Teacher: Mrs.Adrienne Scott Dates: August15th -19th, 2016 (Week 2)

DeKalb County Schools Lesson Plan for Foundations of Algebra A

Unit Name: Number Sense and Quantity / Lesson Number:Module 1-Day 6
Key Standard(s) Addressed:
MFANSQ1. Students will analyze number relationships.
a. Solve multi-step real world problems, analyzing the relationships between all four operations. For example, understand division as an unknown-factor problem in order to solve problems. Knowing that 50 x 40 = 2000 helps students determine how many boxes of cupcakes they will need in order to ship 2000 cupcakes in boxes that hold 40 cupcakes each. (MGSE3.OA.6, MGSE4.OA.3)
Essential Question(s): How can you mentally compute mathematical operations? / Materials Needed:Notebook, Calculator, Graph Paper, Markers (or Colored Pencils) & Pencil
Overall Agenda with Time:
  • Sponge: 10 min
  • Standards & Sponge Review: 5 min
  • Crafting: 15 min
  • Composing: 40 min
  • Reflecting: 15 min
/ Sponge/Activating Activity: Allotted Time 10 min Add or subtract.
  1. 6 + 104
  2. 12(9)
  3. 23 – 8
  4. 0.5 + 0.2

Crafting: Allotted Time –15 min
Teacher will:
  • solve multi-step real world problems

Composing: Allotted Time –40min
Students will be able to:
  • analyze the relationships between all four operations

Reflecting: Allotted Time -15 min
Students will list key words for operation (+ and -) and explain the difference.
Next Steps:
Understanding multiplication and division
Differentiation Strategy:Small-group instruction;1:1 instruction; extended time allotted for sponge activity; reduced number of assigned problems; access instructional videos through SKUBES website / Homework:None

DeKalb County Schools Lesson Plan for Foundations of Algebra A

Unit Name: Number Sense and Quantity / Lesson Number:Module 1–Day 7
Key Standard(s) Addressed:
MFANSQ1. Students will analyze number relationships.
a. Solve multi-step real world problems, analyzing the relationships between all four operations. For example, understand division as an unknown-factor problem in order to solve problems. Knowing that 50 x 40 = 2000 helps students determine how many boxes of cupcakes they will need in order to ship 2000 cupcakes in boxes that hold 40 cupcakes each. (MGSE3.OA.6, MGSE4.OA.3)
Essential Question(s):How can you mentally compute mathematical operations? / Materials Needed:Notebook, Calculator, Graph Paper, Markers (or Colored Pencils) & Pencil
Overall Agenda with Time:
  • Sponge: 10 min
  • Standards & Sponge Review: 5 min
  • Crafting: 15 min
  • Composing: 40 min
  • Reflecting: 15 min
/ Sponge/Activating Activity: Allotted Time 10 minMultiply or divide.
  1. 324 ÷ 18
  2. 0.25(24)
  3. 13.5(10)
  4. 18.2 ÷ 2

Crafting: Allotted Time – 15min
Teacher will:
  • solve multi-step real world problems

Composing: Allotted Time – 40min
Students will be able to:
  • analyze the relationships between all four operations

Reflecting: Allotted Time - 15min
Students will list key words for operation (* and ÷) and explain the difference.
Next Steps:
Understanding and writing reciprocals
Differentiation Strategy:Small-group instruction;1:1 instruction; extended time allotted for sponge activity; reduced number of assigned problems; access instructional videos through SKUBES website / Homework:None

DeKalb County Schools Lesson Plan for Foundations of Algebra A

Unit Name: Number Sense and Quantity / Lesson Number:Module 1– Day 8
Key Standard(s) Addressed:
MFANSQ1. Students will analyze number relationships.
b. Understand a fraction a/b as a multiple of 1/b. (MGSE4.NF.4)
Essential Question(s): How can you model multiplication of whole numbers, fractions, decimals (base ten) and integers? / Materials Needed:Notebook, Calculator, Graph Paper, Markers (or Colored Pencils) & Pencil
Overall Agenda with Time:
  • Sponge: 10 min
  • Standards & Sponge Review: 5 min
  • Crafting: 15 min
  • Composing: 40 min
  • Reflecting: 15 min
/ Sponge/Activating Activity: Allotted Time 10 minEvaluate.
  1. -0.51 + (-0.29)

