Jane Long Academy Lesson Plan Template with Unpacking the Standards
2015 – 2016
Course: Math 8
Teachers: Jenkins, Jackson, Trenholm / Lesson Plan Week of: 08/24-28/2015Monday / Tuesday / Wednesday / Thursday / Friday
Pre-Planning: Unpacking the Standards / TEKS:
(R) - Readiness Standard
(S) -Supporting Standard / First Day Routine / Ⓡ MATH.8.2D Order a set of real numbers arising from mathematical and real-world contexts.
Ⓢ MATH.8.2A Extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers.
Ⓢ MATH.8.2B Approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line. / Ⓡ MATH.8.2D Order a set of real numbers arising from mathematical and real-world contexts.
Ⓢ MATH.8.2C Convert between standard decimal notation and scientific notation. / ⓈMATH.8.5A Represent linear proportional situations with tables, graphs, and equations in the form of y = kx.
Ⓢ MATH.8.5B Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, b ≠ 0.
Ⓢ MATH.8.5F Distinguish between proportional and non- proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ≠ 0. / Quiz (Unit 1)
Ⓢ MATH.8.5A Represent linear proportional situations with tables, graphs, and equations in the form of y = kx.
Ⓢ MATH.8.5B Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, b ≠ 0.
Ⓢ MATH.8.5F Distinguish between proportional and non- proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ≠ 0
Verb(s)
- What verbs define the actions students will need to take when mastering this objective? / · Order
· Compare / · Convert / · Represent
· Distinguish / · Represent
· Distinguish
Concept
-What am I teaching?
-What do the students need to know? / Teaching – real numbers
Students need to know- compare and order real numbers / Teaching – scientific notation
Students need to know- convert standard notation and scientific notation / Teaching - proportional and non-proportional relationships
Students need to know- represent data by using multiple representation. / Teaching - proportional and non-proportional situations
Students need to know-represent data by using multiple representation.
Context
Readiness:
- Connections from previous grade level.
- To what degree will this impact learning two years down the road?
Supporting:
- What Readiness Standards or concepts from the Readiness Standards does it support?
- How does it support the Readiness Standards? / · In grade 5, students represented the value of digits using expanded notation.
· In grade 6, students —
· classified whole numbers, integers, and rational numbers using a visual representation; and
· compared and ordered integers and rational numbers.
· CCRS 1.A1 Compare real numbers.
· CCRS 2.B1 Recognize and use algebraic field properties, concepts, procedures, and algorithms to combine, transform, and evaluate expressions (e.g., polynomials, radicals, rational expressions).
· CCRS 9.A1 Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
CCRS 9.C1 Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, graphs, and words. / · In grade 5, students represented the value of digits using expanded notation.
· In grade 6, students —
· classified whole numbers, integers, and rational numbers using a visual representation; and
· compared and ordered integers and rational numbers.
· CCRS 1.A1 Compare real numbers.
· CCRS 2.B1 Recognize and use algebraic field properties, concepts, procedures, and algorithms to combine, transform, and evaluate expressions (e.g., polynomials, radicals, rational expressions).
· CCRS 9.A1 Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
CCRS 9.C1 Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, graphs, and words. / · In grade 5, students generated a pattern given a rule and recognized the difference between additive and multiplicative numerical patterns.
· In grade 6, students compared two rules from multiple representations and identified independent and dependent quantities from tables and graphs.
· In grade 7, students represented constant rates of change, determined the constant of proportionality from mathematical and real-world problems, and represented linear relationships in a variety of ways.
· CCRS 2.D2 Translate among multiple representations of equations and relationships.
· CCRS 9.B1 Model and interpret mathematical ideas and concepts using multiple representations. / · In grade 5, students generated a pattern given a rule and recognized the difference between additive and multiplicative numerical patterns.
· In grade 6, students compared two rules from multiple representations and identified independent and dependent quantities from tables and graphs.
· In grade 7, students represented constant rates of change, determined the constant of proportionality from mathematical and real-world problems, and represented linear relationships in a variety of ways.
