of the number theory topics taught during middle school.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Thinkfinity Lesson Plans
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Title: Counting Embedded Figures
Description:
In this Illuminations lesson, students look for patterns in an embeddedsquare problem. After looking at the patterns, students form generalizations for the pattern. This activity sharpens students algebraic thinking and visualization skills.
Standard(s): [MA2013] (6) 17: Use variables to represent numbers, and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6EE6] [MA2013] AL1 (912) 12: Create equations and inequalities in one variable, and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. [ACED1] [MA2013] AL1 (912) 13: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL1 (912) 34: Write a function that describes a relationship between two quantities.* [FBF1] [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] ALT (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL1 (912) 35: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.* [FBF2]
Subject: Mathematics Title: Counting Embedded Figures
Description: In this Illuminations lesson, students look for patterns in an embeddedsquare problem. After looking at the patterns, students form generalizations for the pattern. This activity sharpens students algebraic thinking and visualization skills. Thinkfinity Partner: Illuminations Grade Span: 6,7,8
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Title: Graphing What
Description:
This reproducible activity sheet, from an Illuminations lesson, is used by students to record independent and dependent variables as well as the function and symbolic function rule for a set of graphs.
Standard(s): [MA2013] (6) 17: Use variables to represent numbers, and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6EE6] [MA2013] (6) 20: Use variables to represent two quantities in a realworld problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. [6EE9] [MA2013] (7) 10: Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. [7EE4] [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (8) 11: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.) [8F1] [MA2013] (8) 13: Interpret the equation y = mx + b as defining a linear function whose graph is a straight line; give examples of functions that are not linear. [8F3] [MA2013] (8) 14: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of linear function in terms of the situation it models and in terms of its graph or a table of values. [8F4] [MA2013] (8) 15: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. [8F5] [MA2013] AL1 (912) 13: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL1 (912) 25: Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). [FIF1] [MA2013] AL1 (912) 26: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. [FIF2] [MA2013] AL1 (912) 28: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.* [FIF4] [MA2013] AL1 (912) 29: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.* [FIF5] [MA2013] AL1 (912) 30: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.* [FIF6] [MA2013] AL1 (912) 31: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [FIF7] [MA2013] AL1 (912) 34: Write a function that describes a relationship between two quantities.* [FBF1] [MA2013] AL1 (912) 37: Distinguish between situations that can be modeled with linear functions and with exponential functions. [FLE1] [MA2013] AL1 (912) 38: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table). [FLE2] [MA2013] AL1 (912) 39: Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. [FLE3] [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL2 (912) 29: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.* [FIF5] [MA2013] AL2 (912) 30: Graph functions expressed symbolically, and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [FIF7] [MA2013] ALT (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] PRE (912) 16: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. (Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Determine odd, even, neither.)* [FIF4] (Alabama) [MA2013] ALT (912) 29: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.* [FIF5] [MA2013] ALT (912) 30: Graph functions expressed symbolically, and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [FIF7] [MA2013] ALT (912) 33: Write a function that describes a relationship between two quantities.* [FBF1]
Subject: Mathematics Title: Graphing What
Description: This reproducible activity sheet, from an Illuminations lesson, is used by students to record independent and dependent variables as well as the function and symbolic function rule for a set of graphs. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
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Title: On Fire
Description:
This unit of five lessons, from Illuminations, introduces the components of a firesafe and firewise environment. Students create a firewise location through calculations and measurement of percent slope, defensible space distance and various vegetation separation distances. The unit plan culminates with students designing a firewise property and testing their firewise IQ.
Standard(s): [MA2013] (6) 13: Write, read, and evaluate expressions in which letters stand for numbers. [6EE2] [MA2013] (6) 17: Use variables to represent numbers, and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6EE6] [MA2013] (6) 20: Use variables to represent two quantities in a realworld problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. [6EE9] [MA2013] (7) 10: Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. [7EE4] [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. [8EE6] [MA2013] (8) 27: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [8SP3]
Subject: Mathematics Title: On Fire
Description: This unit of five lessons, from Illuminations, introduces the components of a firesafe and firewise environment. Students create a firewise location through calculations and measurement of percent slope, defensible space distance and various vegetation separation distances. The unit plan culminates with students designing a firewise property and testing their firewise IQ. Thinkfinity Partner: Illuminations Grade Span: 6,7,8
Web Resources
Lesson Plans
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Title: Talk or Text (Systems of Equations)
Description:
In this lesson, students compare different costs associated with two cell phone plans. They write equations with 2 variables and graph to find the solution of the system of equations. They then analyze the meaning of the graph and discuss other factors involved in choosing a cell phone plan.
Standard(s): [MA2013] (6) 14: Apply the properties of operations to generate equivalent expressions. [6EE3] [MA2013] (6) 17: Use variables to represent numbers, and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6EE6] [MA2013] (6) 20: Use variables to represent two quantities in a realworld problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. [6EE9] [MA2013] (7) 8: Understand that rewriting an expression in different forms in a problem context can shed light on the problem, and how the quantities in it are related. [7EE2] [MA2013] (8) 14: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of linear function in terms of the situation it models and in terms of its graph or a table of values. [8F4]
Talk or Text (Systems of Equations)
http://illuminations...
In this lesson, students compare different costs associated with two cell phone plans. They write equations with 2 variables and graph to find the solution of the system of equations. They then analyze the meaning of the graph and discuss other factors involved in choosing a cell phone plan.
Interactives/Games
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Title: Math Makes a Connection: The Locker Problem
Description:
In this interactive game, students use their knowledge of multiples to solve a locker problem. Students will manually open or close a locker by clicking on the lockers. They must answer the following question: Which of the 1000 locker doors are open when every student finishes?
Standard(s): [MA2013] (7) 10: Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. [7EE4] [MA2013] (6) 17: Use variables to represent numbers, and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6EE6]
Math Makes a Connection: The Locker Problem
http://connectedmath...
In this interactive game, students use their knowledge of multiples to solve a locker problem. Students will manually open or close a locker by clicking on the lockers. They must answer the following question: Which of the 1000 locker doors are open when every student finishes?

