Lessons_2nd+6+Wks

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November 18 - December 1 TEKS Checks / Slopes and Linear Functions

 * TUESDAY, NOV 18 || **Objective:** To review key topics from previous six weeks and have students demonstrate a thorough understanding of foundational principals of graphing and functions. || TEKS Check Review - Students will use the Review to compile a listing of the topics we have covered during the previous six weeks period.
 * Practice:** Students will recall all test-taking strategies learned for taking multiple choice questions (i.e. how to quickly eliminate wrong answers and how to think like test makers to anticipate possible detractors).
 * Calculator Review:** Graphing eqations and comparing parent functions to transformed functions. ||
 * WEDNESDAY, NOV 19 || **Objective:** To have a TEKS Check pass rate of over 80%. || TEKS Check Administered.

Fun brain teasers for students who finish early. ||
 * THURSDAY, NOV 20 ||  ||   ||
 * FRIDAY, NOV 21 ||  ||   ||
 * MONDAY, DEC 1 ||  ||   ||

= November 11 - 17 Foundations of Functions =      Writing Functions **TEKS A.2A** - The student is expected to identify and sketch the general forms of the linear... parent function (y = x)     ||     **Objectives**: Students will be able to:
 * TUESDAY, NOV 11

1. use data given in a table or word problem to write a linear function (a two-variable equation, such as x + y = 5)    2. find the value of the dependent variable when they are given the value of the independent variable              || **Bell Ringer:** T-table given. Student is to derive equation and specify independent and dependent variables.


 * Activity:** Have students play a game where they break into teams and each take turns trying to toss an object (such as a penny or nerf ball) into a bucket (or box, etc). For each one they get in, their team gets thirty six points (use a somewhat odd number so that they need to develop a function to calculate the total score). Time the game. Have them stop when time is up and develop a formula (function) to tally their team score. To make game more fun and challenging, can blindfold students.

**Notes:** //Line//ar indicates that graph is a line. Graph y = x for Domain {-2, -1, 0, 1, 2}  Writing Functions Cont'd; Domain and Range of Linear Functions **TEKS A.2B** - Identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete. || **Objectives:** Students should be able to: 1. Use ordered pairs to write linear and non-linear functions
 * HW:** Between the time student leaves class and returns to class tomorrow, he should look for and note 5 relationships in his environment in which one thing depends on another. For example, the amount of time it takes to fry french fries depends on how high the temperature of the stovetop is set. ||
 * WEDNESDAY, NOV 12

2. state the “domain” and “range” of a line and line segment 3. determine the domain and range of a quadratic function (parabolic function)

4. observe and state the effect of adding constants to parent functions || Quiz over Independent & Dependent Quantities and Parent Functions. **Notes:** Difference between a line and a line segment. Q: what is difference in domains and ranges? Have students plot the coordinates of a parabola (y=x2). Ask them whether it is a linear function. Ask what differences, if any, they notice between a linear function and a non-linear function. Hint: relates to exponents.
 * Intro:** Remember when we learned to determine the domain and range of a graph, such as --- (draw a graph)? Well, is this graph finite or infinite? What if you had a graph that was infinite? How would you define its range? Draw your x and y axes. Is the x-axis finite or infinite? What is the domain of the x-axis? The range of the y-axis?
 * Independent Practice:** Textbook pp. 256-7, problems 1 - 11, 16, 34, 40. ||
 * THURSDAY, NOV 13 || **Objective:** Students will be able to: describe possible situations modeled by discrete and continuous graphs; determine domain and range of linear and quadratic functions. || **Independent Practice:** Students will complete "Distributed Practice" questions to prepare for the six-week TEKS Check exam.


 * HW:** to complete questions from Distributed Practice worksheets. ||
 * FRIDAY, NOV 14 || Objective: SWBAT determine whether an equation is a function using the vertical line test and by evaluating ordered pairs. || **Opening:** What would happen if an emergency room attendant set a defibrilator to output a 120V-jolt but the defibrilator sometimes output a 240-V jolt instead? How important is predictability in this situation? What other situations can you think of where it is critical to get one and only output for a particular input?

