MHSCoordinateAlgebra

CCGPS Coordinate Algebra Week 8 Oct. 1

Dr. Ronald E. McNair High School

Weekly Instructional [[#|Lesson Plan]]

Teachers:

Tywanois Lockett, Aleethea Middlebrooks, Tahirah Pennyman, and Amanda Reid

Course: CCGPS Coordinate Algebra

Unit 2: Reasoning with Equation and Inequality

Week of October 1, 2012

Standards of Mathematical Practices (SMP):

1) Make sense of problems and persevere in solving them.

2) Reason abstractly and quantitatively.

3) Construct viable arguments and critique the reasoning of others.

4) Model with mathematics.

5) Use appropriate tools strategically.

6) Attend to precision.

7) Look for and make use of structure.

8) Look for and express regularity in repeated reasoning.

Co- teaching model:

*Ms. Middlebrooks and Ms Pennyman are co-teachers. They work together during 1st, 3rd and 4th

blocks.

1) One teach, One assist: One teacher leads the lesson and one teacher observes and assists students.

2) Alternative teaching: One teacher works with a large group while the other teacher is working

with a small group of students. Small groups can be pulled for pre-teaching, re-teaching,

enrichment, interest groups, special projects, make-up work or assessment groups.

3) Parallel teaching: The class is divided in half. Both teachers plan instruction jointly and are

teaching the same lesson at the same time to heterogeneous groups.

4) Station teaching: Teachers divide instructional content into several segments and present the

content in separate stations around the classroom. With two stations, the General Educator and

Special Educator each teach their half of the content and then switch groups. Alternatively, both

teachers may move between groups in order to provide support. If students are able to work

independently with content, a third station may be established.

5) Team Teaching: Both the general educator and the special educator share in the instruction of

students. One teacher may lead the discussion while the other models or demonstrates. Team

teaching affords the ability to model quality team and interpersonal interactions.

Weekly warm - ups:__**

Warm-up - week 8.pptx

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MHSCoordinateAlgebra

CCGPS Coordinate Algebra Week 8 Oct. 1

Date: Monday

Lesson Components

Standards of Mathematical Practice: 1, 2, 3, 4, 5

Curriculum Standards/Element MCC9-12.A.REI.5 Prove that given a system oftwo equations in two variables, replacing oneequation by the sum of that equation and amultiple of the other produces the samesolutions.

MCC9-12.A.REI.6 Solve systems of linearequations exactly and approximately (e.g., withgraphs) focusing on pairs of linear equations intwo variables.

Essential Question What are the benefits of having different types of

strategies to solve systems of equations related to

real-world situations?

Lesson Opening Activities

Sponge/Warm-up Activity (3-5 minutes) Task: Transforming EquationsObjective: Students will rearrange the formulato highlight the quantity of interest.Materials: Weekly warm -up sheetExecution: This activity will be presented onthe Promethean Board as the students enterthe classroom. Students will work with an elbowpartner to [[#|complete]] the activity byrearranging four formulas to highlight thequantities of interest.

1. C = 2*3.14*r; r2. V = (Bh)/3; h3. C = (5/9)/(F-32); F4 P = 2(l + w); l

Resources: Math Starters! p. 209, 5-60Accomodations: proximity, peer helpers, Collaborative Model: Team Teach

DOK: 2

Direct [[#|Teaching Activities]] (10-15 minutes) Task: Review Activity - Compare and Contrast

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MHSCoordinateAlgebra

CCGPS Coordinate Algebra Week 8 Oct. 1

Objective: Students will be able to compare and

contrast solving systems of linear equations by

substitution and elimination.

Materials: Interactive Notebook, pencil,

promethean board

Compare Contrast Systems.pptx

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480 KB

Execution: Teacher will display the system of linear

equations below on the Promethean Board. Students

will take Cornell-style notes, folding their paper hot

dog style and writing the system of equations on the

top left side, as well as the top right side of their

paper. Teacher will review the steps in solving by

substitution, as well as by elimination. Students will

highlight the steps that are different in one color, and

highlight the steps that are the same in another color.

