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Lesson Plans Ask students: 1. What expressions can be used to find the perimeter of a base ball diamond? 2. How do you find the perimeter of a square? 3. What do you suppose the expression 4s stands for? Time:5 to 10 Minutes || Review previous lesson with a 5 minute check. Cont…**1-2** and Introduce **1.3 Open Sentence and** Ask students: 1. How can use open sentences to stay within a budget? 2. What does the symbol ≤ mean? 3. How would you translate the sentence 15.50 + 5n ≤ 135? 4. What does the variable n represent in the sentence? 5. Why is n multiplied 5? **1.4**-additive identity, multiplicative identity, multiplicative inverses, reciprocal. || Review previous lesson with a 5 minute check. Introduce **1.5 The Distributive Property and 1.6 Commutative and Associative Properties**. Ask students: 1. How can you represent the price of a bargain game and a new release as one quantity? 2. Does the order in which numbers are subtracted matter? Explain. Introduce **1.7 Logical Reasoning and 1.8 Graphs and Functions.** Ask students: 1. What is the purpose of the following sentence//? If the popcorn burns, that the heat was too high or the kernels heated unevenly.// 2. Does this sentence mean that the popcorn will burn? Explain. 3. Suppose you are cooking popcorn and the heat is too high. What does the sentence tell you about your situation? Ask students: 1. How can you use a graph to describe a function? Expectation || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations. The student will: -Write mathematical expression for verbal expressions. -Write verbal expressions for mathematical expressions. -Evaluate numerical expressions by using the order of operations. -Evaluate algebraic expressions by using the order of operations Time: 5 Minutes. || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations. The student will: -Solve open sentence equations. -Sole open sentence inequalities. -Recognize and use the properties of identity and equality. || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations The student will: -Use the Distributive Property to evaluate and simplify expressions. || **__ ACOS: __** 3- Determine characteristics of relation, including its domain, range, and whether it is a function, when given graphs, tables of values, mappings, or sets of ordered pairs. The student will: -Identify the hypothesis and conclusion in a conditional statement. -Use counterexample to show that an assertion is false. -Interpret graphs of functions. Draw graphs of functions. || __ ACOS: __ 3- Determine characteristics of relation, including its domain, range, and whether it is a function, when given graphs, tables of values, mappings, or sets of ordered pairs. __ Objections: __ The student will: -Identify the hypothesis and conclusion in a conditional statement. -Use counterexample to show that an assertion is false. -Interpret graphs of functions. Draw graphs of functions || The student will get one bingo card and 25 answers. The student may arrange the answer on the BINGO card in any order. // Explaining the game: // On a blank **BINGO** card, using the “Answer for BINGO cards” enter one answer in each square. Do not repeat answer. Have someone reveal the expressions one at a time. If the expression matches an answer on your card, cover it with a chip. Continue revealing expressions until someone has an entire row, column or diagonal covered with chips and yells BINGO. Verify that the chips were placed correctly by matching with the reveled expressions. If so, this player is the winner. Time:30 Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. This will be a whole group activity. The student will take notes and are encourage to ask questions. Worksheets will be provided. Textbook are required for a practice **//QUIZ//** on page 20. Enrichment 1.3 Solution Sets page 18. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required for a practice **//QUIZ//** on page 36. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required || The teacher will continue the pervious lesson. To prepare students for the **//Assessment.//** Students will play **Algebra War**. Students will get into groups of 4 or 5. Each group will be given a deck of Algebra War cards. Each group will have to shuffle the deck of cards. Deal all the cards out to the players. Each player places the cards face down in a deck. Players all turn over their top card and compare values. The player having the largest value wins that ticket. If a tie occurs, all players turn over their next card and the player with the highest value wins both sets. The game ends when all cards have been played through once. The winner is one with the most cards at the end of the game. || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. Each student will have to write a short passage before the end of class, explaining what they have learned and ask questions within the passage. || The teacher will summarize the activities and open the floor for questions and answers. Each student will have to turn in an Exit Slip at the end of class. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || Pg: 8 # 1-10 Pg: 13 # 1-14 || //__ Check for Understanding __// Pg: 18 #1-13 Pg: 23 #1-11 || //__ Check for Understanding __// Pg: 29 #1-14 Pg: 34 #1-15 || //__ Check for Understanding __// pg. 39 #1-17 pg 46. # 1-9 || //__ Check for Understanding __// Review notes to prepare for test!!! || Time: 5 to 10 Minutes || ** Chapter 2 Real Numbers ** , The real numbers, sections **1, 2, and 3.** Ask students: -What does a positive and __negative__ change in river level mean? -Do you think any of these rivers are flooding? How do you know? *natural numbers *whole numbers *integers *positive numbers *negative numbers *rational numbers *infinity *graph *coordinate *absolute value *opposites *additive inverses || Introduce chapter **13.2** Ask students: -Which lines of numbers are the rows and columns of the matrix? * matrix *dimensions *row *column *element *scalar multiplication || Introduce chapter **2.4 and 2.7** Ask students: -Is the quotient of two integers positive, negative, or zero? How can you tell? *square root *perfect square * radical sign *principal square root *irrational numbers * real numbers *rational approximations || Cont…. chapter 2.7 Ask students: -How might the name of the operation “square root” help you determine its opposite operation? *square root *perfect square * radical sign *principal square root *irrational numbers * real numbers *rational approximations || Expectation || Time: 5 Minutes || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations. The student will learn: 2.1- Graph rational numbers on a number line. -Find the absolute values of rational numbers. 2.2- Add and subtract integers and rational numbers. 2.3- Multiply integers and rational numbers. || **__ ACOS: __** NONE The student will learn: 13.2- Organize data in matrices. -Solve problems by adding or subtracting matrices or by multiplying by a scalar. || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations. The student will learn: 2.4-Divide integers and rational numbers. 2.7- Find square roots. -Classify and order real numbers. || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations. The student will learn: 2.7- Find square roots. -Classify and order real numbers. || 2.1 page 70 #1-17 2.2 page 76 #1-16 2.3 page 81 #1-15 || //__ Check for Understanding __// 13.2 page 717-718 #1-16 || //__ Check for Understanding __// 2.4 page 86 #1-16 2.7 page 107 #1-19 || //__ Check for Understanding __// Chapter 2 Practice Test Page 115 #1-33 || Time: 5 to 10 Minutes || ** Chapter 3: Solving Linear Equations **. //__3.1 Writing Equations__// Ask students: How are equations used to describe heights? **__Vocabulary:__** *four-step problem-solving plan *defining a variable *formula || Introduce chapter **3.2-3.3** Ask students: How can you use inverse operations to solve an equation? How can you use multiplication or division to solve an equation? * equivalent equation *solve an equation || Cont… chapter **3.2-3.3** Ask students: How can you use inverse operations to solve an equation? How can you use multiplication or division to solve an equation? * equivalent equation *solve an equation. || Introduce chapter **3.4.** Ask students: How can equations be used to estimate the age of an animal? *work backward *multi-step equations *consecutive integers* number theory || Expectation || Time: 5 Minutes || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Translate verbal sentences into equations. -Translate equations into verbal sentences. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Solve equations by using additions and subtraction. -Solve equation by multiplication and division. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Solve equations by using additions and subtraction. -Solve equation by multiplication and division. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Solve problems by working backward. -Solve equations involving more than one operation. || Textbook are required. Students will take a **Quiz** for lessons 3.1 through 3.3 on page 140. || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || Create a prezi presentation || //__ Check for Understanding __// 3.2 page 131 #1-14 || //__ Check for Understanding __// 3.3 page 138 #1-12 || //__ Check for Understanding __// 3.4 page 145 #1-15 || Ask students: How can you solve a multi-step equation? How can you check the reasonableness of your solution? * work backward *multi-step equations *consecutive integers *number theory. Time: 5 to 10 Minutes || Cont… **3.4:** Solving Multi-Step Equations. Ask students: How can you solve a multi-step equation? How can you check the reasonableness of your solution? * work backward *multi-step equations *consecutive integers *number theory || Introduce **3.5:** Solving Equations with the Variables on Each Side. Ask students : How can you solve an equation that has variables on both sides? *identity || Cont… **3.5:** Solving Equations with the Variables on Each Side. Ask students : How can you solve an equation that has variables on both sides? *identity || Review **3.4 & 3.5** Ask students: How can you check the reasonableness of your solution? * work backward *multi-step equations *consecutive integers *number theory *identity || Expectation || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 3.4- Solve problems by working backward. - Solve equations involving more than one operation. Time: 5 Minutes || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 3.4- Solve problems by working backward. - Solve equations involving more than one operation. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 3.5- Solve equations with the variable on one side. -Solve equations involving grouping symbols. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 3.5- Solve equations with the variable on one side. -Solve equations involving grouping symbols. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. **Game: Fraction Four** - Connect Four game involving solving equations with fractions at// Shodor.org //. Select Algebra from the list. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Students will take a **Quiz** for lesson 3.1-3.3 on page 140. Enrichment 3.5 Identities pg 166 || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. **Interactive: Solving equations** - applet that uses the "balance strategy" at // Mathsnet.net //. Worksheets will be provided. Textbook are required. || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || Worksheet || //__ Check for Understanding __// 3.5 page 151-152 #1-13 || //__ Check for Understanding __// Worksheet || //__ Check for Understanding __// ||
 * Day || August 17, 2011   Wednesday  ||  August 18, 2011   Thursday  ||  August 19, 2011   Friday  ||  August 22, 2011   Monday  ||  August 23, 2011   Tuesday  ||
 * Lesson Introduction || Review previous lesson with a 5 minute check. Then Introduce lesson
 * 1.1 Variables and Expressions and 1-2 Order of Operations **.
 * __ Vocabulary: __**
 * 1.1 ** -variables, algebraic expression, factors, product, power, base, exponent, evaluate.
 * 1.2 ** -order of operations
 * 1.4 Identity and Equality Properties. **
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 * 1.3 ** -open sentence, solving an open sentence, solution, equation, replacement set, set, element, solution set, inequality
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 * 1.5 ** - term, like terms, equivalent expressions, simplest form, coefficient**, 1.6**-commutative properties and associative properties. || Review previous lesson with a 5 minute check.
 * __ Vocabulary: __**
 * 1.7 ** -conditional statement, if-then statement, hypothesis, conclusion, deductive reasoning, counterexample, **1.8**-function, coordinate system, x-axis, y-axis, origin, ordered pair, x-coordinate, y-coordinate, independent variable, dependent variable, relation, domain, range. || Review previous lesson with a 5 minute check. Cont…**1.7-1.8**
 * __ Review Chapter 1 for Assessment. __** ||
 * Context/
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 * Instructional Process || The teacher will explain the rules to the activity. While students are engaged in the activity, the teacher will walk around the classroom to make sure each student is on task and answering any questions that a student may pose.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding: __//
 * Day || August 24, 2011   Wednesday  ||  August 25, 2011   Thursday  ||  August 26, 2011   Friday  ||  August 29, 2011   Monday  ||  August 30, 2011   Tuesday  ||
 * Lesson Introduction || Chapter 1
 * Assessment **
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 * Instructional Process || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. Enrichment 2.2 Rounding Fractions page 86. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Students will take a **Quiz** for lesson 2.1-2.3 on page 83. Enrichment 2.3 Compound Interest pg 92. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Student will take a **Quiz.**
 * Also review for chapter 2 Test. ** ||
 * Closure || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. ||
 * Extension (Homework) ||  || //__ Check for Understanding __//
 * Day || August 31, 2011   Wednesday  ||  September 1, 2011   Thursday  ||  September 2, 2011   Friday  ||  September 5, 2011   Monday  ||  September 6, 2011   Tuesday  ||
 * Lesson Introduction || Chapter 2 and chapter 13.2 **Assessment**
 * __ Vocabulary: __**
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 * Context/
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 * Instructional Process || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. **Interactive: Solving equations** - applet that uses the "balance strategy" at// Mathsnet.net. //Students will create a prezi presentation, to show their understanding of objectives in this chapter. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. **Interactive: Solving Equations with Flash Cards** - flash cards used for practicing 1-step and 2-step equations from// Aplusmath.com // . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __// || //__ Check for Understanding __// 3.1 page123 #1-12
 * Day || September 7, 2011   Wednesday  ||  September 8, 2011   Thursday  ||  September 9, 2011   Friday  ||  September 12, 2011   Monday  ||  September 13, 2011   Tuesday  ||
 * Lesson Introduction || Cont… **3.4:** Solving Multi-Step Equations.
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 * Context/
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 * Instructional Process || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __// || //__ Check for Understanding __//

