Weekly Lesson Plan-Block Schedule: 90 Minutes

Ronald E. McNair High School

Teacher(s): Aleethea Middlebrooks and Tahirah Pennyman Date: Week 4: Sept 3 rd – 7 th Subject/Level: CCGPS Coordinate AlgebraStandards 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:1. One teach, One assist2. Alternative teaching3. Parallel teaching4. Station teaching5. Team Teaching

Monday Tuesday Wednesday Thursday FridaySMP: Labor Day!

School Closed1,2,3,4,5,6,7,8 1,2,3,4,5,6,7,8 1,2,3,4,5,6,7,8 1,2,3,4,5,6,7,8

STANDARD(S)/DOMAIN(S): Labor Day!

School ClosedMCC9‐12.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.★ (Limit tolinear and exponential equations, and, in the case of exponentialequations, limit to situations requiring evaluation of exponential functions at integer inputs.)MCC9‐12.A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and

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.★ (Limit tolinear and exponential equations, and, in the case of exponentialequations, limit to situations requiring evaluation of exponential functions at integer inputs.)MCC9‐12.A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and

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.★ (Limit tolinear and exponential equations, and, in the case of exponentialequations, limit to situations requiring evaluation of exponential functions at integer inputs.)MCC9‐12.A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and

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.★ (Limit tolinear and exponential equations, and, in the case of exponentialequations, limit to situations requiring evaluation of exponential functions at integer inputs.)MCC9‐12.A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and

interpret solutions as viable or non‐viable options in amodeling context.★ (Limit to linear equations and inequalities.)MCC9‐12.N.Q.1 Use units as a way to understand problems and to guide the solution of multi‐step problems; choose andinterpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.★MCC9‐12.N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.★MCC9‐12.N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.★MCC9‐12.A.SSE.1 Interpret expressions that represent a quantity in terms of its context.★ (Emphasis on linear expressions and exponential expressions with integer exponents.)MCC9‐12.A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients.★

(Emphasis on linear expressionsand exponential expressions with integer exponents.)MCC9‐12.A.SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.★(Emphasis on linear expressions and exponential expressions withinteger exponents.)

interpret solutions as viable or non‐viable options in amodeling context.★ (Limit to linear equations and inequalities.)MCC9‐12.N.Q.1 Use units as a way to understand problems and to guide the solution of multi‐step problems; choose andinterpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.★MCC9‐12.N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.★MCC9‐12.N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.★MCC9‐12.A.SSE.1 Interpret expressions that represent a quantity in terms of its context.★ (Emphasis on linear expressions and exponential expressions with integer exponents.)MCC9‐12.A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients.★

(Emphasis on linear expressionsand exponential expressions with integer exponents.)MCC9‐12.A.SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.★(Emphasis on linear expressions and exponential expressions withinteger exponents.)

interpret solutions as viable or non‐viable options in amodeling context.★ (Limit to linear equations and inequalities.)MCC9‐12.A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.★(Limit to formulas with a linear focus.)MCC9‐12.N.Q.1 Use units as a way to understand problems and to guide the solution of multi‐step problems; choose andinterpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.★MCC9‐12.N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.★MCC9‐12.N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.★MCC9‐12.A.SSE.1 Interpret expressions that represent a quantity in terms of its context.★ (Emphasis on linear expressions and exponential expressions with integer exponents.)MCC9‐12.A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients.★

(Emphasis on linear expressionsand exponential expressions with integer exponents.)MCC9‐12.A.SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.★(Emphasis on linear expressions

interpret solutions as viable or non‐viable options in amodeling context.★ (Limit to linear equations and inequalities.)MCC9‐12.A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.★(Limit to formulas with a linear focus.)MCC9‐12.N.Q.1 Use units as a way to understand problems and to guide the solution of multi‐step problems; choose andinterpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.★MCC9‐12.N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.★MCC9‐12.N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.★MCC9‐12.A.SSE.1 Interpret expressions that represent a quantity in terms of its context.★ (Emphasis on linear expressions and exponential expressions with integer exponents.)MCC9‐12.A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients.★

(Emphasis on linear expressionsand exponential expressions with integer exponents.)MCC9‐12.A.SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.★(Emphasis on linear expressions

and exponential expressions withinteger exponents.)

and exponential expressions withinteger exponents.)

ESSENTIAL QUESTION(S) Labor Day!School Closed

Describe the difference between a linear function relationship and an exponential function relationship.

How do I use a system of patterns to create an exponential equation?

How do I graph equations on coordinate axes with the correct labels and scales?

How do I create equations in one variable and use them to solve problems arising from exponential functions?

How do I graph equations on coordinate axes with the correct labels and scales?

How do I create equations in one variable and use them to solve problems arising from exponential functions?

How can I write, interpret and manipulate algebraic equations?

WARM-UP: (2-3 MIN) Labor Day!School Closed

Task: Using Positive Exponents

Objective: Students will learn the meaning of the word “exponent”. An exponent is the number written in the under right-hand corner of a number. The word exponent comes from the Latin word exponere, which means “to expound.”

