Lockport High School



Pre-Algebra Lesson Plans2012-2013Mrs. NemiDayObjectiveLessonClosingHomeworkReflection9/5IntroductionIntroduce myself to classPass out Introduction Letter and go overTalk about Course ExpectationsIntroduce WebsiteStudent Information SheetWhat are your first impressions of the class?Get letter signed and bring school supplies9/6Introduction to Graphing Calculator and IntegersCollect any returned letters and school suppliesPass out graphing calculators to students. Go through key strokes with the students.Have students think-pair-share what they know about integers.Pass out Integer Flow Chart. Go through the basic rules and have students complete practice problem on the back. Go over the answers.What is one thing you still want to know about me?Get letter signed and bring school supplies9/7IntegersGo over Integer Rules Again.Integer BINGO: Using the PowerPoint and BINGO boards have the students fill in their desired numbers. Go through the slides and play BINGO. Play until there is 2-3 winners.Students will work in groups to complete Integer “Quiz”. It will be turned in for a grade.What was one interesting thing you learned today?9/10Packet 1: Order of OperationsPass out Unit 1 Packet. Have students look through it and ask plete notes on Page 1 and Examples on top of page 2 as a class.Have students complete the practice problems on bottom of Page 2. Have them check with a partner on the answer.If time, read the article and answer the question on pages 6 and 7.Rate how confident you are on Order of Operations using a scale of 1-10 (10 being excellent)Homework Packet Page 19/11Team Building at LHSStudents will be attending team building activities at LHS on one of the two days. The other day, students will be rotating through stations and will be completing the Math Star Assessment.9/12Team Building at LHS9/13Quilt ActivityDo Now (1 question from HW). Students can put it on Dry Erase boards. Go over Homework (page 1 of HW Packet)Introduce Quilts to students by showing the example on page 3.Have students complete the Quilt on page 4. Make sure you have scissors, glue, and construction paper for the students.Do you add or subtract first?Answer: Whichever comes 1st left to rightHomework Packet Page 3Extra Credit: Complete Quilt on Page 59/14Order of Operations QuizDo Now (2 questions from HW). Students can put it on Dry Erase boards (markers and erasers needed) Go over HomeworkReview anything the students would like to before the quiz.Pass out Quiz. Go over all directions.When students are done, they can work finish their quilts or complete the extra credit quilt.How do you think you did?9/17Packet 2: Absolute Value and Introduction to functionsAbsolute ValuePass out Packet 2. Have the students look through the plete Notes on Number System and Absolute Value on Pages 1-4Students will complete the practice problems on page 5.│6-8│ - │4│Page 2 of HW Packet9/18Pre-AssessmentStudents will be completing the Pre-Assessment for Pre-Algebra. Students must work for the entire period.None9/19Algebra TrainDo Now (2 questions from HW). Students can put it on Dry Erase boards (markers and erasers needed) Go over HomeworkHave students get a pair and Complete the algebra train by evaluating the expression (z = 3) on Page 6Evaluate the expression:4 + w(z + 22)w= 5 and z= 3Page 1 in HW Packet9/20Introduction to FunctionsDo Now (2 questions from HW). Students can put it on Dry Erase boards (markers and erasers needed) Go over HomeworkComplete notes on functions and relations on page 7 of Packet 2. Complete examples on page 8 rather or not something is a function.Go over the vertical line test on page 9.Have the students practice determining if something is a function or relation on pages 10-11.Is this a function?{(1,2), (2, 4), (2, 5), (3, 7)}Pages 3 & 4 in HW packet9/21QuizDo Now (2 questions from HW). Students can put it on Dry Erase boards (markers and erasers needed) Go over HomeworkStudents will take the quiz on Absolute Value and Functions.How do you think you did?9/24Packet 3: Function NotationPass out Packet 3: Function Notation. Have students look through and see what we are doing this week.Go over the notes on function notation on page 1. Complete examples on plugging in domains to find the range on page 1.Have students practice on page 2 by themselves and go over answers.Have students work in pairs/trios on completing pages 3-4.Given the function f(x) = 2x and the domain {2, 3, 4}, find the range,Page 19/25The Chocolate Chip Cookie CaperDo Now (2 questions from HW). Students can put it on Dry Erase boards (markers and erasers needed) Go over HomeworkRead through the directions and complete the first 3 ingredients as a class on page 5 of Packet 3.Pass out the empty work space box sheet