Standards-Based Weekly Lesson Plan for Course/Content Area
|UNIT OUTCOME(S): | |
| |Chapter 6 |
| | |
| |Solving Linear Inequalities using Addition and Subtraction |
| |Solving Linear Inequalities using Multiplication and Division |
| |Solving Multi-Step Inequalities |
| |Solve Compound Inequalities |
| | |
| |Chapter 4 |
| | |
| |The Coordinate Plane |
| |Relations |
| |Equations as Relations |
| |Graphing Linear Equations |
| |Functions |
| |Arithmetic Sequences |
| |Writing Equations From Patterns |
|ESSENTIAL QUESTIONS: |How can knowledge of logical reasoning help me in real life? |
| |How do I solve inequalities? |
| |How do I use an inequality to solve a real-life problem? |
| |How can |
|Resources (Materials/Texts/Visuals/Technology): |Glencoe Algebra 1 Text, Overhead Projector, Pencil, Paper, Timer, Journal Notebook, Transparencies, |
| |Overhead Markers, Reading to Learn and Enrichment Activities, Teacher Resource Materials, Chart Paper, |
| |Markers, Whiteboards, Overhead Graphing Calculator, Copy graph paper, overhead graph paper, Paper for |
| |foldable |
| | |
| |Students will also be using some lessons of the Carnegie Learning Algebra 1 curriculum which will help |
| |students think further about the math concepts and will apply to their daily lives. Two-Period Algebra |
| |will also be using the Carnegie Learning Bridge to Algebra curriculum which will enhance their |
| |understanding of basic math skills. |
|COLLEGE READINESS SKILLS: | |
| |BOA 16-19: Solve routine two-step arithmetic problems |
| |EEI 24-27: Solve first-degree inequalities that do not require reversing the inequality sign |
| |EEI 28-32: Solve linear inequalities that require reversing the inequality sign |
| |EEI 33-36: Write equations and inequalities that require planning, manipulating, and/or solving |
| |GR 16-19: Locate points on the number line and in the first quadrant |
| |GR 20-23: Locate points in the coordinate plane |
|MODIFICATIONS AND ACCOMMODATIONS (for the week): |Provide more concrete examples |
| |Allow students to work in pairs |
| |Reduce the number of problems |
| |Allow students to verbally demonstrate solutions |
| |Allow extended time |
| |Allow use of calculator |
| |Allow the use of notes for test |
| | |
| |Students will work in teams and will be allowed time to discuss the mathematics and share their learning. |
|Examples of Instructional Activities and Strategies: (i.e. demonstration, explanation, discussion, lecture, lecture—discussion, case studies, cooperative |
|learning, discovery learning, problem based solving, scaffolding, please be specific) Students will work in cooperative learning groups daily. I will ask |
|questions that will guide their learning. I will facilitate student learning. Problem-based solving will be used within the lessons. I will lecture using the |
|overhead and LCD projector and as a way to engage students. Students will discuss the mathematics within each lesson as well as they are learning with team |
|members. I will use the lecture-discussion also when I am introducing a lesson and am asking thought provoking questions for students to discuss. Students will |
|participate in informal presentations as they discuss the math with their classmates. Students will be able to discuss and explain concepts learned in Chapter 6 |
|and in Chapter 4. |
|MONDAY 12/6 (6-4 Solving Compound Inequalities) |
|Daily Objective: |By the end of the period, students will be able to solve compound linear inequalities |
|Skills: What the students will be able to do… |containing the word “or” and AND with 80% accuracy. |
|Activities and Strategies |Do Now – (or Bell Ringer) Students will graph inequalities containing “and”. |
| |Teacher will review and and or compound inequalities. Students will do guided then independent |
| |practice using problems similar to ones they missed on quiz. |
| |Students will complete class assignment p. 341 5, 7, 9, 10. |
| |I will allow students to work collaboratively in teams of 2 and 4. |
| |Students will use whiteboards. Whiteboards will allow to individually assess student knowledge.|
| |I will ask thought-provoking questions that require students to |
| |explain their thinking and mathematical processes. |
| |CLOSURE – Exit ticket - Students will answer 1 key formative assessment question to check for |
| |understanding of the lesson. |
| |Double period will finish practice sheet. |
|Alternative Instructional Activities and Strategies: |If students who do not understand after the 1st set of directions, they will be able to ask |
|(anticipating student confusion, please include other |other students. I will also ask clarifying and guiding questions to check for understanding. |
|strategies to help students who do not understand after the |More problems will be explained. Students will use whiteboards as they learn concepts. This |
|first set of instructional activities and strategies) |will allow me to individually assess student progress as they learn new concepts. |
| | |
| |I will have students list the numbers that are included in the solution set for each compound. |
| |This will help them understand the differences between their graphs. |
|Homework: (Not a completion of class activities!) |Practice quiz 1 and practice test p 363 1-14, 17-19,23-26 |
|TUESDAY 12-7 (Data Analysis and Interim Assessment Review) |
|Daily Objective: |By the end of the period, students will be able to understand skills that they are successful |
|Skills: What the students will be able to do… |on and other skills that they need to master. |
