Download Wayne County High School Daily Lesson Plan

Wayne County High School Daily Lesson Plan
Teacher: Baygents, Evans
Course: Algebra I.
Date(s): Aug. 19 -Aug.23 2013
Framework Competency and Objective
TRANSITION TO ALGEBRA
CONTENT STRANDS:
Number and Operations Algebra
Geometry Measurement
Data Analysis
Competencies and Objectives:
NUMBER AND OPERATIONS
1. Understand relationships between numbers and their properties and perform
operations fluently.
a. Compare and contrast the subsets of real numbers. (DOK 1)
b. Simplify and evaluate expressions using order of operations and use real number properties to justify solutions. (DOK 2)
c. Express, interpret, and compute numbers using scientific notation in meaningful contexts. (DOK 1)
d. Apply the concept of Greatest Common Factor (GCF) and Least Common Multiple (LCM) to monomials with variables. (DOK 2)
e. Use the inverse relationship to develop the concept of roots and perfect squares. (DOK 2)
ALGEBRA
2. Understand, represent, and analyze patterns, relations, and functions.
a. Given a literal equation, solve for a specified variable of degree one. (DOK 1)
b. Explain and illustrate how changes in one variable may result in a change in another variable. (DOK 2)
c. Solve and check multi-step equations and inequalities, including distributive property, variables on both sides, and rational coefficients.
(DOK 2)
d. Use real-world data to express slope as a rate of change. (DOK 2)
e. Graph solutions to linear inequalities. (DOK 2)
f. Write linear equations given slope and y-intercept or two points. (DOK 2)
g. Identify domain, range, slope, and intercepts of functions. (DOK 1)
h. Develop generalizations to characterize the behaviors of graphs (linear,
quadratic, and absolute value). (DOK 2)
i. Classify and determine degree of a polynomial and arrange polynomials in
ascending or descending order of a variable. (DOK 1)
j. Apply ratios and use proportional reasoning to solve real-world algebraic
problems. (DOK 2)
k. Add, subtract, multiply, and divide polynomial expressions. (DOK 1)
l. Analyze the relationship between x and y values, and determine whether a
relation is a function. (DOK 2)
GEOMETRY
3. Understand geometric principles of polygons, angles, figures.
a. Apply the Pythagorean Theorem to solve problems. (DOK 2)
b. Apply proportional reasoning to determine similar figures and find unknown measures. (DOK 2)
MEASUREMENT
4. Demonstrate and apply various formulas in problem-solving situations.
a. Solve real-world problems involving measurements (i.e., circumference, perimeter, area, volume, distance, temperature, etc.). (DOK 2)
b. Explain and apply the appropriate formula to determine length, midpoint, and slope of a segment in a coordinate plane (i.e., distance
formula, Pythagorean Theorem). (DOK 2)
DATA ANALYSIS
5. Interpret data.
a. Construct graphs, make predictions, and draw conclusions from tables, line graphs, and scatter plots. (DOK 3)
b. Use a given mean, mode, median, and range to summarize and compare data sets including investigation of the different effects that
change in data have on these measures of central tendency, and select the appropriate measures of central tendency for a given purpose.
(DOK 2)
c. Calculate basic probability of experiments and simulations to make and test conjectures about results. (DOK 3) Utilize critical thinking and
scientific problem solving in designing and performing biological research and experimentation.
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Common Core Standards
Seeing Structure in expressions a-SSe
Interpret the structure of expressions
1. Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity.
2. Use the structure of an expression to identify ways to rewrite it.
Write expressions in equivalent forms to solve problems
3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the
expression.
a. Factor a quadratic expression to reveal the zeros of the function it defines.
b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
c. Use the properties of exponents to transform expressions for exponential functions.
4. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.
Arithmetic with Polynomials and rational expressions a-aPr
Perform arithmetic operations on polynomials
1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition,
subtraction, and multiplication; add, subtract, and multiply polynomials.
Understand the relationship between zeros and factors of polynomials
2. Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0
if and only if (x – a) is a factor of p(x).
3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function
defined by the polynomial.
Use polynomial identities to solve problems
4. Prove polynomial identities and use them to describe numerical relationships.
can be used to generate Pythagorean triples.
5. (+) Know and apply the Binomial Theorem for the expansion of (x+ y)n in powers of x and y for a positive integer n, where x and y are
any numbers, with coefficients determined for example by Pascal’s Triangle.1
Rewrite rational expressions
6. Rewrite simple rational expressions in different forms; write a(x)/b(x)in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are
polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples,
a computer algebra system.
7. (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction,
multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
Creating equations a-Ced
Create equations that describe numbers or relationships
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.
2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with
labels and scales.
3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable
or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on
combinations of different foods.
4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange
Ohm’s law V = IR to highlight resistance R.
Reasoning with equations and Inequalities a-reI
Understand solving equations as a process of reasoning and explain
the reasoning
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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.