and have the students finish the recipe.What kind of problems do you have with functions so far?Pages 2-3(Help them with page 3)9/26Function MachinesDo Now (2 questions from HW). Students can put it on Dry Erase boards (markers and erasers needed) Go over HomeworkStudents will be working with the function machines to find the range given a function and domain.Students will also try and find the function given the domain and range.What should you do to prepare for the quiz tomorrow?Page 49/27QuizDo Now (2 questions from HW). Students can put it on Dry Erase boards (markers and erasers needed) Go over HomeworkStudents will complete the quiz on Functions.Students will be given a 10 question castle learning assignment (printout). It will be due the following Tuesday.How do you think you did?9/28Skill DayDo Now (spiral question)Students will be placed at stations. They will be working on a skill for the day, a castle learning assignment, or working on quiz corrections with the teacher.What type of math will you do this weekend?10/1Function ReviewStudents will be in pairs/trios. They will be working on the algeCacheing activing. They will be given box 1. They will complete it and record their answers on their answer sheet. When they complete box one they will get their answers checked by the teacher. If all answers are correct, they can move to box 2 and repeat the process until all 6 boxes are complete. They will be given a maximum of 3 days to complete their boxes.How far did your group get today? What do you have left?Review for Test Due Wednesday10/2Function ReviewContinue from Monday.Review for Test Due Wednesday10/3Function ReviewContinue from Tuesday.When students are finished they can work on the function performance assessment.Review for Test10/45 Week TestStudents will be completing the 5 Week Test. Go over any questions before the test.They can start their castle learning when complete.How do you think you did?Castle Learning due Tuesday10/5Skill DayDo Now (spiral question)Students will be placed at stations. They will be working on a skill for the day, a castle learning assignment, or working on quiz corrections with the teacher.What type of math will you do this weekend?10/9Packet 4: PolynomialsAdding/ Subtracting and Subtracted FromAsk the students, what is a polynomial?Pass out Packet 4: Adding and Subtracting Polynomials. Have students look through packet to plete notes on adding and subtracting polynomials from page 1 and top of page 2Have students complete page 2 and 3 in class. Have them Think-Pair- Share. What does sum mean?What does difference mean?(4x +1) + (2x -1) Page 110/10MatchingDo Now (Questions from HW). Students use Dry Erase packetPass out White Sheet of Polynomials. Pass out Green Sheet of Simplified Polynomials. Have the students cut apart (need scissors) all of the polynomials. They are to match the white polynomials to the green simplified polynomials by combining like terms. They can check their answers by making sure the phrase on the back of the card makes sense.Subtract (4x + 2) from (8x – 3)Pages 2-310/11Pair Share – QuizDo Now (Questions from HW). Students use Dry Erase packetStudents will be completing the Pair Share Activity. Students are to be paired by the teacher. One student will complete the problems on the left and one student will complete the problems on the right. For each problem, the answer should be the same to one of the questions in the other column so that they can easily check their answers.Students can start their castle learning.How do you think you did?Castle Learning Due Tuesday10/12Skill DayDo Now (spiral question)Students will be placed at stations. They will be working on a skill for the day, a castle learning assignment, or working on quiz corrections with the teacher.What type of math will you do this weekend?10/15Packet 5: Multiply and Divide PolynomialsPass out Packet 5 and have the students examine the packet.Students will work with the teacher to complete the guided notes on Dividing Polynomials on page 1 and Multiplying Polynomials on pages 2 and 3. What do you do with exponents when you multiply? Divide?Page 110/16Power LawsDo Now (1 question from HW). Students use Dry Erase packetStudents will work with teacher to complete guided notes on page 4 of Packet 5.Students will create a Wheel of Knowledge about Dividing/ Multiplying Polynomials and Power to Power. Students need Wheel Papers, fastners, and scissors.What do you do when it is a power to a power?Page 210/17Station ReviewDo Now (1 question from HW). Students use Dry Erase packetStudents will be broken into 5 groups (adding/ subtracting/ multiplying/ dividing/ powers). They will complete the problems at the station. Every 5 minutes the students will rotate to the next