Crafting: Allotted Time – 15min
Teacher will:
  • explainratios

Composing: Allotted Time – 40min
Student will be able to:
  • understand and write reciprocals

Reflecting: Allotted Time– 15min
Why is a fraction written in the form a multiple of?
Next Steps:
Powers of ten
Differentiation Strategy:Small-group instruction;1:1 instruction; extended time allotted for sponge activity; reduced number of assigned problems; access instructional videos through SKUBES website / Homework:None

DeKalb County Schools Lesson Plan for Foundations of Algebra A

Unit Name: Number Sense and Quantity / Lesson Number:Module 1 – Day 9
Key Standard(s) Addressed:
MFANSQ1. Students will analyze number relationships.
c. Explain patterns in the placement of decimal points when multiplying or dividing by powers of ten. (MGSE5.NBT.2)
Essential Question(s):How can you model multiplication of whole numbers, fractions, decimals (base ten) and integers? / Materials Needed:Notebook, Calculator, Graph Paper, Markers (or Colored Pencils) & Pencil
Overall Agenda with Time:
  • Sponge: 10 min
  • Standards & Sponge Review: 5 min
  • Crafting: 15 min
  • Composing: 40 min
  • Reflecting: 15 min
/ Sponge/Activating Activity: Allotted Time 10 minGive the opposite of each number.
1. 8
2.
Crafting: Allotted Time – 15min
Teacher will:
  • create multiplication and division charts using decimals

Composing: Allotted Time – 40 min
Students will be able to:
  • explain patterns in the placement of decimal points when × or ÷

Reflecting: Allotted Time - 15min
Compare and contrast multiplying and dividing by powers of ten.
Next Steps:
Comparing fractions and decimals
Differentiation Strategy:Small-group instruction;1:1 instruction; extended time allotted for sponge activity; reduced number of assigned problems; access instructional videos through SKUBES website / Homework:None

DeKalb County Schools Lesson Plan for Foundations of Algebra A

Unit Name: Number Sense and Quantity / Lesson Number:Module 1 – Day 10
Key Standard(s) Addressed:
MFANSQ1. Students will analyze number relationships.
d. Compare fractions and decimals to the thousandths place. For fractions, use strategies other than cross multiplication. For example, locating the fractions on a number line or using benchmark fractions to reason about relative size. For decimals, use place value. (MGSE4.NF.2; MGSE5.NBT.3,4)
Essential Question(s):How can you model multiplication of whole numbers, fractions, decimals (base ten) and integers? / Materials Needed:Notebook, Calculator, Graph Paper, Markers (or Colored Pencils) & Pencil
Overall Agenda with Time:
  • Sponge: 10 min
  • Standards & Sponge Review: 5 min
  • Crafting: 15 min
  • Composing: 40 min
  • Reflecting: 15 min
/ Sponge/Activating Activity: Allotted Time 10 min
Evaluate each expression for a = 3 and b = - 2.
1. a + 5
2. 12 - b
Crafting: Allotted Time – 10min
Teacher will:
  • compare fractions and decimals to the thousandths place

Composing: Allotted Time – 60 min
Students will be able to:
  • create number lines and charts to analyze number relationships

Reflecting: Allotted Time - 10 min
When would you need to measure to the thousandths place? List two examples.
Next Steps:
Explaining the significance of zero
Differentiation Strategy:Small-group instruction;1:1 instruction; extended time allotted for sponge activity; reduced number of assigned problems; access instructional videos through SKUBES website / Homework:None