· CCRS 2.D2 Translate among multiple representations of equations and relationships.
· CCRS 9.B1 Model and interpret mathematical ideas and concepts using multiple representations.
I will know my students have mastered this standard when they can…. / When they can compare and order of sets of real numbers. / When they can convert between standard decimal notation and scientific notation. / When they can represent linear proportional relationships in multiple ways. / When they can represent linear non-proportional situations in multiple ways.
I will assess the standard by….. / Check for Understanding:
· Fist to Five
· Color Cards
· Essential Questioning
· Kahoot
· Exit Ticket
· Four Corners / Check for Understanding:
· Fist to Five
· Color Cards
· Essential Questioning
· Kahoot
· Exit Ticket
· Four Corners / Check for Understanding:
· Fist to Five
· Color Cards
· Essential Questioning
· Kahoot
· Exit Ticket
· Four Corners / Check for Understanding:
· Fist to Five
· Color Cards
· Essential Questioning
· Kahoot
· Exit Ticket
· Four Corners
Vocabulary
(Academic and Content) / · compare
· irrational number
· order
· rational number
· real number
· integer
· base
· whole number
· square / · real number
· scientific notation
· decimal notation
· base
· exponent / · Linear
· Proportional Relationship
· Ratio
· Constant Ratio
· Constant of Proportionality
· Graph
· Table
· Pattern
· Data
· Equation / · Linear
· Linear Equation
· Non-Proportional Relationship
· Proportional Relationship
· Ratio
· Constant Ratio
· Constant of Proportionality
· Graph
· Table
· Pattern
· Data
· Equation
Lesson Topic (Content Objective) / The students will be able to compare and order sets of real numbers. / The students will be able to convert between standard decimal notation and scientific notation. / The students will be able to distinguish between and represent linear proportional relationships in multiple ways (tabulary, graphically, and symbolically). / The students will be able to distinguish between and represent linear non-proportional relationships in multiple ways (tabulary, graphically, and symbolically).
ELPS (Language Objective) / C.4d Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary to enhance comprehension of written text. / C.4d Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary to enhance comprehension of written text. / · C.2f Listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment.
· C.4d Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary to enhance comprehension of written text. / · C.2f Listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment.
· C.4d Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary to enhance comprehension of written text.
Lesson Cycle / Engage:
Warm-Up/Opening (min) / Students will receive an index card with a real number on it; the students will build a human number line by placing themselves in order. / Students will receive an index card with a real number on it; five pieces of chart paper will be around the classroom with the following headers: Rational Number, Irrational Number, Integer, Whole Number, and Natural Number. The students will stand next to the chart paper that aligns with their number; then they will order themselves from least to greatest or vice versa. / · Use a graphic organizer (KWL Chart) review proportions and vocabulary
· Comparing Proportional Relationships video from LearnZillion.