station. At the end of class we will go over all answers.What station was your favorite? Least favorite?Page 310/18QuizDo Now (1 question from HW). Students use Dry Erase packetStudents are to take the Polynomial Quiz.Students are going to begin their castle learning.How do you think you did?10/19Skill DayDo Now (spiral question)Students will be placed at stations. They will be working on a skill for the day, a castle learning assignment, or working on quiz corrections with the teacher.10/22Packet 6: FOILPass out Packet 6: FOIL. Have students examine the material that we are plete notes on page 1 of packet as a class.Dry Erase Board Activity. Students will watch the PowerPoint and foil the problems on their dry erase boards.Last Dry Erase Board QuestionPage 110/23Box MethodDo Now (1 questions from HW). Students use Dry Erase packet*Pages 2 – 5 of Packet 6.Students will review FOIL method on page 2Students will learn the box method on page 3 and compare with FOIL on page 3.Students will complete the problems on page 4 using the FOIL method then go over answers,Students will complete the problems on page 5 using the Box method then go over answers.Which method do you like better and why?Page 210/24QuiltDo Now (2 questions from HW). Students use Dry Erase packetStudents will complete FOIL quilt and respond sheet. They are to cut out (need scissors) each box and FOIL problems. They will tape the answers together. The back of the quilt says a message. They are to record their answer down and do as the quilt states.FOIL the following:( x + 3) ( x – 2)Page 310/25QuizDo Now: Students are to take out their HW and start to check their answers.Students are to take the FOIL Quiz.Students are going to start their castle learningHow do you think you did?10/26Skill DayDo Now (spiral question)Students will be placed at stations. They will be working on a skill for the day, a castle learning assignment, or working on quiz corrections with the teacher.10/29Packet 7: PropertiesDo Now: Students can put it on Dry Erase boards (markers and erasers needed)Pass out Packet 5: PropertiesAsk students: “What is the purpose of properties” Discuss as a plete Chart on Page 1 of packet.Watch a music video from you tube on properties.Have students work in pairs, to complete Page 2. Go over answers as a class.Name the property:(2 + 3) + 4 = 2 + (3 + 4)Page 110/30Drill & Review of PropertiesDo Now (2 questions from HW). Students can put it on Dry Erase boards (markers and erasers needed)Read through the property stories.Using the PowerPoint, drill students on properties students can use dry erase boardsIf time, students will complete Page 2 and 3 in HW Packet.What is the multiplicative identity?What is the additive identity?Complete Top of page 2 (1-10)10/31Vocab FoldableDo Now (2 questions from HW). Students can put it on Dry Erase boards (markers and erasers needed)Complete Pages 2 and 3 in HW Packet.Have students, create vocab foldable. Need: Paper and scissors. (They can use page 7 for help with what to write in foldable). Each flap will be a property and on the inside will be the definition and example.Name the property:3 + 0 = 3Complete Page 411/1Properties QuizDo Now (2 questions from HW). Students can put it on Dry Erase boards (markers and erasers needed)QuizQuarter 1 Extra CreditStart Castle LearningHow do you think you did?Castle Learning Due Tuesday11/2Skill DayDo Now (spiral question)Students will be placed at stations. They will be working on a skill for the day, a castle learning assignment, or working on quiz corrections with the teacher.11/510 Week ReviewBingoDo Now (spiral questions). Students use Dry Erase packetPass out 10 Week Review Packet. Have them look at the last pages (the 10 week study sheet).Students will each get a BINGO Board inside Dry Erase Sleeve. Students will answer questions and find them on their BINGO Board. First person to get 5 in a row will win BINGO. The game can be played several times.From the review today, what was the hardest topic?Pages 1 & 211/6Whiteboard DrillDo Now (2 questions from HW). Students use Dry Erase packetStudents will use their whiteboards to answer the questions from the PowerPoint Whiteboard Drill.Name the property:2x + 2 = 2( x + 1)Page 311/7Castle LearningDo Now (2 questions from HW). Students use Dry Erase packetHave students log into computers and into castle learning. They are to complete the castle learning questions for a grade.What can you use to study?Pages 4 & 511/810 Week TestDo Now: Students are to take out their HW and start to check their answers.Students are to take the 10 Week Test.How do you think you did?11/910 Week Test ContinuedStudents will finish up their 10 Week Test and any other assignment for this marking period.11/13Packet 8: Algebraic