# FINAL SIOP LESSON PLAN. Preparation

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Name: Stephanie Hart DOMINICAN UNIVERSITY OF CALIFORNIA FINAL SIOP LESSON PLAN Content Area: Mathematics, Solving Inequalities Grade Level: 8 English Learners: This is a sheltered class within a mainstream classroom with English only speakers. There are approximately 30% English learners: 2 Level 2s, 4 Level 3s and 2 Level 4s. The lesson is delivered to the entire class. Preparation 1. ACADEMIC CONTENT STANDARD(S): California Standards for Mathematics (Algebra - Grade 8) Students solve multistep problems involving linear equations and linear inequalities in one variable and provide justification for each step. California Common Core Standards 7.NS Understand subtraction of rational numbers as adding the additive inverse, p q = p + ( q). 8.EE.7.a Solve linear equations in one variable. 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). A-REI Solve equations and inequalities in one variable. [Linear inequalities; literal equations that are linear in the variables being solved for; quadratics with real solutions.] 3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. 3.1 Solve one- variable equations and inequalities involving absolute value, graphing the solutions and interpreting them in context. CA 4. ACADEMIC LEARNING GOALS (outcomes/objectives) for this lesson:

2 Students will: - Learn academic vocabulary: o Inequality o Solution of an Inequality o Equivalent Inequalities - Write numerical inequalities given verbal sentences - Graph their answers on a number line - Solve one variable inequalities by addition and subtraction 5. ELD STANDARD(S): Listening: o Students will listen to teacher review and lecture academic vocabulary and solving inequalities o Students will work in pairs and groups Speaking: o Students will participate in class review / discussion / brainstorming and work in groups to learn academic vocabulary solve problems and present answers Reading: o Review and creation of graphic organizers, Power Point (image heavy for L2s/L3s), note guides (Scaffolded for L2s-L4s), written equation exercise and group work Writing: o Writing word problems for numerical equations o Note-taking (Scaffolded for L2s-L4s) o Recording answers from group work. 6. ELD GOALS (outcomes/objectives) for EL Learners: - Take written notes with scaffolded note guide - Discuss and analyze use of inequality symbols - Use key vocabulary words to create both written and numerical inequalities - Small group work to read, discuss, solve and report solutions to class 7. ADAPTATIONS: - PowerPoint with Images - Vocabulary Graphic Organizer 2

3 - Scaffolded Notes Building Background 1. Content Word Wall with review vocabulary (Variable, 2. PowerPoint using photos images instead of numbers - Power Point was adjusted to have Wake-up Early vs. Sleep-in to make example a little more personable, per Peer Review Comprehensible Input Classroom set-up: Desks are set up in tables, six groups of 5 students each. Lower-intermediate to Advanced-intermediate EL students are interspersed throughout all groupings, as are students of varying math capabilities. Academic Objectives, Language Objectives, Daily Agenda and Homework Assignment are posted on the dry-erase board as are Graphic Organizers for Review Vocabulary and New Vocabulary for this lesson. 1. Review Academic and Language Objectives for Lesson (1 minute) a. Academic Objectives: i. Review vocabulary and learn new vocabulary (see Graphic Organizers or Word Wall) ii. Write numerical and worded inequalities iii. Graph Inequalities iv. Solve one-variable inequalities by addition and subtraction 2. Pass out Scaffolded Note-Taking Guides and Warm-up Review Questions (5 questions from previous section work, 1 spiral question to revisit material from earlier in the course). These questions are designed to review last lesson as well as material earlier in the course that inequalities build upon as an assessment tool. Ask groups to work together on answering each question (this is a routine in the class and will be familiar). When done, have one person from each table come up to the front and show how to solve one of the problems. (Have naming 3

4 sticks at front of class representing each table of students and pick sticks to call on who will demonstrate the problem) (10 minutes) 3. Inequalities Warm-up Power Point. As a class, say the meaning for each inequality symbol aloud together. Relate meaning of inequality symbols using images rather than numbers to access background knowledge and build interest. Engage students to discuss each slide. Explicitly teach vocabulary with Word Wall Graphic Organizer Review Vocab (Positive, Negative, Variable, Linear Equation). Use repetition of key words. Think-Group-Share for slide 5 if anything would make the A s better than the Giants assuming most prefer Giants Pause on slide 5 and have a discussion with the class whether there is anything the A s could add to themselves to become greater than the Giants a new stadium, new uniforms, new coaching??, let kids come up with ideas and discuss which items could be in solution set. Show slide 6 to show a possible answer to solution set. Ask class for a Thumbs-up/Thumbs-down to be sure they understand inequality signs and solution sets before moving on. (10 minutes) 4. Direct students to refer to Note-taking Guides for Lecture. Think- Pair-Share definition of Solution Set. To scaffold, write on the board a few sets of numbers so kids can see what a set looks like, i.e. {1,2,3,4}, {3, 5, 10, 11} then ask, What could make a set a solution set? (the set of all solutions to a particular problem). As students share, help students articulate their ideas by restating and/or rephrasing their comments. Add vocabulary from slide 6 (Solution Set, Inequality) to Word Wall and have students add to their notes. Review inequality symbols on notes. (5 minutes) 5. Touch back on Academic Objectives (written on the board): We have worked on new vocabulary and vocabulary review. Now we are going to work on writing worded and numerical inequalities. (1 minute) 4