Resources: -2x + 4y = -22 and 5x - 3y = 34

Solution: (5, -3)

Accomodations: Preferential seating, proximity,

teacher modeling, circulation, Cornell Notes, model

Collaborative Model:

DOK: 1 - 2

Lesson Work Period Activities

Guided Practice

(35-40 minutes)

Task: Unit 2 Lesson 2 Post Assessment

Objective: Students will be assessed on knowledge

of the following standards:

MCC9-12.A.REI.5 Prove that given a system of

two equations in two variables, replacing one

equation by the sum of that equation and a

multiple of the other produces the same solutions.

MCC9-12.A.REI.6 Solve systems of linear

equations exactly and approximately (e.g., with

graphs) focusing on pairs of linear equations in

two variables.

Materials: Individual test, pencil, scratch paper,

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CCGPS Coordinate Algebra Week 8 Oct. 1

copy of test, timer, calculator, graph paper

Unit 2 Lesson 2 Progress Check.docx

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2 MB

Unit 2 Lesson 2 Post Assessment Answer Key.docx

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1 MB

Execution: Students will work independently on a

timed assessment. Teachers will circulate and

provide modifications when needed..

Resources: CCGPS Algebra Walch Education

Teacher Resource Binder U2-106 to U2-112

Accommodations: Preferential Seating, seat student

away from distractions, read aloud, extended time,

allow student to write directly on the test.

Collaborative Model: Team Teaching

DOK: 2-3

Independent Practice

(10-15 minutes)

Task: Unit 2 Lesson 3 Pre-Assessment

Objective: To assess individual students

understanding on the following standards:

MCC9-12.A.REI.12

Materials: Individual test, pencil, scratch paper,

copy of test, timer, calculator, graph paper

Unit 2 Lesson 3 Pre-Assessment.docx

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3 MB

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MHSCoordinateAlgebra

CCGPS Coordinate Algebra Week 8 Oct. 1

Unit 2 Lesson 3 Answer Key.docx

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993 KB

Execution: Students will work independently on a

timed assessment. Teachers will circulate and

provide modifications where needed.

Resources: CCGPS Algebra Walch Education

Teacher Resource Binder U2-106 to U2-112

Accommodations: preferential seating, seat students

away from distractions, read aloud, extended time,

allow student to write directly on the test.

Collaborative Model: Team Teaching

DOK: 2-3

Lesson Closing Activities

Closing Activities

(5-10 minutes)

Task: 5-3-1

Objective: Students will use 5-3-1 as a

summarization strategy for the Unit 2 Lesson 3

Pre-Assessment.

Materials: Interactive Notebook, pencil, markers,

colored pencils

5-3-1 Closing.pptx

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724 KB

Execution: On their own, students will identify 5

key ideas, principles, or facts from the

Pre-Assessment. In pairs students will share their list

and come up with the top 3, with another pair

identify 1 "MVP" (most valuable point) from the

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CCGPS Coordinate Algebra Week 8 Oct. 1

Pre-Assessment. Teachers will provide

modifications and facilitate.

Resources: Unit 2 Lesson 3 Pre-Assessment

Accommodations: repetition, circulation, proximity

control, provide an example, guided questions,

verbal praise

Collaborative Model: Team Teaching

DOK: 2

Lesson Strategies

Adjustments/Modifications

Groups

Resources

Assessments

Homework

unit 1 asse.xps

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unit 1.2 asse.xps

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unit 1.3 asse.xps

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CCGPS Coordinate Algebra Week 8 Oct. 1

unit 1.4 asse.xps

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unit 1.5 asse.xps

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unit 2.1 asse.xps

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unit 2.2 asse.xps

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unit 2.2 asse.xps

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MHSCoordinateAlgebra

CCGPS Coordinate Algebra Week 8 Oct. 1

Date: Tuesday

Lesson Components

Standards of Mathematical Practice: 1, 2, 3, 4, 5, 6, 7, 8

Curriculum Standards/Element Unit 1: StandardsMCC9-12.N.Q.1 Use units as a way tounderstand problems and to guide the solutionof multi-step problems; choose and interpretunits consistently in formulas; choose andinterpret the scale and the origin in graphs anddata displays.

