Four – Day Unit Plan for 8th grade Pre-Algebra Class (7th ...



Ten – Day Unit Plan for 8th grade Pre-Algebra Class

(7th Grade Standards)

Operations with Integers

|California NS 1.2 Add, subtract, multiply, and divide rational numbers (integers, fractions, |

|Standards and terminating decimals) and take positive rational numbers to whole-number |

|powers. |

|Class Description: I teach a class that is comprised primarily of English language learners. About 1/3 of the class has an IEP. Their skills are quite low, barely reaching sixth grade standards. |

|Most of them do not do their homework so the more practice they get in class the better it is. |

|Assessment: I have not allocated a day in my unit plan for a unit assessment but I will give one on “day 11.” It will be multiple choice because I like using unit assessments to practice test |

|taking skills. My warm-ups are usually pretty short on test taking days and the test usually takes most of the period with a small debrief at the end of what worked and what didn’t work. I didn’t|

|put this in my lesson because I feel like as a teacher I rely more on informal and mini assessments than one big unit test. It takes my students almost a whole year before they even learn how to |

|take a test. |

|Date |Monday |Tuesday |Wednesday |Thursday |Friday |

|Daily |Warm-up: |Warm-up: |Warm-up: |Warm up: |Computer Work |

|Agenda |Ask students to list 5 situations |Using similar values that were |Ask students to plot various |Ask students to add | |

| |where they might use negative numbers.|discussed in previous day’s |values on a number line. |positive/negative integers using any|Students practice Integer |

| | |discussion ask students to plot |Intro: |way that makes sense to them. |representation, addition and |

| |Intro: |numbers on a number line. |Ask students to draw a hotel that|Intro: |subtraction using Bridge to |

| |Lead students in discussion of what |Intro: |has 26 floors above ground, ten |Pass out individual white boards to |Algebra computer program. |

| |different temperatures feel like. What|Make a number line on your white |floors of parking below ground |students. Check for understanding by| |

| |happens to temperature value as it |board using a piece of string. Hang|and an elevator that can stop at |putting sample problems from the | |

| |gets colder and colder? |zero on it to define the origin. |each of the floors. Then ask your|homework and yesterday’s class work | |

| |Group Lab: |Pass out pre-made cards to |students to suppose that the |on the overhead and ask students to | |

| |(Partners) Students are presented with|students. As a class determine |elevator started on the third |solve it on their white boards. Give| |

| |three different real world situations |where on the number line each |floor, went up seven floors, and |them an allotted time before the | |

| |that deal with positive/negative |students’ card should go based on |then back down four floors. |whole class shows their answer so | |

| |temperatures, gain/loss in the stock |its value. |On which floor would the elevator|it’s not a race. | |

| |market, and height above/below sea |Group Lab: |be? Do this a few more times |Group Lab: | |

| |level. Students use integers to assign|(Groups of four) Have students come|until you see your students are |(Groups of four) Based on the work | |

| |appropriate value based on the |up with their own scenario of how |comfortable with going up and |done using a number line, have | |

| |situation provided i.e. 3( below zero |they might use negative numbers. |down a “number line” |students come up with their own | |

| |= -3(. |They are then to draw up their own |Group Lab: |rules and examples of how number | |

| |Whole Group Discussion: Conclusions? |number line and talk about the |(Partners) Hand out to partner |lines can be used and on how one can| |

| |Which key words were helpful in |values’ relationship to each other |groups a piece of paper with |add integers without using a number | |

| |deciding which situations were |based on their position on the |scenarios like the ones you used |line. | |

| |negative or positive? What did the |number line. |in your intro. Have students |Have certain groups present their | |

| |negative integers represent in our |Independent Practice: |translate those sentences into |ideas. | |

| |real-life situations (cold, loss, |Using greater than/less than/equal |number sentences (negative |Independent Practice: | |

| |below sea level)? What trends did |to signs, show differences between |numbers represent going down and |Students add positive/negative | |

| |students notice as the values got more|given integers. Students can use a |positive represent going up). |integers any way they feel | |

| |and more negative? |number line if they still need |Whole Group Discussion: |comfortable. | |

| | |extra help. |Conclusions? How did the hotel | | |

| | | |diagram help you figure out where| | |

| | | |the elevator ended? What happened| | |

| | | |when the elevator went up exactly| | |

| | | |the same numbers it went down and| | |

| | | |vice versa? How did you get the | | |

| | | |elevator to come back to where it| | |

| | | |started? | | |

|Objectives |Write integers to represent real-life |Graph integers on a number line |Translate text into abstract |Write and understand a rule for |Identify Integers from a number |

|Students will: |situations | |arithmetic representations |adding integers |line |

| | | | | |Add/subtract integers |

|Essential Understanding |-What is an integer? |-What is a number line and how is |-How can you add positive and |-How can you add positive and | |

