MS Math SPED Resource Map

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 find 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 first 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 Combine Lessons 1 & 2 Combine Lessons 3 & 4 Combine Lessons 6 & 7 Combine Lessons 9 & 10 Combine Lessons 15 & 16 Additional Practice Information about Practice Problems

ILLUSTRATIVE MATHEMATICS AND CORE ALIGNMENT

Standard

Section(s)

7.G.2

7.6, 7.7, 7.8, 7.9, 7.10, 7.17

7.G.3

7.11

7.G.5

7.1, 7.2, 7.3, 7.4, 7.5

7.G.6

7.12, 7.13, 7.14, 7.15, 7.16

7.NS.1

7.6

7.EE.4

7.5