MCC9-12.N.Q.2 Define appropriate quantitiesfor the purpose of descriptive modeling.

MCC9-12.N.Q.3 Choose a level of accuracyappropriate to limitations on measurementwhen reporting quantities.

MCC9-12.A.SSE.1 Interpret expressions that

represent a quantity in terms of its context.

MCC9-12.A.SSE.1a Interpret parts of an

expression, such as terms, factors, and coefficients.

MCC9-12.A.SSE.1b Interpret complicated

expressions by viewing one or more of their parts as

a single entity.

MCC9-12.A.CED.1 Create equations and

inequalities in one variable and use them to solve

problems. Include equations arising from linear and

quadratic functions, and simple rational and

exponential functions.

MCC9-12.A.CED.2 Create equations in two or

more variables to represent relationships between

quantities; graph equations on coordinate axes with

labels and scales.

MCC9-12.A.CED.3 Represent constraints by

equations or inequalities, and by systems of

equations and/or inequalities, and interpret solutions

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as viable or non-viable options in a modeling

context.

MCC9-12.A.CED.4 Rearrange formulas to

highlight a quantity of interest, using the same

reasoning as in solving equations.

Unit 2: Standards:

MCC9-12.A.REI.5 Prove that given a system oftwo equations in two variables, replacing oneequation by the sum of that equation and amultiple of the other produces the samesolutions.

MCC9-12.A.REI.6 Solve systems of linearequations exactly and approximately (e.g., withgraphs) focusing on pairs of linear equations intwo variables.

Essential Question How can I ensure that I am prepared for the

System-Wide Benchmark?

Lesson Opening Activities

Sponge/Warm-up Activity (3-5 minutes) Task: Write an Equation from Context

Objective: Student will be able to write an equation

from context.

Execution: This activity will be presented on the

Promethean Board as the students come into the

classroom. Students will work their elbow partner

and write an equation and graph the equation for the

given information :

Benito is a waiter. He earns a base salary of$1,500 a month, plus 20% of the price of themeals he serves.

1. Write an equation to predict the amountof money Benito will earn if he serves$350 in meals.

2. Benito earned $1,650 in one month.What was the total price of the mealsthat Benito served?

3. Create a graph to show the possible

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CCGPS Coordinate Algebra Week 8 Oct. 1

amount of money Benito could earn eachmonth.

Materials: Warm - up sheet, pen, Graph paper

Resources: Walch Digital Warm-ups

Accommodations: proximity, peer helpers

Collaborative Model: Team teach

DOK: 2-3

Direct Teaching Activities (10-15 minutes) Task: Who Has…? Linear Expressions Review

Game

Objective: In a group setting, to practice mental

computation by answering a sequence of oral math

questions. Ideally, questions should be projected one

at a time (as with an overhead projector), so they

may be read as they are orally asked.

Materials: A deck of "Who Has" cards, a list of the

content of each card for projections on the overhead

http://www.mathnstuff.com/papers/games/whohas/li

ke.htm

Execution: Students will be in pre-assigned groups.

Each member has an assigned role: Timer,

Transcriber, Translator, Task Master, and Talker

To Play:

1. Distribute ALL cards in the deck to members of

the group or class except to the teacher or leader

who is running the game on the Promethean board.

2. Group members place the cards on the desk or

hold them so that the printed side may be read.

3. The leader places the list of all words on all cards

on the overhead and covers all the words.