ExpressionsPass back 10 Week Test and go over briefly.Carousal – Students will be put into groups of 2-3. They will be assigned a mathematical operation (+ - x ÷). They need to write down two words that identify that symbol. They will then hang it up and carousal around all the different symbols, adding 1-2 words. Put up the list of different words and have the students make sure that the words are on the lists. Have a student from each group read their list.Pass out Packet 8 to students. They are to fill in the words from the carousal onto page 1 of their packet. Students will then work with the teacher to complete the algebraic expressions on pages 2 and 3 of packet.Write an algebraic expression for the following:Five less than twice a number.Page 111/14Two- Step EquationsAlgebra Relay. The students need to be in rows of 4. The first person in each row will do problem 1 and then pass it back and that person will use the answer from 1 to do number 2, etc. (Review of 1 step equations)Go over steps for 2 step equations and complete examples on page 4 of Packet 8.Students will work and complete the practice problems on page 5 of their packet.Solve and Check:2x + 5 = 11Pages 3 and 411/15Two- Step Facing MathDo Now (2 questions from HW). Students use Dry Erase packetIntroduce the Face Math to the students. Model a finished face to the students. Start them off with completing the first box on page 6 in Packet 8 with them. Students are to work by themselves on this graded assignment.Solve and Checkx/3 – 4 = -1Page 511/16Two- Step Facing MathDo Now (2 questions from HW). Students use Dry Erase packetStudents are to continue and finish their Face Math.Solve and Check: = 2x/5 = 211/19 Two-Step Word ProblemsDo Now (2 questions from HW). Students use Dry Erase packetDiscuss with the students what a let statement is.Go over the steps and example on solving word problems on pages 1 and 2.Have the students complete practice problems on Pages 3 and 4.Sue’s cell phone is $35 per month plus $0.10 every extra minute over her 200 minute limit. If her bill was $40, how many extra minute?Pages 5-611/20Graded Assignment and Tic-Tac-ToeDo Now: One question from HomeworkStudents will be given the graded assignment. When they are finished they can find a partner to play Tic-Tac-Toe.Rate yourself on a 10 point scale on your abilities on 2 step equations.11/21Castle LearningStudents will complete a castle learning on equations.How did you do?11/26Packet 9:Combining Like Terms and EquationsDo Now (spiral questions). Students use Dry Erase packetPass out Packet 9 and have the students look through it to see what we will be doing this week.Go through what it means to be a like plete problems as a class on page 1 of packet.Magic Square Practice (pages 2 and 3). Students will figure out what x equals by understanding that every column, row, and diagonal have the same sum. They will then find the magic number for each box.Solve for x,3x + 2 –x – 10 = -2Page 111/27Distributive Property and Equations Do Now (2 questions from HW). Students use Dry Erase packetRemind students on how to use the distributive property and complete examples on top of page 4 in Packet 18. Go through the Distributive flowchart on bottom of page 4.Students are to complete example problems on page 5Solve for x4(x + 4) – 2x = 22Page 211/28ReviewDo Now (2 questions from HW). Students use Dry Erase packetPopsicle MatchingStudents will solve the problems on their popsicle sticks and match the problems. When they match them, they will receive a message.What steps do you do to complete this problem:7 + 2(2x + 1) = 13Page 311/29QuizDo Now: Students are to take out their HW and start to check their answers.Students are to take the Multi-Step Equation Quiz.How do you think you did?11/30Skill DayDo Now (spiral question)Students will be placed at stations. They will be working on a skill for the day, a castle learning assignment, make up work, or working on quiz corrections with the teacher.12/3Packet 10: Variables on Both SidesDo Now (spiral questions). Students use Dry Erase packetPass out Packet 10: Variables on Both Sides. Have students complete practice problems on page 1 and 2 with the teacher, going through the steps as they work.Solve:2x + 4 = x -8Page 112/4Variables on Both Sides** SubstituteDo Now (2 questions from HW). Students use Dry Erase packetUsing Packet 10 go through the steps to complete problems 1 and 3 on page 3. Have the students complete 2 and 4 using the think-pair-share method. Have the students complete page 4 as well. Go over all answers.Solve:-2(x – 3) = 4(x + 2) + 4Page 212/5STAR AssessmentStudents will be completing the STAR Assessment in class.12/6Chutes and LaddersDo Now (2 questions from HW). Students use Dry Erase packetStudents