Introduce chapter **3.6:** Ratios and Proportions Ask students: How are ratios used in recipes? Time: 5 to 10 Minutes || Introduce chapter **3.6:** Ratios and Proportions Ask students: How are ratios used in recipes? *ratio *proportion *extremes *means *rate *scale *percent of change *percent of increase *percent of decrease || Introduce **3.8:** Solving Equations and Formulas Ask students: How are equations used to design roller coasters? *dimensional analysis || ** Cont…3.8: ** Solving Equations and Formulas. Ask students: How are equations used to design roller coasters? *dimensional analysis || **//__ Review for Chapter 3 Test __//** || Expectation || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Determine whether two ratios form a proportion. -Solve proportion -Find percent of increase and decrease. Solve problems involving percent of change Time: 5 Minutes || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Determine whether two ratios form a proportion. -Solve proportion -Find percent of increase and decrease. Solve problems involving percent of change. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Solve equations for given variables. -Use formulas to solve real-world problems. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Solve equations for given variables. -Use formulas to solve real-world problems. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Student will take a **Quiz** for lesson 3.4 through 3.7 on page 164. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Prezi Due || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || 3.6 page 158 #1-10 || //__ Check for Understanding __// 3.6 page 158 #1-10 3.7 page 162 #1-13 || //__ Check for Understanding __// 3.8 page 168 #1-12 || //__ Check for Understanding __// 3.8 page 170 #46-66 || //__ Check for Understanding __// Chapter 3 Study Guide and Review Lesson 3.1-3.8 page 179-184 ||
 * Day || September 14, 2011   Wednesday  ||  September 15, 2011   Thursday  ||  September 16, 2011   Friday  ||  September 19, 2011   Monday  ||  September 20, 2011   Tuesday  ||
 * Lesson Introduction || ** Assessment ** : Mid- Chapter Test 3.1-3.5
 * 3.7: ** Percent of Change
 * __ Vocabulary: __** *ratio *proportion *extremes *means *rate *scale
 * 3.7: ** Percent of Change
 * __ Vocabulary: __**
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 * Context/
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 * Instructional Process || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __//
 * Day || September 21, 2011   Wednesday  ||  September 22, 2011   Thursday  ||  September 23, 2011   Friday  ||  September 26, 2011   Monday  ||  September 27, 2011   Tuesday  ||