· Allow students to popcorn important ideas from the video / Texas Go Math:
· Pg. 89
Explore:
INM/Review (min): / Real Number System Graphic Organizer (Flowchart). They will define and describe each classification of the real number system. / Texas Go Math:
· Pg. 33
· Pg. 39 / Texas Go Math:
· Pg.59 / Texas Go Math:
· Pg. 90
Explain:
Guided Practice (min): / Texas Go Math:
· Pg. 12:1-19
· Pg. 18:1-10
· Pg. 24:1-8 / Texas Go Math:
· Pg. 36: 1-15
· Pg. 42:1-15 / Texas Go Math:
· Pg. 62: 1-6 / Texas Go Math:
· Pg. 92:1-5
Elaborate:
Independent Practice (min): / Texas Go Math:
· Pgs. 13-14:22-36
· Pg. 19:14-19
· Pgs. 25-26: 12-15; 17-21 / Texas Go Math:
· Pgs. 37-38:16-27
· Pgs. 43-44:16-43 / Texas Go Math:
· Pgs. 63-64:7-13 / Texas Go Math:
· Pgs. 93-94:7-9
Evaluate:
Closing ( min.): / Check for Understanding / Check for Understanding / Check for Understanding / Check for Understanding
Reinforcement / Materials/ Resources: / HMH “Texas Go Math”
· 1-1 “Rational and Irrational Numbers”
· 1-2 “Sets of Real Numbers”
· 1-3 “Ordering Real Numbers”
· Graphing Calculators / HMH “Texas Go Math”
· 2-1 “Scientific Notation with Positive Powers of 10”
· 2-3 “Scientific Notation with Negative Powers of 10”
· Graphing Calculators / HMH “Texas Go Math”
· 3-1 “Representing Proportional Relationships” / HMH “Texas Go Math”
· 4-1 “Representing Linear Non-Proportional Relationships”
Homework / Texas Go Math, Differentiated Instruction:
· Lesson 1-1 “Rational and Irrational Numbers” pg. 5
· Lesson 1-3 “Ordering Real Numbers” pg. 13 / Texas Go Math, Differentiated Instruction:
· Lesson 2-2 “Scientific Notation” pg. 20 and pg. 26 / Texas Go Math, Differentiated Instruction:
· Lesson 3-1 “Representing Proportional Relationships” pg. 34 / Texas Go Math, Differentiated Instruction:
· Lesson 4-1 “Representing Linear Non-Proportional Relationships” pg. 58
MODIFICATIONS and/or ACCOMODATIONS:
-Gifted and Talented
-ELL/ ESL
-Special Education / Instructional Accommodations for Diverse Learners
· Access Recommendations for Accommodating Special Needs Students: MATH 8, Cycle 1, Unit 1.
G/T:
· Students create a game (i.e., card sort, Jeopardy!, or one of their choosing) to review comparing and ordering real numbers, approximating irrational numbers, and scientific notation.
· Students understand that a square root is a value that can be multiplied by itself to give the original number. They discover that roots can be written as fractional exponents. Have students practice writing fractional exponents in expanded form to see the relationship (e.g. = = 9½; so 9½ • 9½ = 9). / Instructional Accommodations for Diverse Learners
· For students who experience difficulty multiplying and dividing using scientific notation, remind them to multiply or divide the base, then use the rules of exponents to determine the power of 10.
· For additional strategies to assist diverse learners, access Recommendations for Accommodating Special Needs Students: MATH 8, Cycle 1, Unit 1.
G/T:
· Students create a game (i.e., card sort, Jeopardy!, or one of their choosing) to review comparing and ordering real numbers, approximating irrational numbers, and scientific notation. / Instructional Accommodations for Diverse Learners
· ³ Encourage struggling students to create a foldable to record what they learned about the characteristics of the tables, graphs, and equations of proportional and non-proportional relationships and refer back to it as needed. [MATH.8.5A, MATH.8.5B] C.4d
· For additional strategies to assist diverse learners, access Recommendations for Accommodating Special Needs Students: MATH 8, Cycle 1, Unit 2.
G/T:
The Laying the Foundation (LTF) activity, Average Rate of Change, provides an opportunity for students to apply what they have learned. Students have an understanding of ratios, proportions, and graphs so they can describe how to determine the average rate of speed for given situations. [MATH.8.5A] (Effective Practice: Stretch It) / Instructional Accommodations for Diverse Learners
· ³ Encourage struggling students to create a foldable to record what they learned about the characteristics of the tables, graphs, and equations of proportional and non-proportional relationships and refer back to it as needed. [MATH.8.5A, MATH.8.5B] C.4d
· For additional strategies to assist diverse learners, access Recommendations for Accommodating Special Needs Students: MATH 8, Cycle 1, Unit 2.
G/T:
The Laying the Foundation (LTF) activity, Average Rate of Change, provides an opportunity for students to apply what they have learned. Students have an understanding of ratios, proportions, and graphs so they can describe how to determine the average rate of speed for given situations. [MATH.8.5A] (Effective Practice: Stretch It)
*All lesson plans are subject to revisions and addendums by teacher.