6 12. Closure: Language Objective (review vocabulary), Exit ticket (3 problems on PowerPoint. Have entire class answer questions at same time by holding up either A, B, C, or D (3x5 cards) to reflect their response to the questions for assessment this is a routine in the class to do the Exit Ticket questions), Review homework assignment (10 minutes) Strategies 1. Preview of Inequalities with Warm-up Power Point; connecting with personal experience 2. Taking notes 3. Evaluating 4. Completing a Graphic Organizer 5. Participate in discussions 6. Engage in cooperative learning groups 7. Interacting with others, Think-Pair-Share Interaction 1. Question and answer, discussion and repeating with teacher 2. Think-Pair-Share 3. Cooperative Groupings 4. Presentations to Class Practice/Application 1. Solving and presentation problems of Warm-up Review Questions 2. Class discussion of Warm-up Power Point 3. Think-Pair-Share and group work during note-taking 4. Group work with 3x5 cards (collaboration and presentation) 5. Exit Ticket assessment questions Review/Assessment Checks for Understanding: 1. Presentation of problems and solutions 6

7 2. Class discussion and questions of students from teacher throughout lesson 3. Exit Ticket assessment questions 4. Thumbs-up/Thumbs-down Summary review of key vocabulary and concepts: 1. Go through words on Review Vocabulary Graphic Organizer and New Vocabulary Graphic Organizer again 2. Go through Academic Objectives List again References Burger, Edward B., Leinwand, Steven J., Chard, David J., and Renfro, Freddie L. Algebra 1. USA: Holt, Rinehart and Winston,

8 SUPPLEMENTAL ATTACHMENTS TO SIOP LESSON POWER POINT - INEQUALITIES WARM-UP: 4 SETS OF SCAFFOLDED NOTES (see below) - L2/L3 - L3/L4 - EO - Teacher Version 8

9 INEQUALITIES NOTES SCAFFOLDED L2/L3 Inequality: a statement that quantities are not Solution Set: a value for the variable that makes the true Quantities are compared using the following signs: A < B : A is less than B A > B: A is B A B: A is B A B: A is greater than or equal to B A B: A is B Examples: Write the following inequality statements in words. 1) 11 < 24 Eleven is twenty-four 2) 3.54 > 3.52 Three point five four is three point five two 9

10 3) a 7 (see VARIABLE on WORD WALL) a is seven 4) p Twelve is six plus p Graphing Inequalities: Number Line Examples: Graph Solution Sets on Number Line 5) a > 7 10

11 6) b < -5 7) h -2 8) a ) -5 > x 5 11

12 EQUIVALENT INEQUALITIES: inequalities with the solution set Example: Show why x > 5 and x + 2 > 7 are EQUIVALENT INEQUALITIES Example: Identify the EQUIVALENT INEQUALITIES in the following: A. x C. x D. x 4-2 D. x 2-4 Answer: 12

13 INEQUALITIES NOTES SCAFFOLDED L3/L4 Inequality: a statement that Solution Set: a value for the variable Quantities are compared using the following signs: A < B : A is B A B: A is B A B: A is B A B: A is greater than or equal to B A B: A is B Examples: Write the following inequality statements in words. 1) 11 < 24 Eleven is 2) 3.54 > 3.52 Three point five four is 13

14 3) a 7 (see VARIABLE on WORD WALL) a is 4) p Graphing Inequalities: Number Line Examples: Graph Solution Sets on Number Line 5) a > 7 14

15 6) b < -5 7) h -2 8) a ) -5 > x 5 15

16 EQUIVALENT INEQUALITIES: inequalities Example: Show why x > 5 and x + 2 > 7 are EQUIVALENT INEQUALITIES Example: Identify the EQUIVALENT INEQUALITIES in the following: A. x C. x D. x 4-2 D. x 2-4 Answer: 16

17 INEQUALITIES NOTES SCAFFOLDED EO Inequality: Solution Set: Quantities are compared using the following signs: A B : A is B A B: A is B A B: A is B A B: A is B A B: A is B Examples: Write the following inequality statements in words. 1) 11 < 24 2) 3.54 > ) a 7 (see VARIABLE on WORD WALL) 17

