Pre-Algebra
EMS 8th Grade Math Department / Unit 13: Linear Equations & Geometric Problem Solving / Dates: April 11th – 18th
Math Florida Standard(s)
Benchmarks, Descriptions
and DOK levels / PRACTICE STANDARDS:
MAFS.K12.MP.4.1: Model with mathematics.
MAFS.K12.MP.8.1: Look for and express regularity in repeated reasoning.
CONTENT STANDARDS:
MAFS.8.EE.2.5 (DOK 3): Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.
MAFS.8.EE.2.6 (DOK 3): Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y=mx for a line through the origin and the equation y=mx+b for a line intercepting the vertical axis at b.
Learning Goal / Students will be able to perform fluency standards quickly and proficiently. They will show mastery of the course standards.
Essential Question(s) / What do you know and what do you need to learn about ______?
Assessments / Pre-Assessments / Use Test Data to Assess Content Standards Still Needed for Review
Formative Assessments / Exit Tasks, Practice Problems
Summative Assessments / FSA Test
Progress Monitoring/ Feedback Loop / Students will be given immediate feedback on the correctness of practice problems through positive verbal praise,checking their answers, and sharing solutions. Classwork and homework will be graded and returned in a timely manner.
Higher Order Question(s) / How do the important quantities in your problem relate to each other? How do you know your answer is correct/reasonable? What do you notice about…?
Key Vocabulary / Proportional relationships, slope, unit rate, origin, rate of change, constant, variable.
Monday, April 11th / Test Review / DOK All
Pre-Algebra Daily Agenda
Daily Objective /
  • Students will practice skills learned in math this year and demonstrate mastery through test preparation problems.

BELL RINGER
( 5 minutes) /
  • Questions 1-5 of 3rd Quarter Assessment
  • Find answer and discuss with partner.

I DO: /
  • Go over first 5 test questions.

WE DO: /
  • Discuss test taking strategies.

YOU DO: /
  • Practice test taking with #1-9 Non-Calculator section of the PARCC practice assessment.

EXIT TICKET:
(5 minutes) /
  • How can you adapt to taking a test where questions cover multiple topics?

Tuesday, April 12th / Graphing Slope of Lines / DOK All
Pre-Algebra Daily Agenda
Daily Objective /
  • Students will use similar triangles to prove the slope of a line is constant and apply slope to real-world situations.

BELL RINGER
( 5 minutes) /
  • Questions 6-10 of 3rd Quarter Assessment
  • Find answer and discuss with partner.

I DO: /
  • Go over 5 test questions.

WE DO: /
  • Explore Slope with Ski and Slide worksheet.
  • Warm-Up and Slope Activity

YOU DO: /
  • Complete Ski and Slide and Create your Own Sections

EXIT TICKET:
(5 minutes) /
  • Ski and Slide Closure Activity

Wednesday , April 13th / Test Review / DOK All
Pre-Algebra Daily Agenda
Daily Objective /
  • Students will practice skills learned in math this year and demonstrate mastery through test preparation problems.

BELL RINGER
( 5 minutes) /
  • Questions 11-15 of 3rd Quarter Assessment.
  • Find answers and discuss with partner.

I DO: /
  • Go over 5 test questions.

WE DO: /
  • Discuss Test taking strategies.

YOU DO: /
  • Complete #12-14 of calculator section of PARCC Assessment practice.

EXIT TICKET:
(5 minutes) /
  • Which question was most difficult for you? Why?

Thursday, April 14th / Slope and Linear Equations / DOK All
Pre-Algebra Daily Agenda
Daily Objective /
  • Students will use slope-intercept form to graph real world situations and interpret the slope of linear equations.

BELL RINGER
( 5 minutes) /
  • Questions 16-20 of 3rd Quarter Assessment.
  • Find answers and discuss with partner.

I DO: /
  • Go over 5 test questions.

WE DO: /
  • Complete some of the graphing problems as a class.

YOU DO: /
  • Complete the remainder of the graphing problems on the worksheet.
  • Complete the self-assessment.

EXIT TICKET:
(5 minutes) /
  • Complete the second self-assessment.

Friday, April 15th & Monday, April 18th / Test Review / DOK All
Pre-Algebra Daily Agenda
Daily Objective /
  • Students will practice skills learned in math this year and demonstrate mastery through test preparation problems.

BELL RINGER
( 5 minutes) /
  • Questions 20-25 of 3rd Quarter Assessment.
  • Find answers and discuss with partner.

I DO: /
  • Go over 5 test questions.

WE DO: /
  • Discuss strategies for completing short answer and performance tasks.

YOU DO: /
  • Complete #15-18 of calculator section of PARCC assessment practice.

EXIT TICKET:
(5 minutes) /
  • Which question was easiest for you to complete? Why?

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

Learning Goal Scale
Level / Date / Skill
4 / □I can solve multi-step performance tasks and justify my reasoning.
3 / □I can write an equation given a real world situation.
□I can create mathematical models in real world situations.
□I can find patterns in problem solving.
2 / □I can draw similar triangles to show the slope of a line.
□I can graph equations in slope intercept form.
1 / □I can identify and define the slope of a line.
□I can interpret the unit rate as the slope of a graph.
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.