8Th Grade Team Algebra 1/Algebra 1 Honors
8th grade team Algebra 1/Algebra 1 Honors
15 days / Unit 6: Polynomial expressions and functions / DOKMath Florida Standard(s): / MAFS.912.A-SSE.1.1 a,b (DOK 2) Interpret expressions that represent a quantity in terms of its context. Interpret parts of an expression, such as terms, factors, and coefficients
MAFS.912.A-APR.1.1 : (DOK 1) Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; Apply arithmetic operations of addition, subtraction, and multiplication to polynomials .
MAFS.912.A- APR.4.6: (DOK 2)(Supporting cluster) Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x)
MAFS.912.A- APR.2.2: (DOK 1) (Supporting Cluster) Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).Use Long division to teach division of polynomials.
MAFS.912.A-CED.1.1 (DOK 2) Create equations in one variable and use them to solve problems.
Learning Goal: / Students will be able to classify polynomials and perform operations with
polynomial expressions.
Assessments / Pre Assessment Circle Map on equations
Formative Assessments Cornell Notes
Collaborative Assignments
Homework
Exit Slips
Summative Assessment Review Quiz
Test
Essential Question(s): / How can the properties of the real number system be useful when working with polynomials and rational expressions?
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 can we classify a polynomial?
How do we write polynomials in proper order?
How do you find the degree of a polynomial?
What is a term in a polynomial?
What is a leading coefficient?
What is closure?
Under what operations are closed in polynomials?
What is FOIL?
What is the remainder theorem and how does one apply it?
Given a real world problem can you explain your solution?
Key Vocabulary / Binomial, trinomial, polynomial, constant, leading coefficient, descending order, constant, linear, cubic, quadratic, quartic, quintic Closure, Rational Expression, Remainder Theorem, synthetic division, FOIL
Friday / Unpacking the Polynomial Unit / DOK 2
Daily Agenda
Daily Objective / · Students will preview the polynomial unit by unpacking the standards and summarizing them using Rally Robin
BELL RINGER / · What are polynomials?
I DO: / · Introduce the polynomial unit.
WE DO: / · Unpack the standards in the unit
· Present the standard to the group
YOU DO: / · Write down a good summary of the standard in your own words
Homework / · none
EXIT TICKET:
(5 minutes) / · What do you think this unit will be about?
Monday / Identifying Parts of a Polynomial and Classifying Them / DOK 2
Daily Agenda
Daily Objective / · Students will learn to identify parts of the polynomial and rewrite them in descending order using Cornell notes and practice problems
BELL RINGER
( 5 Minutes) / · What do you know about the terms bi, tri, poly,& mono
I DO: / · Assess and Monitor
WE DO: / · Go over Bell ringer
· Cornell Notes
· Practice Problems – Page 810-811 in class
YOU DO: / · Take with your partner explain the concepts learned today and finish the practice problems on the Cornell notes
Homework / · Page 812-814 Honors 1-19 omit 15/ Regular 1-19 odd omit 15.
EXIT TICKET:
(5 minutes) / · Write a polynomial. Identify its leading coefficient and its constant term. Then classify it by its terms and degree.
Tuesday / Add & Subtract Polynomials
/ DOK 2
Daily Agenda
Daily Objective / · Students will learn to add subtract polynomials with the vertical and the horizontal method using Cornell Notes, guided practice, and independent practice.
BELL RINGER
( 5 Minutes) / · Classify these polynomials by terms and degree. Identify their leading coefficients and constant terms
I DO: / · Assess and Monitor
WE DO: / · Go over Bell ringer
· Go over homework
· Present objective and standard we are working on
· Cornell Notes
· Guided Practice Page 821-822
YOU DO: / · Assess and monitor yourself on the learning scale.
Homework / · Page 824
EXIT TICKET:
(5 minutes) / · Level 2, 3) Create an addition or subtraction problem and solve it then classify it using terms and degree. Level 4 create a real world scenario involving adding or subtracting polynomials and solve it. Explain your solution.
Wednesday / Adding & Subtracting / DOK 2 / DOK 2
Daily Agenda
Daily Agenda / · Students will learn to add subtract polynomials with the vertical and the horizontal method using scribe and squire
BELL RINGER
(5 Minutes) / · 3 addition and subtraction problems. Classify and identify parts
I DO: / · Assess and Monitor
WE DO: / · Go over Bell ringer
· Go over homework
· Review objective and standard we are working on
· Class Discussion on adding & Subtracting polynomials
· Scribe and squire Activity on adding & Subtracting polynomials
YOU DO: / · Assess and monitor yourself on the learning scale.
Homework / · Review notes on classifying polynomials and adding and subtracting polynomials
EXIT TICKET:
(5 minutes) / · Reflection on learning on back of scribe and squire page
Thursday / Quiz Review / DOK 1
Daily Agenda
Daily Agenda / · Students will review the standards on identifying parts of a polynomial and adding and subtracting polynomials to prepare for the quiz tomorrow, then rank themselves on the learning scale
BELL RINGER
(5 Minutes) / · 4 review problems
I DO: / · Assess and Monitor
WE DO: / · Go over Bell ringer
· Collect over homework
· Quiz review
·
YOU DO: / · Assess and monitor yourself on the learning scale
Homework / · 15 question quiz
EXIT TICKET:
(5 minutes) / · What do I need to focus on tonight to achieve mastery for the quiz tomorrow?
Friday / Quiz / DOK 2
Daily Agenda
Daily Agenda / · Students will take a quiz on identifying parts of a polynomial and adding and subtracting polynomials then rank themselves on the learning scale.
BELL RINGER
(5 Minutes) / · Quiz review
I DO: / · Assess and Monitor class
WE DO: / · 4 review problems
· Go over homework
· Class discussion on polynomials
· quiz
YOU DO: / · Assess and monitor yourself on the learning scale.
Homework / · Have a great spring break
EXIT TICKET:
(5 minutes) / · Reflect on your learning in the unit so far? Did you need to practice on anything during spring break?
Date
Mastered / Scale / Learning Goals Scale:
Equations and Inequalities
4.0 / MAFS.912.A-CED1.1 (DOK2) I can create real world scenarios using polynomials and solve and explain their solutions.
MAFS.912.A-APR.1.1 : (DOK 1) I can solve real world problems using operations on polynomials and explain their solutions
MAFS.912.A-SSE.1.1b (DOK 2) When given parts of a polynomial I can create the polynomial and relate it to a real world scenario.
3.0 / MAFS.912.A-CED1.1 (DOK2) I can create equations in one variable and use them to solve real world scenarios.
MAFS.912.A-APR.1.1 : (DOK 1) I can add, subtract and multiply polynomials using a variety of methods
MAFS.912.A-SSE1.1c: (DOK 1) I can perform operations on polynomials and arrange their solution in descending order.
MAFS.912.A-SSE.1.1b (DOK 2) I can identify parts and classify polynomials by terms and degrees
2.0 / MAFS.912.A-CED1.1 (DOK2) I can create equations in one variable and use them to solve real world scenarios with help.
MAFS.912.A-APR.1.1 : (DOK 1) I can add, subtract , multiply polynomials with one method
MAFS.912.A-SSE.1.1b (DOK 2) I can classify polynomials by terms or degrees
______ / 1.0 / MAFS912. A-APR1.1 (DOK1)I know that polynomials are closed under addition, subtraction and multiplication.
MAFS.912.A-SSE.1.1b (DOK 2) I can identify parts of a polynomial
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.