MHSCoordinateAlgebra CCGPS Coordinate Algebra Week 8 Oct. 1 Dr. Ronald E. McNair High School Weekly Instructional [[#|Lesson Plan]] Teachers: Tywanois Lockett, Aleethea Middlebrooks, Tahirah Pennyman, and Amanda Reid Course: CCGPS Coordinate Algebra Unit 2: Reasoning with Equation and Inequality Week of October 1, 2012 Standards of Mathematical Practices (SMP): 1) Make sense of problems and persevere in solving them. 2) Reason abstractly and quantitatively. 3) Construct viable arguments and critique the reasoning of others. 4) Model with mathematics. 5) Use appropriate tools strategically. 6) Attend to precision. 7) Look for and make use of structure. 8) Look for and express regularity in repeated reasoning. Co- teaching model: *Ms. Middlebrooks and Ms Pennyman are co-teachers. They work together during 1st, 3rd and 4th blocks. 1) One teach, One assist: One teacher leads the lesson and one teacher observes and assists students. 2) Alternative teaching: One teacher works with a large group while the other teacher is working with a small group of students. Small groups can be pulled for pre-teaching, re-teaching, enrichment, interest groups, special projects, make-up work or assessment groups. 3) Parallel teaching: The class is divided in half. Both teachers plan instruction jointly and are teaching the same lesson at the same time to heterogeneous groups. 4) Station teaching: Teachers divide instructional content into several segments and present the content in separate stations around the classroom. With two stations, the General Educator and Special Educator each teach their half of the content and then switch groups. Alternatively, both teachers may move between groups in order to provide support. If students are able to work independently with content, a third station may be established. 5) Team Teaching: Both the general educator and the special educator share in the instruction of students. One teacher may lead the discussion while the other models or demonstrates. Team teaching affords the ability to model quality team and interpersonal interactions. Weekly warm - ups:__** Warm-up - week 8.pptx Details Download 376 KB page 1 / 27
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
MHSCoordinateAlgebra
CCGPS Coordinate Algebra Week 8 Oct. 1
Dr. Ronald E. McNair High School
Weekly Instructional [[#|Lesson Plan]]
Teachers:
Tywanois Lockett, Aleethea Middlebrooks, Tahirah Pennyman, and Amanda Reid
Course: CCGPS Coordinate Algebra
Unit 2: Reasoning with Equation and Inequality
Week of October 1, 2012
Standards of Mathematical Practices (SMP):
1) Make sense of problems and persevere in solving them.
2) Reason abstractly and quantitatively.
3) Construct viable arguments and critique the reasoning of others.
4) Model with mathematics.
5) Use appropriate tools strategically.
6) Attend to precision.
7) Look for and make use of structure.
8) Look for and express regularity in repeated reasoning.
Co- teaching model:
*Ms. Middlebrooks and Ms Pennyman are co-teachers. They work together during 1st, 3rd and 4th
blocks.
1) One teach, One assist: One teacher leads the lesson and one teacher observes and assists students.
2) Alternative teaching: One teacher works with a large group while the other teacher is working
with a small group of students. Small groups can be pulled for pre-teaching, re-teaching,
enrichment, interest groups, special projects, make-up work or assessment groups.
3) Parallel teaching: The class is divided in half. Both teachers plan instruction jointly and are
teaching the same lesson at the same time to heterogeneous groups.
4) Station teaching: Teachers divide instructional content into several segments and present the
content in separate stations around the classroom. With two stations, the General Educator and
Special Educator each teach their half of the content and then switch groups. Alternatively, both
teachers may move between groups in order to provide support. If students are able to work
independently with content, a third station may be established.
5) Team Teaching: Both the general educator and the special educator share in the instruction of
students. One teacher may lead the discussion while the other models or demonstrates. Team
teaching affords the ability to model quality team and interpersonal interactions.
Curriculum Standards/Element MCC9-12.A.REI.5 Prove that given a system oftwo equations in two variables, replacing oneequation by the sum of that equation and amultiple of the other produces the samesolutions.
MCC9-12.A.REI.6 Solve systems of linearequations exactly and approximately (e.g., withgraphs) focusing on pairs of linear equations intwo variables.
Essential Question What are the benefits of having different types of
strategies to solve systems of equations related to
real-world situations?