Ask Students: Time: 5 to 10 Minutes || Introduce Chapter **4** Graphing Relations and Functions. Ask Students: How do archaeologists use coordinate system? *axes *origin* coordinate plane *y-axis *x-axis *x and y coordinate *quadrant *graph || Introduce chapter **4.2:** Transformations on the Coordinate Plane. **4.3** Ask students: How are transformations used in computer graphics? 4.2*transformation *pre-image *image *reflection *translation *dilation *rotation 4.3*mapping *inverse || Introduce **4.4: 4.5** Solving Multi-Step Equations. Ask students: How can linear equations be used in nutrition? 4.4* equation in two variables *solution 4.5*linear equation *standard form *x-intercept *y-intercept || Introduce **4.6:** Solving Equations with the Variables on Each Side. Ask students : How are functions used in meteorology? *function *vertical line test *function notation ||
 * Lesson Introduction || ** Chapter 3 Test **
 * __ Vocabulary: __**
 * 4.1: ** The Coordinate Plane
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Expectation || Time: 5 Minutes || **__ ACOS: __** 10-Calculate length, midpoint, and slope of a line segment when given coordinates of its endpoints on the Cartesian plane. The student will learn: -Locate points on the coordinate plane. -Graph points on a coordinate plane. || **__ ACOS: __** 3-Determine characteristics of a relation, including its domain, range, and whether it is a function, when given graphs, tables of values, mappings, or a sets of ordered pairs. 4-Represent graphically common relations, including x and y = constant, y=x, y=√x, y=x² and y=|x|. The student will learn: 4.2-Transform figures by using reflections, translations, dilations, and rotations. - Transform figures on a coordinate plane by using reflections, translations, dilations, and rotations. 4.3-Represent relations as se of ordered pairs, tables, mappings, and graphs. -Find the inverse of a relation. || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. 3-Determine characteristics of a relation, including its domain, range, and whether it is a function, when given graphs, tables of values, mappings, or a sets of ordered pairs. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 4.4- Use an equation to determine the range for a given domain. -Graph the solution set for a given domain. 4.5 Determine whether an equation is linear. -Graph linear equations. || **__ ACOS: __** 3-Determine characteristics of a relation, including its domain, range, and whether it is a function, when given graphs, tables of values, mappings, or a sets of ordered pairs. 4-Represent graphically common relations, including x and y = constant, y=x, y=√x, y=x² and y=|x|. The student will learn: 4.6-Determine whether a relation is a function. -Find function values. || 4.1 page 194 #1-12 Coordinate Plane Worksheet || //__ Check for Understanding __// 4.2 page 200 #1, 2, 5-8 4.3 page 208 #1-3, 4-12 even || //__ Check for Understanding __// 4.4 page 214 #1-3, 4-12even 4.5 page 221 #1-14 even || //__ Check for Understanding __// 4.6 page 228 #1-16 ||
 * Context/
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 * __ Objectives: __**
 * __ Objectives: __**
 * Instructional Process || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. **Game: Maze**- Investigate the coordinate system by directing a robot through a mine field at// Shodor.org. ////Enrichment 4.1 Midpoint pg 218.// || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Students will take a **Quiz** for lesson 4.1-4.3 on page 211. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required ||
 * Closure || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. ||
 * Extension (Homework) || //__ Check for Understanding __// || //__ Check for Understanding __//
 * Day || September 28, 2011   Wednesday  ||  September 29, 2011   Thursday  ||  September 30, 2011   Friday  ||  October 3, 2011   Monday  ||  October 4, 2011   Tuesday  ||

Ask students: How are arithmetic sequences used to solve problems in science? 4.7* sequence *terms *arithmetic sequence *common difference 4.8*looking for a pattern *inductive reasoning. Time: 5 to 10 Minutes || ** Assessment ** : Chapter 4 Graphing Relation and Functions. || Introduce chapter **5** Analyzing Linear Equations. Ask students: Why is slope important in architecture? 5.1*slope *rate of change || Introduce **5.2:** Slope and Direct Variation Ask students: How is slope related to your shower? 5.2*direct variation *constant of variation *family of graph *parent graph 12.1*inverse variation *product rule || Introduce **5.3:** Slope Intercept Ask students: How is y-intercept related to a flat fee? *slope intercept form ||
 * Lesson Introduction || Review **4.7 & 4.8**
 * __ Vocabulary: __**
 * 5.1 ** Slope and **11.5**: The Distance Formula
 * __ Vocabulary: __**
 * 12.1 ** : Inverse Variation
 * __ Vocabulary: __**
 * __ Vocabulary: __**

Expectation || **__ ACOS: __** 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 4.7-Recognize arithmetic sequences. -Extend and write formulas for arithmetic sequences. 4.8-Look for pattern. -Write an equation given some of the solutions. Time: 5 Minutes || **__ ACOS: __** The student will learn: || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. 10-Calculate length, midpoint, and slope of a line segment when given coordinates of its endpoints on the Cartesian plane. The student will learn: 5.1-Find the slope of a line. -Use rate of change to solve problems. 11.5-Find the distance between two points on the coordinate plane. -Find a point that is a given distance from a second point in a plane. || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. The student will learn: 5.2-Write and graph direct variations equations. -Solve problems involving direct variation. 12.1-Graph inverse variations. -Solve problems involving inverse variations. || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. The student will learn: -Write and graph linear equations in slope-intercept form. -Model real-world data with an equation in slope-intercept form. || Time: 30Minutes ||  || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Students will create a poster, using glogster.com, to show their understanding of objectives in this chapter. Enrichment 5.1 page 286. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Activity: Project Graduation Slope-Intercept PuzzleTextbook are required. Student will take a **Quiz** for lesson 5.1 through 5.2, 11.5 and 12.1 on page 270 || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || 4.7 page 236 #1-14 even 4.8 page 243 #1, 3, 7, 8-11 || //__ Check for Understanding __// || //__ Check for Understanding __// Create a poster, using glogster.com || //__ Check for Understanding __// 5.2 page 267 #4-14 even 12.1 page 645 #2, 4, 5, 6, 8 || //__ Check for Understanding __// 5.3 page 275 #1-3, 5-9 odd. ||
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * Instructional Process || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Students will take a **Quiz** for lesson 4.4 -4.6 on page 231.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __//


 * Day || October 5, 2011   Wednesday  ||  October 6, 2011   Thursday  ||  October 7, 2011   Friday  ||  October 10, 2011   Monday  ||  October 11, 2011   Tuesday  ||

