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Alpha Math CCSS
Problem Solving
Problem Solving
Problems 1 and 2 have students analyze two equations
Use the following information for problems 1 and 2. that show why shifting the digits in both the divisor and
Ravi is dividing 34.09 ÷ 0.8. He does not understand why multiplying the dividend does not affect the quotient. This has been
Grades 6-8 both the divisor and the dividend by 10 produces an equivalent division
expression. His partner Melinda writes this equation.
34.09 10 340.9
discussed in Lessons 8 and 9. To help reinforce the concept,
0.8
× = 8
10 Ask: When you multiply a number by 1, what is the result?
1. Explain how Melinda’s equation can be used to help Ravi understand. The number is the same as the number you started with.
Possible answer: Any division expression can be written as a fraction.
10
Ask: How can you represent 1 using a fraction? Answers
Multiplying by 10 is the same as multiplying by 1 and produces an equivalent fraction.
2 3 4
The new dividend and divisor represent an easier division problem as the divisor is will vary. Possible answers: , , Remind students that
Student Booknow a whole number. 2 3 4
multiplying a number by a fraction that equals 1 will result
2. Use Melinda’s reasoning to write an equivalent division problem for
4.067 ÷ 0.06. Then find the quotient. in a product that is equivalent to the original number. Have
4.067 100 406.7
× = 6
0.06 100 students complete problems 1 and 2 with a partner. Then,
American English The Student Book is the main resource for students. There
406.7 ÷ 6 = 67.783 discuss the problems as a class.
Math Around Us
are two 3.light-weight
The driver of a small carvolumes per
pays $38.78 to fill his grade
tank with that
14.64 gallons
gas. The driver of a small pick-up truck fills his tank with 21.34 gallons
of contain all Problem 3 Do is ayou
multi-step
know that problem
… that requires students
y
to carefullyThe
study theGarden
information given to to make15 sense of
Video Clips the core content
Show your work. that students will complete during class
of the same gas. What will be the total cost of gas for the pick-up truck? Majorelle
Morocco. It was
is in Marrakech,
the problem and find the solution. (MP.1) The amount of gas
created by the French
14
13
painter Jacques Majorelle. It contains 12
and at home. Each lesson follows the same organized
$56.55;
38.78 ÷ 14.64 ≈ 2.65; 2.65 × 21.34 = 56.55
required toexotic
fill up the
trees andgas tanks
plants. Therefor two different vehicles
are ponds, 11 Fountain

waterways, and fountains. 10

are given, but only the total cost for filling the first vehicle9 is
Online Reporting structure to ensure complete coverage of the lesson given. If students struggle, guide them to see that they
8
7 must
Entrance
6
objective andCalculator
CCSS.Practice first find the cost per gallon of gas paid for the first5vehicle.
4
Then they multiply this unit price times the number3 of
A calculator will show a decimal quotient to enough
Online Resources places to tell whether the decimal is repeating. gallons required to fill the tank of the second vehicle. 2
1
Pond
x
Use your calculator to find each quotient. Which are O 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Students make real-world connections to math through
terminating and which are repeating?
Additional Problem
A garden center sells potted plants. A coordinate plane is used as a floor plan for the garden center.
Interactive Content 1. 8.54 ÷ 3.2 terminating
special features in their books that include: Engineering Shara purchased 3.5
What are thepounds
coordinateof potatoes
pairs at $1.56
for the entrance, per pound.
the fountain, and the pond?
2. 18.04 ÷ 3 repeating She purchased 2.5 pounds of tomatoes. Shara paid a total of
Connections, Math
3. 49.4 ÷ 7.8 and Science Connections, Math and
repeating
Answer:
$10.46. Howentrance:
much(0,did the tomatoes
8), fountain (2, 12), pond cost
(12, 2) per pound?