Lesson Opening Activities
Sponge/Warm-up Activity (3-5 minutes) Task: Transforming EquationsObjective: Students will rearrange the formulato highlight the quantity of interest.Materials: Weekly warm -up sheetExecution: This activity will be presented onthe Promethean Board as the students enterthe classroom. Students will work with an elbowpartner to [[#|complete]] the activity byrearranging four formulas to highlight thequantities of interest.
1. C = 2*3.14*r; r2. V = (Bh)/3; h3. C = (5/9)/(F-32); F4 P = 2(l + w); l
Resources: Math Starters! p. 209, 5-60Accomodations: proximity, peer helpers, Collaborative Model: Team Teach
DOK: 2
Direct [[#|Teaching Activities]] (10-15 minutes) Task: Review Activity - Compare and Contrast
page 2 / 27
MHSCoordinateAlgebra
CCGPS Coordinate Algebra Week 8 Oct. 1
Objective: Students will be able to compare and
contrast solving systems of linear equations by
substitution and elimination.
Materials: Interactive Notebook, pencil,
promethean board
Compare Contrast Systems.pptx
Details
Download
480 KB
Execution: Teacher will display the system of linear
equations below on the Promethean Board. Students
will take Cornell-style notes, folding their paper hot
dog style and writing the system of equations on the
top left side, as well as the top right side of their
paper. Teacher will review the steps in solving by
substitution, as well as by elimination. Students will
highlight the steps that are different in one color, and
highlight the steps that are the same in another color.
Resources: -2x + 4y = -22 and 5x - 3y = 34
Solution: (5, -3)
Accomodations: Preferential seating, proximity,
teacher modeling, circulation, Cornell Notes, model
Collaborative Model:
DOK: 1 - 2
Lesson Work Period Activities
Guided Practice
(35-40 minutes)
Task: Unit 2 Lesson 2 Post Assessment
Objective: Students will be assessed on knowledge
of the following standards:
MCC9-12.A.REI.5 Prove that given a system of
two equations in two variables, replacing one
equation by the sum of that equation and a
multiple of the other produces the same solutions.
Curriculum Standards/Element Unit 1: StandardsMCC9-12.N.Q.1 Use units as a way tounderstand problems and to guide the solutionof multi-step problems; choose and interpretunits consistently in formulas; choose andinterpret the scale and the origin in graphs anddata displays.
MCC9-12.N.Q.2 Define appropriate quantitiesfor the purpose of descriptive modeling.
MCC9-12.N.Q.3 Choose a level of accuracyappropriate to limitations on measurementwhen reporting quantities.
MCC9-12.A.SSE.1 Interpret expressions that
represent a quantity in terms of its context.
MCC9-12.A.SSE.1a Interpret parts of an
expression, such as terms, factors, and coefficients.
MCC9-12.A.SSE.1b Interpret complicated
expressions by viewing one or more of their parts as
a single entity.
MCC9-12.A.CED.1 Create equations and
inequalities in one variable and use them to solve
problems. Include equations arising from linear and
quadratic functions, and simple rational and
exponential functions.
MCC9-12.A.CED.2 Create equations in two or
more variables to represent relationships between
quantities; graph equations on coordinate axes with
labels and scales.
MCC9-12.A.CED.3 Represent constraints by
equations or inequalities, and by systems of
equations and/or inequalities, and interpret solutions
page 8 / 27
MHSCoordinateAlgebra
CCGPS Coordinate Algebra Week 8 Oct. 1
as viable or non-viable options in a modeling
context.
MCC9-12.A.CED.4 Rearrange formulas to
highlight a quantity of interest, using the same
reasoning as in solving equations.
Unit 2: Standards:
MCC9-12.A.REI.5 Prove that given a system oftwo equations in two variables, replacing oneequation by the sum of that equation and amultiple of the other produces the samesolutions.
MCC9-12.A.REI.6 Solve systems of linearequations exactly and approximately (e.g., withgraphs) focusing on pairs of linear equations intwo variables.
Essential Question How can I ensure that I am prepared for the
System-Wide Benchmark?
Lesson Opening Activities
Sponge/Warm-up Activity (3-5 minutes) Task: Write an Equation from Context
Objective: Student will be able to write an equation
from context.
Execution: This activity will be presented on the
Promethean Board as the students come into the
classroom. Students will work their elbow partner
and write an equation and graph the equation for the
given information :
Benito is a waiter. He earns a base salary of$1,500 a month, plus 20% of the price of themeals he serves.