will be placed in pairs (based on closing from the previous day). The will get a game board, movable pieces, and answer sheet. We will read the directions together. Students will play the game. The winner from each pair will get a piece of candy or pencil.What tools can you use to study for tomorrow’s quiz?Page 312/7QuizDo Now: Students are to take out their HW and start to check their answers.Students will take the equations quiz.How do you think you did?12/10Packet: 11 Fractional Equations with one fractionDo Now (spiral questions). Students use Dry Erase packetPacket 11: Fractional Equations Pages 1-2Pass out the packet and have the students look through it and label the pages with the days of the week.Go through the notes on how to get rid of the denominator in an equation on page 1 of packet. Have students complete Page 2 in pairs. What do you multiple each part of the equation by?Page 112/11Fractional Equations with more than 1 fraction.Do Now (2 questions from HW). Students use Dry Erase packetPacket 11: Pages 3-4Students will complete examples as a class on page 3 of Packet.Have students complete practice problems on page 4.Solve for x:2x/ 5 – x/4 = 6Pages 2-312/12White Board ReviewDo Now (2 questions from HW). Students use Dry Erase packetStudents will be using the white boards to complete practice problems on the smart board reviewWhat do you still have confusion about when it comes to fractional equation.Pages 4-512/13QuizDo Now: Students are to take out their HW and start to check their answers.Students will take the castle learning.How do you think you did?12/14SkillStudents will be placed at stations. They will be working on a skill for the day, a castle learning assignment, make up work, or working on quiz corrections with the teacher.12/17Packet 12: InequalitiesDo Now (spiral questions). Students use Dry Erase packetPass out Packet 12: Inequalities.Go through the symbols and words that represent inequalities on page 1.Go through real life situations that can be represented by inequalities on page plete the practice of graphing inequalities on a number line on page 3.Write algebraically: x is No less than 16Pages 1-212/18InequalitiesDo Now (2 questions from HW). Students use Dry Erase packetComplete notes and examples on page 4 of Packet 12.Have students practice on page 5.Solve and graph -2x + 5 ≥ 15Page 312/19Facing MathStudents will complete an Inequality facing math. They will solve the problems, and then use their answers to draw a football person on their face.12/20Facing MathThey will continue the assignment from the previous class.12/21SkillStudents will be placed at stations. They will be working on a skill for the day, a castle learning assignment, make up work, or working on quiz corrections with the teacher.1/2Dividing Polynomials by Monomials ReviewStudents will complete the first 2 problems as examples with the teacher. They will then finish the rest of the practice problems.If there are 3 terms in the polynomial, how many terms are in the answer?1/3Korean MethodComplete Pages 2-4 in Review Packet. Talk about what GCF stands for.Show the students how to use the Korean Method. Have them practice a few on page 2.Show the students how to find the GCF using the plete page 4 as a class.What is a factor?1/4SkillStudents will be placed at stations. They will be working on a skill for the day, a castle learning assignment, make up work, or working on quiz corrections with the teacher.1/7Packet 13: GCF of Numbers and LettersStudents will assist the teacher in completing notes and examples on finding the GCF of letters and numbers on page 1 in Packet 13.Students will work with the teacher on page 2 They will be combing finding the GCF of numbers and variables.The students will be completing page 4 by themselves.If time, do the dry erase practice.What is the GCF of 3x2y and 9xPage 11/8Factoring Out GCFPass out Packet 12: Factoring out GCF. Have students look through packet to familiarize them with the new plete steps and example problems on factoring out a GCF with the students on Page 1 of packet.Students will play TIC-TAC-TOE on page 2 of packet. They are to complete 3 problems in a row. The teacher will put an O if correct and X if incorrect. When they own TIC-TAC-TOE they earn a piece of candy.Factor the following:6x2 + 3xPage 21/9Double CrossDo Now (2 questions from HW). Students use Dry Erase packetUsing the data collected from the closing of Monday, place the students in small groups to complete the Double Cross Activity (students solve problems to solve a riddle).How comfortable do you feel with factoring out GCF?Page 41/10QuizStudents are to take the Factoring Out GCF Quiz.When finished, they can work on their Castle LearningHow do you think you did?1/11SkillStudents