18 4) p Graphing Inequalities: Number Line Examples: Graph Solution Sets on Number Line 5) a > 7 6) b < -5 18

19 7) h -2 8) a ) -5 > x 5 19

20 EQUIVALENT INEQUALITIES: Example: Show why x > 5 and x + 2 > 7 are EQUIVALENT INEQUALITIES Example: Identify the EQUIVALENT INEQUALITIES in the following: A. x C. x D. x 4-2 D. x 2-4 Answer: 20

21 INEQUALITIES NOTES: TEACHER VERSION Inequality: a statement that _(two) quantities are not (equal) Solution Set: a value for the variable that makes the (inequality) true Quantities are compared using the following signs: A _(<)_B : A is _(less than)_ B A _(>)_B: A is _(greater than)_ B (draw picture of fish eating larger amount) A _( )_B: A is _(less than OR equal to)_ B A _( )_B: A is _(greater than OR equal to)_ B A _( )_B: A _does not equal_ B Examples: (have students write words for statement in space provided then discuss answers) 1) 11 < 24 [Eleven is (less than) 24] (Do not include for EOs) 2) 3.54 > 3.52 [Three point five four is (greater than) three point five two] 3) a 7 (refer to VARIABLE on WORD WALL) 21

22 [a is (greater than or equal to) seven] 4) p (emphasize this can be worded several ways, i.e. twelve is less than or equal to six plus p, six plus some number p, six more than p, etc.) Graphing Inequalities: NUMBER LINE (talk about line, especially positive and negative, greater to the right, lesser to the left) Examples: 5) (From above): a > 7 6) b < -5 22

23 7) h -2 Before go on review EQUATIONS, VARIABLES, and INVERSE OPERATIONS (Building more background using previously learned concepts see Word Wall Vocabulary Graphic Organizer) (do one quick one-step equation solution, (i.e. y + 7 = 12) 8) a ) -5 > x 5 23

24 EQUIVALENT INEQUALITIES: inequalities with the (same) solution set Example: Show why x > 5 and x + 2 > 7 are EQUIVALENT INEQUALITIES Example: Identify the EQUIVALENT INEQUALITIES in the following: A. x C. x D. x 4-2 D. x 2-4 Answer: 24

### Mathematics Success Level H

T393 [OBJECTIVE] The student will solve two-step inequalities and graph the solutions on number lines. [MATERIALS] Student pages S132 S140 Transparencies T372 from Lesson 15, T405, T407, T409, T411, T413,

### Pre-Algebra Curriculum Map 8 th Grade Unit 1 Integers, Equations, and Inequalities

Key Skills and Concepts Common Core Math Standards Unit 1 Integers, Equations, and Inequalities Chapter 1 Variables, Expressions, and Integers 12 days Add, subtract, multiply, and divide integers. Make

Algebra II, Quarter 1, Unit 1.3 Quadratic Functions: Complex Numbers Overview Number of instruction days: 12-14 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Develop

### https://williamshartunionca.springboardonline.org/ebook/book/27e8f1b87a1c4555a1212b...

of 19 9/2/2014 12:09 PM Answers Teacher Copy Plan Pacing: 1 class period Chunking the Lesson Example A #1 Example B Example C #2 Check Your Understanding Lesson Practice Teach Bell-Ringer Activity Students

### Calling Plans Lesson Part 1 Algebra

Calling Plans Lesson Part 1 Algebra Overview: In this lesson students compare two linear relationships in the context of phone calling plans. Students are required to construct and interpret a table, a

### Lesson 16: Solving and Graphing Inequalities Joined by And or Or

: Solving and Graphing Inequalities Joined by And or Or Student Outcomes Students solve two inequalities joined by and or or, then graph the solution set on the number line. Classwork Exercise 1 (5 minutes)

### Acquisition Lesson Plan for the Concept, Topic or Skill---Not for the Day

Acquisition Lesson Plan Concept: Linear Systems Author Name(s): High-School Delaware Math Cadre Committee Grade: Ninth Grade Time Frame: Two 45 minute periods Pre-requisite(s): Write algebraic expressions

### Definition 8.1 Two inequalities are equivalent if they have the same solution set. Add or Subtract the same value on both sides of the inequality.

