*editorial* Last year, student performance across the department on this unit fell to random chance. So, we have expanded the time allotted.
However, the schedule still sticks to AM. Students should still follow the AM packets, teachers should still address the slides and 'deliver instruction' for each day (wherever a presentation exists, it duplicates and expands upon the AM slide). The plan is not to 'preload' these skills outside of AM, but to give more time and more resources for each slide as the unit progresses.
Monday 10/28
10.1
Intention: Introduce algebra and develop intuition
Block 1, Slides 1-6
Aligned: More Practice #1-2
10.1
Intention: Train calculators and solve a particular problem
Block 1, Slides 7 and 8
Activity: SAS2
In class: SAS 2, #5-12
Aligned: Guided Assessment #1-7
Potential timing: 30 minutes
Potential timing: 30 minutes TI-83 emulator (download; right click->extract; run)
Thursday 10/31
10.2
Intention: define vocabulary of 'Proofs' (encourage students to use throughout unit)
Block 2, Slide 1 and 2
Activity: SAS3
In class, SAS 3, #1, #2, #3
List of vocabulary
Lincoln discussing transitive property of equality (relevance outside the classroom)
*editorial* Friday 11/1 thru Thurs 11/7 Block 2, slides 3 - 6 We have expanded this time to provide more practice. There is now one day each for: Terms on both sides (slide 3) Like terms (slide 4) Distribute (slide 4) Uncommon denominators (slide 5) Solution sets (slide 6) Throughout this portion, the intention is to expand the guided practice (GP) and use the Student Activity Sheet (SAS) question as a ticket of dismissal. Also throughout, students can complete the related 'more practice'
Friday 11/1
Intention: Problems with terms on both sides
Block 2, slide 3
Activity: SAS3
In class: SAS 3, #4
Aligned: More Practice #3-4
Backtracking: Less than 50% of students can distribute or add like terms, and I'm sick of it. Today's Presentation:
Classwork: Mangahigh, #22 Distributive property, multiply by an integer; #23 Add and subtract terms with single variables
Friday 11/8
Intention: solution sets
Block 2, slide 6 SAS3
In class: SAS 3, #7-8
Aligned: More Practice #6-9 Today's Presentation
*editorial* The purpose of this test is to allow students to solve problems and receive rich, immediate feedback. Not 'wrong' or 'right', but 'when you're multiplying, put it at the top'; 'you forgot to distribute to both sides'; 'are these terms on the same side or different sides? Options for giving immediate feedback tests follow.
Tuesday 11/12
Instant-feedback test
1) Socrative. Test code:SOC-2366043, name 'Unit 8 Mid-Unit Test'
2) Gallery walk
3) Test in groups
4) Whiteboards/final answer
5) ?
Tues 11/12-Wed 11/13 Block 2, slides 7 & 8 Slides 7 and 8 make up out 'New Block 3': an emphasis on solving equations for particular variables, especially solving equations in standard form for point-slope form. The 'official' block 3--inverting linear equations-- does not appear in tests or guided assessments, but its spirit is to solve formulas for stated variables and that should actually be improved with this focus.
28 Block 1 Slides 1-6
No slide 7 and 8, graphing calculator will wait
29 Block 1 Train calculators slide 7-8
Lesson Plan
30 Block 1 Train calculators slide 7-8
Lesson Plan
31 Block 2 Practice
Vocabulary of ‘proofs’ slide 1-2
1 Block 2 Practice
Terms on both sides Slide 3
4 Block 2 Practice
Distribute and like terms slide 4
5
Block 2 Practice
Uncommon denominators slide 5
Activities
6
Block 2 Practice
Uncommon denominators slide 5
Activities
7
Block 2
Practice
No solution/
all real numbers
slide 6
8
Instant feedback test
Options
11 No School
12 New “block 3” Graphing inequalities in Std Form
Formulas
Resources
13 New “block 3” Graphing inequalities in std form
Formulas
Resources
14 Block 4 Inequalities
Solving as more algebra
15 Block 4 Graphing one-dimensional inequalities
18 Unit 9 Block Absolute Value graphs (transformation)
Table of Contents
Last year, student performance across the department on this unit fell to random chance. So, we have expanded the time allotted.
However, the schedule still sticks to AM. Students should still follow the AM packets, teachers should still address the slides and 'deliver instruction' for each day (wherever a presentation exists, it duplicates and expands upon the AM slide). The plan is not to 'preload' these skills outside of AM, but to give more time and more resources for each slide as the unit progresses.