Class will devote final 10 minutes to discussing problems collaboratively. || =November 4 - 10 Foundations of Graphing=    Interpreting Graphs 1. plot and describe the connection between data sources (tables, charts, diagrams, verbal descriptions, equations) and the associated graphs which depict the data found in those sources
 * Notes:** A function is an equation in which each value of x yields only one corresponding value of y (ex. y = x +1 is a function because there is no value that can be substituted for x that will give more than one value of y). ||
 * MONDAY, NOV 17 || **Objectives:** Students will review foundations of graphing and functions in preparation for the TEKS Check exam and solve a multitude of word problems related to these topics. || **Activity:** Students will work in pairs for 25 minutes while teacher works with small groups to help fill gaps in student understanding. Ten (10) minutes for calculator training on graphing functions.
 * TUESDAY, NOV 4
 * TEKS A.2.B**… identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete…   ||    **Objectives:** Students will be able to:

 2. create (interpret) graphs from data and identify situations that fit given graph    ||    **Pre-assessment:** Assessment to determine how much students already know about graphing scatterplots to determine area of focus. **Activity/Notes:** (Explain and Explore): ‘Understanding Graphing’ tutorial on laptops. Tutorial leads students through properties of coordinate pairs, and gives examples of scatter plots.                Domain and Range
 * HW:** (Evaluate): Worksheet “Statistics: Scatter Plots & Lines of Fit. ||
 * WEDNESDAY, NOV 5

**TEKS A.2B** **-** Identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete. || **Objectives:** Students should be able to: <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> 1. Define “domain” and “range” in their own words 2. Look at a several ordered pairs and write the domain and range using that data <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> 3. Decide whether a domain and/or range makes sense in a real-world situation **Vocabulary:** 1.  Domain – all of the first values (x coordinates) listed in a relation 2. <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">Range – all of the second values (y coordinates) listed in a relation ||    ** Bell **  **Ringer:** Students will explain what graphs represent and which make sense for given situation. **Opening** (Engage and Explore): Students will be presented with two sets of numbers and asked which could logically be the data recorded under various circumstances (for example, whether data that includes negative numbers could represent persons’ heights). **Notes** (Explain and Elaborate): Students will be led to deduce the meanings of Domain and Range through a series of questions.
 * Independent Practice** (Evaluate): Worksheet “Domain and Range Part I” and have them complete (or begin) in class. ||
 * THURSDAY, NOV 6 ||  ||   ||
 * FRIDAY, NOV 7 ||  ||   ||
 * MONDAY, NOV 10

Independent and Dependent Quantities; Definition of Function and Parent Functions || **Objectives:** Students will be able to:

1. Determine which variable is dependent and which is independent

2. Share examples of independent and dependent quantities

3. Distinguish a function from a non-function


 * Vocabulary:**
 * Independent
 * Dependent
 * Function
 * Input
 * Output ||   Pass back Quiz from Thursday and quickly review answers (if time).

Quiz over Unit 5, last two topics.


 * Intro:** Ask students about their plans for the future and what steps they need to begin taking now to attain the future they want. Draw parallels between how their futures depend on their steps today and the independent / dependent relationships we're studying in math.

What is another term used to refer to the x-axis? The y-axis? Why are they called _ __and__ _ axes?
 * Questions:** What do the words "inaccurate, inconsiderate, inequality, indescent, and infinite" all have in common? Have students deduce what //in//dependent means.

y = x + 2 is an equation, where x+2 is the process or function, and y is the value that results when you substitute in a number for x. When x = 1, the value y is 2 When x = 2, y is 4. When x = 2.5, y is 4.5.
 * Notes:** A function is essentially a process that lets you find a final value. For example,


 * (Optional)** Have students use a thinking map to contrast a function and a non-function.

