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) 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 real world, natural disaster situation. Students will be asked to design a treehouse 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): [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 real world, natural disaster situation. Students will be asked to design a treehouse 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) 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) 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] (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] 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] 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] (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] (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] (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?