4. The leader reveals the first line and reads loud the

first line asking, "Who has..?"

5. The group member who has the requested

number, the member who holds the card which says

"I have…,"answers aloud reading the entire card,

saying, "I have…Who has…?"

6. The group member who has the requested

number, reads aloud the entire card saying, "I

have…Who has…?" and play continues to the next

group member. The leader reveals that line of the list

so that a group member might listen to the question

being read and might read it for him or herself off

the promethean board.

7. Play ends when the first group member to read,

reads, the first card again, in answer to another

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CCGPS Coordinate Algebra Week 8 Oct. 1

member's question.

*Teachers may participate and play the leader in this

game.

Resources:

http://www.mathnstuff.com/papers/games/whohas/w

hointr.htm

Accommodations: visual, read aloud, repetition

Collaborative Model: Team Teaching

DOK: 2-3

Lesson Work Period Activities

Guided Practice

(25-30 minutes)

Task: Section Presentations

Objective: Students will revisit standards from Unit

1 & 2 and prepare to present material to the class.

Materials: Notes from Unit 1 Lesson 1, 2, & 3; Unit

2 Lesson 1, 2, & 3, interactive notebook, flip chart

marker, chart paper

Unit 1 Lesson 5 Notes.docx

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Unit 1 Lesson 4 Notes.docx

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2 MB

Unit 1 Lesson 3 Notes.docx

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2 MB

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MHSCoordinateAlgebra

CCGPS Coordinate Algebra Week 8 Oct. 1

Unit 1 Lesson 2 Notes.docx

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1 MB

Unit 1 Lesson 1 Notes.docx

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1 MB

Unit 2 Lesson 3.docx

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2 MB

Unit 2 Lesson 2 Notes.docx

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Unit 2 Lesson 1.docx

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Execution:

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MHSCoordinateAlgebra

CCGPS Coordinate Algebra Week 8 Oct. 1

1. Teacher will preassign students in groups of 3 or

4.

2. Assign each group a section to read.

3. Each group has a predetermined amount of time

to prepare a class presentation.

4. The presentation must be at least three minutes.

5. It is critical to establish firm time guidelines in

order to complete this activity in one class period.

Writing a minute by minute schedule on the board is

imperative. Those who fall short of the presentation

time period must remain in the front of the room

until their time is up.

Resources:

http://www.brighthubeducation.com/teaching-middl

e-school/80644-four-successful-review-activities/

Self and Peer Assessment Form.docx

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89 KB

Accommodations: Guided questions, cooperative

grouping, repetition, provide a model, proximity,

self/ peer assessment

Collaborative Model: Team Teaching

DOK: 2

Independent Practice

(20-25 minutes)

Task: Vocabulary Crossword Puzzle or Word

Splash

Objective: Students will re-familiarize themselves

with vocabulary terms from Unit 1: Relationships

between Quantities and Unit 2: Reasoning with

Equations and Inequalities.

Materials: Crossword puzzles, interactive notebook,

pencil, list of vocabulary terms, promethean board

Benchmark Crossword Key Terms Unit 1 & 2.doc

Details

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MHSCoordinateAlgebra

CCGPS Coordinate Algebra Week 8 Oct. 1

Download

31 KB

Benchmark Review Crossword Unit 2.doc

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35 KB

Execution: Students will independently complete a

crossword puzzle that encompasses vocabulary

terms from Unit 1 and Unit 2 of CCGPS Coordinate

Algebra.

Resources: Walch Education Teacher Resource

Binder

Accommodations: shorten assignment, provide a

list of key terms

Collaborative Model: Team Teaching

DOK: 2

Lesson Closing Activities

Closing Activities

(5-10 minutes)

Task: 4 Sentence Reflections: Response to

Essential Question: How can I ensure that I am

prepared for the District Benchmark?

Objective: Students will reflect on current skill and

skills needed to ensure success in the district

benchmark.