2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
4. Solve quadratic equations in one variable.
a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p) 2= q
that has the same solutions. Derive the quadratic formula from this form.
b. Solve quadratic equations by inspection (e.g., for x2= 49), taking square roots, completing the square, the quadratic formula
and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex
solutions and write them as a ± bi for real numbers a and b. Solve systems of equations
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 a system with the same solutions.
Monday
Focus of Lesson
(Student-Friendly Objective)
Bell Work
Learning Tasks/Activities
TSW use exponent rules to multiply and divide
TSW apply exponential properties to examples
TSW simplify non-perfect square roots
TTW explain fractional exponents
Review Equations (Examples follow)
3/4x + 8 = ½
4(2x – 3) = 5(6x + 10) -2
1.
2.
3.
4.
5.
6.
7.
8.
9.
TSW complete bell work/class will discuss the bell work together
TTW review absolute value equations and inequalities.
TCW discuss why exponents are important to them.
TTW ask Socratic questions to the class to see if students can differentiate between
equations and inequalities
TTW go over examples of multiplying and dividing exponents.
TTW go over examples of powers to powers.
TTW go over examples of how to simplify square roots.
TSW work individually and/or groups to complete assignment.
Use pages 197-213 in complete daily support workbook for examples and
individual practice.
Individual and/or Groups
Top: Problems from workbook pages/ Enrichment Activity
Middle: Problems from workbook pages
Bottom: Remedial exponents handout/Equations and Inequalities and absolute
value equations and inequalities.
Exit Ticket: TSW solve exponent problem and EXPLAIN the steps it takes to solve it.
Tuesday
Focus of Lesson
(Student-Friendly Objective)
Bell Work
Learning Tasks/Activities
TSW to find the degree of a polynomial
TSW name a polynomial by terms.
TSW explain how to add and subtract polynomials
TTW go over examples of multiplying monomials and binomials by monomials.
Review Inequalities (Examples follow)
4x + 8 > 3
-5x – (-3) < 13
1. TSW complete bell work/class will discuss the bell work together
2. TTW will review over exponents and simplifying square roots.
3. TCW discuss the how to name polynomials
4. TTW show examples of how to add and subtract polynomials, discussing collecting
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5.
6.
like terms, etc.
TTW use pages 227-229 in complete daily support workbook for examples and
practice
TSW work individually and/or groups to complete practice problems assigned.
Groups
Closure
Wednesday
Focus of Lesson
(Student-Friendly Objective)
Bell Work
Learning Tasks/Activities
Top: workbook problems/Enrichment Activity
Middle: workbook problems
Bottom: Extra help with exponent rules and polynomials,
Exit Ticket: TSW solve an adding or subtracting polynomials problem and EXPLAIN the steps
to take to solve it.
TSW multiply polynomials
Review inequalities
3/4x + 8 > ½
-5x – (-2) < 2x + 4
1. TSW complete bell work/class will discuss the bell work together
2. TCW review vocabulary (naming polynomials, degrees, etc.)
3. TCW review adding and subtracting polynomials.
4. TTW go over examples of how to multiply polynomials using different strategies that
were previously discussed, (FOIL, Distributive, and Punnett Square (cross curriculum,
science)
Groups
Top: Practice page: Working with sets/ Enrichment Working harder polynomial with
shapes.
Middle: Practice Page
Bottom: Problems from page with assistance from the teacher as well as peertutoring
Closure
Thursday
Focus of Lesson
(Student-Friendly Objective)
Bell Work
Learning Tasks/Activities
Exit Ticket: TSW answer: How do you determine the degree of a polynomial?
TSW divide polynomials by binomials
TSW divide polynomials (synthetic division)
Review questions from the week.
1. TSW complete bell work/class will discuss the bell work together
2. TTW go over examples of how to divide polynomials by monomials.
3. TSW do a few practice problems with guided help from the teacher.
4. TTW go over many examples of the process of synthetic division.
5. TSW work some problems in groups.
Groups
Top: Practice problems
Middle: Practice problems
Bottom: Practice problems with help from teacher and other group members
Closure
Close out by doing an additional problems with students telling my how to do it (on the
board)
Friday
TSW divide polynomials
Quiz on polynomials and exponents from this week. (25 questions)
Bell Work
3 problems on board
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Learning Tasks/Activities
Closure
1.
2.
3.
4.
TSW complete bell work/class will discuss the bell work together
TTW review adding, subtracting, multiplying, and dividing polynomials.
TTW go over any questions the students have before their quiz.
After test— We will start reviewing over formulas and how to plug values into
formulas.
Formulas
IEP Accommodation (if applicable)
Remediation/Intervention
Enrichment/Challenge for upper 25%
Assessment (pre and/or post)
Resources/Materials
Pearson Textbook
Complete daily support workbook
Handouts
Smartboard
Additional Notes:
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