CMS WEEKLY LESSON STRUCTURES

TEACHER: ___A. Winders__ SUBJECT: ___Acc. Math I__GRADE: 8 DATE:Jan 10-14, 2011 ______

UNIT 3:Algebraic Investigations: More Quadratics 2010-11
GPS Standard(s)/Element(s) (Include the number and standard/element):
MA1A2. Students will simplify and operate with radical expressions, polynomials, and rational expressions. a. Simplify algebraic and numeric expressions involving square roots. b. Perform operations with square roots c. Add, subtract, multiply, and divide polynomials.e. Factor expressions by greatest common factor, grouping, trial and error, and special products. f. Use area and volume models for polynomial arithmetic.
Enduring Understandings:
 Algebraic equations can be identities that express properties of real numbers.
 There is an important distinction between solving an equation and solving an applied problem modeled by an equation. The situation that gave rise to the equation may include restrictions on the solution to the applied problem that eliminate certain solutions to the equation.
 Techniques for solving rational equations include steps that may introduce extraneous solutions that do not solve the original rational equation and, hence, require an extra step of eliminating extraneous solutions.
 The graph of any quadratic function is a vertical and/or horizontal shift of a vertical stretch or shrink of the basic quadratic function x2.
 The vertex of a quadratic function provides the maximum or minimum output value of the function and the input at which it occurs.
 Understand that any equation in can be interpreted as a statement that the values of two functions are equal, and interpret the solutions of the equation as domain values for the points of intersection of the graphs of the two functions.
 Every quadratic equation can be solved using the Quadratic Formula.
 The discriminant of a quadratic equation determines whether the equation has two real roots, one real root, or two complex conjugate roots.
 The complex numbers are an extension of the real number system and have many useful applications.
 The sum of a finite arithmetic series is a quadratic function of the number of terms in the series.
UNIT ESSENTIAL QUESTION: What are my roots?
MONDAY 9/28 / TUESDAY 9/29 / WEDNESDAY 9/30 / THURSDAY 10/1 / FRIDAY 10/2
LESSON EQ:
Can we Visualize multiplying polynomials using an area model? / LESSON EQ:Can we visualize multiplying Polynomials using a volume model? / LESSON EQ: How do we use the square of a binomial pattern to find products of polynomials? / LESSON EQ:
How can we use the FOIL method to multiply Binomials? / LESSON EQ: Can we show mastery of the concepts we have covered so far in this Unit?
ASSESSMENT:
Informal Questioning; practice problems / ASSESSMENT:
Formative (non-Graded) Assessment; guided questioning / ASSESSMENT:
Student Responses
student-created graphic organizers / ASSESSMENT:
Student Responses
Constructed Responses / ASSESSMENT:
Short Quiz
Student Journaling
WARM-UP & OPENING:
Math 8 CRCT / WARM-UP & OPENING:
Math 8 CRCT review / WARM-UP & OPENING:
Math 8 CRCT review
Math 8 review / WARM-UP & OPENING:
Week 8 review of Math 8 questions. / WARM-UP & OPENING:
Week 8 warm-up quiz
INSTRUCTIONAL STRATEGIES: Direct instruction; modeling problems / Target questioning
Guided Practice
constructed Responses / Direct Instruction
Guided Practice
Cooperative Learning / Direct Instruction
Cooperative Learning / Formal Assessment
Quiz
WORK SESSION:
Lesson 2.2 Multiply Polynomials, pp. 64-67 in Textbook
*Multiplying a monomial and a polynomial
Multiplying polynomials using an area model / WORK SESSION:
Lesson 2.2 continued
*Multiply binomials
*Multiply polynomials using a volume model.
*Real Life application problems using area and Volume Models / WORK SESSION:
Lesson 2.3, pp. 68-71 Textbk.
*Square of a Binomial pattern
*sum and difference Pattern / WORK SESSION:
Using the foil Method to multiply Binomials / WORK SESSION:
Lesson Quiz—adding/subtracting/Multiplying polynomials; rewriting a polynomial; simplifying expressions with sQ. Rts.
CLOSING: How does multiplying a polynomial using the area model relate to Geometry?
HW: Workbk, p. 63-64, Fill in all blanks for examples 1,2, and 3 . Be sure to complete the checkpoint prob. on p. 64 / CLOSING: How do we determine the degree of a polynomial? Discuss/share with partner
HW: Workbook, p. 67, ODD problems only / CLOSING: Make a graphic organizer showing examples of square of a binomial
HW: NO HW / CLOSING: Complete the graphic organizer by adding examples of sum and difference pattern
HW: Mathematics 1 Workbook, p. 72-73, prob. 10-26, EVEN only Plus problem 32 / CLOSING:
NO HW