1. Write an equation to predict the amountof money Benito will earn if he serves$350 in meals.
2. Benito earned $1,650 in one month.What was the total price of the mealsthat Benito served?
3. Create a graph to show the possible
page 9 / 27
MHSCoordinateAlgebra
CCGPS Coordinate Algebra Week 8 Oct. 1
amount of money Benito could earn eachmonth.
Materials: Warm - up sheet, pen, Graph paper
Resources: Walch Digital Warm-ups
Accommodations: proximity, peer helpers
Collaborative Model: Team teach
DOK: 2-3
Direct Teaching Activities (10-15 minutes) Task: Who Has…? Linear Expressions Review
Game
Objective: In a group setting, to practice mental
computation by answering a sequence of oral math
questions. Ideally, questions should be projected one
at a time (as with an overhead projector), so they
may be read as they are orally asked.
Materials: A deck of "Who Has" cards, a list of the
content of each card for projections on the overhead
http://www.mathnstuff.com/papers/games/whohas/li
ke.htm
Execution: Students will be in pre-assigned groups.
Each member has an assigned role: Timer,
Transcriber, Translator, Task Master, and Talker
To Play:
1. Distribute ALL cards in the deck to members of
the group or class except to the teacher or leader
who is running the game on the Promethean board.
2. Group members place the cards on the desk or
hold them so that the printed side may be read.
3. The leader places the list of all words on all cards
on the overhead and covers all the words.
4. The leader reveals the first line and reads loud the
first line asking, "Who has..?"
5. The group member who has the requested
number, the member who holds the card which says
"I have…,"answers aloud reading the entire card,
saying, "I have…Who has…?"
6. The group member who has the requested
number, reads aloud the entire card saying, "I
have…Who has…?" and play continues to the next
group member. The leader reveals that line of the list
so that a group member might listen to the question
being read and might read it for him or herself off
Curriculum Standards/Element Unit 1: StandardsMCC9-12.N.Q.1Use units asa way to understand problems and to guide thesolution of multi-step problems; choose andinterpret units consistently in formulas; chooseand interpret the scale and the origin in graphsand data displays.MCC9-12.N.Q.2 Define appropriate quantitiesfor the purpose of descriptivemodeling.MCC9-12.N.Q.3 Choose a level ofaccuracy appropriate to limitations onmeasurement when reportingquantities.MCC9-12.A.SSE.1 Interpretexpressions that represent a quantity in termsof its context.MCC9-12.A.SSE.1a Interpret
parts of an expression, such as terms, factors,and coefficients.MCC9-12.A.SSE.1b Interpretcomplicated expressions by viewing one ormore of their parts as a singleentity.MCC9-12.A.CED.1 Create equations andinequalities in one variable and use them tosolve problems. Include equations arising fromlinear and quadratic functions, and simplerational and exponentialfunctions.MCC9-12.A.CED.2 Create equationsin two or more variables to representrelationships between quantities; graphequations on coordinate axes with labels andscales.MCC9-12.A.CED.3 Representconstraints by equations or inequalities, and bysystems of equations and/or inequalities, andinterpret solutions as viable or non-viableoptions in a modelingcontext.MCC9-12.A.CED.4 Rearrange formulasto highlight a quantity of interest, using thesame reasoning as in solving equations.Unit 2: Standards:MCC9?12.A.REI.1 Explain
each step in solving a simple equation as following
from the equality of numbers asserted at the
previous step, starting from the assumption that the
original equation has a solution. Construct a viable
argument to justify a solution
method.MCC9?12.A.REI.3 Solve linearequations and inequalities in one variable,including equations with coefficientsrepresented by letters.MCC9-12.A.REI.5 Provethat given a system of two equations in twovariables, replacing one equation by the sum ofthat equation and a multiple of the otherproduces the same solutions.MCC9-12.A.REI.6Solve systems of linear equations exactly andapproximately (e.g., with graphs) focusing onpairs of linear equations in twovariables.MCC9?12.A.REI.12 Graph thesolutions to a linear inequality in two variablesas a half?plane (excluding the boundary in thecase of a strict inequality), and graph thesolution set to a system of linear inequalities intwo variables as the intersection of thecorresponding half?planes.
page 16 / 27
MHSCoordinateAlgebra
CCGPS Coordinate Algebra Week 8 Oct. 1
Essential Question What are the my muddiest points for Unit 1 and Unit
2?
