Algebra I First Six Weeks
Algebra II First Six Weeks
Week 1 (August 27 – September 31, 2007)
Monday / Tuesday / Wednesday / Thursday / FridayA
L
G
E
B
R
A
I / (A.3) The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations. / (A.4) The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. / (A.7) The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation / (A.7) The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation
A
L
G
E
B
R
A
II / A.3 (A) Use symbols to represent unknowns and variables. / A.4 (B) Use the commutative, associative, and distributive properties to simplify algebraic expressions. / A.7 (A) Analyze situations involving linear functions and formulate linear equations or inequalities to solve problems.
A.7 (B) Investigate methods for solving linear equations and inequalities using concrete models, the properties of equality, select a method, and solve the equations and inequalities. / A.7 (A) Analyze situations involving linear functions and formulate linear equations or inequalities to solve problems.
A.7 (B) Investigate methods for solving linear equations and inequalities using concrete models, the properties of equality, select a method, and solve the equations and inequalities.
P
R
E
C
A
L / (P.1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric and piecewise-defined functions. / (P.1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric and piecewise-defined functions. / (P.1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric and piecewise-defined functions. / (P.1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric and piecewise-defined functions.
Learner Expectation / Learner Expectation / Learner Expectation / Learner Expectation / Learner Expectation
Orientation / (Ch. 1-1)
TLW use the order of operations to evaluate expressions.
TLW use formulas. / (Ch. 1-2)
TLW classify real numbers.
TLW use the properties of real numbers to evaluate expressions. / (Ch. 1-3)
TLW translate verbal expressions into algebraic expressions and equations, and vice versa.
TLW solve equations using the properties of equality. / (Ch. 1-3)
TLW translate verbal expressions into algebraic expressions and equations, and vice versa.
TLW solve equations using the properties of equality.
Suggested Resources / Suggested Resources / Suggested Resources / Suggested Resources / Suggested Resources
See: textbook resources in teachers edition
See: 8th grade resources
Use TEXTEAMS CD for activities / See: textbook resources in teachers edition
See: 8th grade resources
Use TEXTEAMS CD for activities / See: textbook resources in teachers edition
See: 8th grade resources
Use TEXTEAMS CD for activities / See: textbook resources in teachers edition
See: 8th grade resources
Use TEXTEAMS CD for activities
Vocabulary/Vocabulario / Vocabulary/Vocabulario / Vocabulary/Vocabulario / Vocabulary/Vocabulario / Vocabulary/Vocabulario
Variables, algebraic expressions, order of operations, monomial, constants, coefficients, degree, power, polynomial, terms, like terms, trinomial, binomial, formula / Real numbers, rational, irrational / Open sentence, equation, solution,
Strategies / Strategies / Strategies / Strategies / Strategies
Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______/ *Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______/ *Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______/ *Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______/ *Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______
PreAP/GT / PreAP/GT / PreAP/GT / PreAP/GT / PreAP/GT
Assessment / Assessment / Assessment / Assessment / Assessment
Performance Assessment by TEKS go to:
www.webccat.org / Performance Assessment by TEKS go to:
www.webccat.org / Performance Assessment by TEKS go to:
www.webccat.org / Performance Assessment by TEKS go to:
www.webccat.org
Scaffolding Questions / Scaffolding Questions / Scaffolding Questions / Scaffolding Questions / Scaffolding Questions
What are the units for the flow rate F?
Why is 12 hours multiplied by 60?
What might happen if the flow rate is too fast or too slow? / In the list of scanned coupons and bonus coupons, what does 0.30 mean?
Why is there a negative sign after the decimal numbers?
Write an expression using the Distributive Property that could be used to calculate the store savings. / If a pitcher allows 23 earned runs in 39 innings, what is his earned run average?
In the verbal expression, what do the variables R and I represent? / Using the variables E, R, and I, write an equation that could be used to find an earned run average.
