Weekly Lesson Plan – August 27- August 31, 2012
Teacher: Joshua Wardlow
Subject: Algebra I /

School: Nimitz HS

Period(s): 3,5,6,7,8

Date(s)
/ Monday: / Tuesday: / Wed: / Thursday: / Friday:
CONTENT OBJECTIVE
TEKS/Student Expectations / Readiness Standards
A.1D Represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities.
A.4A Find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations.
A.7B Investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations
and inequalities.
Supporting Standards
A.3A Use symbols to represent unknowns and variables.
A.7A Analyze situations involving linear functions and formulate linear equations or inequalities to solve problems.
A.7C Interpret and determine the reasonableness of solutions to linear equations and inequalities. / Readiness Standards
A.1D Represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities.
A.4A Find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations.
A.7B Investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations
and inequalities.
Supporting Standards
A.3A Use symbols to represent unknowns and variables.
A.7A Analyze situations involving linear functions and formulate linear equations or inequalities to solve problems.
A.7C Interpret and determine the reasonableness of solutions to linear equations and inequalities. / Readiness Standards
A.1D Represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities.
A.4A Find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations.
A.7B Investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations
and inequalities.
Supporting Standards
A.3A Use symbols to represent unknowns and variables.
A.7A Analyze situations involving linear functions and formulate linear equations or inequalities to solve problems.
A.7C Interpret and determine the reasonableness of solutions to linear equations and inequalities. / Readiness Standards
A.1D Represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities.
A.4A Find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations.
A.7B Investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations
and inequalities.
Supporting Standards
A.3A Use symbols to represent unknowns and variables.
A.7A Analyze situations involving linear functions and formulate linear equations or inequalities to solve problems.
A.7C Interpret and determine the reasonableness of solutions to linear equations and inequalities.
LANGUAGE OBJECTIVE / 1C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
1E Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.
3D Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.
3J Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
5B Write using newly acquired basic vocabulary and content-based grade-level vocabulary.
5G Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. / 1C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
1E Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.
3D Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.
3J Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
5B Write using newly acquired basic vocabulary and content-based grade-level vocabulary.
5G Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. / 1C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
1E Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.
3D Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.
3J Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
5B Write using newly acquired basic vocabulary and content-based grade-level vocabulary.
5G Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. / 1C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
1E Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.
3D Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.
3J Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
5B Write using newly acquired basic vocabulary and content-based grade-level vocabulary.
5G Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Instructional ConsiderationsFocus ActivityEngage
Strategies or Methodologies
Direct Teach
Guided Practice
Independent Practice
Inquiry-Based
Lesson
Activities
Explore
Explain / Engage
Icebreakers
Introductory video / Engage
Students solve one-step equations using concrete models, algebraic methods, graphs, and tables. Students compare and contrast the various methods and verify the reasonableness of the solution.
Ask:
What representations were used to model solving one-step equations? (concrete, algebraic, graphic and tabular)
How are these models similar? How are they different? Answers may vary. The concrete and algebraic reflect the same step by step modeling, whereas the graphic and tabular models a visual solution that is not necessarily step by step; etc.
When using the tiles or algebraic representation, what was the first step in solving? Answers
may vary. Isolate the variable using inverse operations; etc.
Where is the solution found in the table? (The x value where the y values are equal.)
Where is the solution found on the graph? (The x value at the point of intersection.) / Explore/Explain
Students solve two-step equations using concrete models, algebraic methods, graphs, and tables. Students
compare and contrast the various methods and verify the reasonableness of the solution. Students formulate equations for problem situations and solve by a method of choice.
Ask:
How are these models similar? How are they different? Answers may vary. The concrete and algebraic reflect the same step by step modeling, whereas the graphic and tabular models a visual solution that is not necessarily step by step; etc.
When using the tiles or algebraic representation, what was the first step in solving? Answers
may vary. Identify the constant and use inverse operations; etc.
What is the next step? Answers may vary. Solve for x (changing leading coefficient to be one) by using inverse operations; etc.
When using the graphic representation, where did you find the solution in the table? (The x value where the y values are equal.) Where is the solution in the graph? (The x value at the point
of intersection.) / Explore/Explain
Students continue to solve and apply one- and two-step equations in problem situations.
Teacher Note:
As you monitor students, note
that some may find alternate
justifications that are correct. Use this time to guide the class to deepen their understanding of how their justification and the given justification are equivalent.
(Ex: Question 2: Could have a
justification of adding -16 to both sides of the equation; Question 8: Could have a justification of adding 1 to both sides and then multiplying both sides of the
equation by the reciprocal, 5/2.) / Explore/Explain
Students continue to solve and apply one- and two-step equations in problem situations.
Instructional Resources
AVID Strategies / One-Step Equations
algebra tiles
graphing calculator / Two-Step Equations
algebra tiles
graphing calculator / Back It Up!
One- and Two-Step Equations Practice Problems / Are We Square Yet?
Extension
Elaborate
aSSESSMENT
Evaluate / Summative
Solving one-step equations & verbal to algebraic
Differentiation / Manipulatives / Manipulatives / Cooperative learning