Alpha + PhET Sims Art Connections, Math

4. 61.75 ÷ 8.125 and ELA Connections, Careers in
terminating
Photo: Sandy Fraser/Highlander Photography
3.5 × 1.56 = 5.46, 10.46 – 5.46 = 5.00, 5.00 ÷ 2.5 = 2, the
tomatoes
Stepcost $2 per pound
by Step
Math, Technology, and Science, and ESL/ELL Strategies.
Lesson 9 Divide Decimals 65 Plot these four points on the coordinate grid. y
Point Q: (5, 8) Point R: (8, 10) 12
Point S: (8, 2) Point T: (5, 4) 11
10
Connect the points in order. Then connect Point T back to Point Q. 9
ALPHA_Math_G6_SB_CH01.indd 65 8/13/18 9:21 PM ClosureThe shape is a .
Alpha Math Grades 6–8 Middle School continues to extend math beyond the walls of the classroom and builds upon the The line segments and are parallel.
8
7
6
skills and content covered by Alpha Math Grades 1–5. Its lessons provide a real-world context that engages the mind of Calculator Practice To go from Point
Have students T to Point
answer theQ,Essential
move units
Question: .
5
To go from Point S to Point T, move 3 units
4
the global learner while fulfilling international educational standards. How can
andyou divide aup.
units decimal number by another decimal 3
2
Before students begin the Calculator Practice, demonstrate number? 1 x
how a terminating and a non-terminating decimal looks on a Possible answer: Use the division algorithm. If the divisor
O 1is 2 3 4 5 6 7 8 9 10 11 12
Alpha Math Grade 6 fully covers the Grade 6 CCSS (Common Core State Standards). Alpha Math Grade 7 is an accelerated calculator by showing the following quotients. not a whole number, multiply it by a power of 10 to make
it a whole number. Multiply the dividend by the same
Grade 7 course that fully covers the Grade 7 CCSS and includes some Grade 8 standards. Alpha Math Grade 8 covers the 5.16 ÷ 12.9 = 0.4
power of 10 as the divisor. Place the decimal in the quotient
remaining Grade 8 CCSS and all Algebra 1 standards. 85.7 ÷ 3.3 = 25.969696 16 Chapter 0
in the same place as the new location of the decimal in
Have students complete the exercises. Then have them find the dividend. Divide using the division algorithm as if the
6.4 x 0.5 = 3.2 on the calculator. Ask: If there are 2 decimal numbers are whole numbers.
places in the two factors, why is there only 1 place in the product?
ALPHA_Math_G6_SB_Ch00.indd 16 8/10/18 3:36 AM

Lesson 1 Graph Inequalities

The calculator does not show the zero on the end. 3.2 = 3.20.
warm-Up
Key Features Remind students how important it is to estimate the product
before multiplying. Half of 6 is 3 so the answer needs to be
Standard
6.EE.B.5 Understand solving an equation or inequality
Show students two inequalities: 2 + 2 < 5 and 2 + 2 > 5. Ask: What is two plus
two? 4 Point to the first inequality and rewrite it as 4 < 5. Ask: What does this
as a process of answering a question: which values
inequality say? 4 is less than 5. Is four always less than 5? yes Write true above the
about 3. from a specified set, if any, make the equation or
inequality true? Use substitution to determine whether
first inequality. Point to the second inequality and rewrite it as 4 > 5. Ask: What
does this inequality say? 4 is greater than 5. Ask: Is four ever greater than 5? no
a given number in a specified set makes an equation
Write false above the second inequality. Say: Inequalities with variables work the
or inequality true.

• Fully aligned to CCSS with Cross-Curricular connections to CCSS English Language Arts and the Next
same way. You can check to see if a number makes an inequality true or false.
6.EE.B.8 Write an inequality of the form x > c or x < c
to represent a constraint or condition in a real-world

Generation Science Standards. Standards are clearly listed throughout the program.
or mathematical problem. Recognize that inequalities
of the form x > c or x < c have infinitely many solutions;
represent solutions of such inequalities on number line

• Hands-on activities, practices, and problem-solving that help students become global learners while
diagrams.

Objective

developing critical-thinking skills and mathematical literacy Write and graph inequalities in one variable, and use
substitution to determine whether a value makes an $2.79 AND UP
inequality true.

• Built on the 5E Instructional Model: Engage, Explore, Explain, Elaborate, and Evaluate
Teacher Guide Essential Question Show students an advertisement similar to the one shown.

• Differentiated instruction is built into the program through three Practice Books, instructional support in the Lesson 9 Divide Decimals 65
how can you write and graph an inequality?

