Unit 10 Using Data: Algebra Concepts and SkillsMessiah College

Instructional Plan Template forElementary, Early Childhood, and Secondary Education

Name: Jenna Max Subject: MathematicsDate: April 2010 Topic: Using Data; Algebra Concepts and Skills

Grade: 5 School: Middle Paxton Elementary

A. Instructional Goal and Learning Outcome Learners will be able to solve equations using a pan-balance model.Learners will be able to represent relationships as algebraic expressions.Learners will be able to generate input-output tables.Learners will be able to link data in tables to corresponding points on coordinate (rules and principles)

UEQ: Why is it important to understand algebraic relationships? How do we use algebra in our everyday lives?How would you use number sentences with variables to represent relationships?How are circumference and diameter related?

B. Pennsylvania Academic Standards

Standard 2.5.5.B: Use appropriate mathematical terms, vocabulary, language, symbols, and graphs to explain clearly and logically solutions to problems

Standard 2.8.5.B: Select and use strategies, including concrete objects, to solve number sentences (equations and inequalities) and explain the method of solution.

Standard 2.8.5.C: Recognize, describe, extend, create, replicate, and form a rule for a variety of patterns, sequences, and relationships verbally, numerically, symbolically, and graphically.

Standard 2.8.5.D: Determine a functional rule from a table or graph.

Standard 2.8.5.E: Use concrete objects and combinations of symbols and numbers to create

expressions, equations, and inequalities that model mathematical situations.

Standard 2.8.5.F: Describe data represented in equations, inequalities, tables, or graphs and/or create a story that matches that data.

C. Essential Content

-Pan-balance Equation: a method for seeing value of numbers and unknowns—used as a metaphor instead of an actual measurement tool—we can use the pan-balance to find the value of

objects that are unknown by seeing what objects have the same “weight” (see lesson 1 and attached SMARTboard for more detail)-Algebraic Expression: A number sentence with variables, or unknowns, that must be found by working with the remainder of the equation to solve for the variable ex: 5y +5=30 –we want to get y by itself and find its value, so we must subtract 5 from both sides to get: 5y=30. Then we must do another step and divide both sides by 5—we then get y=5. (note that to take a number away from the equation, you must do the opposite function to both sides of the equation). -Tables: used for data entry Ex:

-Graphs: used for plotting data

-Circumference: C=d x п-Diameter: the distance across a circle-Radius: the length from the side of a circle to its midpoint-Pi: the 16th letter of the Greek alphabet; 3.14159265358979323846...-Area of a circle: A=п r²

D. Instructional Objective (description of Summative Assessment Strategy)

Context / Given Students will be given an assessment packet (pg 200-204) in

Assessment Handbook) containing problems involving fractions and ratios.

Performance / Behavior

Capability : Learners will able to demonstrate their knowledge of rules and principles for solving problems including algebraic equations, pan balance problems, interpreting graphs and tables, finding circumference, finding diameter, and finding radius of a circle by correctly solving provided questions.

Specific Action : Students will solve given problems that require the use and formulation of algebraic equations, use of pan balance, interpretation of graphs and tables, finding circumference, finding diameter, and finding radius of a circle by correctly solving provided questions.

Quality Students must score a percentage of 80% or above on the

written assessment to demonstrate mastery.

E. Instructional Sequence

1. Pre-instructional Phase (preparation)

To prepare for each lesson, I will start by having student review the content covered from the previous day.

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-For the very first lesson (10-1), we will review key vocabulary to activate and build on students’ prior knowledge and will start to get their minds thinking towards the new topic being addressed.

-Following the introduction lesson for the unit, the review for each lesson will either be in the form of reviewing the previous day’s work, reviewing important vocabulary, or reviewing practice problems together as a class.

-This will take on multiple forms:-trading and grading workbook pages-whole-class participation in executing practice problems (through mental math

reflexes)-Think-pair-share rules or skills used from the previous day’s lesson-Mini-review lesson (if topic proved to be difficult for many students)

2. Instructional Phase (engagement)

For each daily lesson, I will engage the class by explaining the essential content for the day.

-This will take multiple forms:-verbally teaching the essential content with supplements on the SMARTboard-modeling certain skills, processes, and problem solving on the overhead or

whiteboard-walking students through practice work book pages by modeling the processes

required to find solutions-using manipulatives to give students a visual and tactile experience to solidify

concepts being taught

3. Post-instructional Phase (strengthening/practice) & Extending and Refining

For each daily lesson, I will provide strengthening activities through practice book pages as well as supplemental practice games for students to engage in to develop competency, fluency, and confidence in the skills and content being taught.