Materials: Interactive Notebook, pencil, timer,

promethean board

Execution: Students will respond the essential

question in 4 sentences only. The amount of

sentences cannot be above 4 sentences nor below.

Students must write their response on the left side of

their notebook.

Resources: Essential Question sentence Starter to

accomodate SWD (students with disabilities)

EQ10-02-2012.pptx

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CCGPS Coordinate Algebra Week 8 Oct. 1

Details

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729 KB

Accommodations: extended time, guided questions,

sentence starter (model), read aloud, provide an

example

Collaborative Model: One Teach, One Assist

DOK: 2-3

Lesson Strategies

Adjustments/Modifications allow seating accommodations for student with

wheel chair

Groups Cooperative Grouping

Resources

Assessments

HomeworkComplete and review problems from the Unit 1 & Unit 2 study guide.

Date: Wednesday

Lesson Components

Standards of Mathematical Practice: 1, 2, 3, 4, 5, 6, 7, 8

Curriculum Standards/Element Unit 1: StandardsMCC9-12.N.Q.1Use units asa way to understand problems and to guide thesolution of multi-step problems; choose andinterpret units consistently in formulas; chooseand interpret the scale and the origin in graphsand data displays.MCC9-12.N.Q.2 Define appropriate quantitiesfor the purpose of descriptivemodeling.MCC9-12.N.Q.3 Choose a level ofaccuracy appropriate to limitations onmeasurement when reportingquantities.MCC9-12.A.SSE.1 Interpretexpressions that represent a quantity in termsof its context.MCC9-12.A.SSE.1a Interpret

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CCGPS Coordinate Algebra Week 8 Oct. 1

parts of an expression, such as terms, factors,and coefficients.MCC9-12.A.SSE.1b Interpretcomplicated expressions by viewing one ormore of their parts as a singleentity.MCC9-12.A.CED.1 Create equations andinequalities in one variable and use them tosolve problems. Include equations arising fromlinear and quadratic functions, and simplerational and exponentialfunctions.MCC9-12.A.CED.2 Create equationsin two or more variables to representrelationships between quantities; graphequations on coordinate axes with labels andscales.MCC9-12.A.CED.3 Representconstraints by equations or inequalities, and bysystems of equations and/or inequalities, andinterpret solutions as viable or non-viableoptions in a modelingcontext.MCC9-12.A.CED.4 Rearrange formulasto highlight a quantity of interest, using thesame reasoning as in solving equations.Unit 2: Standards:MCC9?12.A.REI.1 Explain

each step in solving a simple equation as following

from the equality of numbers asserted at the

previous step, starting from the assumption that the

original equation has a solution. Construct a viable

argument to justify a solution

method.MCC9?12.A.REI.3 Solve linearequations and inequalities in one variable,including equations with coefficientsrepresented by letters.MCC9-12.A.REI.5 Provethat given a system of two equations in twovariables, replacing one equation by the sum ofthat equation and a multiple of the otherproduces the same solutions.MCC9-12.A.REI.6Solve systems of linear equations exactly andapproximately (e.g., with graphs) focusing onpairs of linear equations in twovariables.MCC9?12.A.REI.12 Graph thesolutions to a linear inequality in two variablesas a half?plane (excluding the boundary in thecase of a strict inequality), and graph thesolution set to a system of linear inequalities intwo variables as the intersection of thecorresponding half?planes.

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CCGPS Coordinate Algebra Week 8 Oct. 1

Essential Question What are the my muddiest points for Unit 1 and Unit

2?

Lesson Opening Activities

Sponge/Warm-up Activity (3-5 minutes) Task: Minute Paper

Objective: Students will response to a question so

that the teacher can collect written feedback on the

student's learning.

Materials: Weekly Warm-up sheet and pencils

Execution: This activity is presented on the

Promethean Board as the students enter the

classroom. Students will individually take three to

five minutes to answer the following question:

"What was the most important thing you

learned during the first 8 weeks of school?"