By the end of this lesson, students should be able to

Using the advertisement sale price, follow the format for a discussion. Write
these dollar amounts for students: $2.79, $2.78, $2.80, $8.65, $1.49. Ask: Which
dollar amounts could be the price for an item at this sale? $2.79, $2.80, $8.65.
write an inequality from a description given in words, Ask: Why could $2.79 be a price for an item? The sign says “starting at”. Say: $1.49

Teacher Guide, and fun and engaging activities provided for each lesson determine which values make an inequality true or
false, and graph an inequality on a number line.
and $2.78 are not sale prices. Why? They are both less than $2.79.

Give each student 5 counters, beans, or other small objects.

• Easy-to-use and customizable program for teachers with robust resources, training, and professional
Write x < 4 on the board. Ask: What does the inequality say? x is less than 4.

The Teacher Guide provides assistance in all phases of Say: Put less than 4 counters in the bag. Ask: How many counters could be in the
bag? 0, 1, 2, or 3

development opportunities
Write 3 < 4. Ask: Does 3 make the inequality true? yes

the teaching cycle. It complements each page of the

Write 0 < 4. Ask: Does 0 make the inequality true? yes
ALPHA_Math_G6_TG_Ch01.indd 85 8/15/18
Write 4.5 < 4. Ask: Does 4.5 make 5:47
the inequality AM
true? no Write false above the

• ExamView assessment generator for creating, assigning, and scoring tests, quizzes, and more
inequality.

Student Book with wrap-around instructional support.

Tell students they will learn how to graph inequalities. They will substitute
values for a variable and evaluate to see whether the values make an inequality

• Available both online and offline on eAlpha, your dynamic and interactive Learning Management System
true.

Teaching Connections draw the teacher’s attention

• NEW - Alpha + PhET Sims from the University of Colorado Boulder’s PhET Simulations. PhET Sims are based on
to how the math content connects to other content
extensive education research and engage students through an intuitive environment where they will learn
areas. Robust teacher guidance is also delivered through
through exploration and discovery.
Teaching Tips, Common Errors, instructions for ESL/ELL
support, vocabulary review, and key-by-key calculator
Chapter 13 Inequalities
instruction.
490A

e ALPHA
ALPHA_Math_G6_TG_Ch13.indd 492 8/14/18 2:54 AM

Mobile eLearning Platform

www.alphapublishing.com [email protected]
 C. 4.3 water. It can swallow 1up to1 2 6
ratio 2:6 sheoffinds :6 ×minutes.
2 ×in514 = : . Do you agree? Explain your answer. shows the equivalent ratios.
D. 0.43
30 gallons
Yes;
water 5 5 5
Answer: A survey found the ratio for the number of students whose
A dromedary camel drinks 15 gallons of water in
She multiplied both parts of the ratio by the same value, 15.It drinks 60 gallons of water in 28 minutes.
7 minutes. Ask:favorite subject
How can is math
you find to those for
the quantities whose favorite
the first subject
row of the is
11. Which division expession has a quotient that is a
de. Round your answer to the nearest science
table? I canisdivide
4:3. Find the 14
30 and number
by 2 tooffind
students
how many preferring
gallonsmath
of if
CCSS
repeating decimal?

