MS Math SPED Resource Map

END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS

I can describe how parts of an equation represent parts of a story. Language Supports: ● Vocabulary (equation) I can explain strategies for determining whether expressions are equivalent. Language Supports: ● Vocabulary (expressions, equivalent)

DIFFERENTIATION IN ACTION

Skill Building

From Activity 5.3: Writing, Speaking: MLR 1 Stronger and Clearer Each Time. Use this routine with successive pair shares to give students a structured opportunity to revise and refne their writing. For this activity, students should use the story for the equation they chose to solve. Ask each student to meet with 2–3 other partners in a row for feedback. Provide students with prompts for feedback that will help teams strengthen their ideas and clarify their language (e.g., “How are the parts of the equation represented in your story?”, “Can you say more about how your solution fts in your story?”). Provide students with time to complete a fnal draft based on the feedback they receive about language and clarity. Lesson 16 “Are You Ready for More?” A fruit stand sells apples, peaches, and tomatoes. Today, they sold 4 apples for every 5 peaches. They sold 2 peaches for every 3 tomatoes. They sold 132 pieces of fruit in total. How many of each fruit did they sell?

Extension

RESOURCES

6.18 can serve as a review and most kids can do it. Unit 6 Vocabulary Other resources for unit 6 lessons Information about Practice Problems (Go to the tab marked Unit 6)

SPECIAL ED RESOURCES

Lesson

Additional Notes

6.1 Tape Diagrams and Equations 1.1 Which Diagram is Which?

Practice Problems #1 (whole class), 2, 3, 4, 5, 6

1.2 Match Equations and Tape Diagrams 1.3 Draw Diagrams for Equations 1.4 Finish the Diagrams

6.2 Truth and Equations 2.2 Storytime

Practice Problems 1, 2, 3, 4, 6

2.3 Using Structure to Find Solutions