-Practice pages will be from the Student Reference book, Math Journal, and the Math Masters student practice books.

-Games and supplemental activities will be provided from online sources or from the Math Masters student book.

F. Summative Assessment (Consistent with Instructional Objective)

Using the Assessment Handbook, students will complete the written assessment: pages 200-204 (page 204 will be given as a bonus activity because of its difficulty). Students must score an 80% or above to demonstrate mastery.

G. Modifications and Accommodations

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-Students with IEP’s may be given additional instruction during group extension activities. During extension games or independent seatwork, students will be given additional explanations, examples, and modeled practice if needed.

-Groups may need to be selected for students (because of attention problems). Certain students will need to be paired or grouped strategically so that they will be on task and more responsible in their role in the group work/activity.

-Students who have difficulty seeing the board may come to the front of the class and sit with a clipboard for the lesson.

-For students with IEP’s or for students who may have trouble keeping up with the work or practice, I will cluster their assignments on each worksheet. I will have them complete one cluster at a time so that they will not be overwhelmed with the amount of work they will need to do. This will also help them stay focused and meet little goals that will build up to reaching bigger goals. (This will be utilized and attempted to be slowly taken away to foster independence)

-Additionally, I will provide time before school and during recess for students to come to me for additional one-on-one instruction for difficult content. -I will have my SMARTboard lessons online for resources for students to access at home for additional practice and guidance.

H. Resources

1. Materials-Teacher’s Manual (Everyday Math)-Student Resource Book, Math Masters, Math Journal, Pennsylvania PSSA coach, and Assessment Handbook.-Copies of each game and extension activity-Copies of written assessment-Copies of Study Link pages-Graph paper-Calculators-Markers-Paper clips-Pencils-Overhead markers-Whiteboard markers-Whiteboards

2. Advance Preparations-Make copies of Study Links and written assessment-Prepare copies of game boards and worksheets-Prepare SMARTboard supplements for daily lessons

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-creating exit slips

3. References

Bell, J., Bell, M., Bretzlauf, J., Dillard, A., & Flanders, J. (2007). Everyday Mathematics Student Reference Book Grade 5 (Student ed.). New York: Everyday Learning Corp.

Bell, M., Bretzlauf, J., Dillard, A., & Hartfield, R. (2007). Everyday Mathematics: Math Journal Grade 5 (3 Student ed.). New York: Everyday Learning Corp.

Bell, M. (2007). Everyday Mathematics Math Masters Grade 5. Texas: Mcgraw Hill Wright Group.

Bell, M. (2007). Everyday Mathematics Teacher's Lesson Guide Volume 2 Grade 5. Texas: Mcgraw Hill Wright Group.

I. Daily Lessons (repeat for each daily lesson)

Day 1 (10-1) Pan-balance problemsTime Estimate 11:55-1:10pm (70 minutes)TE: 784-790 Review on Overhead: plotting points (star reflection activity from unit 9 as

review)Math Message: MJ 333 and TE 785Math Journal Pages: 333, 334, (explain in class)Homework: SL 294 (10-1), MJ 335 (10-1)Challenge: SL 295

Anticipatory Set (Expectancy, Motivation, Interest, Attention)Mental Math and Reflexes: around the world: TE: 785

Specific Learning Activities and Instruction LEQ: How do I use a pan balance approach to solve simple equations? How can I

write an algebraic formula to represent the pan balance problems?

Teach/Review: SMARTboard-Pan balance

o Demonstrate how a balance works (have students think of a teeter-totter to relate the balance to their lives)

o To be equal, both sides must have the same weight on each sideo Balances are used to weigh objects

Show example problem and show students how to make a visual example of the problemso Use both SMARTboard and MJ 333-modelo Demonstrate that one object can equal other multiple objects—demonstrate the

“weight” of the objecto Teacher-Think-Aloud model of how to determine the weight of a single object

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(note that the pan balances are equal or level***)o Steps:

Remove common objects (equally)-keeping the pan balanced Repeat (if possible) Find equalities between objects Eliminate objects (equally) until you have one object remaining on a given

side while still maintaining equilibrium or balanceo Model crossing off to eliminate and simplify

MJ 334—in pairs or independently completeo Complete #6-9 togethero Complete #10 independentlyo Review whole class (using transparency and SMARTboard)

Post-instruction Have students complete SL 294 (circulate and assist students who need additional

teacher-scaffolded instruction)

Review (Wrap-up and closure) o Review key elements of solving pan balance problems

Ticket out door Think-Pair-Share: How can I write an equation for a visual example of the pan-balance problems?