Alpha Math
Water Time
dredth. (gal) (min) there
water theare 100 morecamel
dromedary students
can who
drinkprefer math than science.
in 7 minutes.
A. 5 ÷ 8
.45 ÷ 0.23 23.7 15 7
Vocabulary Check Divide 30 by Multiply How many students were surveyed in all?
B. 2 ÷ 10 2 and 14 by 30 14 15 by 4 and Ask: How can I find the quantities in the fourth row of the table?
2 to find an 45 21 7 by 4 to find 700 students; when the ratio of students who prefer math to
C. 3 ÷ 4 Complete the statement.
equivalent an equivalent I can multiply both 30 and 14 by 2 to find how many gallons
60 28 those who prefer science is 400:300, the number of students
time to
D. 4Learn
÷9
ratio.
A ratio that shows the same relationship between two 75 35
ratio. of water the dromedary camel can drink in 28 minutes. Guide
who prefer math is 100 greater. 400 + 300 = 700 students
equivalent ratio Photo: Francesco MeronI/Cultra/Getty Images
. students to see that multiplication and division can be used
9.004 ÷ 0.07 1,128.63
12. What is 6.84 divided by 7.6?
LESSonnumbers
5 Evaluate
as another ratio is an
Algebraic Expressions in all.
to complete the ratio table and find the answer.
Review the order of operations with students. Remind them
A. 0.11 Step by Step
that the order of operations is a set of rules that always Additional
Guide Problem
students to see 2
the multiplicative nature of equivalent
B. 0.9 time to Learn Lesson 2 Generate Equivalent Ratios 131
applies when simplifying any expression. This applies to Find three equivalent ratios to 4:9 by multiplying each quantity by 2. ratios in a table.
C. 1.11 Repeat for each new ratio. Shara says that 3:5 and 9:25 are equivalent ratios. Is she
.075 ÷ 8.3 0.37 algebraic expressions as well as numerical expressions. You can evaluate algebraic expression by replacing the variables with their given values.
D. 9.0 4:9 correct?
Say: Howcan
The camel dodrink
you know?
4 times as much water in 28 minutes
Have students read example 1. Guide them to replace the Example 1
ALPHA_Math_G6_SB_CH03.indd 131
4:9 4 × 2 :9 × 2 8:18 8/9/18 3:26 AM as itNo.
canBoth
in 7 quantities
minutes. are not multiplied by the same number.
13. Rashid purchases 12.4 kilograms of tomatoes for
Full Scope & Sequence
x in x2 –and
7 withCCSS
a 5. Say:Alignment
One way to readchartsthe equal sign is to Evaluate x 3− 7 for x = 5.
Ancillaries & Teacher Resources
2

$21.38. What is the cost, to the nearest penny, for (9:25 = 3 × 3:5 × 5)
8:18 8 × 2 :18 × 2 16:36
say “is.”one
Youkilogram
can read the statement as “x is 5.” This means
of tomatoes?
x2 − 7
Cross-Curricular Connections
.746 ÷ 3.9 1.99 are included. The Lesson Plans, found on eAlpha,
3

the valueA. of x is no longer anB.

$0.17 unknown
$0.72 value and since you (5)2 − 7
3 16:36 16 × 2 Replace
:36 × x2with 5. 32:72

complement the Teacher

know that xGuide
is 5, you and allow
can replace theteachers to with
x in the expression
Step by Step
25 − 7
Evalaute the exponent.
C. $1.72 D. $17.24 3
Find three equivalent ratios to 500:625 by dividing each quantity by 5.
the number 5. Students can copy the expression on the GEOGRAPhY Use ratios to accurately represent actual distances
Closure
18
Repeat Simplify
for each new ratio. the numerator.
easily customize the program 52 – 7around the needs of each
3

next line as , or they can erase the x and replace it with 6 on maps. For example,
500:625 Divide. an inch on a map may represent 50 miles Anchor Activities
3
student, the whole aclass, andand
5. By erasing thereplacing,
schoolthis calendar.
may help them to better in the
Example 2 500:625 real500world.
÷ 5 :625Have ÷ students
5 find examples of maps in their
100:125 The first item asks students to find ratios equivalent to 4:9 by
Have students answer the Essential Question: What is an
Chapter 1 Decimals +textbooks
4xy – 6y + 4 for or
x = 6online
and y = 2.and show the scale. multiplying each term by 2.
understand the concept of substituting a known value for Evaluate 3x2

a variable.
100:125
3x2 + 4xy – 6y + 4
4(6)(2) –The
Say:
3(6)2 +20:25
100 ÷

scale
6(2) + 4 ÷ is
20
FPO-SB Mini
5 :125 ÷

a:25
ratio
5Replace 5that
÷x with
5

tells
6 and how
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2. 4:5many miles are represented by

