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SUBJECT:
DAY:
8th PRE-ALGEBRA
MONDAY, SEPT 12
OBJECTIVE(S): Lesson 2-2/Lesson 2-3
- Use scientific notation to express very large quantities
ALIGNED TO STATE STANDARD: 8.EE.3
BELL RINGER: page 43-44 HW Check and Quiz
TEACHING: Lesson 2-3 “Scientific Notation with
Negative Powers of 10” pp 45-50
GUIDED PRACTICE: Complete the homework check
and administer the follow-up quiz to check for
understanding of the scientific notation concept.
ASSIGNMENT: Read and complete pages 45-47
SUBJECT:
DAY:
7th MATH
MONDAY, SEPT 12
OBJECTIVE(S): LESSON 2.3 (Day 1)
- Use integer operations to solve real-world problems
ALIGNED TO STATE STANDARD: 7.NS.3
BELL RINGER: Review pages 49-51
TEACHING: Lesson 2-3 “Apply Integer Operations”
pp. 49-54
GUIDED PRACTICE: Following the homework
check, have student partner up. Focus on the rules that
apply to integers when dividing as we did with multiplying.
Discuss the use of a “fraction bar” when considering
PEMDAS.
DO: Guide Practice1-15
ASSIGNMENT: 16-29 (HW Check and Quiz)
SUBJECT:
DAY:
ALGEBERA II (2)
MONDAY, SEPT 12
OBJECTIVE(S): CHAPTER 2 TEST and Lesson 3-1
- Solve systems of equations by graphing
- Determine whether a system of linear equations in
consistent and independent, consistent and dependent, or
inconsistent
ALIGNED TO STATE STANDARD: 9-12.A.REI.6, 912.A.REI.11, 9-12.F.IF.4
BELL RINGER: Test
TEACHING: Lesson 3-1 “Solving Systems of
Equations by Graphing” pp. 110- 113
GUIDED PRACTICE: This extension of systems of
equations lends itself to technology (graphing calculators)
and recalling Algebra I principles of linear equations
ASSIGNMENT: 14-38 (Even) and 58-79 (All)
SUBJECT:
DAY:
ALGEBRA II
MONDAY, SEPT 12
OBJECTIVE(S): Lesson 3-1
- Solve systems of equations by graphing
- Determine whether a system of linear equations in
consistent and independent, consistent and dependent, or
inconsistent
ALIGNED TO STATE STANDARD: 9-12.A.REI.6, 912.A.REI.11, 9-12.F.IF.4
BELL RINGER: Test Results
TEACHING: Lesson 3-1 “Solving Systems of
Equations by Graphing” pp. 110- 113
GUIDED PRACTICE: This extension of systems of
equations lends itself to technology (graphing calculators)
and recalling Algebra I principles of linear equations
CLOSURE: Discuss the various methods available to
solve systems of equation other than simple graphing and
the accuracy standard of each.
RESOURCES: Graphing calculators, textbook problems,
Promethean Board and Interactive Chalkboard sample
problems
ASSIGNMENT: 14-38 (Even) and 58-79 (All)
SUBJECT:
DAY:
PRE-CALCULUS
MONDAY, SEPT 12
OBJECTIVE(S): Lesson 2-6
- Graph systems of inequalities
- Find the maximum or minimum value of a function
defined for a polygonal convex set
ALIGNED TO STATE STANDARD#: 9-12.A.2.2.A
BELL RINGER: Mid-Chapter Quiz and Check of
Lesson 2-4
TEACHING: Lesson 2-6 “Solving System of Linear
Inequalities” pp 107-111
GUIDED PRACTICE: This lesson develops the basic
skill need for solving linear inequalities with the TI -83+
ASSIGNMENT: 9, 10, 13, 14, 16-19, 26-28
SUBJECT:
DAY:
GEOMETRY
MONDAY, SEPT 12
OBJECTIVE(S): Lesson 3-1
- Identify the relationships between two lines and two
planes
- Name the angles formed by a pair of lines and a
transversal
ALIGNED TO STATE STANDARD: 9-12.G.CO.1
BELL RINGER: Test Results
TEACHING: Lesson 3-1 “Parallel Lines and
Transversals” pp. 126-131
GUIDED PRACTICE: Integrate Promethean Board
and Interactive Chalkboard example problems and sample
solutions to envision the relationship of parallel lines and a
line cutting through both. Then discuss the angle
relationships established recalling vertical angles,
supplementary, complementary, and linear pairs. The
correct naming of the angle relationships is very important
to upcoming lessons.