Extending and Refining Complete SL 294 and MJ 335 for homework CHALLENGE: Study Link 295

Day 2 (10-2) Pan-Balance Problems with Two BalancesTime Estimate 11:55-1:10pm (70 minutes)TE: 791-796Review on Overhead: SL 294 (10-1), MJ 335 (10-1)Math Message: TE 792 and MJ 336 #’s 1 & 2Math Journal Pages: 336, 337, 338, 339Homework: SL 297 (10-2), MJ 340Challenge: MJ 339 double challenge SL 298Anticipatory Set (Expectancy, Motivation, Interest, Attention)

Mental Math and Reflexes: TE 792 (Math Riddles)Math Message: TE 792 and MJ 336 #1 & 2

Specific Learning Activities and Instruction LEQ: How do I develop a pan-balance approach for solving sets of two equations in

two unknowns?Teach/Review:

Review questions 1 and 2 on MJ 336—Then go on to questions 3-5—USE TEACHER THINK ALOUD MODEL

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Demonstrate that we must find one unknown, and then solve for the other unknown Reinforce the need to keep each side balanced (by taking from both sides equally) Demonstrate pan-balance with visuals on the SMARTboard

(have students copy for notes—lower level learners will benefit from visual model for remembering this concept)

Then, Demonstrate pan-balance with numbers—introduce algebra

Teach: Go to MJ 337—do question 6 last (have students skip it until the end) Have students follow along—use gradual release model---we (as a class) will do question

7—then students will try questions 8 and 9 Together (whole group) we will complete 6 together (use numbers and algebra)

Move on to questions 10-13 on MJ 338—emphasize how the numbers represent amount of the object

Stress that you can cross of objects and maintain equilibrium (example: #10) Gradually release students to work independently (have struggling students work in pairs

to work through problems)

Post-instructiono Review MJ 338 and discuss difficult areaso Have students take notes and explain their solutionso Provide visual cues on SMARTboard if necessary

Review (Wrap-up and closure) Review steps to solving pan-balance problems:

o Remove common objects (equally)-keeping the pan balancedo Repeat (if possible)o Find equalities between objectso Eliminate objects (equally) until you have one object remaining on a given side

while still maintaining equilibrium or balanceo Use addition, subtraction, multiplication, and division to simplify and find

values

Extending and Refining Complete SL 297 and MJ 340 for homework CHALLENGE: Complete MJ 339 for practice Double Challenge: SL 298

Day 3 (10-3) Algebraic Expressions Time Estimate 11:55-1:10pm (70 minutes)TE: 797-802Review on Overhead: SL 297 (10-2), MJ 340Math Message: TE 798 SRB 218Math Journal Pages: 341, 342, 343Homework: SL 299 (10-3), MJ 344

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Challenge: SL 300 (in partnership)Anticipatory Set (Expectancy, Motivation, Interest, Attention)

Mental Math pg. 798 –Around the World—3 row styleMath Message: Create a table for height—See SMARTboard and pg. 798

Specific Learning Activities and Instruction LEQ: How do I write algebraic expressions to represent situations and describe

rules?

Teach/Review: Review Math Message: emphasize how Joe’s height depends on Maria’s height (relate

this to pan balance—how one value affects the other) Discuss “what’s my rule” tables and show how these tables represent algebraic

expressions Review definitions and elements of algebraic expressions on pg. 218 of SRB Have students create an algebraic expression for the Math Message Example:

o M=Maria’s height J=Joe’s heighto M+2=J or J-2=M

Reinforce: expressions use operations symbols (+ - * ÷) to combine numbers, algebraic expressions combine variables and numbers

Note: a situation can often be represented in several ways: words, in a table, or in symbols

Tell: Algebraic expressions use variables and other symbols to represent situations

*Model sample algebraic expressions on SMARTboard from TE 799***

Model and Practice: Using Teacher Think Aloud Model, complete MJ 341 and 342 ( if students can complete

independently, allow them to do so—if the class needs scaffolding, complete whole class and have students take notes during the model)

Post-instruction Have students independently complete MJ 343—Teacher Model #1 Tell students they have been doing algebra all along with their “what’s my rule”

problems Review MJ 343 whole class

Review (Wrap-up and closure) Exit Slip: What are the elements of an algebraic expression?

