MS Math SPED Resource Map

activity, display the image of the squares with a side length of and invite students to write possible mathematical questions about the diagram. Ask students to compare the questions they generated with a partner before sharing questions with the whole class. Listen for and amplify questions about the total area for each square or the area of each of the nine smaller regions of the squares. If no student asks about the area of each smaller region, ask students to adapt a question to align with the learning goals of this lesson. Then reveal and ask students to work on the actual questions of the task. This routine will help develop students’ meta-awareness of language as they generate questions about area in preparation for the proof of the Pythagorean Theorem. From lesson 5 “Are You Ready for More?”: Can we do any better than “between 3 and4” for ? Explain a way to fgure out if the value is closer to 3.1 or closer to 12 3.9.

Extension

RESOURCES

Unit 8 Combined Lessons Vocabulary Information about Practice Problems

Do not assign: Lesson3#6 Lesson4#5 Lesson5#7 Lesson7#6 Lesson8#6

SPECIAL ED RESOURCES

Lesson

Additional Notes

8.1 The Area of Squares and Their Side Lengths 1.1 Two Regions 1.2 Decomposing to Find Area 1.3 Estimating Side Lengths from Areas 1.4 Making Squares

Preteach fnding area. Skip Practice Problem #5

8.2 Side Lengths and Areas 2.2 One Square

Skip Practice Problem #3

2.3 The Sides and Areas of Tilted Squares 2.4 What Is the Side Length?

8.3 Rational and Irrational Numbers

3.2 & 3.3 are optional Provide graph paper for Practice Problem #3. Skip Practice Problem #6

3.1 Algebra Talk: Positive Solutions 3.4 Looking for the square root of 2 3.5 Types of Solutions

8.4 Square Roots on the Number Line 4.2 Squaring Lines 4.3 Square Root of 3

Don’t use a compass for the activities 4.4: Use a calculator Use a calculator on Practice Problem #3, and skip #4

4.4 Approximating the square root of 18