8 Inequalities Concepts: Equivalent Inequalities Linear and Nonlinear Inequalities Absolute Value Inequalities (Sections 4.6 and 1.1) 8.1 Equivalent Inequalities Definition 8.1 Two inequalities are equivalent

### Acquisition Lesson Planning Form Key Standards addressed in this Lesson: MM2A2c Time allotted for this Lesson: 5 Hours

Acquisition Lesson Planning Form Key Standards addressed in this Lesson: MM2A2c Time allotted for this Lesson: 5 Hours Essential Question: LESSON 2 Absolute Value Equations and Inequalities How do you

### Grade 6 Mathematics Performance Level Descriptors

Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this

### Grade 7 Red Math Weekly Schedule December 6 th December 10 th Mr. Murad

Lesson 1&2 6/12/2015 Lesson 3 7/12/2015 Lesson 4 8/12/2015 Lesson 5&6 9/12/2015 Grade 7 Red Math Weekly Schedule December 6 th December 10 th Mr. Murad Date Class Work Home Work 2-1 -find the absolute

### Solving Rational Equations

Lesson M Lesson : Student Outcomes Students solve rational equations, monitoring for the creation of extraneous solutions. Lesson Notes In the preceding lessons, students learned to add, subtract, multiply,

### Successful completion of Math 7 or Algebra Readiness along with teacher recommendation.

MODESTO CITY SCHOOLS COURSE OUTLINE COURSE TITLE:... Basic Algebra COURSE NUMBER:... RECOMMENDED GRADE LEVEL:... 8-11 ABILITY LEVEL:... Basic DURATION:... 1 year CREDIT:... 5.0 per semester MEETS GRADUATION

### Gradual Release of Student Responsibility

Gradual Release of Student Responsibility TEACHING AND LEARNING DEPARTMENT LAKE COUNTY SCHOOLS KATI PEARSON, DIRECTOR TAMMY DEMPS, PROGRAM SPECIALIST REHANA INSANALLY, PROGRAM SPECIALIST ZHAKIMA SPRATLEY,

### Common Core Algebra Critical Area 6: Systems of Equations and Inequalities and Linear Programming

Pacing: Weeks 31-36 Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the

### Note: Warm Up for lesson on pages 2 6 is located on page 13

Grade Level/Course: Algebra Lesson/Unit Plan Name: Average Rate of Change Rationale/Lesson Abstract: Students will be able to find the average rate of change of a linear function over an interval algebraically,

### Answers Teacher Copy. Systems of Linear Equations Monetary Systems Overload. Activity 3. Solving Systems of Two Equations in Two Variables

of 26 8/20/2014 2:00 PM Answers Teacher Copy Activity 3 Lesson 3-1 Systems of Linear Equations Monetary Systems Overload Solving Systems of Two Equations in Two Variables Plan Pacing: 1 class period Chunking

### Linear Systems of Inequalities

Mathematical Models with Applications, Quarter 2, Unit 2.2 Linear Systems of Inequalities Overview Number of instruction days: 5-7 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be

### Lesson Plan Solving One-Step Linear Inequalities. Teacher Candidate: Grade Level/Subject Unit Title Lesson Title Duration Lesson Outcomes

Teacher Candidate: Grade Level/Subject Unit Title Lesson Title Duration Lesson Outcomes Chiara Shah 9 th /Algebra I Unit 4: Solving and Graphing Inequalities 6.1 Solving One-Step Linear Inequalities 45

### COGNITIVE TUTOR ALGEBRA

COGNITIVE TUTOR ALGEBRA Numbers and Operations Standard: Understands and applies concepts of numbers and operations Power 1: Understands numbers, ways of representing numbers, relationships among numbers,

### 8th grade Mathematics Curriculum Guide

Unit 6: Systems Time Frame: Quarter 3 and 4 Connections to Previous Learning: This unit focuses on extending the understanding of ratios and proportions that was explored in Grades 6 and 7. Unit rates

### Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego

Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Courtney O Donovan Class: Algebra 1 Day #: 6-7 Grade: 8th Number of Students: 25 Date: May 12-13, 2011 Goal: Students will

### 1-1. Solving Multi-Step Equations. UNPACKING the TEKS. content Student expectations. Objective. Preparing to Teach. Teacher Resources.

Solving Multi-Step Equations UNPACKING the TEKS IN this LESSON content Student expectations In this lesson you will focus on TEKS (5)(A) and (1)(A). (5)(A) Solve linear equations in one variable, including

### Curriculum Alignment Project

Curriculum Alignment Project Math Unit Date: Unit Details Title: Solving Linear Equations Level: Developmental Algebra Team Members: Michael Guy Mathematics, Queensborough Community College, CUNY Jonathan

### Lesson 22: Solution Sets to Simultaneous Equations

Student Outcomes Students identify solutions to simultaneous equations or inequalities; they solve systems of linear equations and inequalities either algebraically or graphically. Classwork Opening Exercise

### These sample questions, selected from state end-of-course exams, cover the same algebraic concepts explored in the Math in Fashion lesson.

Math in Fashion: Sample Related End-of-Course (EOC) Questions These sample questions, selected from state end-of-course exams, cover the same algebraic concepts explored in the Math in Fashion lesson.

