Download Main Street Academy Lesson Plan

Main Street Academy Lesson Plan
Teacher: Clark
Period(s): 4th
Start Date: 10/03/11
End Date:10/03/11
State competency goal and objective: 4.01- Use linear functions or inequalities to model and solve
problems; justify results. Solve using tables, graphs, and algebraic properties. Interpret constants and
coefficients in the context of the problem.
EQ: How can real world situations be modeled using graphs and functions?
Objectives: 1) Interpret graphs of functions
2) Draw graphs of functions
Materials:
TV., document camera, graph stories handout, visual approach lessons chpt.1:1-4,16
Literacy enhancements:
Function, coordinate system , x-axis, y-axis, origin, ordered pair, x and y- coordinate, independent and dependent variable,
relation, domain, range
Adaptions: use overheads if doc cameras not available.
Lesson Steps:
1. Start the lesson: Bell Ringer-
Rewrite each expression using the Distributive Property. Then simplify.
1. 11(10 _ 8) 2. 6(4x _ 5)
Simplify each expression. If not possible, write simplified.
3. (2d _ 7)9 4. 8n _ 9 _ 3n
5. A theater has 176 seats and standing room for another 20 people. Write an expression to determine the number of people who attended 3 performances if all of the
spaces were sold for each performance.
6. If a _ 3, which of the following statements is not true?
a. 5(6 +a)= 45
b. 6(5 + a) =5(6 + a)
c. 5(6 + a) = (a + 6)5
d. 5(6 + a)= 5a + 30
7. Released Test Form H # 42:
2. Presentation
1)
2)
3)
Interpreting graphs
a) Identifying Coordinates
b) Independent and Dependent variables
c) Analyze Graphs
Draw graphs
a) Draw graphs
b) Domain and range
Solving Multi-step equations Re-teach**
3. Guided practice
1)
2)
In Class examples:
a) sports medicine pg. 43
c) energy used in homes
d) Mrs. Clark’s classroom on a winter day
In-class examples:
a) 3 lunch periods
b) Mrs. Wellman’s biology class
4. Independent practice
Visual approach lessons :
1)
2)
3)
4)
Chpt. 1 lesson 4- Graphs with Different sections
Chpt. 1 lesson 16- Graph medley
Graph stories- students create their own graph and story to accompany
Independent/Dependent events activity: students identify the independent and dependent event in each situation,
then cut and paste into columns.
5) ..\Algebra I\Chapter 3 Resources.pdf: 3-4 Study guide and intervention
5. Evaluation

Pg. 46: 10,12, 17-20, 22-31
6. Closure

Describe the difference between independent and dependent variables. Give an example of a relation. Identify the domain and
range in your example.
Main Street Academy Lesson Plan
Teacher: Clark
Period(s): 4th
Start Date: 10/06/11 End Date:10/06/11
State competency goal and objective: 4.01 Use linear functions or inequalities to model and solve problems;
justify results.
EQ: How can you determine if a relation is a function? How do you find the next term in a sequence?
Materials: interactive chalkboard cd, student text, indicators , work station, calculators
Literacy enhancements: arithmetic sequence
Adaptions:
function mapping domain range
Lesson Steps:
1. Start the lesson:
Solve each equation for the variable specified.
1. 6s + t = s - 1, for s
2. 4c - d = 4a - 2c + 1, for c
3. 7g + h = -2, for h
b
4. Write an equation and solve for t. Four more than a number b is the same as nine times another number t plus 2.
2. Presentation4-6 Functions
4-7 Arithmetic sequence
3. Guided practice-
Interactive Chalkboard Examples:
4-6 Functions
4-7 Arithmetic sequence
4-6 Functions Reading to Learn handout
4. Independent practice
4-6 Practice
4-7 Study Guide and Intervention
The Picture Tells the Linear Story (B-39, 40, 41)*** Algebra Resources***
Students investigate families of linear equations.
5. Evaluation
6. ClosureAnswer the essential question.
Main Street Academy Lesson Plan
Teacher: Clark
Period(s): 4th
Start Date: 10/04/11
End Date:10/04/11
State competency goal and objective: 4.01- Use linear functions or inequalities to model and solve problems;
justify results. Solve using tables, graphs, and algebraic properties. Interpret constants and coefficients in the context of the problem.
2.01 Find the lengths and midpoints of segments to solve problems.
EQ: How do you determine if a relation is a function?
Materials:
How and when do you use the midpoint formula to solve problems?
TV., document camera, mobile pad, Finding midpoint handout, practice workbook, interactive chalkboard software
Literacy enhancements: •coordinate plane
domain
• range • function notation
• ordered pair
• Vertical Line Test
• midpoint (formula) • relation • function • mapping •
Adaption: use overheads if doc cameras not available. Transparency made into print out. Instead of warm-ups, use quarter
1 weaknesses.
Lesson Steps:
1.
Start the lesson:
Lea recorded the temperature of the taffy she was making while it was cooking. Use the table for Questions 1 and 2.
1. Identify the independent and dependent variables.
2. Taffy must reach a temperature between 250F and 265F. Write the ordered pair that indicates when Lea’s mixture reached this stage.
3. If the graph indicates the speed of a car on a test track, what does the horizontal portion of the graph indicate?
4. -56 = 7y 5. X/12 = 48/9 6. 5w = -27.5
7. Write an equation for negative three times a number is negative thirty. Then solve the equation.
2.
Presentation
4-1 : The Coordinate Plane and Midpoint Formula Notes , TWE pg. 193-194
4-3 Relations, TWE pg. 206-207
**Re-teach: Percent of Change: N = O (1 ± r)
a) Percent of increase: use plus
b) Percent of Decrease: use minus
3.
Guided practice
Examples : Interactive Chalkboard Software

Your Turns (follows student text)

Teach with Manipulative pg. 85-86, 82 (optional)
4.



Independent practice
4-1 Practice
page48.pdf
Finding midpoint
4-3 Relations practice handout
5.
Evaluation
Open-ended assessment, TWE pg. 196
Pg. 208- 211 # 18-36 even, # 41-74 :Homework
6.
4-1 Enrichment
Closure
Main Street Academy Lesson Plan
Teacher: Clark
Period(s): 4th
Start Date: 10/05/11 End Date:10/05/11
State competency goal and objective: 4.01- Use linear functions or inequalities to model and solve problems; justify
results. Solve using tables, graphs, and algebraic properties. Interpret constants and coefficients in the context of the problem.
EQ: How do you write an equation to represent a scenario and/or pattern?
Materials:
TV., document camera, visual approach lesson on handouts, released items,
Literacy enhancements: •Patterns
•constant
•rate of change/slope
• initiall amount/y-intercept
Adaption: use overheads if doc cameras not available.
Lesson Steps:
1) Start the lesson:
Bell Ringer:
Released Test Form H # 14
2. Released Test Form H # 17
3. Released Test Form H #28
4. Released Test Form H # 29
2) Presentation
4-4 Equations and Relations: Notes
4-5 Graphing Linear Equations: Notes
3) Guided practice
In class examples:
Interactive Chalkboard Software

Your Turns (follows student text)

A VISUAL APPROACH TO FUNCTIONS book, Lessons 5 - 9 of Chapter 1.

A VISUAL APPROACH TO FUNCTIONS book, Lessons 3 of Chapter 2.
4) Independent practice


A VISUAL APPROACH TO FUNCTIONS book, especially Lessons 9 - 13 of Chapter 1.
Extra practice pg. 829 student text
5) Evaluation
Released Sample (Expanded Set) Goal 1#16
6) Closure
How can you determine if an equation is linear? If so, how do I identify the domain and range?
(Discussion)