CLOSURE: Discuss the relationship of these two
lessons
ASSIGNMENT: 22-48 (Evens, HW Check)
SUBJECT:
DAY:
8th PRE-ALGEBRA
TUESDAY, SEPT 13
OBJECTIVE(S): Lesson 2-3
(Day 1)
- Use scientific notation to express very small quantities
ALIGNED TO STATE STANDARD: 8.EE.3
BELL RINGER: Quiz results and pages 45-47
TEACHING: Lesson 2-3 “Scientific Notation with
Negative Powers of 10” pp 45-50
GUIDED PRACTICE: Scientific notation is for
BOTH very large and very small values. This lesson will
focus on moving the decimal LEFT and using negative
powers of 10.
DO: Guided Practice (page 48, 1-15)
ASSIGNMENT: Independent Practice pages 49-50
SUBJECT:
DAY:
7TH MATH
TUESDAY, SEPT 13
OBJECTIVE(S): LESSON 2-3 (Day 2)
- Use integer operations to solve real-world problems
ALIGNED TO STATE STANDARD: 7.NS.3
BELL RINGER: HW 2-3 Check 53-54 and Quiz
TEACHING: Lesson 2-3 “Apply Integer Operations”
pp. 49-54
ASSIGNMENT: Review Lessons 2-1 thru 2-3
SUBJECT:
DAY:
ALGEBRA I
TUESDAY, SEPT 13
OBJECTIVE(S): Lesson 2-4
- Divide integers
- Divide rational numbers
ALIGNED TO STATE STANDARD: 9-12.N.RN.3
BELL RINGER: HW Quiz of Lesson 2-1 thru 2-3
TEACHING: Lesson 2-4 “Dividing Rational
Numbers” pp. 84-88
GUIDED PRACTICE: The focus of this lesson is to
develop complex fractions (4x – 6)/2 to identify the
separate components of quotient. This is a building block
process of transitioning from dividing basic counting
numbers (integers) into the full rational number spectrum.
CLOSURE: Discuss the importance of this simple
division process as we progress into developing equations
and solving the same
RESOURCES: Textbook problems and Interactive
Chalkboard sample solutions
ASSIGNMENT: 18-30 (Evens), 36-42 (Evens), 45-46, 4852 (Evens) 60-61 HW Check
SUBJECT:
DAY:
ALGEBRA II
TUESDAY, SEPT 13
OBJECTIVE(S): Lesson 3-2
- Solve systems of equations by using substitution
- Solve systems of equations by using elimination
ALIGNED TO STATE STANDARD: 9-12.A.REI.5,
9-12.A.REI.6
BELL RINGER: 5-Min QC & HW Check of LSN 3-1
TEACHING: Lesson 3-2, “Solving Systems of
Equations Algebraically” pp. 116-121
GUIDED PRACTICE: Thread the concept of solving
equations by graphing with a more accurate alternative to
problem-solving. Instructor led demonstration of the
process on Promethean, and then encourage student
interaction on Interactive Chalkboard problems/solutions.
Students will be allowed to complete this assignment with
small group cooperation.
RESOURCES: Interactive Chalkboard, textbook problems,
and graphing calculators.
ASSIGNMENT: 14-32 (Evens) and 37-44 (All) HW
Check and Quiz
SUBJECT:
DAY:
PRE-CALCULUS
TUESDAY, SEPT 13
OBJECTIVE(S): Lesson 2-7
- Use linear programming procedures to solve applications
- Recognize situations where exactly one solution to a
linear programming application may not exist
ALIGNED TO STATE STANDARD: 9-12.A.4.6.A
BELL RINGER: 5-Minute Check 2-6
TEACHING: Lesson 2-7 “Linear Programming” pp. 112118
GUIDED PRACTICE: Integrating graphing of
inequalities, writing and solving systems of equations, and
problem-solving is imperative. Students will find these are
not simple math problems, but complex situations that need
analyzing to determine possible solutions. Start with the
new terminology and examples, then transition to IC for
application of solution processes, and follow up with book
problems to analyze in small group situations. This lesson
will continue for a second day to complete.
ASSIGNMENT: 5-11 (together) and 12-16
SUBJECT:
DAY:
GEOMETRY
TUESDAY, SEPT 13
OBJECTIVE(S): Lesson 3-2
- Use the properties of parallel lines to determine
congruent angles
- Use algebra to find angle measurements
ALIGNED TO STATE STANDARD: 9-12.G.CO.1, 912.G.CO.9
BELL RINGER: HW Check Lesson 3-1 (HW Quiz?)