will be placed at stations. They will be working on a skill for the day, a castle learning assignment, make up work, or working on quiz corrections with the teacher.1/14Packet 14: Factoring DOTS and Product SumsReview what it means to square a number and find the square root of a number on Page 1 of Packet 14.Students will practice on page 2.Go over DOTS on page 3.Students will practice on Page 4Play “I have…” with square numbersFactor the following:x2 - 64Page 11/15Product Sum Puzzles Day 1Do Now (2 questions from HW). Students use Dry Erase packetStudents will complete the Product Sum Puzzle 1 on page 2 of Packet 13 Part 2 with the assistance of the teacher. Show the students how the numbers need to multiply to equal the top and add to equal the bottom. Go over things like: If the top is positive, then they have the same sign. If the top is negative and bottom is negative then the bigger number is negative. If the top is negative and the bottom is positive then smaller number is negative.Students will then work on Page 3. 8 6Page 4 # 1 - 6 1/16Product Sum Puzzles Day 2Do Now (2 questions from HW). Students use Dry Erase packetStudents will work on Product Sum Sets 3 and 4 on pages 5 and 6 in their Packet 13 Part 2. They are to work by themselves for 10 minutes then with a partner. -27 -6Page 5 # 7 - 121/17QuizStudents are to take the Factoring Out GCF Quiz.When finished, they can work on their Castle LearningHow do you think you did?1/18Skill DayStudents will be placed at stations. They will be working on a skill for the day, a castle learning assignment, make up work, or working on quiz corrections with the teacher.1/22- 1/25Regents Week1/28Packet 15: Factor TrinomialsDo Now (spiral questions). Students use Dry Erase packetReview with the teacher how to complete product sum puzzles and how they relate to factoring trinomials on page 1 of Packet 15. Have students finish page 2 and go over answers.Factor the following:x2 – 5x - 14Page 11/29Factor Trinomials:Did you hear aboutDo Now (2 questions from HW). Students use Dry Erase packetStudents are to complete the problems on page 4 of their Packet 15. They are to match their answers to the puzzle “Did you hear about” on page 3 and they will get a secret saying.Foil the following:(x + 2)(x – 5)Page 21/30Factor Trinomials:Algebra MatchingDo Now (2 questions from HW). Students use Dry Erase packetBased on the results from yesterday’s closing, place the students into groups of 2-3 for today’s activity.Students are to following the directions on the smartboard to complete the algebra matching and get a secret message. The matching board is on page 5 of the packet. The matching pieces and group code answer sheet need to be passed out separately.Factor then foil to checkx2 – 14x + 24Page 31/31Trinomial QuizStudents are to take the Factoring Quiz.When finished, they can work on their Castle LearningHow do you think you did?2/1Skill DayStudents will be placed at stations. They will be working on a skill for the day, a castle learning assignment, make up work, or working on quiz corrections with the teacher.2/4Factoring Week Review:Flow ChartDo Now: What are the three different types of factoring?Watch the video rap on factoring.Pass out Factoring Packet to students. Go over flow chart on page 1. Discuss the different paths and how to use the chart effectively.Have students come to the smartboard and drag the polynomials under their correct category.Explain to the students how the next three days are going to work. They are to work on the packet at their own pace. The packet must be finished by the beginning of class on Thursday and will be graded.Students are to begin their packet.Factor:Complete factoring exit sheet2/5Factoring Week Review:Do Now (2 questions from HW). Students use Dry Erase packetHave students complete a D.O.T.S. question. Review the process for D.O.T.S.Students are to continue to work on their review packet 15.Factor:x2 – 1212/6Factoring Week ReviewDo Now (2 questions from HW). Students use Dry Erase packetReview Trinomials with students.Students are to continue to work on their review packet 15x2 + 5x - 362/7Factoring Week TestDo Now: Students are to take out their HW and start to check their answers.Students need to turn in their review packet.Students are to take the Factoring Test. They are to work for 15-20 minutes by themselves, they can then use their notes.How do you think you did?2/8Skill DayStudents will be placed at stations. They will be working on a skill for the day, a castle learning assignment, make up work, or working on quiz corrections with the teacher.2/11Packet 16: Factoring CompletelyTypes of FactoringStudents will be placing the polynomials under their correct category on page 1 of Packet 16. They will then