Extending and Refining Complete Study Link 299 and MJ 344 for homework CHALLENGE: Study Link 300-in partnerships

Day 4 (10-4) Rules, Tables, and Graphs: Part 1 Time Estimate 11:55-1:10pm (70 minutes)TE: 803-808

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Review on Overhead: SL 299 (10-3), MJ 344Math Message: Mystery Numbers TE 804 and MJ top 346Math Journal Pages: 346, 347, 348, 349Homework: SL 301 (10-4), MJ 345Challenge: SL 303Anticipatory Set (Expectancy, Motivation, Interest, Attention)

Mental Math pg. 804 (Mystery number) and top of MJ 346Specific Learning Activities and Instruction

LEQ: How do I develop representational forms for rates? Teach/Review: Have students turn to pg. 302 (in SL)

Rate: describes a relationship between two quantities Have students THINK-PAIR-SHARE ideas of where rate is used in real-life (ex: speed,

distance, earnings, words spoken, words typed, etc…) DEFINITION: “rate tells how many of one type of thing there are for a certain number

of another type of thing” –TE 804 Highlight that rates are often expressed with PHRASES: ___per____ ex: miles per

gallon, dollars per pound, etc… Rates can also be expressed as fractions 3 apples/ 89 cents Complete SL 302 together (model Algebraic Expression)

Teach: Discuss how rates can also be expressed in tables and graphs Review Math Message-MJ top of 346 Have students share their algebraic expressions and their answers Teacher Model: questions 2 and 3 on MJ 346-model how to use the algebraic expression

to fill in data on the table Review first value in table: 8 miles per minute—discuss algebraic expression—and

demonstrate how to write new algebraic expressions for the following values (TE 805)—highlight multiplication as the function--

Have students complete table and begin plotting on pg. 347 Remind students that these algebraic expressions are formulas Highlight that the letters used in the formulas are called Variables Walk through questions 5-7 (provide scaffolding and teacher-think-aloud model)

Partner Work: Have partners complete MJ 348-349

Post-instruction Review MJ 348-349 whole class Ask how the line graphs show the relationships between the two sets of data

Review (Wrap-up and closure) Ticket out door: What are 2 expressions of rate—how is rate expressed? (answer: in fractions, in tables, in graphs, in phrases using the word “per” )

Extending and Refining

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Complete Study Link 301 and Math Journal 345 for homework CHALLENGE: SL 303

Day 5 (10-5) American Tour: Old Faithful’s Next Eruption Time Estimate 11:55-1:10pm (70 minutes)TE: 809-812Review on Overhead: SL 301 (10-4), MJ 345Math Message: TE 810 and top of MJ 350Math Journal Pages: 350, 351, Homework: SL 304 (10-5), MJ 352CHALLENGE: SL 305Anticipatory Set (Expectancy, Motivation, Interest, Attention)

Mental Math and Reflexes: TE 810Math Message: Math Journal page 350 (highlight how a rule and a formula are similar)

“Both a formula and a rule can be described using numbers and variables. Both a formula and a rule tell how to find the value of something.”

Specific Learning Activities and Instruction LEQ: How can I use formulas to predict real-life events and experiences?

Teach Preview vocabulary: geyser, eruptions, predictions (display pictures on SMARTboard to

help students who may struggle with understanding) How to use a formula when trying to make predictions—Turn to MJ 350 and explain how

to use a formula or an algebraic expression to make predictions on Old Faithful’s eruptions

Highlight how algebraic formulas can be used in many ways in our own lives Read the instructions at the top of MJ 350 and walk students through the problems

(gradual release) Highlight conversion of seconds to minutes and minutes to hours***remind students that

this may be necessary for solving problems*** Have volunteers share how they found their answers with the class (review whole group)

Guided Collaborative Practice: Have students independently or in partners work through the pan balance problems on

MJ 351 Remind students to write out an algebraic expression using numbers and variables SHOW WORK

Post-instruction-Review MJ 351-Highlight both algebraic expression and visual pan-balance (use SMARTboard for visuals if necessary)

Review (Wrap-up and closure) -If time, briefly model/guide students through SL 304 to review how to write a complex

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algebraic expression

Ticket out the Door: for algebraic expressions, what must we do to change words to variables, symbols, and numbers?Extending and Refining