TEACHING: Lesson 3-2 “Angles and Parallel Lines”
pp. 133-137
GUIDED PRACTICE: Integrate Promethean Board
and Interactive Chalkboard example problems and sample
solutions to envision the relationship of parallel lines and a
line cutting through both. Then discuss the angle
relationships established recalling vertical angles,
supplementary, complementary, and linear pairs. The
correct naming of the angle relationships is very important
to upcoming lessons.
ASSIGNMENT: 14-26 (Even) and 32-36 (Evens)
SUBJECT:
DAY:
8TH PRE-ALGEBRA
WEDNESDAY, SEPT 14
OBJECTIVE(S): Lesson 2-3/Lesson 2-4
- Use scientific notation to express very large quantities
ALIGNED TO STATE STANDARD: 8.EE.3
BELL RINGER: page 49-50 HW Check and 2-3 Quiz
TEACHING: Lesson 2-4 “Operations with Scientific
Notation” pp 51-56
GUIDED PRACTICE: Complete the homework check
and complete the follow-up quiz to check for understanding
of this scientific notation concept.
ASSIGNMENT: Read and complete pages 51-53
SUBJECT:
DAY:
7TH MATH
WEDNESDAY, SEPT 14
OBJECTIVE(S): Module 2 Review
ALIGNED TO STATE STANDARDS: 7.NS.1, 7.NS.1d,
7.NS.2, 7.NS.2a, 7.NS.2c, 7.NS.3, 7.EE.3
BELL RINGER: Quiz results
TEACHING: Review on Module 2 and Progress
Check
GUIDED PRACTICE: Group students into 2s and
have them perform the review to discuss differences and
overall concepts of this Module 2. When completed, have
individual students take the Module Quiz to check their
level of understanding of the assigned objectives.
ASSIGNMENT: Study for Module 2 Quiz
SUBJECT:
DAY:
ALGEBRA II (2)
WEDNESDAY, SEPT 14
OBJECTIVE(S): Lesson 3-2 and 3-3
- Solve systems of equations by using substitution
- Solve systems of equations by using elimination
ALIGNED TO STATE STANDARD: 9-12.A.REI.5,
9-12.A.REI.6, 9-12.A.CED.3
BELL RINGER: Test Results & HW Check of LSN 3-1
TEACHING: Lesson 3-2, “Solving Systems of
Equations Algebraically” pp. 116-121; Lesson 3-3
“Solving Systems of Inequalities by Graphing” pp 123-127
GUIDED PRACTICE: Thread the concept of solving
equations by graphing with a more accurate alternative to
problem-solving. Demonstrate the process on Promethean,
and then encourage student interaction on IC problems.
The use of graphing paper for manual graphing and
graphing calculators will enable students to visualize the
relationship of the inequalities and identify the common
solution.
ASSIGNMENT: LSN 3-2:14-32 (Evens) and 37-44 (All)
LSN 3-3: 12-30 (evens) 35-37 (all) and 40 (HW Check and
Quiz 3-1 thru 3-3)
SUBJECT:
DAY:
ALGEBRA II
WEDNESDAY, SEPT 14
OBJECTIVE(S): QUIZ (Lessons 3-1 and 3-2)
ALIGNED TO STATE STANDARD: 9-12.A.CED.3
TEACHING: Lesson 3-3 “Solving Systems of Inequalities
by Graphing” pp 123-127
GUIDED PRACTICE: Students will advance to
integrate lessons from graphing a single equation inequality
to multiple inequalities together. The use of graphing
paper for manual graphing and graphing calculators will
enable students to visualize the relationship of the
inequalities and identify the common solution.
CLOSURE: Discuss application in real life situations
with the students as Linear Programming.
ASSIGNMENT: 1-11 (HW Check)
SUBJECT:
DAY:
PRE-CALCULUS
WEDNESDAY, SEPT 14
OBJECTIVE(S): Lesson 2-7 (cont)
Use linear programming procedures to solve
applications
- Recognize situations where exactly one solution to
linear programming application may not exist
ALIGNED TO STATE STANDARD#: 9-12.A.4.6.A.
ACTIVITIES:
BELL RINGER: Progress check of the completed
homework and stumbling blocks that occurred will be
quickly discussed before we continue with the analysis of
problems.
TEACHING: Continue Lesson 2-7 and a Chapter
Review pp 119-125
GUIDED PRACTICE: Group study and application
process. Assist individual groups as necessary to keep
them on track for analyzing their assigned problems.
