Dear student,

Welcome to Middleborough High School and welcome to Algebra 1 CP! Please review the Frequently Asked

Questions and answers below. !What is Algebra?

Algebra is a branch of mathematics that involves substituting letters for numbers. Algebra is concerned

with finding the unknown, or representing real life situations as equations and then solving them. Algebra

students will simplify and evaluate expressions, investigate functions, and solve and graph equations. !What materials do I need for class?

- pencils and pens

- calculator (graphing calculator such as TI-83 Plus or TI-84. TI is best)

- filler paper

- graph paper

- 3-ring binder

- glue stick or tape !Must I bring a textbook to and from class each day?

Students will be issued a Saxon Algebra textbook to keep at home. A class set of textbooks will be kept in

the classroom for students’ reference. !How much homework should I expect?

Homework is assigned each night. Students should expect approximately 30 minutes of homework. A

typical homework assignment involves students previewing a lesson from the textbook that we will be

exploring the following day, taking notes on the lesson, and solving a few practice problems. !May I stay for extra help?

Students may stay after school on Mondays, Fridays, and other days by appointment. Please contact Ms.

Miles by email anytime. vmiles@middleboro.k12.ma.us !Is there a website?

Your homework will be posted at www.msmilesmath.wordpress.com. Refer to the Algebra 1 page, and

the homework tab. The password is mhs_sachems. There will be links to instructional videos if you pre-

fer taking notes from a video instead of the textbook. In addition, there is an electronic student book,

and teacher’s edition with selected answers on the Student page. !What is an interactive student notebook (ISN)?

We will use an interactive student notebook in this class. Your ISN will help you stay organized and en-

gaged. You will be allowed to use your ISN on quizzes. Notes that I give in class will go on the right side.

Problems you solve in class will be kept on the left side. We will use graphic organizers, foldables, and col-

orful notes. !How will I be graded?

You should expect quizzes, unit tests, midyear exams, projects, classwork, homework completion, note-

book grades and a final exam. !May I retake tests if I am dissatisfied with my grade?

Yes, if you are dissatisfied with your grade, you may retake the test after school by following a specified

protocol. Your new test grade will be averaged with the previous grade.

Sincerely,

Ms. Miles

Course Policies for Algebra 1 CP (write on the fingers of the left hand, traced onto notebook paper) !1. Student Handbook Rules apply 2. Expect Homework every night 3. Use the Class blog:

www.msmilesmath.wordpress.com 4. We will use an interactive student

notebook (ISN) 5. Grades will be determined by tests,

quizzes, homework completion, classwork, projects and notebook

!!Class Expectations (write on the fingers of the traced right hand) !1. Be prompt 2. Be prepared 3. Be polite 4. Participate 5. Persevere

Classifying Real Numbers!!

!!Directions: Cut out the foldable. Cut along the light lines, and fold

over the middle section. Write on the outside of the folded tabs the numbers: 0.31 repeating, - √36, -4/5, 0^3, π, 1.438, 21/3; √8.

Classify each number underneath its folded tab using as many classifications as are appropriate.

Evaluate (1 + 3)2 ÷ 2×4 – 1 + 4

!Directions: Cut out the foldable. Cut along the light lines. Make folds so that the P, E, MD, AS are on the outside of the folds and there is space inside to show work. Solve the given problem, (1 + 3)2 ÷ 2×4 – 1 + 4 in the hidden parts of the foldable. Show the work in each section that is specific to each operation.

P

E

MD L to R

AS L to R

OPERA

TIONS W

ITH IN

TEGERS

W

hat kind of problem is it?

+

-

× / ÷ A

DD

ITION

SUBTRA

CTION

MU

LTIPLICATIO

N/D

IVISION

Are the signs…

ADD the O

PPOSITE

Are the signs…

ex) -4 – 9 = -4 + -9 = -13

…the same?

…different?

ex) 3 – (-7) = 3 + (+7) = 10

…the same?

…different?