come to the board and drag them into the correct plete Examples 1-6 on page 2What is the first thing you need to look for when factoring?Pages 1 – 22/12Factoring CompletelyDo Now (2 questions from HW). Students use Dry Erase packetGo through the steps and the examples on how to factor something completely on page 3 in Packet 16.Students will complete page 4 and put up on the smartboard.Factor:2x2 - 200Page 32/13Castle LearningDo Now (2 questions from HW). Students use Dry Erase packetStudents will complete the castle learning assignment and record their answers on given worksheet.What can you do to study for the quiz?Pages 4-52/14QuizDo Now (2 questions from HW). Students use Dry Erase packetStudents are to take the Factoring Completely Quiz.When finished, they can work on their Castle Learning2/15Skill DayStudents will be placed at stations. They will be working on a skill for the day, a castle learning assignment, make up work, or working on quiz corrections with the teacher.2/25Packet 17: Equation ReviewPass out packet 17 and complete page 1. It is review on multi-step and fractional equations.Students will complete a pair share worksheet. One student will complete one column and the other will complete the 2nd column. The answers should match between the columns.Solve:2x/ 5 – x/4 = 6None2/26Equation ReviewComplete page 2 in packet 17 with students. Solve the problem, complete the check and write out in words.Students will complete a written journal on solving a multistep equation.If time, have students get into groups of 3 to complete round table questions on multi-step and fractional equations. Each person will complete one step of the problem and pass it along to the next person.What is the difference between equations and factoring?None2/27Intro to GraphingDo Now (spiral questions). Students use Dry Erase packetPacket 17 go through the labeling of the coordinate system and plotting points on page 3.Introduce slope on page 4 by talking about rise over run and positive and negative slopes.Have the students practice on page 5-7 then go over the answers.What is slope?None2/28Graphing PicturesDo Now (spiral questions). Students use Dry Erase packetHave students pick point-pictures to make. They should get almost 1 picture done.Exit Sheet with graphing points.None3/1Graphing PicturesDo Now (spiral questions). Students use Dry Erase packetStudents will continue their point- pictures today and complete an additional picture.**Students that did not do well on yesterday’s exit will have an additional mini-lesson with the teacher.None3/4Packet 18: Slope Week 1Do Now (2 questions from HW). Students use Dry Erase packetTalk about the four types of slope on page 1 of Packet 18. Go through skiing examples of each type of slope,Go through the steps of calculating slope given two points on page 2.Have the students practice on page 3.A vertical slope looks like _____ and has a ____ slope and a horizontal slope looks like ___ and has a slope of ____Pages 1-23/5Slope Partner ProblemsDo Now (2 questions from HW). Students use Dry Erase packetStudents will be randomly placed in pairs using their desk numbers. Students will complete pages 4 and 5 in Packet 18. Directions: Students will do all the problems in one column while their partner works on the problems in the other column. Problems numbered the same have the same answers. They must show all work to receive full credit.Find the slope of (5,4) and (2, -8)Pages 3-43/6Slope MatchingDo Now (2 questions from HW). Students use Dry Erase packetStudents will be completing pages 6 and 7 in their Packet 18. For each graph in the left hand column, find the points plotted and the slope of the line. Then, cut out and glue the matching points and slope in the blank columns on the right.What can you do to make sure that you are prepared for tomorrow’s quiz?Page 53/7QuizDo Now: Students are to take out their HW and start to check their answers.Students will take the Slope Quiz.Students can start their castle learning reviewHow do you think you did?3/8STAR TestingStudents will be completing the STAR Assessment in class.3/11Packet 19: Slope Week 2Basic y= mx +b3/12Solve for y3/13Whiteboard Review3/14Solve for y and graph3/15Quiz3/18Packet 20: Equation of a line Week 1Graphing Horizontal and Vertical LinesStained Glass WindowDo Now (2 questions from HW). Students use Dry Erase packetGo through how to graph horizontal and vertical lines on pages 9 and 10 in Packet 27. Students will be completing a stained glass window. They will graph the 11 lines on page 11 of the packet and then color the sections to make a stained glass window.Name a vertical line.Finish Stained Glass Window3/19Writing the Equation of a Line given a graphDo Now (2 questions from HW). Students use Dry