MS Math SPED Resource Map

an opportunity to produce language to explain whether two equations are equivalent. From Lesson 13 “Are You Ready for More?”: Before there were standard units of measurement, people often measured things using their hands or feet. 1. Measure the length of your foot to the nearest centimeter with your shoeon. 2. How many foot-lengths long is your classroom? Try to determine this as precisely as possible by carefully placing your heel next to your toe as you pace off the room. 3. Use this information to estimate the length of your classroom in centimeters. 4. Use a tape measure to measure the length of your classroom. What is the difference between the two measurements? Which one do you think is more accurate?

Extension

RESOURCES

Simple Interest is not found explicitly here. You may want to teach the formula I =prt

Unit 4 Lesson Notes Vocabulary Resources Information about Practice Problems

SPECIAL ED RESOURCES

Lesson

Additional Notes

4.2 Ratios and Rates with Fractions 2.1 Number Talk: Division 2.2 A Train is Traveling at…

4.2 Ratios and Rates with Fractions 2.1 Number Talk: Division 2.2 A Train is Traveling at…

2.3 Comparing Running Speeds 2.5 Comparing Orange Juice Recipes

2.3 Comparing Running Speeds 2.5 Comparing Orange Juice Recipes

4.3 Revisiting Proportional Relationships 3.1 Recipe Ratios 3.2 The Price of Rope 3.5 Walnuts in Bulk

3.5: Add a table Practice Problems #1, 4 and additional fraction review

4.4 Half as Much Again

4.5: Have blank tape diagrams and just do #1 Practice Problems #1, 2 and additional fraction review

4.1 Notice and Wonder: Tape Diagrams 4.2 Walking Half as Much Again 4.3 More and Less 4.5 Fruit Snacks and Skating 5.1 Notice and Wonder: Fractions to Decimals 5.2 Repeating Decimals 5.3 More and Less with Decimals 5.5 Reading More

4.5 Say It with Decimals

5.1: Teach how to write repeating decimals 5.5: write 5/8 as a decimal, then frame y = ___x Do additional decimal review, and consider providing multiplication tables or calculators to scaffold long division steps