Pre-Algebra

Unit 1: Real Numbers, Exponents, & Scientific Notation / August 10- September 9
Math 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: / Know that every rational and irrational number is a real number, any real word problem that can be modeled and solved with real numbers.
Assessments / Pre Assessment Quiz 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): / How can you use real numbers to solve real-word problems?
How do you rewrite rational numbers and decimals, take square roots and cube roots, and approximate irrational numbers?
How can you describe relationships between sets of real numbers?
How do you order a set of real numbers?
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) / How would diagram, graph, table…help?
What mathematical terms or symbols should be used in this situation?
In what ways does this problem connect to other mathematical concepts
Key Vocabulary / Cube root, irrational numbers, perfect cube, perfect square, perfect square root, principal square root, rational number, real numbers, repeating decimal, square root, terminating decimal
Monday, August 15, 2016 / Unit 1: Real Numbers, Exponents, & Scientific Notation / Rigor Level
Daily Agenda
Objective / Student will determine the skills needed to be reviewed.
BELL RINGER / What is the square of 4?
I DO: / Introduce Standards
WE DO: / Unpack Standards 8.NS.1.1,8.NS.1.2, 8.EE.1.2
YOU DO: / Students will complete the Are you Ready assessment on page 4.
Homework / · 
EXIT TICKET:
(5 minutes) / ·  What areas do you need review on?
Tuesday, August 16 / Unit 1: Real Numbers, Exponents, & Scientific Notation / Rigor
Daily Agenda
Daily Objective / Students will understand the vocabulary of this Unit.
BELL RINGER
( 5 Minutes) / Give 3 examples of a whole number
I DO: / Introduce vocabulary for this unit
WE DO: / Take cornel notes on the vocabulary words
YOU DO: / Complete a graphic organizer visualizing the vocabulary
Homework / ·  Finish graphic organizer
EXIT TICKET:
(5 minutes) / ·  -9, -15, -134 are examples of ______numbers.
Wednesday, August 17 / Unit 1: Real Numbers, Exponents, & Scientific Notation / Rigor Level
Daily Agenda
Daily Objective / Know the difference between rational and irrational numbers and that every number has a decimal expansion
BELL RINGER
( 5 Minutes) / What is another way to write 6?
I DO: / Introduce rational numbers as decimals and finding square roots and cube roots
WE DO: / p. 12 of textbook
YOU DO: / p. 13 of textbook, #s 20 to 27
Homework / Continue p. 13
EXIT TICKET:
(5 minutes)
Thursday, August 18 / Unit 1: Real Numbers, Exponents, & Scientific Notation / Rigor Level
Daily Agenda
Daily Objective / Know the difference between rational and irrational numbers and that every number has a decimal expansion
BELL RINGER
( 5 Minutes) / What is a set of real number?
I DO: / Introduce real numbers, classifying real numbers, and understanding sets and sub sets of real numbers.
WE DO: / Examples 1 and 2 on pgs. 15 and 16 of textbook.
YOU DO: / Complete a graphic organizer on real numbers
Homework / Finish graphic organizer.
EXIT TICKET:
(5 minutes) / ·  What are sets and subsets of real numbers?
Friday, August 19 / Unit 1: Real Numbers, Exponents, & Scientific Notation / Rigor Level
Daily Agenda
Daily Objective / Know the difference between rational and irrational numbers and that every number has a decimal expansion
Identify sets for real world situations
BELL RINGER
( 5 Minutes) / Write all names that apply to 3/8
I DO: / Review sets and subsets of real numbers.
Identify sets for real-world situations
WE DO: / p. 18 #s 1-8
YOU DO: / ·  P. 19 #s 1-21
Homework / ·  Finish p. 19, 1-21
EXIT TICKET:
(5 minutes) / ·  Write all names that apply to 257

Note: Learning Scales and Accommodations are below.

Scale / Learning Goals Scale:
Equations and Inequalities
4.0 / Ø  Recognize when a modeling context involves constraints.
Ø  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. / Ø  Solve multi-step linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Ø  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. / Ø  Solve linear equations in one variable using inverse operations and properties of equality.
Ø  Solve inequalities in one variable using inverse operations and properties of equality.
Ø  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.