Resources: The Educator's Toolbox

Accommodations: proximity, teacher circulate

Collaborative Model: Team teach

DOK: 2

Direct Teaching Activities (10-15 minutes) Task: Benchmark Testing

Objective: To prepare students for the daily activity,

teachers will introduce the agenda. Students will

participate in Benchmark testing, CCGPS teachers

will be assigned to a designated area for this online

assessment.

Materials: calculator, computer, scratch paper

Execution: Teachers will meet students in the

classroom. As a group teacher(s) and students will

wok to assigned computer labs. Students will

complete Benchmarks independently.

Resources:

Accommodations: read aloud, proximity, control,

seat away from distractions, preferential seating

Collaborative Model: Team Teaching

DOK: 2-4

Lesson Work Period Activities

Guided Practice

(25-30 minutes)

Task: Benchmark Testing

Objective: To prepare students for the daily activity,

teachers will introduce the agenda. Students will

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CCGPS Coordinate Algebra Week 8 Oct. 1

participate in Benchmark testing, CCGPS teachers

will be assigned to a designated area for this online

assessment.

Materials: calculator, computer, scratch paper

Execution: Teachers will meet students in the

classroom. As a group teacher(s) and students will

wok to assigned computer labs. Students will

complete Benchmarks independently.

Resources:

Accommodations: read aloud, proximity, control,

seat away from distractions, preferential seating

Collaborative Model: Team Teaching

DOK: 2-4

Independent Practice

(20-25 minutes)

Task: Benchmark Testing

Objective: Students will participate in Benchmark

testing, CCGPS teachers will be assigned to a

designated area for this online assessment.

Materials: calculator, computer, scratch paper

Execution: Teachers will circulate and monitor

students as they participate in benchmark testing.

Students will complete the District Benchmark

independently.

Resources:

Accommodations: read aloud, proximity, control,

seat away from distractions, preferential seating,

extended time

Collaborative Model: Team Teaching

DOK: 2-4

Lesson Closing Activities

Closing Activities

(5-10 minutes)

Task: Benchmark Testing

Objective: Students will participate in Benchmark

testing, CCGPS teachers will be assigned to a

designated area for this online assessment.

Materials: calculator, computer, scratch paper

Execution: Teachers will circulate and monitor

students as they participate in benchmark testing.

Students will complete the District Benchmark

independently.

Resources:

Accommodations: read aloud, proximity, control,

seat away from distractions, preferential seating,

extended time

Collaborative Model: Team Teaching

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CCGPS Coordinate Algebra Week 8 Oct. 1

DOK: 2-4

Lesson Strategies

Adjustments/Modifications

Groups

Resources

Assessments

Homework

linear equation situation.xps

Details

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70 KB

Date: Thursday

Lesson Components

Standards of Mathematical Practice: 1, 2, 3, 4, 5,

Curriculum Standards/Element MCC9-12.A.REI.5 Prove that given a system oftwo equations in two variables, replacing oneequation by the sum of that equation and amultiple of the other produces the samesolutions.MCC9-12.A.REI.6 Solve systems of linearequations exactly and approximately (e.g., withgraphs) focusing on pairs of linear equations intwo variables.

Essential Question Why is knowing the solution to systems of equations

helpful in the real world?

Lesson Opening Activities

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CCGPS Coordinate Algebra Week 8 Oct. 1

Sponge/Warm-up Activity (3-5 minutes) Task: Using Equalities SymbolsObjective:Students will review the meaning of eachinequality symbol.Materials: Weekly Warm-upsheet and pencilExecution: This activity will bepresented on the Promethean Board as thestudents enter the classroom. Students willexplain the meaning of a new inequalitysymbols and write an inequality using thatsymbol.Resources: Math Starters! page 208,

5-57Accommodations: proximity, teacherscirculateCollaborative Model: TeamTeachDOK: 2 - 3

Direct Teaching Activities (10-15 minutes) Task: Word Problem Strategies

Objective: Students will be able to extract important

information from a word problem and use it to set up

and solve systems of equations.

