Pre-Algebra
Unit1: Real Numbers, Exponents, & Scientific Notation / August 10- September 9Math Florida Standard(s): / MAFS.K12.MP.4.1 Model with mathematics. Apply math to real-world situations. Use models such as graphs, drawings, tables, symbols, numbers and diagrams to solve problems. MAFS.K12.MP.6.1 Attend to precision. Communicate your mathematical thinking clearly and precisely. Use the level of precision you need for your problem. Be accurate when you count, measure and calculate. MAFS.K12.MP.7.1 Look for and make use of structure. Find, extend, analyze, and create patterns. Use patterns and structures to solve problems. MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Make a plan! Try different approaches when your problem is hard. Solve your problem in more than one way. Check whether your solution makes sense. MAFS.K12.MP.2.1 Reason abstractly and quantitatively. Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning. Use patterns and structures to explain rules and shortcuts. Use properties, rules and shortcuts to solve problems. Reflect on your thinking before, during, and after you solve a problem.
Learning Goal: / Students will learn the classroom rules and procedures for the class by developing a code of cooperation and SOP’s
Assessments / Pre AssessmentQuiz on equations and inequalities
Formative Assessments Cornell Notes
Collaborative Assignments
Homework
Exit Slips
Summative Assessment Unit 1 – Begins 8/15
Quiz
Unit test
Essential Question(s): / What am I going to learn this year? What are the rules and expectations for the class?
Progress Monitoring/Feedback Loop / If student has a low pre assessment or formative assessment, the teacher will monitor and possibly suggest before or after school tutoring to insure he is learning the unit adequately.
If the student has a 70 or below on a quiz he can study more and retake it within a 7 day period for full credit. If the student has below a 70, the instructor will provide real time remediation.
Higher Order Question(s) / What are we going to learn this year?
What are the rules and expectations of the class (to include: beginning class procedures, cell phone expectations, turning in assignments, restroom policies, etc)
What supplies do I need for this class?
Key Vocabulary / Honest, encouraging, respectful, and driven, prompt, prepared, productive
Wednesday / Unit 1: Real Numbers, Exponents, & Scientific Notation / Rigor Level
Daily Agenda
Daily Bell Ringer / Create a circle map and explain your expectations for this class this year?
BELL RINGER /
- List as many different ways as you can to make 24 using any operation or set of operations
I DO: /
- Introduction
- First period only code of conduct and bus video
WE DO: /
- Create Name Tags
- Evacuation Drills and Lockdown Procedures
- Develop a Code of Cooperation using a tree map
- Read Syllabus
- Give supply list
YOU DO: /
- Collect supplies and get syllabus signed.
Homework /
- Collect supplies and get syllabus signed.
EXIT TICKET:
(5 minutes) /
- What is a Code of Cooperation?
Thursday / Unit 1: Real Numbers, Exponents, & Scientific Notation / Rigor
Daily Agenda
Daily Objective / We will establish a classroom culture by finalizing the Code of Cooperation and developing a set of SOP’s.
BELL RINGER
( 5 Minutes) / 11Take name tag out
12Work on your part of Code of Cooperation
13Have Homework Out
I DO: /
- Collect homework
WE DO: / 1Review Vocabulary
2What is a SOP?
3What are 3 thingswe need SOP’s for?
4Develop SOP’s
YOU DO: /
- Get supplies- Notebook set up tomorrow
Homework /
- You do.
EXIT TICKET:
(5 minutes) /
- What are SOP’s and why are they used?
Friday / Unit 1: Real Numbers, Exponents, & Scientific Notation / Rigor Level
Daily Agenda
Daily Objective / We will establish a classroom culture by finalizing the Code of Cooperation and developing a set of SOP’s
BELL RINGER
( 5 Minutes) / What defines how you should act in the class?
I DO: / Assess, build, and monitor classroom culture
WE DO: / Finalize Code of Cooperation
Finalize SOP’s
Set up notebooks
YOU DO: /
- The Pretest to Unit One.
Homework /
- Rest and relax. It’s the weekend
EXIT TICKET:
(5 minutes) /
- How do you think you did on the pretest? Concerns and questions?
Note: Learning Scales and Accommodations are below.
Scale / Learning Goals Scale:Equations and Inequalities
4.0 / Recognize when a modeling context involves constraints.
Create equations and inequalities in 1 variable & use them to solve real-world problems.
3.5 / In addition to 3.0 skills, I can do some of the 4.0 skills.
3.0
(GOAL)
With no help, I can do all these skills. / Solve multi-step linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Explain and justify each step in solving linear equations and inequalities using properties of equality.
2.5 / In addition to all 2.0 skills, I can do some of the 3.0 skills.
2.0
With no help, I can do all these skills. / Solve linear equations in one variable using inverse operations and properties of equality.
Solve inequalities in one variable using inverse operations and properties of equality.
Recognize and recall specific vocabulary.
1.5 / On my own, I can do some of the 2.0 and 3.0 skills.
1.0 / With help, I can do some of the 2.0 and 3.0 skills.
0.5 / With help, I can do some of the 2.0 skills.
0.0 / Even with help, I have no success.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
- Read directions for the student
- Check for understanding
- Allow to leave class for assistance
- Extra time for exams
- Daily agenda
- Allow student time to step out to de-escalate
- Testing in small groups
- Use of a planner/binder for organization
- English Language Dictionary
- Extended time on assignments =1 day
- Preferential seating
- Written direction given
- Break directions into chunks
- Read Aloud to Students
- Visual manipulatives
- Cooperative Learning,
- Vocabulary, Description, Introduction,
Student Friendly Mathematical Practice Statements
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
• Make a plan!
• Try different approaches when your problem is hard.
• Solve your problem in more than one way.
• Check whether your solution makes sense.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
• Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
• Explain both what to do and why it works.
• Work to make sense of others’ mathematical thinking.
MAFS.K.12.MP.4.1 Model with mathematics.
• Apply math to real-world situations.
• Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
• Choose appropriate tools for your problem.
• Use mathematical tools correctly and efficiently.
• Estimate and use what you know to check the answers you find using tools.
MAFS.K12.MP.6.1 Attend to precision.
• Communicate your mathematical thinking clearly and precisely.
• Use the level of precision you need for your problem.
• Be accurate when you count, measure, and calculate.
MAFS.K12.MP.7.1 Look for and make use of structure.
• Find, extend, analyze, and create patterns.
• Use patterns and structures to solve problems.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
• Use patterns and structures to create and explain rules and shortcuts.
• Use properties, rules, and shortcuts to solve problems.
• Reflect on your thinking before, during, and after you solve a problem.