Eichelberger Algebra 1/Algebra 1 Honors
DatesMath Florida Standard(s): / MAFS.912.A-CED.1.2 (DOK 2)
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Identify the quantities in a mathematical problem or real world situation that should be represented by distinct variables and describe what quantities the variables represent.
• Graph one or more created equations on coordinate axes with appropriate labels and scales.
• Create at least two equations in two or more variables to represent relationships between quantities.
• Justify which quantities in a mathematical problem or real world situation are dependent and independent of one another and which operations represent those relationships.
• Determine appropriate units for the labels and scale of a graph depicting the relationship between equations created in two or more variables.
MAFS.912.F-IF.1.1: (DOK 1)
Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
MAFS.912.F-IF.1.2: (DOK 2)
Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
MAFS.912.F-IF.2.4: (DOK 2)
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
• Define and recognize the key features in tables and graphs of linear and exponential functions: intercepts; intervals where the function is increasing, decreasing, positive, or negative, and end behavior.
• Interpret key features of graphs and tables of functions in the terms of the contextual quantities each function represents.
• Sketch graphs showing the key features of a function, modeling a relationship between two quantities, given a verbal description of the relationship.
MAFS.912.F-IF.2.5: (DOK 2)
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
MAFS.912.F-IF.3.9: (DOK 2)
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
• Identify types of functions based on verbal, numerical, algebraic, and graphical descriptions and state key properties.
• Differentiate between exponential and linear functions using a variety of descriptors (graphical, verbal, numerical, and algebraic).
• Differentiate between two types of functions using a variety of descriptors (graphical, verbal, numerical, and algebraic).
• Use a variety of function representations (algebraic, graphical, numerical in tables, or by verbal descriptions) to compare and contrast properties of two functions.
Learning Goal: / Students will review graphing functions and take a test.
Assessments / Formative Assessments Cornell Notes
Collaborative Assignments
Homework
Exit Slips
Summative Assessment Page 79-80 in Springboard
Essential Question(s): / How are patterns of change represented in functions?
How are functions and relations useful?
How can graphing real world situations help us to determine a range of possible answers?
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 is the relationship of the quantities?
• How do the important quantities in your problem relate to each other?
• What mathematical consistencies do you notice?
• How does the context of the situation affect the limitations of the domain and range in the function
What type of graph will your data represent?
Key Vocabulary / Arithmetic sequence, Common difference, Domain, End behavior, Explicit expression, Exponential function, Function notation, Inverse relation, Mapping, Maximum , Minimum , Non-linear function, Periodicity, Range, Recursive process, Relation, Table of values and Vertical line test.
Monday Nov. 16 / Unit 2 / DOK 2
Daily Agenda
Daily Objective / · Students will review information in linear equation unit using class discussion and scribe and squire
BELL RINGER / · Describe one of the key parts to a graph that you learned
I DO: / · Take roll, Monitor
WE DO: / · Class Discussion
· Scribe & Squire Page 284 (1-15all)
YOU DO: / · Self Monitor
Homework / · Page 244 28 Page 294 46,47 Page 303 40,47 Page 322 10 Page 361 16
EXIT TICKET:
(5 minutes) / · Are you ready for the test? What do you need to study to make that A? .
Tuesday Nov. 17 / Unit :2 / DOK 2
Daily Agenda
Daily Objective / · Students will review information in linear equation unit using class discussion and scribe and squire
BELL RINGER
( 5 Minutes) / · 4 problems for review
I DO: / · Take roll, Monitor
WE DO: / · Review Homework
· Discuss any questions on functions
· Think Pair Share – Review worksheet-Algebra 1
· Think Pair Share SB Page 137-138 & Page 191-192 stop at 20
YOU DO: / · Self Monitor
Homework / · Finish think pair share worksheet study notes and formulas for the test
EXIT TICKET:
(5 minutes) / · Are you ready? .
Wednesday
Nov. 18 / Unit 2
/ DOK 2
Daily Agenda
Daily Objective / · Students will show mastery on the linear equations unit with a pencil and paper test
BELL RINGER
( 5 Minutes) / · Check your homework
I DO: / · Observe and offer encouragement.
WE DO: / · Answer questions on homework
YOU DO: / · Unit 3 test
Homework / · Study – You can do this
EXIT TICKET:
(5 minutes) / · Did I pace myself ? Anm I going to be able to finish the test on Thursday?
Thursday Nov. 19 / DOK 2
Daily Agenda
Daily Agenda / · Students will show mastery on the linear equations unit with a pencil and paper test
BELL RINGER
(5 Minutes) / · Get test
I DO: / · Observe and offer encouragement.
WE DO: / ·
YOU DO: / Unit 3 test
Homework / · None
EXIT TICKET:
(5 minutes) / A reflection of what I learned in this unit.
Friday Nov. 20 / Unit :2 / DOK 3
Daily Agenda
Daily Objective / St. Augustine Field trip
BELL RINGER
( 5 Minutes) / ·
I DO: / ·
WE DO:
You DO: / ·
Homework / ·
EXIT TICKET:
(5 minutes) / ·
Scale / Learning Goals Scale:
Functions
4.0 / Ø Interpret statements that use function notation in terms of real-world situations.
3.5 / In addition to 3.0 skills, I can do some of the 4.0 skills.
Ø Evaluate functions for given inputs of x.
3.0
(GOAL)
With no help, I can do all these skills. / Ø Determine reasonable domain and explain why a domain is appropriate for a given situation.
Ø Compare properties of two functions represented in a different way (graphical, verbal, numerical, and algebraic).
2.5 / In addition to all 2.0 skills, I can do some of the 3.0 skills.
Ø Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of that domain exactly one element of the range.
Ø Identify and interpret key features of graphs and tables of functions.
2.0
With no help, I can do all these skills. / Ø Distinguish domain from range of a function.
Ø Use function notation.
Ø Determine if a relation is a function.
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.