ALEX Lesson Plans
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Title: Decimals: The Master of Many Disguises!
Description:
In Cooperative/Collaborative groups, this lesson will actively engage students to represent decimals in different forms. An "Essential Question" will be used to activate background knowledge and set the purpose for understanding how to represent decimals. Students will create a chart, use the Internet to play interactive games, and watch videos about representing.
Standard(s): [MA2013] (5) 6: Read, write, and compare decimals to thousandths. [5NBT3] [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] [T1] ECN (12) 10: Explain the role of money and the structure of the banking system of the United States.
Subject: Mathematics (5  7), or Social Studies (12)
Title: Decimals: The Master of Many Disguises!
Description: In Cooperative/Collaborative groups, this lesson will actively engage students to represent decimals in different forms. An "Essential Question" will be used to activate background knowledge and set the purpose for understanding how to represent decimals. Students will create a chart, use the Internet to play interactive games, and watch videos about representing.
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Title: My Peanut Butter is Better Than Yours!
Description:
The students will engage in the process of statistical data comparing data using tables and scatterplots. The students will compare data using measures of center (mean and median) and measures of spread (range). This lesson can be done with the worksheet or adapted to let the students use a graphing calculator to create their own scatter plot from the data table. This lesson is modified and adapted from Samples and Populations, Connected Math, Prentice Hall Publisher.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2013] (6) 28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6SP4] [MA2013] (7) 4: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. [7NS1] [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] (7) 20: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. [7SP4] [MA2013] (8) 25: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. [8SP1] [MA2013] AL1 (912) 46: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [SID7] [MA2013] PRE (912) 42: Compute (using technology) and interpret the correlation coefficient of a linear fit. [SID8]
Subject: Mathematics (6  12)
Title: My Peanut Butter is Better Than Yours!
Description: The students will engage in the process of statistical data comparing data using tables and scatterplots. The students will compare data using measures of center (mean and median) and measures of spread (range). This lesson can be done with the worksheet or adapted to let the students use a graphing calculator to create their own scatter plot from the data table. This lesson is modified and adapted from Samples and Populations, Connected Math, Prentice Hall Publisher.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: New York with $1200
Description:
CONGRATULATIONS!!! You are Demopolis Middle School’s first –place winner of the annual MATHATHON!!!!!!!!!! You and three of your classmates have been awarded an exciting trip to NEW YORK CITY! You will each be given $1200 to cover all your expenses during your three day stay. You must use only your $1200 prize to cover all expenses (transportation costs, hotel accommodations, food, gratuities (tips), souvenirs, and entertainment). Please budget your money carefully – decide which purchases are most important and budget these first. Don’t forget to have fun!!
Standard(s): [T1] CIT (7) 8: Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, and insurance as well as checking and savings accounts, loans, investments, credit, and comparison shopping. [TC2] (68) 2: Publish digital products that communicate curriculum concepts. [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [TC2] (68) 6: Select specific digital tools for completing curriculumrelated tasks. [TC2] (68) 8: Identify safe uses of social networking and electronic communication. [TC2] (68) 9: Practice responsible and legal use of technology systems and digital content. [TC2] (68) 11: Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
information. [MA2013] (7) 4: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. [7NS1] [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] (7) 9: Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form, convert between forms as appropriate, and assess the reasonableness of answers using mental computation and estimation strategies. [7EE3] [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] (7) 24: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. [7SP8]
Subject: Mathematics (7), or Social Studies (7), or Technology Education (6  8)
Title: New York with $1200
Description: CONGRATULATIONS!!! You are Demopolis Middle School’s first –place winner of the annual MATHATHON!!!!!!!!!! You and three of your classmates have been awarded an exciting trip to NEW YORK CITY! You will each be given $1200 to cover all your expenses during your three day stay. You must use only your $1200 prize to cover all expenses (transportation costs, hotel accommodations, food, gratuities (tips), souvenirs, and entertainment). Please budget your money carefully – decide which purchases are most important and budget these first. Don’t forget to have fun!!
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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.

