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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MHSCoordinateAlgebra
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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MHSCoordinateAlgebra
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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115 KB
unit 1.3 asse.xps
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70 KB
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MHSCoordinateAlgebra
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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67 KB
unit 2.1 asse.xps
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79 KB
unit 2.2 asse.xps
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70 KB
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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CCGPS Coordinate Algebra Week 8 Oct. 1
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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MHSCoordinateAlgebra
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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834 KB
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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MHSCoordinateAlgebra
CCGPS Coordinate Algebra Week 8 Oct. 1
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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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MHSCoordinateAlgebra
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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MHSCoordinateAlgebra
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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MHSCoordinateAlgebra
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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MHSCoordinateAlgebra
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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MHSCoordinateAlgebra
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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CCGPS Coordinate Algebra Week 8 Oct. 1
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
Details
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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
Details
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page 22 / 27
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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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CCGPS Coordinate Algebra Week 8 Oct. 1
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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