Ask students: Time: 5 to 10 Minutes || ** Assessment: 5.1 - 5.3 ****. ** || Introduce **5.4** Writing Equations in Slope-Intercept Form Ask students: How can slope-intercept form be used to make predications? *linear extrapolation || Introduce **5.5:** Writing Equations in Point-Slope Ask students: How can you use the slope formula to write an equation of a line? Point-slope form || Introduce **5.6**: Geometry: Parallel and Perpendicular Lines Ask Students: How can you determine whether two lines are parallel? *parallel lines *perpendicular lines ||
 * Lesson Introduction || ** Review: Sections 5.1, 5.2, and 5.3 **
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * Review: 5.4 – 5.6 **.
 * __ Vocabulary: __**

Expectation || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 10-Calculate length, midpoint, and slope of a line segment when given coordinates of its endpoints on the Cartesian plane. The student will learn: Time: 5 Minutes ||  || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. The student will learn: -Write an equation of the line given the slope and one point on the line. -Write and equation of a line given two points on the line. || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. The student will learn: -Write and graph linear equations in slope-intercept form. -Model real-world data with an equation in slope-intercept form. || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. The student will learn: -Write an equation of the line that passes through a given point, parallel to a given line. -Write an equation of the line that passes through a given point, perpendicular to a given line. || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || 5.4 page 283 #5, 7, 9 || //__ Check for Understanding __// 5.5 page 289 # 2, 5-11odd || //__ Check for Understanding __// 5.6 page 295 #1-11 ||
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * Instructional Process || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __// || //__ Check for Understanding __// || //__ Check for Understanding __//
 * Day || October 12, 2011   Wednesday  ||  October 13, 2011   Thursday  ||  October 14, 2011   Friday  ||  October 17, 2011   Monday  ||  October 18, 2011   Tuesday  ||

5.4 – 5.6 Time: 5 to 10 Minutes || ** Verbal Models Handout: ** Consecutive Integer *integer *even integer* odd integer *consecutive integer *consecutive even integer *consecutive odd integer || ** Cont ** … Consecutive Integer Verbal Models *integer *even integer* odd integer *consecutive integer *consecutive even integer *consecutive odd integer || ** Assessment Chapter 5 and Consecutive Integers ** || Introduce Chapter 6 Solving Linear Equations. Ask Students: How are inequalities used to describe school sports? set-builder notation ||
 * Lesson Introduction || Assessment:
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * 6.1 ** Solving Inequalities by Adding and Subtraction.
 * __ Vocabulary: __**

Expectation || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 10-Calculate length, midpoint, and slope of a line segment when given coordinates of its endpoints on the Cartesian plane. Time: 5 Minutes || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: - Solve equations to find perimeter and solve consecutive integer problems. - Solve equations involving more than one operation. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: - Solve equations to find perimeter and solve consecutive integer problems. - Solve equations involving more than one operation. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. The student will learn: -Solve linear inequalities by using addition. -Solve linear inequalities by using subtractions || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. Poster Due || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || Pg: 145 # 14 and 42-47 || //__ Check for Understanding __// Pg: 147 # 49, 54, 57, and 58 || //__ Check for Understanding __// || //__ Check for Understanding __// 6.1 page 321 #1-13 || Rubric
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __** || **__ ACOS: __**
 * __ Objectives: __**
 * Instructional Process || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __// || //__ Check for Understanding __//
 * || Prize Rubric ||  ||


 * CATEGORY || ** 4 Advanced ** || ** 3 Satisfactory ** || ** 2 Beginning ** || ** 1 Needs Improvement ** ||
 * ** Use of Color ** || There was careful and deliberate consideration of color choices and the colors enhanced the presentation. || The color choices created an attractive presentation and did not detract from the presented information. || There was evidence of some consideration given to color choices but at times, the colors detract from the presented information. || The color choices appear to be the focal point of the presentation and overwhelm the presented information. ||
 * ** Use of Images ** || The images that were used were appropriate and clearly enhanced the communication of main ideas. There was careful consideration of the placement and size of the images. || The images that were used were mostly appropriate and enhanced the communication of main ideas. There was evidence of some careful consideration of the placement and size of the images. || Some of the images that were used were appropriate and enhanced the communication of main ideas. More careful consideration of the placement and size of the images are needed. || The images that were used either did not enhance the communication of main ideas or were the focal point of the presentation or there were no images added to the presentation. ||
 * ** Presentation of Information ** || The font styles and sizes chosen were very easy to read. Text was well spaced and did not overwhelm the space. Information conveyed the main ideas very well. || The font styles and sizes chosen were easy to read. Text was well spaced and did not overwhelm the space. Information conveyed the main ideas well. || The font styles and sizes chosen were somewhat easy to read. There was some crowding with the text and the text overwhelmed the space. Main ideas were communicated somewhat clearly. || The font styles and sizes chosen were not easy to read. The amount of information overwhelmed the space or there was not enough information to clearly communicate the main ideas of the presentation. ||
 * ** Considerations of Audience ** || There was a clear intent to communicate ideas using language and images that could be easily understood by the intended audience. || There was intent to communicate ideas using language and images that could be easily understood by the intended audience. || Generally, there was intent to communicate ideas using language and images that could be easily understood by the intended audience. Some of the word choices and images caused some confusion. || There was no consideration to communicate ideas using language and images that could be easily understood by the intended audience. The word choices and images confused the communication of the main ideas. ||
 * ** Spelling and Grammar ** || There were no spelling or grammar errors in the presentation. || There were one or two spelling or grammar errors in the presentation. || There were less than 5 spelling and grammar errors in the presentation. || There were more than 5 spelling and grammar errors in the presentation ||

//Glogster Rubric//
 * Category || __ 4 __ || __ 3 __ || __ 2 __ || __ 1 __ ||
 * __ Title __ || Title can be read from 6 ft. away and is quite creative. || Title can be read from 6 ft. away and describes content well. || Title can be read from 4 ft. away and describes thecontent well. || The title is too small and/or does not describe the content of the poster well. ||
 * Grammar || There are no grammaticalmistakes on the poster. || There is 1 grammaticalmistake on the poster. || There are 2 grammaticalmistakes on the poster. || There are more than 2grammatical mistakes on the poster. ||
 * Graphics -Relevance || All graphics are related to the topic and make it easier to understand. Allborrowed graphics have a source citation. || All graphics are related to the topic and most make iteasier to understand. Allborrowed graphics have a source citation. || All graphics relate to the topic. Most borrowed graphics have a sourcecitation. || Graphics do not relate to the topic OR severalborrowed graphics do not have a source citation. ||
 * Graphics -Clarity || Graphics are all in focus and the content easilyviewed and identified from 6ft. away. || Most graphics are in focus and the content easily viewed and identified from 6ft. away. || Most graphics are in focus and the content is easilyviewed and identified from 4ft. away. || Many graphics are not clear or are too small. ||
 * Labels || All items of importance on the poster are clearlylabeled with labels that can be read from at least 3 ft. away. || Almost all items of importance on the poster are clearly labeled with labels that can be readfrom at least 3 ft. away. || Several items of importance on the poster are clearly labeled with labels that can be readfrom at least 3 ft. away. || Labels are too small to view OR no important items were labeled. ||

