###
Equations in the Real World

**Students will create and solve equations with variables on one side before comparing the equation with another to determine at what rate they will be equal. **

###
Centers in Subtraction

**Students will participate in multiple centers including a guided math center that reinforces subtraction concepts. **

###
More Super Duper Math

**Students will gather objects to compare quantities and justify their answers pictorially and verbally. They will use their vocabulary posters and accountable talk menus to discuss with their partners. **

###
Rise Over Run! Let’s Have Fun!

Students will collaboratively practice identifying and graphing slope and y-intercept.

###
Four Representations of Linear Relationships

Given one representation of a linear relationship, students will create a poster displaying the other three representations of linear relationships.

###
Solving Rational Equations

Students will discuss and formulate an equation to solve an engaging real-world problem. They will use manipulatives to describe how to find the common denominator they need to solve the equation. They will break up into groups and solve for a more complicated problem.

**Texas Essential Knowledge and Skills (TEKS) Vertical Alignment**

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.

###
Concert Trip to Red Rocks Amphitheatre in Colorado

**Students will evaluate and interpret data from both tabular and graphical forms to create a linear equation in either the form of direct variation (y=kx) or slope-intercept form (y = mx + b). Students will then use their findings to interpret the meaning of both slope and y-intercept using a real-world relationship in word form.**

###
Comparing and Representing Teen Numbers

** The students will choose a cup with manipulatives and build that number using a tool of choice. The students will compare their number with a shoulder partner using math language or comparative language and will write in their math journal using a sentence stem and drawing their justification.**

###
Balancing Act

**Students use a pan balance model and manipulatives to identify a total that balances two parts. The use of the pan balance will help to develop the concept of equality. Students will develop the language of equality by reading and identifying the following expressions; balances, is the same as, is equal to, and equa l before the symbol for equality is introduced. Students will identify an unknown part in a balance situation. Students will communicate ideas, explain, and justify how they solved problems.**

###
Math on the Farm

**In learning stations, students compose and decompose numbers up to 10, in more than one way, using objects, pictures, story mats, tens frames, and number bond mats.**

###
The Picture Graph Party

Students will explore and create picture graphs through collaboration and group work.

**Texas Essential Knowledge and Skills (TEKS) Vertical Alignment**

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.

###
The Shapes Around Us

Students will make connections between real-world objects and the attributes of two-dimensional shapes.

Students working in their group###
Going Beyond with Number Bonds

Students will use number bonds to compose and decompose numbers to 10.

Student working on ten frame###
Splashing into Addition and Subtraction Problem Situations

**In learning stations, students will work independently and collaboratively to solve real-world mathematical problems. **

###
No Interest If Paid in Full: How Much Do I Owe?

Students will write a linear equation from a real-world situation, identify the components of the equation, and interpret their meanings in the problem’s context.

Students working on task###
Which One Doesn't Belong? Proportional vs Non-Proportional Relationships

**Students will make connections as they examine proportional and non-proportional relationships represented in functions including tables, equations, graphs, and verbal descriptions and think critically to determine which one does not belong in a set and why.**

###
Can We Get There?

Students will calculate the rate of change and *y*-intercept from a real-world problem represented in a graph, a table, and/or an equation. They will then display and present their findings to the class.

###
Balancing Act

Given a prompt, students will solve a multi-step equation using concrete and/or pictorial models.

Teacher Posing the Task###
Breakout with Linear Relationships

Through a collaborative breakout station format, students will access prior knowledge to develop a deeper understanding of the relationships of slope through proportional relationships represented by unit rate and linear non-proportional relationships. A variety of representations will be practiced through scenarios, tables, graphs, and equations.