ASSIGNMENT: pp 119 1-10, 11-51 (odd) in preparation
for the test
SUBJECT:
DAY:
GEOMETRY
WEDNESDAY, SEPT 14
OBJECTIVE(S): Lesson 3-3
- Find the slope of lines
- Use slope to identify parallel and perpendicular lines
ALIGNED TO STATE STANDARD: 9-12.G.CO.1, 912.G.GPE.5
BELL RINGER: HW Check of Lesson 3-2 and exercise
review
TEACHING: Lesson 3-3 “Slope of Lines” pp. 139142
GUIDED PRACTICE: Recall the use of slope
equations in Algebra I and progress into geometric
associations.
ASSIGNMENT: 15-37 (odd), QUIZ over LSNS 3-1  3-3
SUBJECT:
DAY:
8TH PRE-ALGEBRA
THURSDAY, SEPT 15
OBJECTIVES: Lesson 2-4
- Add, subtract, multiply and divide using scientific
notation
ALIGNED TO STATE STANDARD: 8.EE.4
BELL RINGER: 2-3 Quiz results and pages 51-53
TEACHING: Lesson 2-4 “Operations with Scientific
Notation” pp 51-56
GUIDED PRACTICE: The class will now use
scientific notation with the basic mathematical operations.
IF we have the same base (10) and the same exponent, we
can add/subtract the leading values of a series of numbers.
When multiplying, use a three-step approach. First
multiply the leading digits, second the powers of 10, and
finally adjust the leading digits for scientific notation.
When dividing, again a three-step approach is used. First
divide the leading digits, subtract the bottom exponent from
the top (base 10), and finally adjust the digit to scientific
notation.
DO: Guided Practice page 54 (1-15)
ASSIGNMENT: Independent Practice pages 55-56
SUBJECT:
DAY:
7TH MATH
THURSDAY, SEPT 15
OBJECTIVE(S): Module 2 QUIZ
ALIGNED TO STATE STANDARDS: 7.NS.1, 7.NS.1d,
7.NS.2, 7.NS.2a, 7.NS.2c, 7.NS.3, 7.EE.3
ASSIGNMENT: Read and complete Module 3 pages 58-60
SUBJECT:
DAY:
ALGEBRA I
THURSDAY, SEPT 15
OBJECTIVE(S): Lesson 2-5
- Interpret and create line plots and stem-and-leaf plots
- Analyze data using mean, median, and mode
ALIGNED TO STATE STANDARD: 9-12.S.ID.1
BELL RINGER: Two problems from HW 2-4, then
Quick Check 2-4
TEACHING: Lesson 2-5 “Statistics” pp 88-94
GUIDED PRACTICE: Students will be inundated
with graphs, data, and tables in this lesson, but will find the
gems within the data and be able to report the significance
of the data in a usable forum. I will demonstrate the
procedure to correctly align the data into a plot and
illustrate the process to retrieve the pertinent data quickly.
CLOSURE: Student discussion on methods to
remember the differences between mode, mean, and
median. Conclude with application in today’s world
RESOURCES: Graph paper, Interactive Chalkboard, and
textbook problems
ASSIGNMENT: 14, 20, 22-24, 26, 27, 32-34, and Review
Problems 57-64
SUBJECT:
DAY:
ALGEBRA II
THURSDAY, SEPT 15
OBJECTIVE(S): Lesson 3-3
- Solve systems of inequalities by graphing
- Determine the coordinates of the vertices of a region
formed by the graph of a system of inequalities
ALIGNED TO STATE STANDARD: 9-12.A.CED.3
BELL RINGER: HW Check Lesson 3-3 Problems 1-11 and
(Quiz results)
TEACHING: Lesson 3-3 “Solving Systems of
Inequalities by Graphing” pp 123-127
GUIDED PRACTICE: Students will advance to
integrate lessons from graphing a single equation inequality
to multiple inequalities together. The use of graphing
paper for manual graphing and graphing calculators will
enable students to visualize the relationship of the
inequalities and identify the common solution.
CLOSURE: Discuss application in real life situations
with the students as Linear Programming.
ASSIGNMENT: 12-30 (evens) 35-37 (all) and 40; Quiz
next class
SUBJECT:
DAY:
PRE-CALCULUS
THURSDAY, SEPT 15
OBJECTIVE(S): CHAPTER 2 REVIEW
SUBJECT:
DAY:
GEOMETRY
THURSDAY, SEPT 15
OBJECTIVE(S): QUIZ over Lessons 3-1 thru 3-3
ASSIGNMENT: Read Lesson 3-4 and study the terms that
are highlighted.