Classwork—25% A: 100-90 Homework—15% B: 89-80 Quizzes—20% C: 79-70 Major Test—40 D: 69-60 F: 59- Below These are some omments
 * Grading Scale: Grading Percentages: **
 * If __will continue to put forth the effort he has shown in the past two reporting periods, he will receive a great deal from his schooling.__
 * The following suggestions might improve his.
 * I am hoping this recent interest and improvement will continue.
 * __is making progress in all academic areas. She is having some difficulty with__, but if she continues to work hard she will see improvement soon.
 * __takes great pride in all of the work he does and always does a neat job.__
 * volunteers frequently and makes wonderful contributions to class. She does tend to work too quickly, which results in many careless errors. We can help her to correct this at home and at school.
 * __is a very hard worker and has excellent vocabulary skills for his age. He enjoys reading and writing.__
 * 's excellent attitude is reflected in the work she does. Thank you for your efforts.
 * Although __tries to do his best, he often has difficulty keeping up with the rest of the class. Can we meet to discuss this?__
 * I am concerned about 's progress this year. She has shown some improvement but her growth is not where it should be at this point in the school year. Please call to schedule a conference so we can discuss this.
 * As we discussed in our recent conference, ___'s work is below grade standards. I am sure with that more effort and concentration he will show rapid improvement.__
 * has great enthusiasm for everything we do in class. However, she is having some difficulty with ___. Please continue to review this with her nightly.__
 * is strong in _.
 * __has earned a very fine report card.__
 * has vast background knowledge of ___.__
 * is a very fine and serious student and excels in __.__
 * is working well in all basic subjects.
 * __is working above grade level in__.
 * __is especially good at__.
 * __'s low rate of achievement makes it difficult for her to keep up with the class.__
 * is capable of achieving a higher average in the areas of.
 * __has had difficulty with learning__, so in the coming term we will focus on __.__
 * is capable of much better work.
 * __still needs guidance and support from both you and me.__
 * has been most cooperative and only needs strengthening in social studies skills to bring her up to grade level.
 * __has been receiving low quiz/test scores.__
 * does not work up to her ability.
 * __has difficulty understanding the material.__
 * This subject is being modified to better match 's ability.
 * __is continuing to grow in independence.__
 * has improved steadily.
 * __has been consistently progressing.__
 * has shown a good attitude about trying to improve in __.__
 * seems eager to improve.
 * __has shown strong growth in__ _.
 * __is making steady progress academically.__
 * 's quality of work is improving.
 * __has strengthened her skills in__.
 * __has shown an encouraging desire to better her in__ _.
 * __would improve if he developed a greater interest in__ _.
 * __has made nice progress this reporting period.__
 * is maturing nicely, and I hope this continues.
 * __'s classroom attitude shows improvement.__