|Questions |-What are negative and positive |it used? |negative integers using a number |negative integers without using a | |

| |integers? | |line? |number line? | |

|Standards |N.S. 1.2 |N.S. 1.2 |N.S. 1.2 |N.S. 1.2 |N.S. 1.2 |

|Homework |Comparing more integer values using |Comparing values of different |Write number sentences that |More practice adding | |

| |real-life scenarios. |integers |reflect pre-drawn movements on |positive/negative integers | |

| | |Deciphering between gain and loss |number lines | | |

|Date |Monday |Tuesday |Wednesday |Thursday |Friday |

|Daily |Warm-up: |Warm-up: |Warm-up: |Warm-up: |Computer Work |

|Agenda |Have students practice moving up and |Students continue to practice |Students review multiplication in |Students review what happens when | |

| |down the number line. |subtracting as well as review |terms of repeated addition. |you multiply a negative with a |Students practice Integer |

| |Intro: |adding of integers. |Intro: |positive and a negative with a |multiplication and division |

| |Put the real life number line back up|Intro: |Ask students if they’ve ever been |negative. |using Bridge to Algebra computer|

| |on the board, this time with the |Pass out individual white boards to|to a bank, or if any of them have a|Intro: |program. |

| |number cards already up. Call |students. Use problems from |bank account. Talk about bank fees |Revisit classroom bank account | |

| |students up at random to come up and |homework and yesterday’s discussion|and how they appear as negative |scenario. Instead of bank fees the | |

| |walk out different subtracting |to check for understanding. |numbers on your statements. |class is now going to look at | |

| |scenarios. |Group Lab: |Group Lab: |withdrawing a set amount every | |

| |Group Lab: |(Groups of four) In groups students|Set up a banking scenario for the |month. Do it until your balance is | |

| |(Partners) Together students write |come up with rules and rationales |class. Deposit some money and add a|zero showing division in terms of | |

| |and solve integer subtraction |for subtracting integers. |service fee. Then figure out as a |repeated subtraction. | |

| |problems that represent different |Whole Group Discussion: |class how much money cumulatively |Group Lab: | |

| |situations (adding a negative, |Selected groups present and as a |you spend on service fees. Once |(Partners) Students are already | |

| |subtracting a positive and |class decide, which rules really |students understand that when you |familiar with idea that the product| |

| |subtracting a negative). Some |work. |multiply a positive number, such as|of a positive integer with a | |

| |situations can be written more than |Mini-Assessment: |the number of months, by a negative|negative integer is negative and | |

| |one way. |Quiz students on adding and |number, such as bank fees, the |the product of a negative integer | |

| |Whole Group Discussion: |subtracting integers. |number becomes more negative then |and a negative integer is positive.| |

| |Conclusions? How did you move on a | |move one to the idea of multiplying|Have them work with their partner | |

| |number line to answer these | |two negative numbers. |to apply theses rules to division. | |

| |questions? What part of the question | |Show them that a negative number |A positive integer divided by a | |

| |does each term you wrote for the | |can be expressed as (-1) multiplied|negative integer is a negative | |

| |equations represent? What two | |by a positive number |number and a negative integer | |

| |different methods were you using? Do | |(-3)(-3) = |divided by a negative integer is a | |

| |you get the same answer each time? | |(-1)(3) x (-1)(3) = |positive number. | |

| |Why? (Adding a negative and | |(-1)(-1) x (3)(3) = (1)(9) = 9 |Whole Group Discussion: | |

| |subtracting moves you in the same | |Independent Practice: |Conclusions? How did you remember | |

| |direction on a number line) | |Students practice multiplying |the rules? | |

| | | |positive and negative numbers. |Mini-Assessment: | |

| | | | |Quiz students on multiplying and | |

| | | | |dividing integers. | |

|Objectives |Use both real-life and abstract |Write and understand a rule for |Write and understand a rule for |Write and understand a rule for | |

|Students will: |representations to solve problems |subtracting integers |multiplying integers |dividing integers | |

|Essential Understanding |-How can you subtract integers using |-How can you subtract integers |-How do you multiply integers? |-How do you divided integers? | |

|Questions |a number line |without using a number line? |-What is the rule for multiplying a|-What is the rule for dividing a | |

| | |-What is the rule for subtracting a|positive and a negative number? A |positive and a negative number? A | |

| | |negative number? |negative and negative number? |negative and negative number? | |

|Standards |N.S. 1.2 |N.S. 1.2 |N.S. 1.2 |N.S. 1.2 |N.S. 1.2 |

|Homework |Practice subtracting positive and |Practice subtracting positive and |Practice multiplying integers |Practice dividing Integers | |

| |negative integers using a number line|negative integers | | | |

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