Complete SL 304 and MJ 352 for homework CHALLENGE: SL 305

Day 6 (10-6) Rules, Tables, and Graphs: Part 2 Time Estimate 11:55-1:10pm (70 minutes)TE: 814-819Review on Overhead: SL 304 (10-5), MJ 352Math Message: TE 815 and MJ 354 #1Math Journal Pages: 354 and 355, Homework: SL 306, and MJ 353CHALLENGE: SL 307 (review if time)Anticipatory Set (Expectancy, Motivation, Interest, Attention)Mental Math and Reflex: TE 815 (around the world or other active game) Math Message: MJ 354 #1 (model first value)

Specific Learning Activities and Instruction LEQ: How do I interpret data from tables and graphs?

Teach/Review: Review #1 on MJ 354—discuss plotting points and have students make predictions (will

the line graph increase or decrease?) Discuss how even though this table looks different from a “what’s my rule” table, it still

has a rule The rule describes the relationship between the coordinates of the ordered number

pairs Model: writing the algebraic expression of the relationship between the x and y

coordinates (Ex: y= 5-x or x=5-y) Write each equation for each ordered number pair on the board and have students label

their graph with the equations Show students that extending the line with the straightedge, we see more points that

follow the same rule (challenge: have them check with fractions and negative numbers)

Collaborative Pair activity: Pair students (according to need) and have them work together to complete the remainder

of MJ 354 and graph on 355 Ask students to look for “what’s my rule” algebraic expressions for the runners’ times Have students create tables to record data (use two different colors)

Post-instructionFollow-up

Review data (have students share their tables and compare them to the

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transparency) Review the graph of the race—have students share their answers and explain what

happened in the race Have students predict what would happen if the race was shorter (…or longer)

Review (Wrap-up and closure) Discuss observations from the graph (Ex: Eli’s line is steeper because his

running rate was faster per second; points cross-this means they are tied at that point)

Turn and Tell: what other real life example could we graph and plot to interpret data? Share answers whole class

Extending and RefiningComplete SL 306 and MJ 353 for homeworkCHALLENGE: 307 (review if time)

Day 7 ( 10-7) Reading Graphs Time Estimate 11:55-1:10pm (70 minutes)TE: 820-824Review on Overhead: SL 306 and MJ 353 (and 307 if time)Math Message: TE 821 and MJ 356 # 1-4Math Journal Pages: 356, 357, 358 Homework: SL 308 and MJ 359CHALLENGE: SL 310, 311Anticipatory Set (Expectancy, Motivation, Interest, Attention)

Mental Math and Reflexes TE 821 Math Message: MJ 356 #1-4

Specific Learning Activities and InstructionLEQ: How do I interpret line graphs for real-life scenarios?

Teach/Review: Review questions #1-4 on MJ 356-Have students share answers whole-group Discuss steepness (the steeper the line, the faster the person was moving) Discuss distance (read the y axis value—see how they all traveled the same distance, but

it took them different amounts of time) Reading a graph: reading a graph requires one to look at both the x value and the y value and find the relationship between the two values

Teach: TEACHER THINK ALOUD MODEL: MJ 357 Use transparency and model for students how to interpret data from the graph

o Look at both axes-see the relationshipo Discuss differences between Alisha and Tom’s lines---shows the difference

between their speed, distance covered, etc…

Post-instructiono Collaborative pairing-Have students complete MJ 358 in partnerships

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o Cluster numbers for learners experiencing difficulty (circulate and scaffold where needed)

Review (Wrap-up and closure) o Review answers to MJ 358 Eliminate false answers by analyzing the graphs (have

students brainstorm how the unused graphs could represent different data) Guided review of answers (have students make corrections on their papers

Extending and Refining-Complete SL 308 and MJ 359 for homework (read model for SL 308)-CHALLENGE: SL 310 and 311

Day 8 (10-8) Circumference of a Circle Time Estimate 11:55-1:10pm (70 minutes)TE: 825-830Review on Overhead: SL 308 (have students share their answers) and MJ 359Math Message: TE 826 Math Journal Pages: 360, 361Homework: SL 312, MJ 363Anticipatory Set (Expectancy, Motivation, Interest, Attention)

Mental Math and Reflexes: 826 Math Message: MJ 360—do not complete the full page—highlight that the perimeter of a

square is comparable to the circumference of a circle Draw example on the SMARTboard comparing perimeter and circumference

Specific Learning Activities and InstructionLEQ: What is the circumference of a circle? How do I find the circumference of a circle and how can I use a formula to find this value?