AD

D, and

SUBTRA

CT,

A

nswer is POSITIVE

Answer is N

EGATIVE

KEEP the

use the sign

ex) 2 × 5 = 10

ex) -3 × 4 = -12

sign.

of the greater

ex) -2 × -5 = 10

ex) 3 × -4 = -12

ex) 2 + 3 = 5 absolute value.

ex) 12 ÷ 4 = 3

ex) 16 ÷ -2 = -8

ex) -2 + -3 = -5 ex) -5 + 6 = 1

ex) -12 ÷ -4 = 3

ex) -16 ÷ 2 = -8

MULTIPLICA

TION/D

IVISION

SU

BTRACTIO

N

ADDITIO

N

!!Dire

ctions: C

ut o

ut the

fold

able

. Cut alo

ng the

light lin

es an

d fo

ld the

four p

ane

ls ove

r the

mid

dle

rectan

gular se

ction. W

rite sig

ns o

n e

ach “do

or” fo

r +. –, ×

and ÷

. W

rite an

d so

lve the

follo

win

g p

rob

lem

s in the

appro

priate

sectio

n o

f your fo

ldab

le:

-10 +

17; (-4)(5

); 9 – (+11); -18

+ (-2

); -14 – (-3

); -24÷

(-6); (-3

)2; 4

5/(-9); (-3

)3

Inte

ge

r Ope

ratio

ns

Evaluatin

g A

lgebraic

Expre

ssion

s C

halle

nge P

roble

m!!

!

Let a =

2; b

= -3

; c =

-4; d

= 12

. U

sin

g all four v

ariable

s, w

rite an

d

evaluate

an alg

ebraic

expre

ssion

us

ing th

e c

orrect ord

er of

operation

s th

at results

in 18

.

Challe

nge

Let a =

2; b

= -3

; c =

-4; d

= 12

. U

sin

g all four v

ariable

s, w

rite an

d

evaluate

an alg

ebraic

expre

ssion

us

ing th

e c

orrect ord

er of

operation

s th

at results

in 18

.

Challe

nge

!Dire

ctions: C

ut o

ut the

fold

able

. Cut alo

ng the

light lin

es an

d fo

ld the

do

ors o

ver the

mid

dle

re

ctangular se

ction. W

rite the

follo

win

g e

xpre

ssions o

n the

outsid

e o

f the d

oo

rs: “a + b

”; “c – b

”, “5b

”, “d/c”. S

olve

pro

ble

ms in

the w

orksp

ace u

nde

rne

ath each e

xpre

ssion.

Evalu

atin

g A

lge

bra

ic E

xpre

ssio

ns

Le

t a =

2; b

= -3

; c =

-4; d

= 1

2

!

Absolute Value

Absolute Value

!O

ne

Ste

p F

orw

ard

, Tw

o S

teps B

ac

k A

bsolu

te V

alu

e G

am

e

!!!O

ne

Ste

p F

orw

ard

, Tw

o S

teps B

ac

k A

bsolu

te V

alu

e G

am

e

!!!O

ne

Ste

p F

orw

ard

, Tw

o S

teps B

ac

k A

bsolu

te V

alu

e G

am

e !!!

On

e S

tep F

orw

ard

, Tw

o S

teps B

ac

k A

bsolu

te V

alu

e G

am

e

!!!!

lose

✭w

in

lose

✭w

in

lose

✭w

in

lose

✭w

in

!

Gam

e rules: Each player has a centimeter cube gam

e piece. B

egin at the star. Shuffle the cards and turn over, one at a tim

e. Talk through what the card says and w

hat the value is. If positive, go right. If negative, go left. W

hoever lands on or passes “w

in” wins the gam

e, or whoever lands on or passes

“lose” loses. Record the problems and answ

ers in your notes.

Name_____________________ Date_______________

Classifying Numbers: Define and/or give an example of each type of number

- whole

- counting

- integer

- rational

- irrational

- real

Adding signed numbers. Complete each sentence:

- To add numbers with the same sign, _________ the absolute value of the numbers

and ____________ the sign.

- To add numbers with different signs, _________ the absolute value of the numbers

and ____________ the sign.

Solve the problems below by following the rules for adding signed numbers.

-43 + (-19) 6.2 + (-9.55) 14 + (-20) -4/9 + 1/3

Subtracting signed numbers.

One rule is “Stay, Change, Switch”. What does that mean to you?

Solve the problems below by following the rules for subtracting signed numbers.

-4 – (-11) 4.5 – (+6) 3 – (-7) 1/6 – 2/3

Algebra 1 CP: Reviewing for Unit P Cumulative Assessment

Order of Operations When evaluating expressions with more than one operation,

what should be done first? Second? Third? Last?

