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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)