### Lesson 18: Introduction to Algebra: Expressions and Variables

LESSON 18: Algebra Expressions and Variables Weekly Focus: expressions Weekly Skill: write and evaluate Lesson Summary: For the Warm Up, students will solve a problem about movie tickets sold. In Activity

### CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers. 1

Grade Level/Course: th grade Mathematics Lesson/Unit Plan Name: Complex Fractions Rationale/Lesson Abstract: For the first time, th graders are being asked to work with complex fractions. Timeframe: Introduction

### Vocabulary: Distributive property Simplify Like terms Solution Inverse operations

Targeted Content Standard(s): 8.EE.7 Solve linear equations in one variable. a) Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which

### Lecture 7 : Inequalities 2.5

3 Lecture 7 : Inequalities.5 Sometimes a problem may require us to find all numbers which satisfy an inequality. An inequality is written like an equation, except the equals sign is replaced by one of

### Patterns and Functions Unit

Patterns and Functions Unit This unit was created by Math for America Fellows Yekaterina Milvidskaia and Tiana Tebelman who teach 8th Grade Mathematics at Vista Magnet Middle School in Vista, CA. This

### https://williamshartunionca.springboardonline.org/ebook/book/27e8f1b87a1c4555a1212b...

of 27 8/19/2014 10:50 AM Answers Teacher Copy Lesson 2-2 Graphing Systems of Inequalities Plan Pacing: 1 class period Chunking the Lesson Example A #1 Example C #2 Example B p. 21 Check Your Understanding

### Georgia Standards of Excellence Curriculum Frameworks Mathematics

Georgia Standards of Excellence Curriculum Frameworks Mathematics GSE Coordinate Algebra Unit 2: Reasoning with Equations and Inequalities Unit 2 Reasoning with Equations and Inequalities Table of Contents

### Unit 5: Analyze, Solve, and Graph Linear Inequalities

Unit 5 Table of Contents Unit 5: Analyze, Solve, and Graph Linear Inequalities Video Overview Learning Objectives 5.2 Media Run Times 5.3 Instructor Notes 5.4 The Mathematics of Linear Inequalities Writing,

### Equation Vocabulary. Vocabulary equation, expression, variable, term, coefficient, equality

Equation Vocabulary Reporting Category Topic Primary SOL Patterns, Functions, and Algebra Solving one-step linear equations in one variable 6.18 The student will solve one-step linear equations in one

### Inequalities. Assessment Management. Dividing Decimals by Decimals: Part 1

Inequalities Objectives To find and represent all the values that make an inequality in one variable true; and to represent real-world situations with inequalities. www.everydaymathonline.com epresentations

Dear Teachers, During the listening tour, the Eureka Math Team enjoyed the opportunity to witness our curriculum being implemented in St. Charles classrooms. We listened carefully to the feedback you provided

### Name Period Date MATHLINKS GRADE 8 STUDENT PACKET 1 INTEGERS REVIEW

Name Period Date 8-1 STUDENT PACKET MATHLINKS GRADE 8 STUDENT PACKET 1 INTEGERS REVIEW 1.1 Integer Operations: Patterns Explore the meaning of integer addition, subtraction, multiplication, and division.

### Algebra I Teacher Notes Expressions, Equations, and Formulas Review

Big Ideas Write and evaluate algebraic expressions Use expressions to write equations and inequalities Solve equations Represent functions as verbal rules, equations, tables and graphs Review these concepts

### Support for Student Literacy

Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

### Mathematics Curriculum Guide Precalculus 2015-16. Page 1 of 12

Mathematics Curriculum Guide Precalculus 2015-16 Page 1 of 12 Paramount Unified School District High School Math Curriculum Guides 2015 16 In 2015 16, PUSD will continue to implement the Standards by providing

### Grade 8 Math. Content Skills Learning Targets Assessment Resources & Technology

St. Michael-Albertville Middle School East Teacher: Dawn Tveitbakk Grade 8 Math September 2014 UEQ: (new) CEQ: WHAT IS THE LANGUAGE OF ALGEBRA? HOW ARE FUNCTIONS USED? HOW CAN ALGEBRA BE USED TO SOLVE

### UNIT TITLE: UNIT TITLE: Addition and Subtraction within 20 GRADE: 1st TIME: 9 weeks

Domain: Operations and Algebraic Thinking Cluster 1: Represent and solve problems involving addition and subtraction (OA.1.1, 1.2). Cluster 2: Understand and apply properties of operations and the relationship

### Linear Equations and Inequalities

Linear Equations and Inequalities Section 1.1 Prof. Wodarz Math 109 - Fall 2008 Contents 1 Linear Equations 2 1.1 Standard Form of a Linear Equation................ 2 1.2 Solving Linear Equations......................