42 ÷ (5 + 2) • 2 – 5 + 6 23 - 10 + (-8) ⅓ (32 -3)

Multiplying Signed Numbers Complete the rules.

Positive • Positive = ____________ Negative • Negative = ____________

Positive • Negative = ____________ Negative • Positive = ____________

-4(-10) (-5)2 (3.5)(-2) (-⅖)(⅚)

Dividing Signed Numbers Complete the rules.

Positive ÷ Positive = ____________ Negative ÷ Negative = ____________

Positive ÷ Negative = ____________ Negative ÷ Positive = ____________

40 ÷ (-10) 35 ÷ -0.5 -1.25 ÷ -0.3 -⅝ ÷ ⅚

Algebra 1 CP: Reviewing for Unit P Cumulative Assessment

Absolute Value

What does the absolute value of a number represent? __________________________

______________________________________________________________________

Solve each problem below.

| - 4 | | - 6 – 1 0 | - | - 3 | | - 3 + 8 | – | - 1 0 |

Translating Algebraic Expressions

- Suzie knits scarves. On Monday she knit “n” scarves. On Tuesday she knit 4 fewer

than double that many. How many scarves did Suzie knit on Tuesday? ___________

- The Student Council is holding a fundraiser. They are selling candles and wind chimes.

Each candle costs c dollars and each wind chime costs w dollars. If a student sold 6

candles and 5 wind chimes, write an algebraic expression to represent the amount of

money, in dollars, the student should collect. ______________

Properties of Numbers Describe each property of numbers and/or include an example.

Commutative Property of Addition _________________________________________

Commutative Property of Multiplication ______________________________________

Associative Property of Addition ____________________________________________

Associative Property of Multiplication ________________________________________

Distributive Property _____________________________________________________

Identify Property of Addition _______________________________________________

Identify Property of Multiplication ___________________________________________

Inverse Property of Addition _______________________________________________

Inverse Property of Multiplication ___________________________________________

Algebra 1 CP: Reviewing for Unit P Cumulative Assessment

Perfect Squares A perfect square is a number which is the product of another number

multiplied by itself. For example, 16 is a perfect square, since 4 • 4 = 16.

List the first 25 perfect squares: ___, ___, ___, ___, ___, ___, ___, ___, ___, ____,

____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Square Roots

How do you find the square root of a number without a calculator? ________________

______________________________________________________________________

Evaluate each expression.

121 − 100 − 36 64

16

81

16 + 25

Between what two whole numbers does 15 lie? _____ and ______

Estimate 60 to the nearest integer. _____

Evaluating Algebraic Expressions

Evaluate each expression if a = 8, b = -10, and c = -5

a – b ab

c

a + b

c

(a + b)3− c

Algebra 1 CP: Reviewing for Unit P Cumulative Assessment

BellworkWeek of __________ - __________

Name: ________________

Period: ________________

Monday

Wednesday

Thursday

Friday

Challenge

Tuesday

Page # Page Title

Page # Page Title

Unit One Unit Two

Unit Three Unit Four

Unit Five Unit Six

Unit Seven Unit Eight

Unit Nine Unit Ten

Unit Eleven Unit Twelve

Inte

ract

ive

N

ote

boo

k U

nit

Ta

bs

Dire

ctio

ns:

Co

py a

se

t fo

r e

ac

h s

tud

en

t. C

ut

ap

ar

t o

n d

ash

ed

lin

es.

Giv

e t

he

stu

de

nts

on

e t

ab

as

ne

ed

ed

at

the

sta

rt

of e

ac

h

un

it. T

rip

th

e t

ab

dow

n t

o o

nly

be

th

e a

ctua

l ta

b p

iece

. Ru

n g

lue

a

lon

g o

ne

sid

e o

f th

e t

ab

an

d li

ne

up

alo

ng

th

e f

irst

pa

ge

of

yo

u r

un

it b

efo

re f

old

ing

ov

er

the

ba

ck s

ide

to

cre

ate

a t

ab

th

at

stic

ks o

ut

jus

a b

it.

Scavenger Hunt Activity to Review Alg 1, Unit P!Classifying Numbers!