Materials: Interactive notebook, & pencils Execution: This activity will be present on the promethean board as the students enter the room. On the left side of the interactive notebook, student will explain how the base is expounded upon by the exponent in the expression 35.

Resources: Math Starters 5-73, page 215.

Accommodations: Proximity

Task: Multiply Monomials

Objective: Students will learn to use the rule of exponents, product of powers, which states

where m

and n are natural numbers.

Materials: Interactive Notebook & pencil

Execution: This activity will be present on the promethean board as the students enter the room. On the left side of the interactive notebook, students will indentify seven errors in the equations below and correct them:

a.

b.

c.

d.

e.

Task: Dividing Monomials

Objective: Students will learn to use the rule of exponents for division.

Materials: Interactive Notebook & pencil

Execution: This activity will be present on the promethean board as the students enter the room. On the left side of the interactive notebook, students will write an explanation for the rule of exponents for division. Use the examples to help:

, ,

Resources: Math Starters 5-79, page 217

Accommodations: Proximity

Collaborative Model: Both teachers circulate the room, team teach.

Task: Using Negative Exponents

Objective: Students will learn to use the rule of negative exponents for creating exponential functions.

Materials: Interactive Notebook & pencil

Execution: This activity will be present on the promethean board as the students enter the room. On the left side of the interactive notebook, students will write an explanation for the rule of negative exponents for creating exponential exponents.

Resources: Math Starters 5-126, page 238Accommodations: Proximity

Collaborative Model: Both teachers circulate the room, team teach.

Collaborative Model: Both teachers circulate the room, team teach.

f.

=

Resources: Math Starters 5-75, page 216

Accommodations: Proximity

Collaborative Model: Both teachers circulate the room, team teach.

OPENING: (10-15 MIN) Labor Day!School Closed

Task: Properties of Exponents

Objective: This task introduces students to exponential functions. At this point in their study, students have extended their understanding of exponents to include all integer values but have not yet discussed rational or real number exponents.

Materials: Graphic Organizer, Interactive Notebook

Execution: Teacher(s) will show Brightstorm videos to illustrate properties of exponents. Students will complete the graphic organizer as they watch the video.

Resources: www.brightstorm.com

Accommodations repetition, highlighting, proximity, extended time, provide a model, provide

Task: Week 4 Quiz 3

Objective: Teacher will assess students’ understanding of properties of exponents.

Materials: quiz, pencil

Execution: Students will work individually to complete the quiz

Resources: none

Accommodations: extended time, proximity

Collaborative Model: Both teachers circulating

Task: Paper Folding Learning Task

Objective: Teacher will model an exponent function.

Materials: Graph Paper, Color Pencils, Graphing Calculator(optional)

Execution: Teacher(s) will introduce Paper Folding Learning Task by reading the Standard, Introduction, Scenario aloud to the students, and model how the paper is folding for 0, 1, & 2.

Resources: Paper folding learning task

repetition, proximity, extended time, provide a model, provide guided notes

Collaborative Model: One Teach One Assist

Task: Culminating Task: Growing by Leaps and Bounds – Part 1: Meet Linda

Objective: Students will learn to solve and interpret the solution to exponential equation in context

Materials: Meet Linda Learning Task – Part 1

Execution: Teacher will demonstrate exponential growth to whole group by telling a secret to the co-teacher then each of the teachers will tell the secret to one student and so on and so on…

Resources: Learning task

Accommodations: repetition, proximity, provides a model, desk arranged for mobility.

Collaborative Model: Team teach

guided notes

Collaborative Model: One Teach One Assist

STUDENT WORK PERIOD: (45-60 MIN)

Labor Day!School Closed

Task: Paper Folding Task – Part 1

Objective: Teacher(s) will have a whole group discussion with students about the patterns of exponential models in tables, graphs, and symbolic form.

Materials: Promethean Board, Copy paper 8 ½ x 11, Chart Paper, & Markers

Execution: Teacher(s) will model to students how to collect data, create scatterplots, and determine algebraic models that represent their functions.

Resources: Unit 1 Frameworks: Standards: MCC9‐12.N.Q.3, MCC9‐12.A.SSE.1, MCC9‐12.A.SSE.1b

Accommodations:repetition, highlighting, proximity, extended time, provide a model, provide guided notes

Collaborative Model: One Teach One Assist

Task: Moby Math

Objective: Teachers will remediate each student at their individual skill levels

Materials: Media center computer with laptops, headsets

Execution: Students will work individually to complete online activities to improve math proficiency. Resources: Moby math

Accommodations: Proximity

Collaborative Model: Team Teaching

DOK: 3-4

Task: Paper Folding Task – Part 2

Objective: Teacher(s) will have a whole group discussion with students about the patterns of exponential models in tables, graphs, and symbolic form.