= Week of October 20, 2008 = = Unit 3 Cont'd: Inequalities  = = =  Monday, October 20  __TEKS A.7.B__    __TEKS A.7.B, A.1.C, A.1.D__ and __A.3.A__     || <span style="FONT-FAMILY: Arial, sans-serif">Materials Needed: Notebook, Pencil & Calculator <span style="FONT-FAMILY: Arial, sans-serif">__Warm-up (3 minutes):__ Write an inequality for the given story and solve. <span style="FONT-FAMILY: Arial, sans-serif">__Check Homework Over Literal Equations (5 minutes)__. <span style="FONT-FAMILY: Arial, sans-serif">__Lesson: Sec 3.5 Solving Inequalities w/ Variables on Both Sides (15 min)__ <span style="FONT-FAMILY: Arial, sans-serif">(Students using Cornell Note taking Method) # <span style="FONT-FAMILY: Arial, sans-serif">Review solving equations with variables on both sides. <span style="FONT-FAMILY: Arial, sans-serif">__Classwork: Pair-Share Carousel Activity (15 minutes)__ <span style="FONT-FAMILY: Arial, sans-serif">(Teams begin working one problem, and work the problem until I say ‘switch’) <span style="FONT-FAMILY: Arial, sans-serif">__Practice/Homework (5 minutes)__ : Textbook p. 198, # 28 – 60 Even. Tuesday, October 21  __TEKS A.7.B__  __TEKS A.7.B, A.1.C, A.1.D__ and __A.3.A__ **||   <span style="FONT-FAMILY: Arial, sans-serif">Materials Needed: Laptop, Notebook & Calculator <span style="FONT-FAMILY: Arial, sans-serif">__Warm-up (3 minutes):__ Solve 2(3z + 1) = -2(z + 3); Solve and graph: 5(2-b) > 5  **2 **<span style="FONT-FAMILY: Arial, sans-serif">__Homework Check__ of p. 198, # 28 – 60 Even. (5 minutes) <span style="FONT-FAMILY: Arial, sans-serif">__Real World Application (5 minutes)__:Question class to lead students to an understanding of “either/or” inequalities and how they apply in real life <span style="FONT-FAMILY: Arial, sans-serif">__Lesson: Section 3.6 Solving Compound Inequalities (10 minutes)__  <span style="FONT-FAMILY: Arial, sans-serif">Students use Frayer model/Cornell note-taking system to record lesson on Compound Inequalities <span style="FONT-FAMILY: Arial, sans-serif">__Technology: Gizmos Computer Demonstration on 'Compound Inequalities' (10 minutes)__: <span style="FONT-FAMILY: Arial, sans-serif">__Classwork (15 minutes)__: Textbook p. 206, # 1- 14 even. <span style="FONT-FAMILY: Arial, sans-serif">__Homework__: Textbook p. 206 - 208, # 16 – 50 even. Wednesday, October 22 ** __ TEKS A.7.B, A.1.C, A.1.D & A.3.A __ **||   <span style="FONT-FAMILY: Arial, sans-serif">Materials Needed: Laptop, Notebook & Calculator <span style="FONT-FAMILY: Arial, sans-serif">__Warm-up (3 minutes):__ Solve the word problem by first converting it to an algebraic inequality  <span style="FONT-FAMILY: Arial, sans-serif">__Lesson: Review for Test 2.1 on Inequalities (15 minutes)__   <span style="FONT-FAMILY: Arial, sans-serif">1. Inequalities Chart in Notebook (Solving, graphing, word problems) <span style="FONT-FAMILY: Arial, sans-serif">2. Properties of Inequalities; Multiplying/Dividing by a Negative Number. Reverse < >. <span style="FONT-FAMILY: Arial, sans-serif">3. Variables on Both Sides. <span style="FONT-FAMILY: Arial, sans-serif">4. Compound Inequalities. 2 parts, 3 parts, or graph <span style="FONT-FAMILY: Arial, sans-serif">5. Inequalities and Word Problems. Short-cut for 'and' statements. <span style="FONT-FAMILY: Arial, sans-serif">__Classwork (25 minutes)__: Complete Review in Class individually as teacher walks around working with students and answering questions. Advanced students who finish early Pair-Share with struggling students. <span style="FONT-FAMILY: Arial, sans-serif">__Homework__: Study Review & Notebook. Textbook p. 220 # 1-33 multiples of 3. || || Thursday, October 23    ** TEKS A.7.B, A.1.C, A.1.D and A.3.A. TAKS: Grade 8 Obj. 2, 6; Grade 9 Obj. 2, 4, 8 – 10. **||  <span style="FONT-FAMILY: Arial, sans-serif"> Answer Questions Before Test (10 minutes)  <span style="FONT-FAMILY: Arial, sans-serif">__Test (30 minutes)__:Test 2.1 (open notes) <span style="FONT-FAMILY: Arial, sans-serif">__Classwork__: When student is finished, complete TAKS Prep p 224 – 225, # 1- 11, 12 & 14. <span style="FONT-FAMILY: Arial, sans-serif">__Homework:__ None || || Friday, October 24 <span style="FONT-FAMILY: Arial, sans-serif">Materials Needed: Notebook, Pencil & Calculator <span style="FONT-FAMILY: Arial, sans-serif">__Warm-up (5 minutes):__  <span style="FONT-FAMILY: Arial, sans-serif">__Real World Example (5 minutes)__: Calculating Baseball Stats <span style="FONT-FAMILY: Arial, sans-serif">__Lesson: Section 2-6 Ratios, Rates, and Proportions* (15 minutes):__ <span style="FONT-FAMILY: Arial, sans-serif">Definitions of Ratio, Proportion, Rate, Unit Rate, and Scale <span style="FONT-FAMILY: Arial, sans-serif">__Classwork (15 minutes)__: Textbook, p 117, # 1-18 even, and # 19. <span style="FONT-FAMILY: Arial, sans-serif">__Homework (3 minutes):__ Textbook, p 118, # 20 -40 even. ||= ** = Week of October 13, 2008 =
 * Worksheet:** "Parent Functions" - Students will learn to enter graphs in their calculators (using "Y=" button) to answer the questions.
 * HW:** None ||
 * 1) <span style="FONT-FAMILY: Arial, sans-serif">Review solving inequalities when dividing or multiplying by negative number.
 * 2) <span style="FONT-FAMILY: Arial, sans-serif">Teach Solving Inequalities with Variables on Both Sides; simplify, then solve.
 * 3) <span style="FONT-FAMILY: Arial, sans-serif">Calculator Example (Test taking strategy): EXPLORATION 3.5