!! Order of Operations!!!!!!!

Which number below is both a rational number and an integer?

√16 7/8 -12.5

G F T

-74

Scavenger Hunt Activity to Review Alg 1, Unit P!!Evaluating Algebraic Expressions!

!!!Absolute Value Expressions!

# !!

Let a = -1, b = 2, c = -3, d = 4.!Which expression(s) below result(s) in -6?

abc (cd)÷b d - (c - a) c(d - b)

B R C MText

Scavenger Hunt Activity to Review Alg 1, Unit P!Integer Operations

# !!!! Integer Operations

#

WORK RECORDING SHEET FOR SCAVENGER HUNT!Show work in the appropriate box. Record the letter that corresponds with your answer.!

CLASSIFYING NUMBERS ORDER OF OPERATIONS

EVALUATING ALGEBRAIC EXPRESSIONS

ABSOLUTE VALUE EXPRESSIONS

INTEGER OPERATIONS: LEAST

INTEGER OPERATIONS ≠ 1

Algebra 1 CP Teaching Plans Unit P!Lesson Plan Title: Classifying Real Numbers and Using Order of Operations Course: Algebra 1 CP Block 4 Materials: Saxon Algebra 1, ISN, filler paper, markers, tape, scissors, index cards and files Date: Wednesday, Aug 27, 2014

!

Measurable Objective(s): Students will review foundational middle school math content. Students will be able to solve order of operation problems and classify real numbers with at least 75% accuracy.

Essential Question(s): Why is classification important? Who invented the order of operations?

21st Century Skills & Learning expectations(s)information for a purpose

Standard(s): 6.EE.2, 7.EE.3, 7.NS.1, 7.NS.2, 8.NS.1, 8.NS.2

Procedure (Opener, Activities, Closer, etc.): - Pre-class: On an index card, students write: First name; Last name; Nickname;

Birthdate; Phone; email address; something they would like me to know about them - Summer Math: Collect the summer math packets from students who want to pass them in.

They are due on Friday, 9/5/14 - Introduce the Interactive Notebook by showing a prezi - On two sheets of filler paper: Course Policies and Class Expectations (the Five P’s) - Unit P Table of Contents - Notes: Real Numbers Graphic Organizer. Discuss how the organizer is set up and what it

means that Natural Numbers 1, 2, 3, … are also inside other boxes. Discuss why integers are also rational numbers but not every rational number is an integer.

- Classifying Real Numbers foldable. [0.31 repeating, -√36, -4/5, 0- Graphic Organizer: Order of Operations. Tape the image in the middle. Write the steps to

the right. Demonstrate solving a problem on the left: 20 – 3•2- Practice with PEMDAS foldable. Evaluate (1 + 3)- Invite two or three students to go to board to show their solution for select problems as a

means of summarizing key concepts. - Exit Ticket: Individual assessment: 3 question quiz. - a) 12 - 8 + 1 b) 3•(4 + 1)- If time permits: practice online flashcards Students use whiteboards.

Assessment: Students will self-assess practice problem on PEMDAS; teacher will assess students’ ability to classify real numbers via whiteboards; exit slip will be assessed individually

Homework: Practice online flashcards, classifying numbers. Preview Integer Operations. Bring in necessary materials. Refer to blog.

Accommodations: students will have peer support; small group instruction; notes template; modified homework

Algebra 1 CP Teaching Plans Week #1!Lesson Plan Title: Reviewing Integer Operations, Absolute Value, and Algebraic Expressions

Materials: Saxon Algebra 1, ISN, filler paper, game cards, cm cubes and files Date: Thursday, Aug 28, 2014 Course: Algebra 1 CP Block 4 !

!

Measurable Objective(s): Students will prepare for tomorrow’s assessment by taking notes and competing a a review packet

Essential Question(s): Is distance ever negative? Can I compute with signed numbers?

21st Century Skills & Learning expectations(s)information for a purpose

Standard(s): 6.EE.2, 7.EE.3, 7.NS.1, 7.NS.2, 8.NS.1, 8.NS.2

Procedure (Opener, Activities, Closer, etc.): - Entrance Slip: Evaluate and show work |-5a| - b- Summer Math: Collect the summer math packets. They are due on Friday, 9/5/14 - Notes: Distribute and discuss Integer Operations Flowchart. Solve the following problems

with discussion: {-15 ÷ -3; -4 – (-10); -18 + (-11); 2(-3); (-5)- Practice with Integer Operations Foldable. Write on the board the following problems.