Materials: Interactive notebook, pencil, copies of

guided notes

Guided Notes Solving Word Problems.docx

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92 KB

10-3-12 Opening - Word Problem.pptx

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94 KB

Execution: Teacher will review how to solve word

problems by posting a word problem on the

Promethean Board. Students will have a copy of the

word problem, as well as a series of guiding

questions to figure out how to solve these types of

problems. Teacher will go through the steps in

solving the word problem, while the students fill out

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CCGPS Coordinate Algebra Week 8 Oct. 1

the guided notes. Students will ask questions when

confused, and the teacher will circulate the room to

ensure all students are properly filling out the guided

notes.

Resources:

Accommodations: Preferential seating, proximity,

teacher modeling, guided notes

Collaborative Model:

DOK: 1, 2

Lesson Work Period Activities

Guided Practice

(25-30 minutes)

Task: Lesson 2.2.1 Proving Equivalences Warm

Up 2.2.1

Objective: Students will practice proving

equivalences by using a word problem

Materials: Individual Warm Up documents,

interactive notebook, pencil, calculator

Execution: In groups of 2-3 students will work to

prove equivalencies in expressions from word

problems. Teacher(s) will distribute materials.

Teacher will guide students through the first

problem and allow students time to complete the

activity. Teacher will review the activity with the

class after 20 minutes.

Resources: Walch Education Teacher Resource

Binder U2-69

WarmUp2.2.1.docx

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252 KB

WarmUp 2.2.1 Answer Key.docx

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585 KB

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Accommodations: Guided Instruction, cooperative

learning, proximity control, repetition,

Collaborative Model: One Teach, One Assist

DOK: 2-3

Independent Practice

(20-25 minutes)

Task: Vocabulary Foldable or Student Dictionary

Objective: Students will identify key terms for Unit

2 Lesson 3

Materials: paper, markers, colored pencils, scissors,

glue

Unit 2 Lesson 3 Key Terms.docx

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373 KB

Execution: Key Terms will be located around the

room. Individually, students will create a foldable

that models and organizes key terms. Teachers will

circulate and encourage students to create definition

in their own words.

Resources: Walch Education TRB U2-120

Accommodations: provide a model, proximity,

repetition,

Collaborative Model: Team teaching

DOK: 1

Lesson Closing Activities

Closing Activities

(5-10 minutes)

Task: Inequality Tree Map

Objective: Students will be able solve linear

inequalities

Materials: Interactive Notebook, tree map handout

and pencil

Inequalities tree_map.doc

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CCGPS Coordinate Algebra Week 8 Oct. 1

45 KB

Execution: Students will individually create a tree

map using the tree map provided.

Resources: Thinking Map - Tree Map

Accommodations: modeling,

Collaborative Model:

DOK: 3

Lesson Strategies

Adjustments/Modifications

Groups

Resources

Assessments

HomeworkComplete Inequality Tree Map. Students must provide a frame of reference and Summary for

credit.

Date: Friday

Lesson Components

Standards of Mathematical Practice: 1,2,3,4,5,6

Curriculum Standards/Element MCC9-12.A.REI.12 Graph the solutions to a

linear inequality in two variables as a half-plane

(excluding the boundary in the case of a strict

inequality), and graph the solution set to a system

of linear inequalities in two variables as the

intersection of the corresponding half planes.

Essential Question How do I solve systems of linear inequalities in two

variables?

Lesson Opening Activities

Sponge/Warm-up Activity (3-5 minutes) Task: Inequalities in slope intercept form

Objective: Students will convert inequalities to

slope intercept form

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Materials: Weekly warm-up sheet

Execution: This activity will be presented on the

Promethean Board as the students enter the

classroom. Students will convert three inequalities to

slope intercept form.