// Before the tardy bell rings: __// //__ When going to the rest room, lunch, library, and other activities. __// //__When the dismissal bell rings:__// Lesson Plans Ask students: 1. What expressions can be used to find the perimeter of a base ball diamond? 2. How do you find the perimeter of a square? 3. What do you suppose the expression 4s stands for? Time:5 to 10 Minutes || Review previous lesson with a 5 minute check. Cont…**1-2** and Introduce **1.3 Open Sentence and** Ask students: 1. How can use open sentences to stay within a budget? 2. What does the symbol ≤ mean? 3. How would you translate the sentence 15.50 + 5n ≤ 135? 4. What does the variable n represent in the sentence? 5. Why is n multiplied 5? **1.4**-additive identity, multiplicative identity, multiplicative inverses, reciprocal. || Review previous lesson with a 5 minute check. Introduce **1.5 The Distributive Property and 1.6 Commutative and Associative Properties**. Ask students: 1. How can you represent the price of a bargain game and a new release as one quantity? 2. Does the order in which numbers are subtracted matter? Explain. Introduce **1.7 Logical Reasoning and 1.8 Graphs and Functions.** Ask students: 1. What is the purpose of the following sentence//? If the popcorn burns, that the heat was too high or the kernels heated unevenly.// 2. Does this sentence mean that the popcorn will burn? Explain. 3. Suppose you are cooking popcorn and the heat is too high. What does the sentence tell you about your situation? Ask students: 1. How can you use a graph to describe a function? Expectation || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations. The student will: -Write mathematical expression for verbal expressions. -Write verbal expressions for mathematical expressions. -Evaluate numerical expressions by using the order of operations. -Evaluate algebraic expressions by using the order of operations Time: 5 Minutes. || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations. The student will: -Solve open sentence equations. -Sole open sentence inequalities. -Recognize and use the properties of identity and equality. || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations The student will: -Use the Distributive Property to evaluate and simplify expressions. || **__ ACOS: __** 3- Determine characteristics of relation, including its domain, range, and whether it is a function, when given graphs, tables of values, mappings, or sets of ordered pairs. The student will: -Identify the hypothesis and conclusion in a conditional statement. -Use counterexample to show that an assertion is false. -Interpret graphs of functions. Draw graphs of functions. || __ ACOS: __ 3- Determine characteristics of relation, including its domain, range, and whether it is a function, when given graphs, tables of values, mappings, or sets of ordered pairs. __ Objections: __ The student will: -Identify the hypothesis and conclusion in a conditional statement. -Use counterexample to show that an assertion is false. -Interpret graphs of functions. Draw graphs of functions || The student will get one bingo card and 25 answers. The student may arrange the answer on the BINGO card in any order. // Explaining the game: // On a blank **BINGO** card, using the “Answer for BINGO cards” enter one answer in each square. Do not repeat answer. Have someone reveal the expressions one at a time. If the expression matches an answer on your card, cover it with a chip. Continue revealing expressions until someone has an entire row, column or diagonal covered with chips and yells BINGO. Verify that the chips were placed correctly by matching with the reveled expressions. If so, this player is the winner. Time:30 Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. This will be a whole group activity. The student will take notes and are encourage to ask questions. Worksheets will be provided. Textbook are required for a practice **//QUIZ//** on page 20. Enrichment 1.3 Solution Sets page 18. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required for a practice **//QUIZ//** on page 36. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required || The teacher will continue the pervious lesson. To prepare students for the **//Assessment.//** Students will play **Algebra War**. Students will get into groups of 4 or 5. Each group will be given a deck of Algebra War cards. Each group will have to shuffle the deck of cards. Deal all the cards out to the players. Each player places the cards face down in a deck. Players all turn over their top card and compare values. The player having the largest value wins that ticket. If a tie occurs, all players turn over their next card and the player with the highest value wins both sets. The game ends when all cards have been played through once. The winner is one with the most cards at the end of the game. || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. Each student will have to write a short passage before the end of class, explaining what they have learned and ask questions within the passage. || The teacher will summarize the activities and open the floor for questions and answers. Each student will have to turn in an Exit Slip at the end of class. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || Pg: 8 # 1-10 Pg: 13 # 1-14 || //__ Check for Understanding __// Pg: 18 #1-13 Pg: 23 #1-11 || //__ Check for Understanding __// Pg: 29 #1-14 Pg: 34 #1-15 || //__ Check for Understanding __// pg. 39 #1-17 pg 46. # 1-9 || //__ Check for Understanding __// Review notes to prepare for test!!! || Time: 5 to 10 Minutes || ** Chapter 2 Real Numbers ** , The real numbers, sections **1, 2, and 3.** Ask students: -What does a positive and __negative__ change in river level mean? -Do you think any of these rivers are flooding? How do you know? *natural numbers *whole numbers *integers *positive numbers *negative numbers *rational numbers *infinity *graph *coordinate *absolute value *opposites *additive inverses || Introduce chapter **13.2** Ask students: -Which lines of numbers are the rows and columns of the matrix? * matrix *dimensions *row *column *element *scalar multiplication || Introduce chapter **2.4 and 2.7** Ask students: -Is the quotient of two integers positive, negative, or zero? How can you tell? *square root *perfect square * radical sign *principal square root *irrational numbers * real numbers *rational approximations || Cont…. chapter 2.7 Ask students: -How might the name of the operation “square root” help you determine its opposite operation? *square root *perfect square * radical sign *principal square root *irrational numbers * real numbers *rational approximations || Expectation || Time: 5 Minutes || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations. The student will learn: 2.1- Graph rational numbers on a number line. -Find the absolute values of rational numbers. 2.2- Add and subtract integers and rational numbers. 2.3- Multiply integers and rational numbers. || **__ ACOS: __** NONE The student will learn: 13.2- Organize data in matrices. -Solve problems by adding or subtracting matrices or by multiplying by a scalar. || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations. The student will learn: 2.4-Divide integers and rational numbers. 2.7- Find square roots. -Classify and order real numbers. || **__ ACOS: __** 1-Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots, radical form, or decimal approximations. The student will learn: 2.7- Find square roots. -Classify and order real numbers. || 2.1 page 70 #1-17 2.2 page 76 #1-16 2.3 page 81 #1-15 || //__ Check for Understanding __// 13.2 page 717-718 #1-16 || //__ Check for Understanding __// 2.4 page 86 #1-16 2.7 page 107 #1-19 || //__ Check for Understanding __// Chapter 2 Practice Test Page 115 #1-33 || Time: 5 to 10 Minutes || ** Chapter 3: Solving Linear Equations **. //__3.1 Writing Equations__// Ask students: How are equations used to describe heights? **__Vocabulary:__** *four-step problem-solving plan *defining a variable *formula || Introduce chapter **3.2-3.3** Ask students: How can you use inverse operations to solve an equation? How can you use multiplication or division to solve an equation? * equivalent equation *solve an equation || Cont… chapter **3.2-3.3** Ask students: How can you use inverse operations to solve an equation? How can you use multiplication or division to solve an equation? * equivalent equation *solve an equation. || Introduce chapter **3.4.** Ask students: How can equations be used to estimate the age of an animal? *work backward *multi-step equations *consecutive integers* number theory || Expectation || Time: 5 Minutes || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Translate verbal sentences into equations. -Translate equations into verbal sentences. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Solve equations by using additions and subtraction. -Solve equation by multiplication and division. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Solve equations by using additions and subtraction. -Solve equation by multiplication and division. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Solve problems by working backward. -Solve equations involving more than one operation. || Textbook are required. Students will take a **Quiz** for lessons 3.1 through 3.3 on page 140. || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || Create a prezi presentation || //__ Check for Understanding __// 3.2 page 131 #1-14 || //__ Check for Understanding __// 3.3 page 138 #1-12 || //__ Check for Understanding __// 3.4 page 145 #1-15 || Ask students: How can you solve a multi-step equation? How can you check the reasonableness of your solution? * work backward *multi-step equations *consecutive integers *number theory. Time: 5 to 10 Minutes || Cont… **3.4:** Solving Multi-Step Equations. Ask students: How can you solve a multi-step equation? How can you check the reasonableness of your solution? * work backward *multi-step equations *consecutive integers *number theory || Introduce **3.5:** Solving Equations with the Variables on Each Side. Ask students : How can you solve an equation that has variables on both sides? *identity || Cont… **3.5:** Solving Equations with the Variables on Each Side. Ask students : How can you solve an equation that has variables on both sides? *identity || Review **3.4 & 3.5** Ask students: How can you check the reasonableness of your solution? * work backward *multi-step equations *consecutive integers *number theory *identity || Expectation || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 3.4- Solve problems by working backward. - Solve equations involving more than one operation. Time: 5 Minutes || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 3.4- Solve problems by working backward. - Solve equations involving more than one operation. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 3.5- Solve equations with the variable on one side. -Solve equations involving grouping symbols. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 3.5- Solve equations with the variable on one side. -Solve equations involving grouping symbols. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. **Game: Fraction Four** - Connect Four game involving solving equations with fractions at// Shodor.org //. Select Algebra from the list. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Students will take a **Quiz** for lesson 3.1-3.3 on page 140. Enrichment 3.5 Identities pg 166 || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. **Interactive: Solving equations** - applet that uses the "balance strategy" at // Mathsnet.net //. Worksheets will be provided. Textbook are required. || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || Worksheet || //__ Check for Understanding __// 3.5 page 151-152 #1-13 || //__ Check for Understanding __// Worksheet || //__ Check for Understanding __// ||
 * Have your pencils sharpen.
 * Be in your seat ready to work quietly.
 * Place your homework assignment on the left side of desk so it is ready to be collected.
 * Begin the opening activity (directions are on the board/promethean board each day).
 * Wait quietly for the teacher's instruction.
 * Place your classwork assignment on the right side of desk to be collected
 * Line up in a in a straight line. At the sound of the bell, close your book and stop working.
 * When in the hallways, stand in the 3rd block away from the wall. Clean up your work area.
 * Walk quietly and promptly and stay to the right. Stay in your seat until you hear the teacher dismiss you.
 * 3 at a time for rest room break. Leave quietly and in an orderly manner.
 * Day || August 17, 2011   Wednesday  ||  August 18, 2011   Thursday  ||  August 19, 2011   Friday  ||  August 22, 2011   Monday  ||  August 23, 2011   Tuesday  ||
 * Lesson Introduction || Review previous lesson with a 5 minute check. Then Introduce lesson
 * 1.1 Variables and Expressions and 1-2 Order of Operations **.
 * __ Vocabulary: __**
 * 1.1 ** -variables, algebraic expression, factors, product, power, base, exponent, evaluate.
 * 1.2 ** -order of operations
 * 1.4 Identity and Equality Properties. **
 * __ Vocabulary: __**
 * 1.3 ** -open sentence, solving an open sentence, solution, equation, replacement set, set, element, solution set, inequality
 * __ Vocabulary: __**
 * 1.5 ** - term, like terms, equivalent expressions, simplest form, coefficient**, 1.6**-commutative properties and associative properties. || Review previous lesson with a 5 minute check.
 * __ Vocabulary: __**
 * 1.7 ** -conditional statement, if-then statement, hypothesis, conclusion, deductive reasoning, counterexample, **1.8**-function, coordinate system, x-axis, y-axis, origin, ordered pair, x-coordinate, y-coordinate, independent variable, dependent variable, relation, domain, range. || Review previous lesson with a 5 minute check. Cont…**1.7-1.8**
 * __ Review Chapter 1 for Assessment. __** ||
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objections: __**
 * Instructional Process || The teacher will explain the rules to the activity. While students are engaged in the activity, the teacher will walk around the classroom to make sure each student is on task and answering any questions that a student may pose.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding: __//
 * Day || August 24, 2011   Wednesday  ||  August 25, 2011   Thursday  ||  August 26, 2011   Friday  ||  August 29, 2011   Monday  ||  August 30, 2011   Tuesday  ||
 * Lesson Introduction || Chapter 1
 * Assessment **
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * Instructional Process || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. Enrichment 2.2 Rounding Fractions page 86. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Students will take a **Quiz** for lesson 2.1-2.3 on page 83. Enrichment 2.3 Compound Interest pg 92. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Student will take a **Quiz.**
 * Also review for chapter 2 Test. ** ||
 * Closure || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. ||
 * Extension (Homework) ||  || //__ Check for Understanding __//
 * Day || August 31, 2011   Wednesday  ||  September 1, 2011   Thursday  ||  September 2, 2011   Friday  ||  September 5, 2011   Monday  ||  September 6, 2011   Tuesday  ||
 * Lesson Introduction || Chapter 2 and chapter 13.2 **Assessment**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * Instructional Process || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. **Interactive: Solving equations** - applet that uses the "balance strategy" at// Mathsnet.net. //Students will create a prezi presentation, to show their understanding of objectives in this chapter. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. **Interactive: Solving Equations with Flash Cards** - flash cards used for practicing 1-step and 2-step equations from// Aplusmath.com // . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __// || //__ Check for Understanding __// 3.1 page123 #1-12
 * Day || September 7, 2011   Wednesday  ||  September 8, 2011   Thursday  ||  September 9, 2011   Friday  ||  September 12, 2011   Monday  ||  September 13, 2011   Tuesday  ||
 * Lesson Introduction || Cont… **3.4:** Solving Multi-Step Equations.
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * Instructional Process || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __// || //__ Check for Understanding __//

