Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 TAPS 1, 2 Content Area Math Grade/Course 8 Unit of Study Unit 4 Equations Instructional Period Week 15 Benchmark review Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. MCC.8.EE.7 Solve linear equations in one variable. (no longer teaching absolute value equations and inequalities in grade 8) MCC.8.EE.7a Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x a , a a , or a b results (where a and b are different numbers). MCC.8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. List Behaviors List Content Determine DOK (what students should be able to do; focus on verbs) (what students should know; focus on concepts) (align to instruction and assessment) Demonstrate, identify, explain, describe, apply, use, solve Identify and provide examples of equations that have one solution, infinitely many solutions or no solutions. Solve multistep linear equations with rational coefficients and variables on both sides Possible Aligned Activities and Questions TAPS 2, 3, 4, 5 1 2 3 4 DOK Level DOK Ceiling 4 ****Taken From SLDS resources**** DOK Level DOK Levels 2,3 Concepts students should learn. Identify the difference between one step and multi-step equations. Examine how to solve problems using multi-step equations Compare and contrast right various properties for solving complex problems Relate properties of integers rules Possible Aligned Assessment Items/Tasks Strategy 1:2,Create TAPS 3, 4, 5 a rigorous system of teaching and learning Specific Results: Institutionalize Cycle for Results plans Resources (on/offline) Math Textbook, Worksheetworks.com Modeled on Whiteboard, Student work Various Teacher resources Resources Action Steps: 1, 2, 3, 6 Performance Indicator: Teacher lesson LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 (on/offline) 2 Students will demonstrate knowledge of appropriate rules for integers. Explain how to isolate variables and use inverse operations. 3 Students will create problems using inverse operations 4 Students will relate equations in everyday situations. Determine various occupations that utilize equations 1 Strategy 1: Create a rigorous system of teaching and learning Specific Results: Institutionalize Cycle for Results plans Writing Across Curriculum, Math textbook, Teacher assessments Outside resources Action Steps: 1, 2, 3, 6 Performance Indicator: Teacher lesson LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 Standards (Primary) DOK (Ceiling) Integrated 4 MCC.8.EE.7 Solve linear equations in one variable. (no longer teaching absolute value equations and inequalities in grade 8) MCC.8.EE.7a Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x a , a a , or a b results (where a and b are different numbers). MCC.8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. KNOW/UNDERSTAND Essential Question/Enduring Understanding: How do I isolate a variable? What is inverse operation, and how should I use it appropriately? TAPS 2, 3 Enduring understanding As students transform linear equations in one variable into simpler forms, they discover the equations can have one solution, infinitely many solutions, or no solutions. When the equation has one solution, the variable has one value that makes the equation true as in 12-4y=16. The only value for y that makes this equation true is -1. When the equation has infinitely many solutions, the equation is true for all real numbers as in 7x + 14 = 7 (x+2). As this equation is simplified, the variable terms cancel leaving 14 = 14 or 0 = 0. Since the expressions are equivalent, the value for the two sides of the equation will be the same regardless which real number is used for the substitution. When an equation has no solutions it is also called an inconsistent equation. This is the case when the two expressions are not equivalent as in 5x - 2 = 5(x+1). When simplifying this equation, students will find that the solution appears to be two numbers that are not equal or -2 = 1. In this case, regardless which real Strategy 1: Create a rigorous system of teaching and learning Specific Results: Institutionalize Cycle for Results plans Action Steps: 1, 2, 3, 6 Performance Indicator: Teacher lesson LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 number is used for the substitution, the equation is not true and therefore has no solution. COMMON MISCONCEPTIONS FOR THE CURRENT STANDARDS ****Taken From SLDS resources**** Common misconceptions The students think that only the letters “x” and “y” can be used as variables. The students think that you always need “a variable = a constant” as a solution. The students think that the variable should always be on the left side of the equations. The students confuse one variable and two variable equations. KNOWLEDGE & SKILLS (Key Vocabulary) Strategy 1: Create a rigorous system of teaching and learning Specific Results: Institutionalize Cycle for Results plans Action Steps: 1, 2, 3, 6 Performance Indicator: Teacher lesson LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 Vocabulary- Tier 1 Vocabulary Tier 2 Vocabulary Tier 3 Words using to teach Tiers 2-3 Academic vocabulary across content-areas Content-specific, domain-specific Demonstrate, identify, explain, describe Solve, variable, order of operations, solutions, like terms, distributive property . Recognize, Compare, Debate/Defend, Pre-assessment to Inform Instruction Math week 9 Assessment Unit 3 summative Daily Formal assessments TAPS 2, 3, 5 Assessment for Learning or Assessment of Learning Students will complete formative and informal assessments. TAPS 2, 3, 4 DO Advanced Content Students will explain how to solve problems with multi-step equations Categorize complex equations with solutions, no solutions, and infinite solutions. Benchmark review Study guide Ready Solve multi-step equations with accuracy. Solve equations with fractions. Express knowledge of cross cancellation. (simplifying) Benchmark review Study guide Process Product 1. Guide students on understanding how to utilize distributive property and fractions with equations. 1. Students will create various types of solutions i.e. (no solution, one solution, and infinite solution. (no solution, one solution, infinite solutions) Benchmark review Study guide Benchmark review Study guide Guide Students on how to solve multistep equations with emphasis on accuracy. Teach students the cross cancellation process to simplify multistep equations with fractions. 1. Students will solve problems with multistep equations using various activities. Benchmark review Study guide Categorizing equations by solution, no Strategy 1: Create a rigorous system of teaching and learning Specific Results: Institutionalize Cycle for Results plans Action Steps: 1, 2, 3, 6 Performance Indicator: Teacher lesson LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 solution, infinite solution Need Prerequisites Students need to understand integer rules, (addition and subtraction as well as multiplication and division) Know multiplication facts Understand how to multiply fractions Teacher will guide students with integer rules for all operations (addition, subtraction, multiplication, and division.) Solve basic problems with one step and multi-step equations Students will solve two step equations with variables on the same side. (resource setting) Benchmark review Study guide Benchmark review Study guide Benchmark review Study guide TAPS 2, 3, 5, 6, 8 Steps to Deliver the Lesson Using WICOR Engage (Hook, introduction to lesson concepts) AVID ® 1. Use scales to show how equations remain balanced 2. Use foldables to introduce solution, no solution, and infinite solution. WICOR: Explore/Explain 1. Understand that there are multiple solutions for some equations . 2. Students will find the errors in their peers work, and explain how to correct the mistakes. 3. 3. Students will Use P. A C. E. organizer. P- Problem, A – Answer, C – Calculate, E - Explain Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6 Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans (teaching content all students need to know, understand and be able to do as determined by unpacked standard) LESSON PLANNING GUIDE Conyers Middle School – 2014-2015 WICOR: Enrich/Elaborate (differentiation of process ) . Students will solve problems with equations by writing in their own words in a Writing Across Curriculum activity. Students will also show diagrams for their writing. WICOR: Evaluation (Formative assessment) Students will evaluate and grade their peer’s work after they have created their own problems. Students will complete assessment with equations. WICOR: Resources Math Workbook, Worksheetworks.com, studyisland.com, gameaquarium.com Classroom Performance System (Clickers.) Learnzillion, kahoot, plickers Strategy 1: Create a rigorous system of teaching and learning Specific Results: Institutionalize Cycle for Results plans Action Steps: 1, 2, 3, 6 Performance Indicator: Teacher lesson