|Activities and Strategies |Do Now – (or Bell Ringer) Students will answer 2 questions from skills not mastered on the |
| |interim assessment |
| |Answer homework questions. |
| |Hand back quiz 6.1-6.3 and go over. |
| |Students will analyze data from Interim 2, from Week 15 Assessment. |
| |Students will write out at least 6 question that they missed and state why they think they |
| |missed them and what they should do to answer them correctly next time. |
| |Closure Students will write out 2 or more concepts that they would like teacher to review |
| |again, |
|Alternative Instructional Activities and Strategies: |If students who do not understand after the 1st set of directions, they will be able to ask |
|(anticipating student confusion, please include other |other students. |
|strategies to help students who do not understand after the | |
|first set of instructional activities and strategies) | |
|Homework: (Not a completion of class activities!) |Read 4.1 Take Notes |
|WEDNESDAY 12/8 (4-1 The Coordinate Plane) |
|Daily Objective: |By the end of the period, students will be able to locate and graph points on the coordinate |
|Skills: What the students will be able to do… |plane with 80% accuracy. |
|Activities and Strategies |Do Now – (or Bell Ringer) Students will complete 2 compound inequalities and graph. |
| |Students will complete receive one sheet of coordinate planes. |
| |Teacher will access students prior knowledge by having them go to the board and plot points on |
| |chalk grids. Teacher will review x and y axis, quadrants and graphing points. Teacher will |
| |demonstrate on overhead grid, use guided then independent practice. |
| |Students will graph a series of points on graph paper working in pairs and use document camera |
| |to show them to class. |
| |Closure Students do a few more points and hold up paper for teacher to check. |
|Alternative Instructional Activities and Strategies: |If students who do not understand after the 1st set of directions, they will be able to ask |
|(anticipating student confusion, please include other |other students. I will also ask clarifying and guiding questions to check for understanding. |
|strategies to help students who do not understand after the | |
|first set of instructional activities and strategies) | |
|Homework: (Not a completion of class activities!) |4.1 p 195 12-36 (X3),40-43 |
| | |
.
|THURSDAY 12/9 (4-3 Relations) |
|Daily Objective: |By the end of the period, students will be able to represent as sets of ordered pairs, tables, |
|Skills: What the students will be able to do… |mappings, and graphs with 80% accuracy. |
| |Students will be introduced to the coordinate plane. |
|Activities and Strategies |Do Now – Students will complete 2 linear equations. |
| |Students will have mini quiz on compound inequalities. |
| |Homework questions |
| |Teacher will demonstrate and explain relations, mapping, inverse. Students will take notes. |
| |Teacher will do examples, use guided then independent practice. |
| |Students will complete class assignment p. 208 4-9, 14-16 |
| |I will allow students to work collaboratively in teams of 2 and 4. I will assign roles for each|
| |group. |
| |Students will use whiteboards. Whiteboards will allow to individually assess student knowledge.|
| |I will ask thought-provoking questions that require students to |
| |explain their thinking and mathematical processes. |
| |CLOSURE – Exit ticket - Students will answer 1 key formative assessment question to check for |
| |understanding of the lesson. |
|Alternative Instructional Activities and Strategies: |If students who do not understand after the 1st set of directions, they will be able to ask |
|(anticipating student confusion, please include other |other students. I will also ask clarifying and guiding questions to check for understanding. |
|strategies to help students who do not understand after the | |
|first set of instructional activities and strategies) | |
|Homework: (Not a completion of class activities!) | |
| |4.3 p 208 6-12 (X3), 14-17, 21-36 (X3),41-43 |
|FRIDAY 12/10 (4-3 Relations) |
|Daily Objective: |By the end of the period, students will be able to represent as sets of ordered pairs, tables, |
|Skills: What the students will be able to do… |mappings, and graphs with 80% accuracy. |
|Activities and Strategies |Do Now – (or Bell Ringer) 2 questions on whether a relation is a function. |
| |Teacher reviews relations and answers questions on homework. |
| |I will allow students to work collaboratively in teams of 2 and 4 |
| |On prepared practice sheet. |
| |Students will use whiteboards. Whiteboards will allow to individually assess student knowledge.|
| |I will ask thought-provoking questions that require students to |
| |explain their thinking and mathematical processes. |
| |CLOSURE – Exit ticket - Students will answer 1 key formative assessment question to check for |
| |understanding of the lesson. |
|Alternative Instructional Activities and Strategies: |If students who do not understand after the 1st set of directions, they will be able to ask |
|(anticipating student confusion, please include other |other students. I will also ask clarifying and guiding questions to check for understanding. |
|strategies to help students who do not understand after the | |
|first set of instructional activities and strategies) | |
|Homework: (Not a completion of class activities!) |PQ1 p 211 1-10 all. Do recovery plan if required. |
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