### Brain Game. 3.4 Solving and Graphing Inequalities HOW TO PLAY PRACTICE. Name Date Class Period. MATERIALS game cards

Name Date Class Period Brain Game 3.4 Solving and Graphing Inequalities MATERIALS game cards HOW TO PLAY Work with another student. Shuffle the cards you receive from your teacher. Then put them face down

### Unit 10: Solving Equations and Inequalities. Learning Objectives 10.2

Unit 10 Table of Contents Unit 10: Solving Equations and Inequalities Learning Objectives 10.2 Instructor Notes The Mathematics of Solving Equations and Inequalities Teaching Tips: Challenges and Approaches

### Norwalk La Mirada Unified School District. Algebra Scope and Sequence of Instruction

1 Algebra Scope and Sequence of Instruction Instructional Suggestions: Instructional strategies at this level should include connections back to prior learning activities from K-7. Students must demonstrate

### 3.1. Solving Two-Step Equations. Using Subtraction and Division to Solve. Goal: Solve two-step equations.

3.1 Solving Two-Step Equations Goal: Solve two-step equations. Notice in Example 1 that you isolate x by working backward. First you subtract from each side and then you divide. Example 1 Using Subtraction

### PowerTeaching i3: Algebra I Mathematics

PowerTeaching i3: Algebra I Mathematics Alignment to the Common Core State Standards for Mathematics Standards for Mathematical Practice and Standards for Mathematical Content for Algebra I Key Ideas and

### CHICAGO PUBLIC SCHOOLS (ILLINOIS) MATH & SCIENCE INITIATIVE COURSE FRAMEWORK FOR ALGEBRA Course Framework: Algebra

Chicago Public Schools (Illinois) Math & Science Initiative Course Framework for Algebra Course Framework: Algebra Central Concepts and Habits of Mind The following concepts represent the big ideas or

### Teaching & Learning Plans. Quadratic Equations. Junior Certificate Syllabus

Teaching & Learning Plans Quadratic Equations Junior Certificate Syllabus The Teaching & Learning Plans are structured as follows: Aims outline what the lesson, or series of lessons, hopes to achieve.

### I Can Do This! Systems of Equations Grade Eight

Ohio Standards Connection: Patterns, Functions and Algebra Benchmark H Solve systems of linear equations involving two variables graphically and symbolically. Indicator 10 Solve 2 by 2 systems of linear

### Edelen, Gross, Lovanio Page 1 of 5

Lesson Plan Title Lesson Plan Created by Introduction to Inverse Functions (Possible Sentences, p. 69, Beyond the Blueprint) Paul Edelen; David Gross; Marlene Lovanio, CSDE Educational Consultant for Secondary

### Prentice Hall. California Edition of Algebra 1 - Classics Edition (Smith/Charles) 2008. Grade 8

Prentice Hall Grade 8 California Edition of Algebra 1 - Classics Edition (Smith/Charles) 2008 C O R R E L A T E D T O California s Map for a Basic Grade Level Program Grade 8 PROGRAM DESCRIPTION Prentice

### Objective: Model the distributive property with arrays to decompose units as a strategy to multiply.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 3 1 Lesson 10 Objective: Model the distributive property with arrays to decompose units as a Suggested Lesson Structure Fluency Practice Application Problem

### Current California Math Standards Balanced Equations

Balanced Equations Current California Math Standards Balanced Equations Grade Three Number Sense 1.0 Students understand the place value of whole numbers: 1.1 Count, read, and write whole numbers to 10,000.

### Functions. MATH 160, Precalculus. J. Robert Buchanan. Fall 2011. Department of Mathematics. J. Robert Buchanan Functions

Functions MATH 160, Precalculus J. Robert Buchanan Department of Mathematics Fall 2011 Objectives In this lesson we will learn to: determine whether relations between variables are functions, use function

### Problem of the Month: Perfect Pair

Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:

### 7-6: Solving Open Sentences Involving Absolute Value. 7-6: Solving Open Sentences Involving Absolute Value

OBJECTIVE: You will be able to solve open sentences involving absolute value and graph the solutions. We need to start with a discussion of what absolute value means. Absolute value is a means of determining

### School and classroom structures for comprehensive ELD instruction

A SCOE Publication, October 2008 Resource School and classroom structures for comprehensive ELD instruction As more and more English learners join our school communities, administrators and classroom teachers

### MATH 60 NOTEBOOK CERTIFICATIONS

MATH 60 NOTEBOOK CERTIFICATIONS Chapter #1: Integers and Real Numbers 1.1a 1.1b 1.2 1.3 1.4 1.8 Chapter #2: Algebraic Expressions, Linear Equations, and Applications 2.1a 2.1b 2.1c 2.2 2.3a 2.3b 2.4 2.5