Students solve and include on their foldables: {(-4)(5); -10 + 17; 9 - 11; -24/-6; -18+2; -14 – (-3); 45 ÷ (-9); (-3)

- Notes: Foldable: Graphic Organizer: Integer Operations; Absolute Value Frayer Model; Properties of Numbers

- Practice: Evaluating Algebraic Expressions Foldable Let a = 2; b = -3; c = -4; d = 12. Evaluate: a+b; c–b; 5b; d÷c. Challenge: write and solve an algebraic expression using all 4 variables and PEMDAS whose answer is 18.

- Invite students to go to board to show their solutions for select problems as a means of summarizing key concepts.

- Play One Step Forward, Two Steps Back game - Exit Ticket: Individual assessment: 3 ? quiz. Show work/ explain. a) (8)(-2) + (-4)

b (√25)(√36) – 10

Assessment: Entrance Slip will be a pre-assessment; students will self-assess practice problems; Exit slip

Homework: Make a cover page for your binder. Include fun facts and pictures about yourself. Bring in necessary materials. Refer to blog.

Accommodations: students will have peer support; small group instruction; typed notes; calculators; integer rules posted, modified homework

Algebra 1 CP Teaching Plans Unit P!Lesson Plan Title: Reviewing for Unit P Assessment Course: Algebra 1 CP Materials: Unit P Review Packet, ISNs and files Date: Tuesday, September 2, 2014 !

!

Measurable Objective(s): Students will work together to review for tomorrow’s test on Unit P (Preliminary concepts)

Essential Question(s): What will I do to prepare for tomorrow’s test on Unit P?

21st Century Skills & Learning expectations(s)information for a purpose (Use their ISNs to complete a review packet for Unit P)

Standard(s): 6.EE.2, 7.EE.3, 7.NS.1, 7.NS.2, 8.NS.1, 8.NS.2

Procedure (Opener, Activities, Closer, etc.): - Pass out Bell-Work form. - Lesson Opener: Evaluate. Show work. |-5a| - b- Review Packets: students complete using ISNs and/or textbooks. No calculators! - Show answer keys. Students self-assess. - Station Activity: Visit 7 stations. Solve the problems and unscramble the letters to learn a

fun fact about Ms. Miles. - Ticket to Leave: Students respond to today’s essential question.

Assessment: Students self-assess answers to Review Packet

Homework: Study notes for tomorrow’s test on Unit P.

Accommodations: accommodations and modifications will be made according to individualized educational plans IEPs.

Algebra 1 CP Teaching Plans Week #1!!Lesson Plan Title: Unit P Cumulative Assessment Course: Algebra 1 CP Materials:  Unit P Assessment , Answer Form, Answer Key p. 1 and p.2,  MCAS Homework, Completed review packets for students who request them, Saxon Algebra books to use after the test. Date: Wed, September 3, 2014 !

!!!

Measurable Objective(s): Students will complete an individual assessment on Unit P. Lessons 1 - 17, excluding Lessons 3 and 8

Essential Question(s): Did I remember most middle school math topics? What can I do to get caught up on topics I have forgotten?

21st Century Skills & Learning expectations(s)information for a purpose (Use their study guides, notes, and/or review packets to complete a cumulative assessment on Unit P)

Standard(s): 6.EE.2, 7.EE.3, 7.NS.1, 7.NS.2, 8.NS.1, 8.NS.2

Procedure (Opener, Activities, Closer, etc.): - Lesson Opener: Teacher asks students if they need clarification on any of the topics from

yesterday’s review packet - Individual Assessment Unit P (Desks in rows!) - After assessment: Students read Lessons 19 and 21 and take notes, in preparation for

tomorrow’s class - If time permits: students may begin working on MCAS homework - Ticket to Leave: Students respond to today’s essential question.

Assessment: Cumulative Assessment: Unit P

Homework: MCAS Homework related to Unit P topics. Due on Monday. Summer math due Friday, Sept 5; Bring in materials

Accommodations: accommodations and modifications will be made according to individualized educational plans IEPs.