Algebra II First Six Weeks
Week 2 (September 3 - September 7, 2007)
Monday / Tuesday / Wednesday / Thursday / FridayA
L
G
E
B
R
A
I / (A.3), (A.4), (A.7) / (A.3), (A.4), (A.7) / (A.7) The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation / (A.7) The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation / (A.7) The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation
A
L
G
E
B
R
A
II / A.3 (A), A.4 (B), A.7 (A), A.7 (B) / A.3 (A), A.4 (B), A.7 (A), A.7 (B) / A.7 (A) Analyze situations involving linear functions and formulate linear equations or inequalities to solve problems.
(B) Investigate methods for solving linear equations and inequalities using concrete models, the properties of equality, select a method, and solve the equations and inequalities. / A.7 (A) Analyze situations involving linear functions and formulate linear equations or inequalities to solve problems.
(B) Investigate methods for solving linear equations and inequalities using concrete models, the properties of equality, select a method, and solve the equations and inequalities. / A.7 (A) Analyze situations involving linear functions and formulate linear equations or inequalities to solve problems. (B) Investigate methods for solving linear equations and inequalities using concrete models, the properties of equality, select a method, and solve the equations and inequalities.
P
R
E
C
A
L / (P.1) / (P.1) / (P.1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric and piecewise-defined functions. / (P.1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric and piecewise-defined functions. / (P.1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric and piecewise-defined functions.
Learner Expectation / Learner Expectation / Learner Expectation / Learner Expectation / Learner Expectation
TLW review Ch. 1-1, 1-2, & 1-3. / TLW take Test #1-A over Ch. 1-1, 1-2, & 1-3. / (Ch. 1-4)
TLW evaluate expressions involving absolute values.
TLW solve absolute value equations. / (Ch. 1-5)
TLW solve inequalities with one operation.
TLW solve multi-step inequalities. / (Ch. 1-5)
TLW solve inequalities with one operation.
TLW solve multi-step inequalities.
Suggested Resources / Suggested Resources / Suggested Resources / Suggested Resources / Suggested Resources
See: Algebra II CD Item Generator
See: Textbook resources in teachers edition / See: Algebra II CD Item Generator
See: Textbook resources in teachers edition / See: textbook resources in teachers edition
See: 8th grade resources
Use TEXTEAMS CD for activities / See: textbook resources in teachers edition
See: 8th grade resources
Use TEXTEAMS CD for activities / See: textbook resources in teachers edition
See: 8th grade resources
Use TEXTEAMS CD for activities
Vocabulary/Vocabulario / Vocabulary/Vocabulario / Vocabulary/Vocabulario / Vocabulary/Vocabulario / Vocabulary/Vocabulario
Absolute value, empty set / Set-builder notation
Strategies / Strategies / Strategies / Strategies / Strategies
*Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______/ *Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______/ *Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______/ *Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______/ Lesson Focus
Group Discussion
Media/Tech. Presentation
Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______
PreAP/GT / PreAP/GT / PreAP/GT / PreAP/GT / PreAP/GT
Students should collect data and discuss prediction of patters / Assess students by asking questions such as: How can a scatter plot be used to make predictions? / Students should justify the difference between a relation and a function / Students should justify the difference between a relation and a function / Students should justify their answers and interpret their meaning correct units
Assessment / Assessment / Assessment / Assessment / Assessment
Performance Assessment by TEKS go to:
www.webccat.org / Performance Assessment by TEKS go to:
www.webccat.org / Performance Assessment by TEKS go to:
www.webccat.org / Performance Assessment by TEKS go to:
www.webccat.org / Performance Assessment by TEKS go to:
www.webccat.org
Scaffolding Questions / Scaffolding Questions / Scaffolding Questions / Scaffolding Questions / Scaffolding Questions
In │E-6.1│= 0.3, what does E represent?
What is the meaning of the number 0.3 in the eqution?
What would be the equation for the magnitude of an earthquake estimated at 5.8? / If Kuni knows that she will use no more than 400 minutes per month, which plan is best for her? / How much would she pay if she uses 800 minutes under Plan1? Plan2?
