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REVISED 6/25/17 Ms C. Draper lesson elements for Week of ___3/31/14 (Pre-Algebra) Check all that apply: Language Arts Pre-algebra Social Science Science Technology 1. Common Core Learning Standards Addressed: Chapter 9 Lesson 9.2 & 9.3 simplifying square roots & using Pythagorean Theorem Elective: 8.NS.1 Know that numbers are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion, which repeats eventually into a rational number. 8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational number, locate them approximately on a number line diagram, and estimate the value of expressions. 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x2=p and x3=p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. 8.G.6 Explain a proof of the Pythagorean Theorem and its converse. 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 8.G.8 Apply the Pythagorean Theorem to find the distance between two points . . 2. Learning Targets: (What will students know & be able to do as a result of this lesson?) Mon. NO SCHOOL SIP Tues. The learner will order and compare real numbers and review basic skills Essential Questions: (What will students know & be able to do as a result of this lesson?) Weds: The learners will explore using the distance midpoint and slope formula (lesson 9.5) Weds: The learner will use the Weds.: I can use the Midpoint distance Midpoint formula and formula like this.. (Demo per EXIT practice using Pythagorean Theorem PASS) Mon.: NO SHOOL SIP Tues: The learner will classify & order real number & practice simplifying radical expressions 2a. I can statements: Mon. NO SCHOOL SIP Tues.: I can order real numbers and simplify radical expressions like this… DEMO per EXIT PASS REVISED 6/25/17 Thurs.: The learners will find the Thur. The learners will find the distance btw points (Lesson 9.5) distance btw two points using the distance formula and practice finding slope Fri: The learners will find the midpoint of a line segment with Fri: The learners will review finding endpoints (9.5) slope and use the midpoint formula Thurs: I can use Pythagorean Theorem to solve problems like this… (DEMO per EXIT PASS) Fri.: I can use the midpoint formula to solve problems like this… (DEMO per EXIT PASS) 3. Formative Assessment Criteria for Success: (List examples in box below) Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?) Monday-Friday Comments: Monday-Friday Comments: Formative (Ideas Thumbs up/down Summative (Suggestions Exit ticket End of Chapter Test Zero to five Quiz Anecdotal notes End of Unit Project Teacher observation Tech project Checklist Oral/visual presentation Oral summary Other: pre-chapter informal assessment (KWL) Extended Response Summary statements/Friday qui REVISED 6/25/17 4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks Components Day 1(Mon) Day 2(Tues) Day 3 (Weds) Day 4 (Thur.) Day 5 (Fri.) of Gradual Release: JJIP (review of JJIP (review of JJIP (review of word JJIP (review word JJIP (review word Focus Lesson word parts word parts and parts and context parts and context parts and context (I do) and context context clues) clues) clues clues) clues) Intro: Present the Intro: Present the Intro: Present the Intro: Present the Intro: lesson goal and lesson goal and lesson goal and lesson goal and wordlist with wordlist with wordlist with wordlist with Carnell Cornell notes Cornell notes Cornell notes notes including JJIP & including JJIP and including JJIP, using including JJIP classifing triangles classifying & slope & the distance classifying triangles, and using ordering real formulas using Pythagorean Pythagorean numbers Theorem, & distance Theorem formula Guided Instruction (We do) CCSS Activity: 1. Activity: 1. Launch lesson 9.4 pg. 470 comparing real #’s (Ex 2-4) 2. Complete checkpoint # 1-11 Activity: 1. Launch 9.5 distance formula pg. 476-477 Examples 1&2 Activity: 1. Launch Lesson 9.5 using Pythagorean Theorem Examples 1-3 2. Complete 2. Guided checkpoint # 1-4 practice Classzone PPT 3. Finding slope of a 9-3 line & Pythagorean Th. Activity: 1. Launch Lesson 9.5 using the midpoint formula 2. Guided practice page 478 # Examples 3 & 4 REVISED 6/25/17 Collaborative (We do together) 3. Divide learners in to two large groups Group A CCSS Group B CAI /w classzone PPT 9-3 Work with teacher (guided practice page 472 # 1-11) 4. SWITCH GROUPS 4. Assemble into expert groups Expert Group 1 Expert Group 2 Expert Group 3 Expert Group 4 3. Page 479 # 7 -10 Classify Triangles Pythagorean Theorem 3. Divide into teams of 4 and complete guided practice exercise # 1-6 4. Class discourse with # 6 (error analysis Find slope Using Distance Formula 5. Return to home team and peer teach assigned problems Independent (You do) CCSS 5. Additional practice worksheet expressions 4. Additional Practice work sheet finding value of X for given polygons 2. Page 479 #710 3. Additional practice page 479 # 11-18 Additional Practice Page 479 # 7-17 odd and # 19 - 26 REVISED 6/25/17 Summary & I can statements (student lead) with EXIT PASS Summary & I can statements (student lead) with EXIT PASS Summary & I can statements (student lead) with EXIT PASS Summary & I can statements (student lead) with EXIT PASS 5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Day 1 (Mon) Day 2 (Tues) Day 3 (Weds.) Day 4 (Thurs.) Music to transition Music—Transition Music Music Pencils Pencils Pencils Pencils Textbook Textbook Poster paper Textbook worksheet Computer video Computer PPT Computer video Small white boards tutor Small white boards tutor BINDER/PLANNER Small white boards BINDER/PLANNER Small white boards BINDER/PLANNER Family Connection (How will you communicate with and extend into the home?) Parents as Partners newsletter (Chapter 9) Summary & I can statements (student lead) with EXIT PASS Day 5 (Fri.) Music Poster paper Notebooks Paper/Pencils Small white boards BINDER/PLANNER Q4 Week 1: This week marks the beginning of 4th quarter. Learners have review and explored square roots with expressions and equations. We will move forward with Pythagorean theorem and continue to review & practice basic skills. Students are now moving in and out of their “power groups” and returning to home teams to share and/or peer teach concepts at 4-teired readiness levels. This week tiered groups will be using various manipulative to explore classifying angles, triangles and applying Pythagorean Theorem. Exit passes will assist with creating the tiered groups as readiness levels indicated varied levels. I will guide learners in construction of their DI foldable posters to share with staff at our next SIP day. Looking Ahead: REVISED 6/25/17 1. Reflection on implemented DI strategies with a gradual release focus 2. CP2 materials for upcoming unit Kaleidoscope Q4 Week 2: Learners have explored, practiced and used the Pythagorean theorem with right triangles. This week’s lesson will extend their understanding of applying slope and the Pythagorean theorem when using the distance and midpoint formulas. Students will have an opportunity to peer teach this week at their readiness level as indicated per exit pass and teacher created tiered groups. POINT TO PONDER: Classroom management of behavior is becoming challenging. Time will be used to reinforce BIST strategies and acceptable expectations. “Time to Work The Crowd”