### No Solution Equations Let s look at the following equation: 2 +3=2 +7

5.4 Solving Equations with Infinite or No Solutions So far we have looked at equations where there is exactly one solution. It is possible to have more than solution in other types of equations that are

### Basic Understandings. Recipes for Functions Guess My Rule!

Activity: TEKS: Recipes for Functions Guess My Rule! (a). (3) Function concepts. A function is a fundamental mathematical concept; it expresses a special kind of relationship between two quantities. Students

### Overview. Essential Questions. Grade 5 Mathematics, Quarter 3, Unit 3.1 Adding and Subtracting Decimals

Adding and Subtracting Decimals Overview Number of instruction days: 12 14 (1 day = 90 minutes) Content to Be Learned Add and subtract decimals to the hundredths. Use concrete models, drawings, and strategies

### Name of Lesson: Properties of Equality A Review. Mathematical Topic: The Four Properties of Equality. Course: Algebra I

Name of Lesson: Properties of Equality A Review Mathematical Topic: The Four Properties of Equality Course: Algebra I Time Allocation: One (1) 56 minute period Pre-requisite Knowledge: The students will

### Passaic County Technical Institute ALGEBRA 2 HONORS

Passaic County Technical Institute ALGEBRA 2 HONORS September 2012 Course Description Algebra 2 Honors The Algebra honors curriculum is design for academically motivated students who are proficient in

Mathematical Models with Applications, Quarter 3, Unit 3.1 Quadratic and Linear Systems Overview Number of instruction days: 5-7 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be

### Creating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities

Algebra 1, Quarter 2, Unit 2.1 Creating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned

### Summer Assignment for incoming Fairhope Middle School 7 th grade Advanced Math Students

Summer Assignment for incoming Fairhope Middle School 7 th grade Advanced Math Students Studies show that most students lose about two months of math abilities over the summer when they do not engage in

### 5 Mathematics Curriculum

New York State Common Core 5 Mathematics Curriculum G R A D E GRADE 5 MODULE 1 Topic C Place Value and Rounding Decimal Fractions 5.NBT.4 Focus Standard: 5.NBT.4 Use place value understanding to round

### Part 1 Expressions, Equations, and Inequalities: Simplifying and Solving

Section 7 Algebraic Manipulations and Solving Part 1 Expressions, Equations, and Inequalities: Simplifying and Solving Before launching into the mathematics, let s take a moment to talk about the words

### Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers

Getting Ready to Read: Extending Vocabulary The Frayer Model MATHEMATICS The Frayer Model, Concept Circles, and Verbal and Visual Word Associations are three examples of visual organizers that help students

### 2 Mathematics Curriculum

New York State Common Core 2 Mathematics Curriculum G R A D E GRADE 2 MODULE 1 Topic C Strategies for Addition and Subtraction Within 100 2.OA.1, 2.NBT.5, 2.OA.2, 1.NBT.4, 1.NBT.5, 1.NBT.6 Focus Standard:

### Solving Equations with One Variable

Grade 8 Mathematics, Quarter 1, Unit 1.1 Solving Equations with One Variable Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Solve linear equations in one variable

### High School Algebra 1 Common Core Standards & Learning Targets

High School Algebra 1 Common Core Standards & Learning Targets Unit 1: Relationships between Quantities and Reasoning with Equations CCS Standards: Quantities N-Q.1. Use units as a way to understand problems

### F.IF.7e Analyze functions using different representations. Graph exponential and logarithmic functions, showing intercept and end behavior.

Grade Level/Course: Algebra and Pre-Calculus Lesson/Unit Plan Name: Introduction to Logarithms: A Function Approach Rationale/Lesson Abstract: This lesson is designed to introduce logarithms to students

### CORE Assessment Module Module Overview

CORE Assessment Module Module Overview Content Area Mathematics Title T-Shirts Grade Level Grade 7 Problem Type Performance Task Learning Goal Students will solve real-life and mathematical problems using

### REVIEW: Write each statement as an inequality and then graph the inequality.

LESSON 1-5 NOTES (Part A): SOLVING INEQUALITIES Words like "at most" and "at least" suggest a relationship in which two quantities may not be equal. These relationships can be represented by a mathematical

### Mathematics Grade-Level Instructional Materials Evaluation Tool

Mathematics Grade-Level Instructional Materials Evaluation Tool Quality Review GRADE 8 Textbooks and their digital counterparts are vital classroom tools but also a major expense, and it is worth taking

### Algebra 1. Curriculum Map

Algebra 1 Curriculum Map Table of Contents Unit 1: Expressions and Unit 2: Linear Unit 3: Representing Linear Unit 4: Linear Inequalities Unit 5: Systems of Linear Unit 6: Polynomials Unit 7: Factoring