SUBJECT:
DAY:
8TH PRE-ALGEBRA
FRIDAY, SEPT 16
OBJECTIVES: Lesson 2-4/Module 2 Review
- Add, subtract, multiply and divide using scientific
notation
ALIGNED TO STATE STANDARD: 8.EE.4
BELL RINGER: HW Check 2-4 and Quiz
TEACHING: Lesson 2-4 “Operations with Scientific
Notation” pp 51-56
GUIDED PRACTICE: The class will now use
scientific notation with the basic mathematical operations.
IF we have the same base (10) and the same exponent, we
can add/subtract the leading values of a series of numbers.
When multiplying, use a three-step approach. First
multiply the leading digits, second the powers of 10, and
finally adjust the leading digits for scientific notation.
When dividing, again a three-step approach is used. First
divide the leading digits, subtract the bottom exponent from
the top (base 10), and finally adjust the digit to scientific
notation.
ASSIGNMENT: Review Lessons 2-1 thru 2-4
SUBJECT:
DAY:
7TH MATH
FRIDAY, SEPT 16
OBJECTIVE(S): LESSON 3.1 (Day 1)
- Convert rational numbers to a decimal
ALIGNED TO STATE STANDARD: 7.NS.2d
BELL RINGER: Unit 2 Quiz results, and pages 58-60
TEACHING: Lesson 3-1 “Rational Numbers and
Decimals” pp 61-66
GUIDED PRACTICE: Review terms on pages 61 and
62. Terminating/repeating decimals represent the “rational
numbers”. Explain “bar notation” use on repeating
decimals and its meaning. Guide students through
examples and progress checks, then try the assignment
Problems 1-18
DO: pages 61-64 (complete Guided Practice)
ASSIGNMENT: Independent Practice 19-31
SUBJECT:
DAY:
ALGEBRA II (2)
FRIDAY, SEPT 16
OBJECTIVE(S): QUIZ and Lesson 3-4
- Find the maximum and minimum values of a function
over a region
- Solve real-world problems using linear programming
ALIGNED TO STATE STANDARD: 9-12.A.CED.2,
9-12.A.CED.3
BELL RINGER: QUIZ Lessons 3-1 thru 3-3
TEACHING: Lesson 3-4 “Linear Programming” pp.
129-135
GUIDED PRACTICE: Have students work in groups
of 2 to complete the linear programming section in the text.
I will illustrate the proper sequencing of the solution and
display sample solution steps on Interactive Chalk Board.
CLOSURE: Discuss the application in farming today
RESOURCES: Quiz, textbook, TI-Graphing calculators
ASSIGNMENT: 15-17, 24-26, and 38-41
SUBJECT:
DAY:
ALGEBRA II
FRIDAY, SEPT 16
OBJECTIVE(S): Lesson 3-4
- Find the maximum and minimum values of a function
over a region
- Solve real-world problems using linear programming
ALIGNED TO STATE STANDARD: 9-12.A.CED.2,
9-12.A.CED.3
BELL RINGER: (Quiz results)
TEACHING: Lesson 3-4 “Linear Programming” pp.
129-135
GUIDED PRACTICE: Have students work in groups
of 2 to complete the linear programming section in the text.
I will illustrate the proper sequencing of the solution and
display sample solution steps on Interactive Chalk Board.
CLOSURE: Discuss the application in farming today
RESOURCES: Quiz, textbook, TI-Graphing calculators
ASSIGNMENT: 15-17, 24-26, and 38-41
SUBJECT:
DAY:
PRE-CALCULUS
FRIDAY, SEPT 16
OBJECTIVE(S): CHAPTER 2 TEST
SUBJECT:
DAY:
GEOMETRY
FRIDAY, SEPT 16
OBJECTIVE(S): Lesson 3-4
- Write an equation of a line given information about its
graph
- Solve problems by writing equations
ALIGNED TO STATE STANDARD:
9-12.G.GPE.5
BELL RINGER: Quiz Results
TEACHING: Lesson 3-4 “Equations of Lines” pp.
145-147
GUIDED PRACTICE: This lesson is an extension of
Algebra I into geometry applications. Ensure the students
visualize this transition for ease of instruction.
ASSIGNMENT: 16-19 (A), 21-23 (A), 27-39 (O), 46-49
(A)