Download REVISED 3/30/14 Ms C. Draper lesson elements for Week of ___3

REVISED 6/25/17
Ms C. Draper lesson elements for Week of ___3/31/14 (Pre-Algebra)
Check all that apply:
 Language Arts
 Pre-algebra
 Social Science
 Science
 Technology
1. Common Core Learning Standards Addressed:
Chapter 9 Lesson 9.2 & 9.3 simplifying square roots & using Pythagorean Theorem
 Elective:
8.NS.1 Know that numbers are not rational
are called irrational. Understand informally
that every number has a decimal expansion;
for rational numbers show that the decimal
expansion repeats eventually, and convert a
decimal expansion, which repeats eventually
into a rational number.
8.NS.2 Use rational approximations of
irrational numbers to compare the size of
irrational number, locate them
approximately on a number line diagram,
and estimate the value of expressions.
8.EE.2 Use square root and cube root
symbols to represent solutions to equations
of the form x2=p and x3=p, where p is a
positive rational number. Evaluate square
roots of small perfect squares and cube roots
of small perfect cubes.
Know that 2 is irrational.
8.G.6 Explain a proof of the Pythagorean
Theorem and its converse.
8.G.7 Apply the Pythagorean Theorem to
determine unknown side lengths in right
triangles in real-world and mathematical
problems in two and three dimensions.
8.G.8 Apply the Pythagorean Theorem to
find the distance between two points .
.
2. Learning Targets:
(What will students
know & be able to do as a
result of this lesson?)
Mon. NO SCHOOL SIP
Tues. The learner will order and
compare real numbers and
review basic skills
Essential Questions: (What will
students know & be able to do as a
result of this lesson?)
Weds: The learners will explore
using the distance midpoint and
slope formula (lesson 9.5)
Weds: The learner will use the
Weds.: I can use the Midpoint
distance Midpoint formula and
formula like this.. (Demo per EXIT
practice using Pythagorean Theorem PASS)
Mon.: NO SHOOL SIP
Tues: The learner will classify &
order real number & practice
simplifying radical expressions
2a. I can statements:
Mon. NO SCHOOL SIP
Tues.: I can order real numbers
and simplify radical expressions
like this… DEMO per EXIT PASS
REVISED 6/25/17
Thurs.: The learners will find the Thur. The learners will find the
distance btw points (Lesson 9.5) distance btw two points using the
distance formula and practice
finding slope
Fri: The learners will find the
midpoint of a line segment with Fri: The learners will review finding
endpoints (9.5)
slope and use the midpoint formula
Thurs: I can use Pythagorean
Theorem to solve problems
like this… (DEMO per EXIT PASS)
Fri.: I can use the midpoint
formula to solve problems like
this… (DEMO per EXIT PASS)
3. Formative Assessment Criteria for Success: (List examples in box below)
Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes?
What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)
Monday-Friday
Comments:
Monday-Friday
Comments:
Formative (Ideas
 Thumbs up/down
Summative (Suggestions
Exit ticket
 End of Chapter Test
 Zero to five
 Quiz
 Anecdotal notes
 End of Unit Project
Teacher observation
 Tech project
 Checklist
 Oral/visual presentation
 Oral summary
 Other: pre-chapter informal assessment (KWL)
 Extended Response
 Summary statements/Friday qui
REVISED 6/25/17
4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning
experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus
Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks
Components
Day 1(Mon)
Day 2(Tues)
Day 3 (Weds)
Day 4 (Thur.)
Day 5 (Fri.)
of Gradual
Release:
JJIP (review of JJIP (review of
JJIP (review of word JJIP (review word
JJIP (review word
Focus Lesson word parts
word parts and
parts and context
parts and context
parts and context
(I do)
and context
context clues)
clues)
clues
clues)
clues)
Intro: Present the
Intro: Present the
Intro: Present the
Intro: Present the
Intro:
lesson goal and
lesson goal and
lesson goal and
lesson goal and
wordlist with
wordlist with
wordlist with
wordlist with Carnell
Cornell notes
Cornell notes
Cornell notes
notes including JJIP &
including JJIP and
including JJIP, using including JJIP
classifing triangles
classifying &
slope & the distance classifying triangles, and using
ordering real
formulas
using Pythagorean
Pythagorean
numbers
Theorem, & distance Theorem
formula
Guided
Instruction
(We do)
CCSS
Activity:
1.