Lesson Opening Activities
Sponge/Warm-up Activity (3-5 minutes) Task: Minute Paper
Objective: Students will response to a question so
that the teacher can collect written feedback on the
student's learning.
Materials: Weekly Warm-up sheet and pencils
Execution: This activity is presented on the
Promethean Board as the students enter the
classroom. Students will individually take three to
five minutes to answer the following question:
"What was the most important thing you
learned during the first 8 weeks of school?"
Resources: The Educator's Toolbox
Accommodations: proximity, teacher circulate
Collaborative Model: Team teach
DOK: 2
Direct Teaching Activities (10-15 minutes) Task: Benchmark Testing
Objective: To prepare students for the daily activity,
teachers will introduce the agenda. Students will
participate in Benchmark testing, CCGPS teachers
will be assigned to a designated area for this online
assessment.
Materials: calculator, computer, scratch paper
Execution: Teachers will meet students in the
classroom. As a group teacher(s) and students will
wok to assigned computer labs. Students will
complete Benchmarks independently.
Resources:
Accommodations: read aloud, proximity, control,
seat away from distractions, preferential seating
Collaborative Model: Team Teaching
DOK: 2-4
Lesson Work Period Activities
Guided Practice
(25-30 minutes)
Task: Benchmark Testing
Objective: To prepare students for the daily activity,
teachers will introduce the agenda. Students will
page 17 / 27
MHSCoordinateAlgebra
CCGPS Coordinate Algebra Week 8 Oct. 1
participate in Benchmark testing, CCGPS teachers
will be assigned to a designated area for this online
assessment.
Materials: calculator, computer, scratch paper
Execution: Teachers will meet students in the
classroom. As a group teacher(s) and students will
wok to assigned computer labs. Students will
complete Benchmarks independently.
Resources:
Accommodations: read aloud, proximity, control,
seat away from distractions, preferential seating
Collaborative Model: Team Teaching
DOK: 2-4
Independent Practice
(20-25 minutes)
Task: Benchmark Testing
Objective: Students will participate in Benchmark
testing, CCGPS teachers will be assigned to a
designated area for this online assessment.
Materials: calculator, computer, scratch paper
Execution: Teachers will circulate and monitor
students as they participate in benchmark testing.
Students will complete the District Benchmark
independently.
Resources:
Accommodations: read aloud, proximity, control,
seat away from distractions, preferential seating,
extended time
Collaborative Model: Team Teaching
DOK: 2-4
Lesson Closing Activities
Closing Activities
(5-10 minutes)
Task: Benchmark Testing
Objective: Students will participate in Benchmark
testing, CCGPS teachers will be assigned to a
designated area for this online assessment.
Materials: calculator, computer, scratch paper
Execution: Teachers will circulate and monitor
students as they participate in benchmark testing.
Students will complete the District Benchmark
independently.
Resources:
Accommodations: read aloud, proximity, control,
seat away from distractions, preferential seating,
extended time
Collaborative Model: Team Teaching
page 18 / 27
MHSCoordinateAlgebra
CCGPS Coordinate Algebra Week 8 Oct. 1
DOK: 2-4
Lesson Strategies
Adjustments/Modifications
Groups
Resources
Assessments
Homework
linear equation situation.xps
Details
Download
70 KB
Date: Thursday
Lesson Components
Standards of Mathematical Practice: 1, 2, 3, 4, 5,
Curriculum Standards/Element MCC9-12.A.REI.5 Prove that given a system oftwo equations in two variables, replacing oneequation by the sum of that equation and amultiple of the other produces the samesolutions.MCC9-12.A.REI.6 Solve systems of linearequations exactly and approximately (e.g., withgraphs) focusing on pairs of linear equations intwo variables.
Essential Question Why is knowing the solution to systems of equations
Sponge/Warm-up Activity (3-5 minutes) Task: Using Equalities SymbolsObjective:Students will review the meaning of eachinequality symbol.Materials: Weekly Warm-upsheet and pencilExecution: This activity will bepresented on the Promethean Board as thestudents enter the classroom. Students willexplain the meaning of a new inequalitysymbols and write an inequality using thatsymbol.Resources: Math Starters! page 208,