equivalent ratio?
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Say:
Anchor
To findanswer:
an equivalent
Activitiestheare
a ratioratio,
that shows
we need to same
engaging
relationship
multiply both
activities that
as
Ask students to look at example 2. Tell students that if a 3(36) +each
4(6)(2) –inch
6(2) +or
4 other measurement
Evaluate the exponent. on the map. quantities in theencourage
another ratio;ratio by the same active
for example 4:2 quantity. learning and exploration while
shows the same relationship
108 + 48 – 12 + 4 Multiply from left to right.
SB_CH01.indd 64 8/9/18 3:23 AM
variable occurs multiple times in the same expression, then as 2:1.
148 Add and subtract from left to right.
Lesson 2 Generate Equivalent Ratios 129 Ask: If we multiplyreinforcing
both numbersfoundational
in the ratio 4:9 by 2,concepts—a
what is quick and fun
Teaching Tips it has the same value. If different variables are used, then
each variable represents a separate value. The values of two
Example 3
theMake sure students
equivalent ratio? 8:18 understand
Work with the lessontoconcept
students completeby asking:
opening for each lesson. There are three levels of
theHow
item.can I use multiplication and division to find two equivalent
For students who different
may bevariables
struggling,
may orhave them
may not work
be the same.
A shipper builds a rectangular box that has a length of 3 meters, a width of 2 meters,
and a height of 12 meter. What
ALPHA_Math_G6_SB_CH03.indd 129
is the volume of the box in cubic meters? 8/9/18 3:26 AM differentiated
ratios for the ratio 10:14? activities to meet the students at their
The second item asks students to find ratios equivalent to
through this problem. Help students confirm that the
Call particular attention to the second term of the expression To solve this problem, use the formula for the volume of a rectangular prism. A formula Possible answer: I can use division by dividing both quantities
model with three 4xy.
grids shows 500:625 by dividingown level of readiness for new material. Teacher
each term by 5.
that2.8
thisin all. Then they should is an algebraic equation that is used to show the relationship between different variables.
Explain means the number 4 is multiplied by COMMOn ERRORS Some
To evaluate a formula, replace the variables with the students may mistakenly
given values. multiply by 2 to find the equivalent ratio 5:7. I can use multiplication by
see and count thetwo
20 unknown
groups of 0.14.
values—one represented by the variable x and orlwhdivide
V= each term bythea volume
Write different number when asked to write an
formula. Say:
multiplying support
Let’s start by
bothdividing forquantities
both
quantities implementation,
by in the
2 to find the equivalent
ratio. materials
ratio lists, alignment,
one represented by the variable y. Ask: What value should V= (3)(2) 12
equivalent ratio. For example,
l with 3, wfor
withthe
2, andratio 1
h with3:4,
. students may multiply 20:28.
Ask: What ratio and procedures are included in the Lesson Plans. These
Replace
Use the hundredths grids below to model 2.8 ÷ 0.14. 2 do we find when we divide each term by 5?
you use to replace x? 6 What value should you use to replace y? 2 V=3
3 by 3 and note that Multiply.
the term 3 is multiplied by itself, then multiply We find an equivalent ratio of 100:125.
Tell students that sometimes when you replace a variable
The volume of the box is 3 cubic meters.
the second term by itself also, 4 × 4 to find 9:16 rather than 6:8. activities are available both as printable and interactive
Remind students that both quantities in the ratio must be multiplied Another example: The ratio of pop songs to rock songs
with a number, you need to add parentheses. For example, pages
played in one hour on eAlpha.
on a radio station is 4 to 3. What is the
in the term 4xy, when you replace x with 6 and y with 2, you by the same number to form an equivalent ratio.
ratio of pop songs to rock songs played in 4 hours?
need to use parentheses to represent multiplication, 4(6)(2).
students2to Generate Equivalent Ratios 131
252 Chapter 6 Expressions
Without adding parentheses, you would incorrectly write Work withLesson find the answer using whichever
the number 462. Students should understand that the method they are most comfortable with (drawing a diagram,
Exit Activities
completing a ratio table, or multiplying). If each quantity is
parentheses indicate multiplication. There are no operations ALPHA_Math_G6_SB_CH06.indd 252 09/08/18 3:34 AM

that need to be performed inside grouping symbols. multiplied by 4, the equivalent ratio is 16 to 12.
Each group models 14 hundredths.
Example 3 shows students how to replace variables with ELL Help students to understand the phrase given value. Have Exit Activities are short and fun formative assessments
ALPHA_Math_G6_TG_Ch03.indd 137 8/14/18 4:36 AM
known values when working with a formula. Students are students write the expression 3x. Say: You don’t know the value of x. to complete at the end of each lesson. They provide
There are 20 groups. Then tell students that x = 5. Say: I told you the value of x. Now you
familiar with replacing variables with known values from
know the value of x. Ask: What is the value of x that I gave you? 5 the teacher with a quick snapshot of each student’s
So 2.8 ÷ 0.14 = 20 working with formulas such as the distance formula or the
Say: When x = 5, 5 is the given value of x.
formula for the area or perimeter of a figure. Explain that understanding of the lesson. Teacher support for
a formula is also known as a rule and that it describes the
relationship between different variables. implementation procedures is included in the Lesson
Plans. These activities are available both as printable
and interactive pages on eAlpha.
Lesson 2 Generate Equivalent Ratios 129
Name Date