Activity:
1. Launch
lesson 9.4
pg. 470
comparing
real #’s (Ex
2-4)
2. Complete
checkpoint # 1-11
Activity:
1. Launch 9.5
distance formula
pg. 476-477
Examples 1&2
Activity:
1. Launch Lesson
9.5 using
Pythagorean
Theorem
Examples 1-3
2. Complete
2. Guided
checkpoint # 1-4
practice
Classzone PPT
3. Finding slope of a
9-3
line &
Pythagorean Th.
Activity:
1. Launch Lesson 9.5
using the midpoint
formula
2. Guided practice page
478 # Examples 3 & 4
REVISED 6/25/17
Collaborative
(We do
together)
3. Divide learners in
to two large groups
Group
A
CCSS
Group
B
CAI /w
classzone
PPT 9-3
Work
with
teacher
(guided
practice
page
472 #
1-11)
4. SWITCH GROUPS
4. Assemble into
expert groups
Expert
Group
1
Expert
Group
2
Expert
Group
3
Expert
Group
4
3. Page 479 # 7 -10
Classify
Triangles
Pythagorean
Theorem
3. Divide into
teams of 4 and
complete
guided practice
exercise # 1-6
4. Class discourse
with # 6 (error
analysis
Find slope
Using
Distance
Formula
5. Return to home
team and peer teach
assigned problems
Independent
(You do)
CCSS
5. Additional
practice
worksheet
expressions
4. Additional
Practice work sheet
finding value of X
for given polygons
2. Page 479 #710
3. Additional
practice page
479 # 11-18
Additional Practice
Page 479 # 7-17 odd
and # 19 - 26
REVISED 6/25/17
Summary & I
can statements
(student lead)
with EXIT PASS
Summary & I can
statements
(student lead) with
EXIT PASS
Summary & I can
statements (student
lead) with EXIT PASS
Summary & I can
statements (student
lead) with EXIT PASS
5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Day 1 (Mon)
Day 2 (Tues)
Day 3 (Weds.)
Day 4 (Thurs.)
Music to transition
Music—Transition
Music
Music
Pencils
Pencils
Pencils
Pencils
Textbook
Textbook
Poster paper
Textbook
worksheet
Computer video
Computer PPT
Computer video
Small white boards
tutor
Small white boards
tutor
BINDER/PLANNER
Small white boards
BINDER/PLANNER
Small white boards
BINDER/PLANNER
Family Connection (How will you communicate with and extend into the home?)
Parents as Partners newsletter (Chapter 9)
Summary & I can
statements (student
lead) with EXIT PASS
Day 5 (Fri.)
Music
Poster paper
Notebooks
Paper/Pencils
Small white boards
BINDER/PLANNER
Q4 Week 1: This week marks the beginning of 4th quarter. Learners have review and explored square roots with
expressions and equations. We will move forward with Pythagorean theorem and continue to review & practice basic
skills. Students are now moving in and out of their “power groups” and returning to home teams to share and/or peer
teach concepts at 4-teired readiness levels. This week tiered groups will be using various manipulative to explore
classifying angles, triangles and applying Pythagorean Theorem. Exit passes will assist with creating the tiered groups as
readiness levels indicated varied levels. I will guide learners in construction of their DI foldable posters to share with
staff at our next SIP day.
Looking Ahead:
REVISED 6/25/17
1. Reflection on implemented DI strategies with a gradual release focus
2. CP2 materials for upcoming unit Kaleidoscope
Q4 Week 2: Learners have explored, practiced and used the Pythagorean theorem with right triangles. This week’s lesson
will extend their understanding of applying slope and the Pythagorean theorem when using the distance and midpoint
formulas. Students will have an opportunity to peer teach this week at their readiness level as indicated per exit pass and
teacher created tiered groups.
POINT TO PONDER: Classroom management of behavior is becoming challenging. Time will be used to reinforce BIST
strategies and acceptable expectations. “Time to Work The Crowd”