Pre-Algebra
EMS 8th Grade Math Department / Exam Review and Exams / Dates: Jan 18—Jan 22
Math Florida Standard(s)
Benchmarks, Descriptions
and DOK levels / MAFS.8.F.1.1 (DOK2): Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. MAFS.8.F.1.2 (DOK2): Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. MAFS.8.F.1.3 (DOK 2): Interpret the equation y=mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and 3, 9), which are not on a straight line. MAFS.8.F.2.5 (DOK 3): Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g. where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a functions that has been described verbally.
Learning Goal / Students will be able to identify whether or not a function is liner or nonlinear, model functions in different ways (algebraically, graphically, numerically in tables, and by verbal description) and interpret those representation qualitatively and quantitatively.
Essential Question(s) / How do we recognize linear functions? When graphing real world data, what do the slope and intercepts tell us?
Assessments / Pre-Assessments / Circle Map What is a function, graph, relationship between the two lines of a graph?
Formative Assessments / Algebra Nation Workbook Notes, Springboard Activity 5-1, 5-2, 5-3, Practice Worksheet 5.1A and 4.1K
Summative Assessments / Algebra Nation (Beat the Test); Springboard Activity 5 Test; Unit Test (on Red 5.1 and Black 4.1)
Progress Monitoring/ Feedback Loop / Students with 70% or less on quizzes will receive remediation and have the opportunity to re-take the quizzes for a better grade. Possible remediation includes Khan academy, re-teaching worksheets, small group instruction.
Higher Order Question(s) / How did you identify the function? What are the characteristics of a ____? What are some different ways you can recognize a non-linear function?
Key Vocabulary / Slope-intercept form, y-intercept, slope, linear function, non-linear function, vertical line test, input, output, function rule, ordered pair, rate of change, qualitative, quantitative, relationship.
Monday, January 18, 2016 / N School – Martin Luther King Day / Rigor Level: 3
Tuesday, January 19h, 2016 / Exam Review / Rigor Level: DOK 2 & 3
Pre-Algebra Daily Agenda
Daily Objective /
  • Students will review for the Midterm exam by playing Jeopardy

BELL RINGER
( 5 minutes) /
  • Get cards and Markers and wipes.

I DO: /
  • Run game

WE DO: /
  • Participate in game

YOU DO: /
  • Takes notes of what to study forexam

Homework /
  • Study for exam

EXIT TICKET:
(5 minutes) /
  • What do you need to review for the exam on Wednesday

Wednesday, January 20, 2016 / Mid Term Review / Rigor Level: DOK 2 & 3
Pre-Algebra Daily Agenda
Daily Objective /
  • What have you learned in this class?

BELL RINGER
( 5 minutes) /
  • Any Last minute questions

I DO: /
  • Hand out exam, Monitor

WE DO: /
  • Stay quiet and work hard

YOU DO: /
  • Take exam

Homework /
  • None

EXIT TICKET:
(5 minutes) /
  • Have a great weekend

Thursday, January 14, 2016 / No class / Rigor Level: DOK 2
Pre-Algebra Daily Agenda
Friday, January 15, 2016 / Mid term review / Rigor Level: DOK 2 & 3
Pre-Algebra Daily Agenda

Note: Learning Scales, Accommodations, and Math Practice Standards are below.

Functions Learning Goal Scale
Level / Date / Skill
4 / I can create a real world scenario of multiple events and graph it on a graph.
When given a graphed line I can create a real world scenario to model it.
When given a real world scenario I can determine if it is a function.
Unit Learning Goal / Students will be able to identify whether or not a function is linear, model functions in different ways and interpret those functions with words and numbers.
3 / When given a real world scenario I can create a graph to match it.
When given two functions I can draw conclusions based on the graphed lines of those functions.
When given a real world scenario I can develop an equation in slope intercept form and graph it.
When given a mapping, a set of data, or a graph I can determine if it isafunction.
2 / I can describe what is happening, in terms of increasing or decreasing, when shown a graph.
I can identify a function using tables, graphs, and verbal descriptions.
I can determine the domain and range from a set of data and a graph.
1 / I can determine if a graphed line is linear or non- linear.
I can determine the slope and the y-intercept when given an equation in slope intercept form.
I can explain the terms domain, range and function.
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 Questioningin Classes
• Costa’s Level 1: Studentsfind the answers right therein the text.
• Costa’s Level 2: Studentsmust figure out the answerfrom information in thetext.
• Costa’s Level 3: Studentsapply what they havelearned or use what theyhave learned to evaluate orcreate. / Think Pair Share
Sharing Ideas With a Partner or in a Group
Carousel or 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.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.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.K23.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.