<span style="FONT-FAMILY: Arial, sans-serif">Units 2 & 3: – Literal Equations and Inequalities <span style="FONT-FAMILY: Arial, sans-serif">__Tuesday, October 14__ <span style="FONT-FAMILY: Arial, sans-serif">Lesson 3.1 Graphing and Writing Inequalities <span style="FONT-FAMILY: Arial, sans-serif">Bell Ringer: Uses symbols to demonstrate inqualities Intro: Have students deduce inequalities in every day life. <span style="FONT-FAMILY: Arial, sans-serif">Ex. Children under 8 eat free! Does an 8 yr old eat free? Classroom Work: Worksheet with simple and complex inequalities for students to graph. HW: N/A <span style="FONT-FAMILY: Arial, sans-serif"> __Wednesday, October 15__ Lesson 2.5 Solving Literal Equations <span style="FONT-FAMILY: Arial, sans-serif">Warm-up/Bell-ringer (5 minutes): <span style="FONT-FAMILY: Arial, sans-serif"> <span style="FONT-FAMILY: Arial, sans-serif">__Thursday, October 16__ Lesson Section 3.2 Solving Inequalities by Adding or Subtracting (20 minutes) <span style="FONT-FAMILY: Arial, sans-serif">Intro: Illustration with 1000-lb kid on a seasaw with 50-lb kid. Practice: crossword puzzle where answers are filled into squares.

__Friday, October 17__ <span style="FONT-FAMILY: Arial, sans-serif">Warm-up/Bell-ringer: 1 mulitplication problem and 1 division problem using variables only (to show concept of literal equations with inequalities) <span style="FONT-FAMILY: Arial, sans-serif">__Lesson: Section 3.3 Solving Inequalities by Multiplying or Dividing (20 minutes)__ <span style="FONT-FAMILY: Arial, sans-serif">Intro: Astronaut in a space suit weighs about 300lbs on earth, but only 50lbs on the moon because of weaker gravity. If the astronaut and space suit each weighed half as much, would the inequality still be true? Would the weight of 5 astronauts be greater on the earth or on the moon? Explain your answer with an inequality. Practice: Students work problems on board. Quiz 2.1 (Graphing and solving inequalities)

= Week of October 6, 2008 =

UNIT 2: Solving for a Variable

[|Inequalities 1-var Ppt]
 * || Objectives || Resources || Activities || Homework ||
 * MONDAY || TSWBAT solve multi-step equations, evaluate expressions using substitution, and analyze and solve word problems. || ** Calculator
 * Pencil
 * Paper || ** Review for TEKS Check || ** Homework is to study the Review sheet ||
 * TUESDAY || TSWBAT solve multi-step equations, evaluate expressions using substitution, and analyze and solve word problems. || ** Calculator
 * Pencil
 * Paper || ** Review for TEKS Check (Day 2) || ** Homework is to study the Review sheet ||
 * WEDNESDAY || TSWBAT demonstrate mastery of all concepts covered the first 6 weeks (see above) || ** Calculator
 * Computer
 * Pencil
 * Paper || ** TEKS Check Assessment (Exam) || ** No Homework Assigned ||
 * THURSDAY || TSWBAT solve equations with multiple variables (literal equations) || ** Calculator
 * Computer
 * Textbook
 * Pencil
 * Paper || ** Review Solutions to TEKS Check
 * “Practice Problems (Unit 2.5)” || ** Homework: Literal Equations ||
 * FRIDAY || TSWBAT solve inequalities || ** Calculator
 * Computer
 * Textbook
 * Pencil
 * Paper || ** Bell Ringer
 * PowerPoint on Inequalities
 * Worksheet: Inequalities** || ** No Homework assigned ||