Lesson 2: Solve Multi-Step Equations

Alpha Math Grade 6 Lesson Planner

Differentiated Practice Books ALPHA_Math_G6_TG_Ch03.indd

To solve multi-step 135
equations, first use properties of equality to combine like terms.
Then, use properties of equality to perform inverse operations and isolate the variable.
Volume A
Chapter 1: Decimals
8/14/18 4:36 AM

Lessons: 1–9
Example Solve the equation 23 + 2(4x − 3) − 5x = 32.
Lesson Plans
23 + 2(4x − 3) − 5x = 32 Grade 6 Chapter 1 Lesson 1
8/15/18 5:47 AM
On-Level Practice Book: complements the Student Book; 23 + 8x − 6 − 5x = 32 Distributive Property Add and Subtract Decimals
8x − 5x + 23 − 6 = 32 Commutative Property
Lesson Plans are available as downloadable, editable,
for each lesson there are extra problems and questions 3x + 17 = 32 Combine like terms.
Materials: play money, hundredths grids

3x = 15 Subtraction Property of Equality Time: 8 minutes and printable pages on eAlpha. They contain pacing,
that reinforce what students learn in class. The On-Level x =5 Division Property of Equality
252 Chapter 6 Expressions Participants: pairs materials lists, vocabulary, preparation tips, procedures for
Practice Book also includes Mid-Chapter Quizzes, You can check your solution by substituting your result into the original equation.
23 + 2(4(5) − 3) − 5(5) = 32 CCSS: 6.NS.B.3 the Anchor and Exit Activities, the 5Es throughout
Multiple-Choice Quizzes, and Chapter Tests. 23 + 2(20 − 3) − 25 = 32
23 + 34 − 25 = 32 Goal of the Activity Students add and subtract decimals in hundredths. each lesson, a lesson closure, lesson extensions, and
32 = 32 
Reteach Practice Book: provides
ALPHA_Math_G6_TG_Ch06.indd 264extra support for students 32 = 32 is a true statement, so x = 5 is the correct solution. 8/14/18 4:49 AM
Multiple Intelligences visual
assessment information. A Yearly Pacing Guide is
Procedure to Follow Students work with a partner. They use hundredths
who have difficulty understanding the lesson.
Example Solve the equation 6(5 − 3x ) = 78 in two different ways.
grids or play money to represent values. Then, they add or subtract the provided for each grade level.
One way Another way
decimals. Students should check their partner’s work.
Use the Distributive Property first. Use the Division Property of Equality first.
6(5 − 3x ) = 78 6(5 − 3x ) 78 Closure of the Activity Be sure students understand how to regroup when
=
© 2019 Alpha Education for Publishing & Distribution Group LLP

30 − 18x = 78 6 6
Enrich Practice Book: provides challenging questions and −18x = 48 5 − 3x = 13
adding and subtracting decimals.

−3x = 8 Guided Instruction 25–30 minutes

problems for above-level students. x=−
48
18
=−
8
3 x=−
8 Time to Learn p. 28
3
ELL Activity, Teacher Guide p. 28

Engineering Connections p. 29
Solve each equation. Show your solution steps and check your solution.
Math Around Us p. 30
5x − 1 Step by Step p. 30
1. 3.5 − 0.4x + 2.1 − 0.6x = 4.9 2. = −9
4 Common Errors, Teacher Guide p. 30

Independent Practice and Problem Solving

Have students solve the exercises independently.
Practice p. 31
Multiple Choice p. 31
Problem Solving p. 32
On-Level Practice Book pp. 1–2
www.alphapublishing.com Chapter 2 Lesson 2 13 [email protected]
Closure 5 minutes
Closure, Teacher Guide p. 32
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