MS Math SPED Resource Map

END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS I can explain, given three side measures, if a triangle would exist using those side measurements. Language Supports: I can explain how to make a unique triangle from two side measurements and determine what the length of the third side should be. ● Vocabulary (triangle)

I can explain how to fnd the volume of a prism. Language Supports: ● Vocabulary (volume, formula, prism) DIFFERENTIATION IN ACTION

Skill Building

From Activity 6.2: MLR 8 Discussion Supports. Use this routine to support whole-class discussion. After a group shares the side lengths they chose for their triangle, ask students to restate or revoice what they heard using mathematical language. Consider providing students time to restate what they heard to a partner, before selecting one or two students to share with the class. Ask the original group if their peer was accurately able to restate their thinking. Encourage students to supplement their explanations multi-modally by using gestures with the polygons. From Lesson 7 “Are You Ready for More?”: Assuming you had access to strips of any length, and you used the 9-inch and 5-inch strips as the frst two sides, complete the sentences:

Extension

1. The third side can't be _____ inches or longer. 2. The third side can't be _____ inches or shorter.

RESOURCES

Additional Practice Information about Practice Problems

SPECIAL ED RESOURCES

Lesson

Additional Notes

7.1 Relationships of Angles 1.1 Visualizing Angles 1.2 Pattern Block Angles

1.2: do launch, project applet and do as whole class 1.5: Just show frst picture and just fnd x Practice Problem #1

1.4 Measuring Like This or That 1.5 Identical Isosceles Triangles

7.2 Adjacent Angles

2.1: Don’t try to fnd exact numbers (just more than or less than 90, 180, etc.) Practice Problems #1, 2

2.1 Estimating Angles Measures 2.3 Is it a Complement or Supplement? 2.4 Finding Measurements

7.3 Nonadjacent Angles

Practice Problem #1 as cool down