Introduce chapter **3.6:** Ratios and Proportions Ask students: How are ratios used in recipes? Time: 5 to 10 Minutes || Introduce chapter **3.6:** Ratios and Proportions Ask students: How are ratios used in recipes? *ratio *proportion *extremes *means *rate *scale *percent of change *percent of increase *percent of decrease || Introduce **3.8:** Solving Equations and Formulas Ask students: How are equations used to design roller coasters? *dimensional analysis || ** Cont…3.8: ** Solving Equations and Formulas. Ask students: How are equations used to design roller coasters? *dimensional analysis || **//__ Review for Chapter 3 Test __//** || Expectation || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Determine whether two ratios form a proportion. -Solve proportion -Find percent of increase and decrease. Solve problems involving percent of change Time: 5 Minutes || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Determine whether two ratios form a proportion. -Solve proportion -Find percent of increase and decrease. Solve problems involving percent of change. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Solve equations for given variables. -Use formulas to solve real-world problems. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: -Solve equations for given variables. -Use formulas to solve real-world problems. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Student will take a **Quiz** for lesson 3.4 through 3.7 on page 164. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Prezi Due || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || 3.6 page 158 #1-10 || //__ Check for Understanding __// 3.6 page 158 #1-10 3.7 page 162 #1-13 || //__ Check for Understanding __// 3.8 page 168 #1-12 || //__ Check for Understanding __// 3.8 page 170 #46-66 || //__ Check for Understanding __// Chapter 3 Study Guide and Review Lesson 3.1-3.8 page 179-184 ||
 * Day || September 14, 2011   Wednesday  ||  September 15, 2011   Thursday  ||  September 16, 2011   Friday  ||  September 19, 2011   Monday  ||  September 20, 2011   Tuesday  ||
 * Lesson Introduction || ** Assessment ** : Mid- Chapter Test 3.1-3.5
 * 3.7: ** Percent of Change
 * __ Vocabulary: __** *ratio *proportion *extremes *means *rate *scale
 * 3.7: ** Percent of Change
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * Instructional Process || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __//
 * Day || September 21, 2011   Wednesday  ||  September 22, 2011   Thursday  ||  September 23, 2011   Friday  ||  September 26, 2011   Monday  ||  September 27, 2011   Tuesday  ||

Ask Students: Time: 5 to 10 Minutes || Introduce Chapter **4** Graphing Relations and Functions. Ask Students: How do archaeologists use coordinate system? *axes *origin* coordinate plane *y-axis *x-axis *x and y coordinate *quadrant *graph || Introduce chapter **4.2:** Transformations on the Coordinate Plane. **4.3** Ask students: How are transformations used in computer graphics? 4.2*transformation *pre-image *image *reflection *translation *dilation *rotation 4.3*mapping *inverse || Introduce **4.4: 4.5** Solving Multi-Step Equations. Ask students: How can linear equations be used in nutrition? 4.4* equation in two variables *solution 4.5*linear equation *standard form *x-intercept *y-intercept || Introduce **4.6:** Solving Equations with the Variables on Each Side. Ask students : How are functions used in meteorology? *function *vertical line test *function notation ||
 * Lesson Introduction || ** Chapter 3 Test **
 * __ Vocabulary: __**
 * 4.1: ** The Coordinate Plane
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**

Expectation || Time: 5 Minutes || **__ ACOS: __** 10-Calculate length, midpoint, and slope of a line segment when given coordinates of its endpoints on the Cartesian plane. The student will learn: -Locate points on the coordinate plane. -Graph points on a coordinate plane. || **__ ACOS: __** 3-Determine characteristics of a relation, including its domain, range, and whether it is a function, when given graphs, tables of values, mappings, or a sets of ordered pairs. 4-Represent graphically common relations, including x and y = constant, y=x, y=√x, y=x² and y=|x|. The student will learn: 4.2-Transform figures by using reflections, translations, dilations, and rotations. - Transform figures on a coordinate plane by using reflections, translations, dilations, and rotations. 4.3-Represent relations as se of ordered pairs, tables, mappings, and graphs. -Find the inverse of a relation. || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. 3-Determine characteristics of a relation, including its domain, range, and whether it is a function, when given graphs, tables of values, mappings, or a sets of ordered pairs. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 4.4- Use an equation to determine the range for a given domain. -Graph the solution set for a given domain. 4.5 Determine whether an equation is linear. -Graph linear equations. || **__ ACOS: __** 3-Determine characteristics of a relation, including its domain, range, and whether it is a function, when given graphs, tables of values, mappings, or a sets of ordered pairs. 4-Represent graphically common relations, including x and y = constant, y=x, y=√x, y=x² and y=|x|. The student will learn: 4.6-Determine whether a relation is a function. -Find function values. || 4.1 page 194 #1-12 Coordinate Plane Worksheet || //__ Check for Understanding __// 4.2 page 200 #1, 2, 5-8 4.3 page 208 #1-3, 4-12 even || //__ Check for Understanding __// 4.4 page 214 #1-3, 4-12even 4.5 page 221 #1-14 even || //__ Check for Understanding __// 4.6 page 228 #1-16 ||
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * Instructional Process || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. **Game: Maze**- Investigate the coordinate system by directing a robot through a mine field at// Shodor.org. ////Enrichment 4.1 Midpoint pg 218.// || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Students will take a **Quiz** for lesson 4.1-4.3 on page 211. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required ||
 * Closure || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. ||
 * Extension (Homework) || //__ Check for Understanding __// || //__ Check for Understanding __//
 * Day || September 28, 2011   Wednesday  ||  September 29, 2011   Thursday  ||  September 30, 2011   Friday  ||  October 3, 2011   Monday  ||  October 4, 2011   Tuesday  ||