Resources: Problems were taken for the link below:

http://www.alexandria.k12.mn.us/cms/lib01/MN010

00334/Centricity/ModuleInstance/1853/4.2_NOTES

_WITH_WRITING.pdf

Accommodations: proximity, teachers circulate

Collaborative Model: Team Teach

Direct Teaching Activities (10-15 minutes) Task: Solving Linear Inequalities in Two Variables

Warm Up 2.3.1

Objective: Given a scenario, students will interpret

and create linear inequalities in two variables.

Materials: Interactive Notebook, pencil, calculator

Warm Up2.3.1.docx

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202 KB

WarmUp2.3.1 Answer Key.docx

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577 KB

Execution: Teacher will provide guided instruction

to assist students in completing linear inequalities in

two variables.

Resources: Walch Education Teacher Resource

Binder U2-122

Accommodations: repetition, verbal praise, model,

guiding questions, chunk material, small group

instruction

Collaborative Model: alternative teaching or

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MHSCoordinateAlgebra

CCGPS Coordinate Algebra Week 8 Oct. 1

parallel teaching

DOK: 1,2,3

Lesson Work Period Activities

Guided Practice

(25-30 minutes)

Task: Summer Job Task

Objective: In this task, students will write a model

for an inequality from the context of a word problem

using real life situations. The students will then

graph the inequality in two variables and analyze the

solution. Students will reason quantitatively and use

units t solve problems.

Materials: summer job task, graph paper, ruler,

colored pencils, interactive notebook

Summer Job Task SE.docx

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1 MB

Summer Job Learning Task TE.docx

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2 MB

Execution: Students will work in groups of 2 to 3

on the Summer Task. Teachers will circulate and

work with individual groups.

Resources: CCGPS Frameworks

Accommodations: read aloud, proximity, verbal

praise, calculator, highlighter, guided questions,

chunk assignment

Collaborative Model: Parallel

DOK: 2-3

Independent Practice

(20-25 minutes)

Task: Summer Job Task

Objective: In this task, students will write a model

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MHSCoordinateAlgebra

CCGPS Coordinate Algebra Week 8 Oct. 1

for an inequality from the context of a word problem

using real life situations. The students will then

graph the inequality in two variables and analyze the

solution. Students will reason quantitatively and use

units t solve problems.

Materials: summer job task, graph paper, ruler,

colored pencils, interactive notebook

Summer Job Task SE.docx

Details

Download

1 MB

Summer Job Learning Task TE.docx

Details

Download

2 MB

Execution: Students will work in groups of 2 to 3

on the Summer Task. Teachers will circulate and

work with individual groups.

Resources: CCGPS Frameworks

Accommodations: read aloud, proximity, verbal

praise, calculator, highlighter, guided questions,

chunk assignment

Collaborative Model: Parallel

DOK: 2-3

Lesson Closing Activities

Closing Activities

(5-10 minutes)

Task: Summer Job Comic Strip

Objective: Students will create a comic strip that

represents the information that was discussed in the

Summer Job learning Task

Materials: Interactive Notebook, summer job

learning task, colored pencils, pencil

Execution: Students will work individually or in

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MHSCoordinateAlgebra

CCGPS Coordinate Algebra Week 8 Oct. 1

pairs to create a comic strip that represents the math

in the task. The comic strip will fill the page.

Teachers will show examples of comic strips that

students can use as a guide to create their own.

Teacher(s) will circulate and emphasize the

importance of portraying the math in the task.

Resources: Example Below

Comic Strip 10-05-12.pptx

Details

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1 MB

Accommodations: ask guided questions, provide a

model, proximity

Collaborative Model: Team Teaching

DOK: 2-3

Lesson Strategies

Adjustments/Modifications

Groups

Resources

Assessments

Homework

inequality scenario.xps

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282 KB

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