### 2 Mathematics Curriculum

New York State Common Core 2 Mathematics Curriculum G R A D E GRADE 2 MODULE 1 Topic C Strategies for Addition and Subtraction Within 100 2.OA.1, 2.NBT.5, 2.OA.2, 1.NBT.4, 1.NBT.5, 1.NBT.6 Focus Standard:

### MANCHESTER COLLEGE Department of Education. Length: 25 minutes Grade Intended: Pre-Algebra (7 th )

LESSON PLAN by: Kyler Kearby Lesson: Multiplying and dividing integers MANCHESTER COLLEGE Department of Education Length: 25 minutes Grade Intended: Pre-Algebra (7 th ) Academic Standard: 7.2.1: Solve

### INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP)

INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP) Schools with 20 or fewer ELLs within a three grade span (including kindergarten), may provide instruction through the development of Individual Language Learner

### Prentice Hall MyMathLab Algebra 1, 2011

Prentice Hall MyMathLab Algebra 1, 2011 C O R R E L A T E D T O Tennessee Mathematics Standards, 2009-2010 Implementation, Algebra I Tennessee Mathematics Standards 2009-2010 Implementation Algebra I 3102

### 1.3. Properties of Real Numbers Properties by the Pound. My Notes ACTIVITY

Properties of Real Numbers SUGGESTED LEARNING STRATEGIES: Create Representations, Activating Prior Knowledge, Think/Pair/Share, Interactive Word Wall The local girls track team is strength training by

### SQUARES AND SQUARE ROOTS

1. Squares and Square Roots SQUARES AND SQUARE ROOTS In this lesson, students link the geometric concepts of side length and area of a square to the algebra concepts of squares and square roots of numbers.

### Apply and extend previous understandings of arithmetic to algebraic expressions. Draft

6th Grade - Expressions and Equations 1 Standard: 6.EE.1 No Calculator: Write and evaluate numerical expressions involving whole-number exponents The population of fruit flies increases by a factor of

### Program Models. proficiency and content skills. After school tutoring and summer school available

Holyoke English Language Learners Program Opportunities & Services Program Models ELL students ts participate i t in mixed groupings so they can learn with English-speaking peers. Certified ESL, ELL or

### This unit will lay the groundwork for later units where the students will extend this knowledge to quadratic and exponential functions.

Algebra I Overview View unit yearlong overview here Many of the concepts presented in Algebra I are progressions of concepts that were introduced in grades 6 through 8. The content presented in this course

### Study Notebook 00i_ALG1SN_TP_SE_ indd 1 00i_ALG1SN_TP_SE_ indd 1 6/10/08 11:59:06 PM 6/10/08 11:59:06 PM

Study Notebook Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed

### Exemplary Planning Commentary: Secondary Mathematics

Exemplary Planning Commentary: Secondary Mathematics! This example commentary is for training purposes only. Copying or replicating responses from this example for use on a portfolio violates TPA policies.

### UNIT TWO POLYNOMIALS MATH 421A 22 HOURS. Revised May 2, 00

UNIT TWO POLYNOMIALS MATH 421A 22 HOURS Revised May 2, 00 38 UNIT 2: POLYNOMIALS Previous Knowledge: With the implementation of APEF Mathematics at the intermediate level, students should be able to: -

### 19 Strategies to Banish Fear from Your Math Classroom. Dr. Christina Holland, Marietta High School, Marietta, GA

19 Strategies to Banish Fear from Your Math Classroom Dr. Christina Holland, Marietta High School, Marietta, GA Math is hard! It can t be faked or fudged Math builds on itself It s a moving target (common

### Algebra. Indiana Standards 1 ST 6 WEEKS

Chapter 1 Lessons Indiana Standards - 1-1 Variables and Expressions - 1-2 Order of Operations and Evaluating Expressions - 1-3 Real Numbers and the Number Line - 1-4 Properties of Real Numbers - 1-5 Adding

### CHAMBERSBURG AREA SCHOOL DISTRICT COURSE OF PLANNED INSTRUCTION

CHAMBERSBURG AREA SCHOOL DISTRICT COURSE OF PLANNED INSTRUCTION SCHOOL CASHS DEPARTMENT MATH DATE 7/12/05 COURSE TITLE ALGEBRA I GRADE 8-12 COURSE LENGTH 1 YR. LESSON FREQUENCY (PER WEEK) 5 TIME 43 MIN.

### Unit 2 Grade 8 Representing Patterns in Multiple Ways

Unit 2 Grade 8 Representing Patterns in Multiple Ways Lesson Outline BIG PICTURE Students will: represent linear growing patterns (where the terms are whole numbers) using graphs, algebraic expressions,