If she uses 1000 minutes per month, which plan is best for her?
Algebra II First Six Weeks
Week 3 (September 10 – September 14, 2007)
Monday / Tuesday / Wednesday / Thursday / FridayA
L
G
E
B
R
A
I / (A.7) The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation / (A.7) The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation / (A.7) / (A.7) / (A.3), (A.4), (A.7)
A
L
G
E
B
R
A
II / A.7 (A) Analyze situations involving linear functions and formulate linear equations or inequalities to solve problems.
A.7 (B) Investigate methods for solving linear equations and inequalities using concrete models, the properties of equality, select a method, and solve the equations and inequalities. / A.7 (A) Analyze situations involving linear functions and formulate linear equations or inequalities to solve problems.
A.7 (B) Investigate methods for solving linear equations and inequalities using concrete models, the properties of equality, select a method, and solve the equations and inequalities. / A.7 (A), A.7 (B) / A.7 (A), A.7 (B) / A.3 (A), A.4 (B), A.7 (A), A.7 (B)
P
R
E
C
A
L / (P.1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric and piecewise-defined functions. / (P.1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric and piecewise-defined functions. / (P.1) / (P.1) / (P.1) The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric and piecewise-defined functions.
Learner Expectation / Learner Expectation / Learner Expectation / Learner Expectation / Learner Expectation
(Ch. 1-6)
TLW solve compound.
TLW solve absolute value inequalities. / (Ch. 1-6)
TLW solve compound.
TLW solve absolute value inequalities. / TLW review Ch. 1-4, 1-5, & 1-6. / TLW take Test #2-A over Ch. 1-4, 1-5, & 1-6. / TLW review previously learned lessons in TAKS format.
Suggested Resources / Suggested Resources / Suggested Resources / Suggested Resources / Suggested Resources
See: textbook resources in teachers edition
See: 8th grade resources
Use TEXTEAMS CD for activities / See: textbook resources in teachers edition
See: 8th grade resources
Use TEXTEAMS CD for activities / See: Algebra II CD Item Generator
See: Textbook resources in teachers edition / See: Algebra II CD Item Generator
See: Textbook resources in teachers edition / See: textbook resources in teachers edition
See: 8th grade resources
Use TEXTEAMS CD for activities
Vocabulary/Vocabulario / Vocabulary/Vocabulario / Vocabulary/Vocabulario / Vocabulary/Vocabulario / Vocabulary/Vocabulario
Compound inequality, intersection, union
Strategies / Strategies / Strategies / Strategies / Strategies
*Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______/ *Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
*Discovery Learning
Other:______/ *Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
Discovery Learning
Other:______/ *Lesson Focus
*Group Discussion
Media/Tech. Presentation
*Guided Practice
*Check for Understanding
Inquiry Method
*Independent Practice
Teacher Modeling
Cooperative Learning
Manipulatives
*Question-Answer
*Discovery Learning
Other:______
PreAP/GT / PreAP/GT / PreAP/GT / PreAP/GT / PreAP/GT
Students should describe the different kinds of situations that a composite function models / Students should describe the different kinds of situations that a composite function models / In small groups have students work problems using different approaches, such as tables and graphs.
Debrief as a whole group. Have students describe the horizontal and vertical translations / In small groups have students work problems using different approaches, such as tables and graphs.
Debrief as a whole group. Have students describe the horizontal and vertical translations
Assessment / Assessment / Assessment / Assessment / Assessment
Performance Assessment by TEKS go to:
www.webccat.org / Performance Assessment by TEKS go to:
www.webccat.org / Performance Assessment by TEKS go to:
www.webccat.org / Performance Assessment by TEKS go to:
www.webccat.org
Scaffolding Questions / Scaffolding Questions / Scaffolding Questions / Scaffolding Questions / Scaffolding Questions
If you are scheduled to have a glucose tolerance test at 10 a.m., at what hour should you begin fasting? / What does a glucose tolerance test measure?
Algebra II First Six Weeks