Monday 10/28
10.1Intention: Introduce algebra and develop intuition
Block 1, Slides 1-6
Aligned: More Practice #1-2
Overview:
SAS1
Activity:
SAS2
In class: SAS 2, #1-4
Supplements:
Algebra Tiles http://media.mivu.org/mvu_pd/a4a/homework/applets_two_step.html
Tuesday/Wednesday 10/29-30
10.1Intention: Train calculators and solve a particular problem
Block 1, Slides 7 and 8
Activity:
SAS2
In class: SAS 2, #5-12
Aligned: Guided Assessment #1-7
Potential timing: 30 minutes
Supplements:
Potential timing: 20 minutes for everyone, have 10 minutes backup activity for people who finish early.
Slides 7 & 8 Presentation
Potential timing: 30 minutes
TI-83 emulator (download; right click->extract; run)
Thursday 10/31
10.2Intention: define vocabulary of 'Proofs' (encourage students to use throughout unit)
Block 2, Slide 1 and 2
Activity:
SAS3
In class, SAS 3, #1, #2, #3
Supplements:
Root page for all vocab activities
Flashcards:
Guided Practice with Whiteboards: http://quizlet.com/29244841/learn
Independent Practice quiz: http://quizlet.com/29244841/test
List of vocabulary
Lincoln discussing transitive property of equality (relevance outside the classroom)
*editorial*
Friday 11/1 thru Thurs 11/7
Block 2, slides 3 - 6
We have expanded this time to provide more practice.
There is now one day each for:
Terms on both sides (slide 3)
Like terms (slide 4)
Distribute (slide 4)
Uncommon denominators (slide 5)
Solution sets (slide 6)
Throughout this portion, the intention is to expand the guided practice (GP) and use the Student Activity Sheet (SAS) question as a ticket of dismissal.
Also throughout, students can complete the related 'more practice'
Friday 11/1
Intention: Problems with terms on both sides
Block 2, slide 3
Activity:
SAS3
In class: SAS 3, #4
Aligned: More Practice #3-4
Today's Presentation
Monday 11/4
Intention: Distribute and like termsBlock 2, slide 4
Activity:
SAS3
In class: SAS 3, #5
Aligned: More Practice #5-6
Today's Presentation
Supplements:
NCTM lesson plan: http://illuminations.nctm.org/LessonDetail.aspx?id=L744
NCTM activity sheet (pages 1 and 2)
Algebra tiles: http://media.mivu.org/mvu_pd/a4a/homework/applets_simplifying.html
Tuesday-Wednesday 11/5-6
Intention: Uncommon denominators and consolidateBlock 2, slide 5
Activity:
SAS3
In class: SAS 3, #6
Today's Presentation
Thursday 11/7
Backtracking: Less than 50% of students can distribute or add like terms, and I'm sick of it.Today's Presentation:
Classwork: Mangahigh, #22 Distributive property, multiply by an integer; #23 Add and subtract terms with single variables
Friday 11/8
Intention: solution setsBlock 2, slide 6
SAS3
In class: SAS 3, #7-8
Aligned: More Practice #6-9
Today's Presentation
*editorial*
The purpose of this test is to allow students to solve problems and receive rich, immediate feedback. Not 'wrong' or 'right', but 'when you're multiplying, put it at the top'; 'you forgot to distribute to both sides'; 'are these terms on the same side or different sides? Options for giving immediate feedback tests follow.
Tuesday 11/12
Instant-feedback test1) Socrative. Test code:SOC-2366043, name 'Unit 8 Mid-Unit Test'
2) Gallery walk
3) Test in groups
4) Whiteboards/final answer
5) ?
Tues 11/12-Wed 11/13
Block 2, slides 7 & 8
Slides 7 and 8 make up out 'New Block 3': an emphasis on solving equations for particular variables, especially solving equations in standard form for point-slope form. The 'official' block 3--inverting linear equations-- does not appear in tests or guided assessments, but its spirit is to solve formulas for stated variables and that should actually be improved with this focus.
Block 1
Slides 1-6
No slide 7 and 8, graphing calculator will wait
Block 1
Train calculators
slide 7-8
Lesson Plan
Block 1
Train calculators
slide 7-8
Lesson Plan
Block 2
Practice
Vocabulary of ‘proofs’
slide 1-2
Block 2
Practice
Terms on both sides
Slide 3
Block 2
Practice
Distribute and like terms
slide 4
Block 2
Practice
Uncommon denominators
slide 5
Activities
Block 2
Practice
Uncommon denominators
slide 5
Activities
Block 2
Practice
No solution/
all real numbers
slide 6
Instant feedback test
Options
No School
New “block 3”
Graphing inequalities
in Std Form
Formulas
Resources
New “block 3”
Graphing inequalities
in std form
Formulas
Resources
Block 4
Inequalities
Solving as more algebra
Block 4
Graphing one-dimensional inequalities
Unit 9 Block
Absolute Value graphs (transformation)
1 or two test questions
Test, construct 1
Test, construct 1