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. 

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

Students will use manipulatives and a number path to identify numbers one less than or more than a given number.

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.

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 equal 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.

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

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.

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

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.