Materials: Promethean Board

Execution: Teacher(s) will recap part 1 of Paper Folding Task and clear up any misconceptions that students may have, before giving instruction about completing part 2 of the task.

Resources: Standards: MCC9‐12.N.Q.3, MCC9‐12.A.SSE.1, MCC9‐12.A.SSE.1b

Accommodations: repetition, highlighting, proximity, extended time, provide a model, provide guided notes

Collaborative Model: One Teach One Assist

Task: Culminating Task: Growing by Leaps and Bounds – Part 1: Meet Linda

Objective: In Part 1, students investigate a mathematical model of spreading a rumor in which the domain of the function is limited to a finite set of nonnegative integers.

Materials: graph paper, graphing utility, spreadsheet software (optional).

Execution: Students will begin Part 1: Meet Linda of the Culminating Task: Growing Leaps and Bounds. Students will work cooperative groups of 2-3 to complete the task. Students will remain in these groups until completion of the task. The teacher will provide the task and students will glue this on the right side of their notebook. On the corresponding left side, students will begin to show the work to solving 4 open-ended problems.

Resources: Culminating Task: Growing Leaps and BoundsAccommodations: Chunk material, highlight important information, graph paper, proximity, thumbs up – thumbs down, read aloud, peer helper, verbal explanation, cooperative

groups

Collaborative Model: Team Teaching

CLOSING: (5-10 MIN) Labor Day!School Closed

Task: Double Bubble Thinking Map: Linear Functions vs. Exponential Functions

Objective: Students will identify similarities and differences between Linear Equations and Exponential Equations

Materials: Interactive Notebook

Execution: On the left side of their interactive notebook, students will complete their Double Bubble Maps Independently for 5 minutes and work with a partner for 5 minutes. Independently students will take the information off the map in a written explanation.

Resources: Interactive Notebook, Notes.

Accommodations: Guided Questions, Peer Helper, Highlighter, Pre-Notes, Verbal Praise, Seating away from distractions

Collaborative Model: Team Teaching

DOK: 2

Task: “What if…?”

Objective: Students will write “4 What if..?” statements that relate to the Growing by Leaps and Bounds Task.

Materials: Interactive Notebook

Execution: On the left sides of their notebooks students will work independently to create 4 What if….statements using the “what if” statements starter. Selected students will present their statements as models for the class.

Resources: Student Notes

Accommodations: Verbal praise, proximity, circulate, provide model.

Collaborative Model: Team Teaching

DOK: 1-2

Task: 3-2-1

Objective: Students will reflect on 3 concepts they’ve learned, 2 concepts they don’t understand, and 1 next step.

Materials: Interactive Notebook

Execution: On the left side of their interactive notebooks will work independently to complete a 3-2-1 exercise. The students will identify 3 concepts they’ve learned, 2 concepts they don’t understand, and 1 next step. Select students will present to model for the class.

Resources: Interactive Notebook

Accommodations: verbal praise, proximity, circulates, provide a model

Collaborative Model: Team Teaching

DOK: 1-2

Task: Design a magazine cover

Objective: Students will show understanding of the standards in the Paper Folding and Meet Linda learning task.

Materials: paper, markers, colored pencils

Execution: Students will create a magazine cover to illustrate the standards learned in the Paper Folding and Meet Linda learning task.

Resources: none

Accommodations: proximity, teachers circulate

HOMEWORK: Labor Day!School Closed

Organize Interactive Notebook.

Choose a Left Side Assignment to complete

Write a Math word problem. Choose an inequality word problem, a formula problem, a linear equation word problem, or an exponential word problem.

Organize Interactive Notebook.

Choose a Left Side Assignment to complete

Create and solve 3 original problems that address the standards from Unit 1.

Focus StrategiesFormative Assessment

Hand SignalsReflective Questioning Index Cards Question Box/Board ClickersVisual Representation (Graphic Org.)Misconception Check3-2-1 Assessment Traffic Light Icons Designing Exam Questions K-W-L Long Term Projects (Performance

Asses.)

Problem-Based Inquiry Cues and Questions Questioning ToolkitQuestion Wall Critical Thinking Verbs Decision MakingProblem Solving Historical Investigation

Collaborative Discourse Dialogic JournalsGroup WorkThink Pair Share Three Step Interview Round Robin Brainstorming Socratic SeminarReflective Questioning Exposition & Questioning Reciprocal Teaching Fishbowl Nominal Group Strategy Multi-Voting Affinity Diagram Four Corners Jigsaw Content Reading Cause-Effect Diagram

Assessing Prior Knowledge

Background Knowledge ProbeEntrance & Exit SlipsQuick-Write/Written Conversation

Practice Review & Revision Focused Listing Empty Outline Memory Matrix Three-Minute Review Team Pair Solo SQ3RCornell Notes Advance Organizers Class Preparation Assignment

Wrap-Up Muddiest Point Minute PaperSelf-AssessmentJournals & Learning LogsDouble Entry Journal (Interactive Notebook)