Erase packetTake notes on the equation of a line on page 14 of Packet 27. Complete examples 1-4 as a class on page 15 of the packet.Students will complete the remaining problems on page 15 and all the problems on page 16.What can you do to study for tomorrow’s quiz?3/20Equation of a line given slope and point3/21Equation of a line given slope and point3/22QuizDo Now: Question from HWStudents will complete the quiz on Equation of a line.How do you think you did?3/25Packet 21: Equation of a line Week 23/26Equation of a line given 2 points3/27Mixed Review3/28QuizDo Now: Question from HWStudents will complete the quiz on Equation of a line.How do you think you did?4/8Packet 22: ApplicationFunction ReviewDo Now (2 questions from HW). Students can put it on Dry Erase boards (markers and erasers needed) Go over HomeworkComplete notes on functions and relations on page 7 of Packet 2. Complete examples on page 8 rather or not something is a function.Go over the vertical line test on page 9.Have the students practice determining if something is a function or relation on pages 10-11.Is this a function?{(1,2), (2, 4), (2, 5), (3, 7)}4/9Math RecipesMathmageddon4/10The Plant Problem4/11The Car Problem4/12Assessment4/15Packet 23:Graphing Systems of EquationsDo Now (spiral questions). Students use Dry Erase packetPass out Packet 28: Graphing Systems. Have students look through the packet to see what we are doing this week.Discuss the different types of lines that can be made (parallel, the same, and intersecting) on the top of page 1. Go through and graph the lines and find out if they are intersecting and where the point of intersection would be.Have students practice on their own on pages 2 and 3. If they are still in need of help, go through an additional problem with them.With a slope of 2, in which direction would you graph?4/16Partner Pair ShareDo Now (2 questions from HW). Students use Dry Erase packetStudents will be placed in pairs based on picking their desk numbers.Each person in the pair will be given a different worksheet (Pair Share Wkst)with 4 sets of lines to graph. They need to find the point of intersection for each set. Their partner should get the same point of intersection.How do you graph a line?4/17Using a Calculator and Whiteboard ReviewDo Now (2 questions from HW). Students use Dry Erase packetGo through how to graph a line using a calculator on page 7of Packet 28 with the students. Have the students practice on page 8.Using Power Point and the communicators, have the students practice graphing systems of equations.What can you do to prepare for the quiz tomorrow?4/18QuizDo Now: Students are to take out their HW and start to check their answers.Students are to complete the graphing systems quiz.They may begin working on their castle learning review.How do you think you did?4/19Skill DayStudents will be placed at stations. They will be working on a skill for the day, a castle learning assignment, make up work, or working on quiz corrections with the teacher.4/22Packet 24: Systems of Equations AlgebraicallyElimination Basic4/23Elimination Next Step4/24Word Problems4/25Word Problems4/26Quiz4/29Packet 25: ParabolasDo Now (spiral questions). Students use Dry Erase packetPass out Packet 29 and have the students look through it to see what we are doing this week.Go through the general equation and what parabolas look like on page 1.Go though how to use the calculator to graph a parabola on page 1.Graph the examples on page 2 as a class. Discuss what the values in the table look like and whether the graphs have maximums or minimums.Does the following smile or frown?x2 – 2x + 34/30Quadratic Linear Systems GraphicallyDo Now (2 questions from HW). Students use Dry Erase packetGo through the steps for solving quadratic –linear systems graphically on page 6 of Packet 29.Have students practice on pages 7-9.Does the following have a maximum or minimum?x2 – 2x + 35/1Bus StopDo Now (2 questions from HW). Students use Dry Erase packetStudents will be placed in 2-3 per group. They will start at one equation and complete step 1 on their bus sheet. They will then rotate to the next equation and do step 2 and continue this on all equations.What do you graph first?5/2ReviewDo Now (2 questions from HW). Students use Dry Erase packetUsing Power Point and the communicators, have the students practice graphing quadratic- linear systems of equationsWhat can you do to prepare for the quiz?5/3QuizDo Now: Students are to take out their HW and start to check their answers.Students are to complete the graphing quadratic- linear systems quiz.They may begin working on their castle learning review.How do you think you did?5/6Packet 26:5/75/85/95/10 ................
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