Ask students: How are arithmetic sequences used to solve problems in science? 4.7* sequence *terms *arithmetic sequence *common difference 4.8*looking for a pattern *inductive reasoning. Time: 5 to 10 Minutes || ** Assessment ** : Chapter 4 Graphing Relation and Functions. || Introduce chapter **5** Analyzing Linear Equations. Ask students: Why is slope important in architecture? 5.1*slope *rate of change || Introduce **5.2:** Slope and Direct Variation Ask students: How is slope related to your shower? 5.2*direct variation *constant of variation *family of graph *parent graph 12.1*inverse variation *product rule || Introduce **5.3:** Slope Intercept Ask students: How is y-intercept related to a flat fee? *slope intercept form ||
 * Lesson Introduction || Review **4.7 & 4.8**
 * __ Vocabulary: __**
 * 5.1 ** Slope and **11.5**: The Distance Formula
 * __ Vocabulary: __**
 * 12.1 ** : Inverse Variation
 * __ Vocabulary: __**
 * __ Vocabulary: __**

Expectation || **__ ACOS: __** 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: 4.7-Recognize arithmetic sequences. -Extend and write formulas for arithmetic sequences. 4.8-Look for pattern. -Write an equation given some of the solutions. Time: 5 Minutes || **__ ACOS: __** The student will learn: || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. 10-Calculate length, midpoint, and slope of a line segment when given coordinates of its endpoints on the Cartesian plane. The student will learn: 5.1-Find the slope of a line. -Use rate of change to solve problems. 11.5-Find the distance between two points on the coordinate plane. -Find a point that is a given distance from a second point in a plane. || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. The student will learn: 5.2-Write and graph direct variations equations. -Solve problems involving direct variation. 12.1-Graph inverse variations. -Solve problems involving inverse variations. || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. The student will learn: -Write and graph linear equations in slope-intercept form. -Model real-world data with an equation in slope-intercept form. || Time: 30Minutes ||  || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Students will create a poster, using glogster.com, to show their understanding of objectives in this chapter. Enrichment 5.1 page 286. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Activity: Project Graduation Slope-Intercept PuzzleTextbook are required. Student will take a **Quiz** for lesson 5.1 through 5.2, 11.5 and 12.1 on page 270 || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || 4.7 page 236 #1-14 even 4.8 page 243 #1, 3, 7, 8-11 || //__ Check for Understanding __// || //__ Check for Understanding __// Create a poster, using glogster.com || //__ Check for Understanding __// 5.2 page 267 #4-14 even 12.1 page 645 #2, 4, 5, 6, 8 || //__ Check for Understanding __// 5.3 page 275 #1-3, 5-9 odd. ||
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * Instructional Process || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. Students will take a **Quiz** for lesson 4.4 -4.6 on page 231.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __//


 * Day || October 5, 2011   Wednesday  ||  October 6, 2011   Thursday  ||  October 7, 2011   Friday  ||  October 10, 2011   Monday  ||  October 11, 2011   Tuesday  ||

Ask students: Time: 5 to 10 Minutes || ** Assessment: 5.1 - 5.3 ****. ** || Introduce **5.4** Writing Equations in Slope-Intercept Form Ask students: How can slope-intercept form be used to make predications? *linear extrapolation || Introduce **5.5:** Writing Equations in Point-Slope Ask students: How can you use the slope formula to write an equation of a line? Point-slope form || Introduce **5.6**: Geometry: Parallel and Perpendicular Lines Ask Students: How can you determine whether two lines are parallel? *parallel lines *perpendicular lines ||
 * Lesson Introduction || ** Review: Sections 5.1, 5.2, and 5.3 **
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * Review: 5.4 – 5.6 **.
 * __ Vocabulary: __**

Expectation || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 10-Calculate length, midpoint, and slope of a line segment when given coordinates of its endpoints on the Cartesian plane. The student will learn: Time: 5 Minutes ||  || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. The student will learn: -Write an equation of the line given the slope and one point on the line. -Write and equation of a line given two points on the line. || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. The student will learn: -Write and graph linear equations in slope-intercept form. -Model real-world data with an equation in slope-intercept form. || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. The student will learn: -Write an equation of the line that passes through a given point, parallel to a given line. -Write an equation of the line that passes through a given point, perpendicular to a given line. || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || 5.4 page 283 #5, 7, 9 || //__ Check for Understanding __// 5.5 page 289 # 2, 5-11odd || //__ Check for Understanding __// 5.6 page 295 #1-11 ||
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * Instructional Process || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __// || //__ Check for Understanding __// || //__ Check for Understanding __//
 * Day || October 12, 2011   Wednesday  ||  October 13, 2011   Thursday  ||  October 14, 2011   Friday  ||  October 17, 2011   Monday  ||  October 18, 2011   Tuesday  ||

5.4 – 5.6 Time: 5 to 10 Minutes || ** Verbal Models Handout: ** Consecutive Integer *integer *even integer* odd integer *consecutive integer *consecutive even integer *consecutive odd integer || ** Cont ** … Consecutive Integer Verbal Models *integer *even integer* odd integer *consecutive integer *consecutive even integer *consecutive odd integer || ** Assessment Chapter 5 and Consecutive Integers ** || Introduce Chapter 6 Solving Linear Equations. Ask Students: How are inequalities used to describe school sports? set-builder notation ||
 * Lesson Introduction || Assessment:
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * __ Vocabulary: __**
 * 6.1 ** Solving Inequalities by Adding and Subtraction.
 * __ Vocabulary: __**

Expectation || **__ ACOS: __** 2-Analyze linear functions from their equations, slopes, and intercepts. 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 10-Calculate length, midpoint, and slope of a line segment when given coordinates of its endpoints on the Cartesian plane. Time: 5 Minutes || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: - Solve equations to find perimeter and solve consecutive integer problems. - Solve equations involving more than one operation. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. 11- Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of a right circular cylinders or right rectangular prisms. The student will learn: - Solve equations to find perimeter and solve consecutive integer problems. - Solve equations involving more than one operation. || **__ ACOS: __** 7- Solve multistep equations and inequalities including linear, radical, absolute value, and literal equations. The student will learn: -Solve linear inequalities by using addition. -Solve linear inequalities by using subtractions || Time: 30Minutes || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required. || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. Textbook are required. Poster Due || Time:5 to 10 Minutes || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || The teacher will summarize the activities and open the floor for questions and answers. || Pg: 145 # 14 and 42-47 || //__ Check for Understanding __// Pg: 147 # 49, 54, 57, and 58 || //__ Check for Understanding __// || //__ Check for Understanding __// 6.1 page 321 #1-13 ||
 * Context/
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __**
 * __ Objectives: __** || **__ ACOS: __**
 * __ Objectives: __**
 * Instructional Process || The teacher will explain the lesson by going over several examples and using PowerPoint presentation and/or handouts. While going though the PowerPoint and/or handouts, the teacher will answer any question that a student may pose. . Worksheets will be provided. Textbook are required.
 * Closure || The teacher will summarize the activities and open the floor for questions and answers.
 * Extension (Homework) || //__ Check for Understanding __// || //__ Check for Understanding __//