Teach/Review: Review how to find the perimeter of a rectangle: P=s+s+s+s Demonstrate how the relationship between perimeter and the side value can be expressed

as a ratio---this comparison is called a ratio comparison Demonstrate (on SMARTboard) that a radius is the distance from the outside of the circle

to the center—and is comparable to the side of a rectangle Research: Have students find the definition of diameter, radius, and circumference in

their SRB glossary (read definitions aloud and use SMARTboard diagram for visual aid) Make the connection that Circumference is the value of the outside of the circle, just as

perimeter is the value of the outside border of the rectangle Highlight that finding the circumference requires a different formula:

o C=п x d or C= п x r²o Define Pi: the number expressed by a letter in the Greek alphabet to

represent the value of the ratio between circumference and diameter (3.14….)

o Note: pi is an irrational number and continues infinitely without a discernable pattern—so we round and use an approximation or ≈ (approximately equal to)

o Calculator search: have students find pi on their calculators

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o Practice typing in circumference formulas on the calculator using the pi button

Post-instruction Collaborative pairing: have students complete MJ 361—have students measure various

circular objects to find their circumferences and their diameter (station format)o Demonstrate correct measuring techniques (See TE 828)o Have students fill in the remaining spaces in the table, rounding to the nearest

hundredth

**Question #5: On a separate sheet of paper, have students complete a stem and leaf plot of their data (Model example for students on SMARTboard –Teacher guided model)

Review (Wrap-up and closure) Review MJ 361-present stem and leaf plots---highlight how to find the median in this

data set **highlight how the stem and leaf plot makes our data easier to read** Complete question #6 whole class (if time)

Extending and Refining:-Complete SL 312 and MJ 363 for homework-CHALLENGE: MJ 362

Day 9 (10-9) Area of Circles Time Estimate 11:55-1:10pm (70 minutes)TE: 831-836Review on Overhead: SL 312, MJ 363Math Message: TE 832 and MJ 364Math Journal Pages: 364, 365, 366Homework: SL 315 (10-9), MJ 367Anticipatory Set (Expectancy, Motivation, Interest, Attention)

Mental Math and Reflexes: TE 832 –(see SMARTboard) Math Message: MJ 364 #1-4

Specific Learning Activities and InstructionLEQ: How do I find the area of a circle? How do I use a formula to calculate the area of a circle?

Teach/Review: Review how to find the radius, diameter, and circumference of a circle Flip Chart Graphic Organizer review: have students recall the area formulas we

used to find the area of a rectangle, parallelogram, and triangle MJ 365-complete graph-activation of students’ knowledge with radius and area

(highlight—teach formula: A≈п x r² DO NOT COUNT SQUARES)

Teach: Area of a circle is equal to pi multiplied by radius squared (or radius x radius) Describe the ratio relationship from circumference to diameter=pi

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Post-instruction MJ 366 Complete whole class –teacher guided model Skip #3 (no counting squares) Highlight that counting squares is not a reliable way to find area—reflection: have

students reflect on area calculations from chapter 9Review (Wrap-up and closure) Ticket out door Graphic organizer flip chart= definition and diagrams for the following things:

Circumference Diameter Radius Area of a circle

Extending and Refining-Complete SL 315 and MJ 367 for Homework-CHALLENGE: SL 318 Double challenge: SL 316

Day 10 (10-10 REVIEW) Time Estimate 11:55-1:10pm (70 minutes)TE: 766-769Review on Overhead: SL 315 (10-9) and MJ 367 (10-9)Homework: Complete study guide and get signed for 2 pointsHave Students Complete Study Guide Independently (teacher scaffolds when needed)

Day 11 (Study Guide Review) Time Estimate 11:55-1:10pm (70 minutes)Review on Overhead: ---Homework: STUDYReview Study Guide Whole Group***SMARTboard Review game for practice and review***Split Levels: 1.) Review for learners who need additional practice and exposure to the content (SMARTboard)

Teacher calls small groups to the white board and students rework incorrect responses using small white boards and have students demonstrate correct methods to solve problems using the classroom SMARTboard.

2.) Preview new skills/pre-algebra practice with upper-level learners

Day 12 (Unit 10 Exam) Time Estimate 11:55-1:10pm (70 minutes)Collect Exam at end of period-add 2 bonus points if students have review sheet signed

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