Scale factor and Volume
Standards
MCC912.G.GMD.2
Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.
MCC912.G.GMD.3
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
Objectives / Essential Question
Students will be able to determine the volume of an object based on the scale factor and volume of a similar object. Lesson / Instruction
Agenda: Scale Factor discovery activity Scale factor practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Encourage parents to attend open house. Upcoming Assessment: Quiz 01/16/18 3rd and 4th– Mrs. Johnson –Week of January 7 – 11MondayStandards
MCC912.G.GMD.4
Identify the shapes of twodimensional crosssections of threedimensional objects, and identify threedimensional objects generated by rotations of twodimensional objects.
Objectives / Essential Question
Students will be able to determine the cross sections of three dimensional shapes. Students will be able to determine the 3D shapes created when a 2D shape is rotated. Lesson / Instruction
Agenda: Students will use play dough to create 3D shapes and will then cut them to see cross sections. Fill out corresponding sheet (attached) Students will tape two dimensional shapes to straws and will spin them to see what shape would be made from rotating the shape around a line. Fill out corresponding sheet (attached) Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Don’t forget to complete the USA test prep assignment from the break. Upcoming Assessment: TuesdayStandards
MCC912.G.GMD.3
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
Objectives / Essential Question
Students will be able to determine the volume of prisms and cylinders give the dimensions of the object. Lesson / Instruction
Agenda: PowerPoint notes about volume Practice finding the volume of prisms and cylinders (one of the 4 attached versions) hypothesize about how the volume would be effected if the three dimensional object were leaning Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students may use the following videos to preview or review content from today’s lesson: Homework / Evidence of Learning
Homework: Complete the USA test Prep assignment if not yet completed. Due before midnight tonight. Upcoming Assessment: WednesdayStandards
MCC912.G.GMD.3
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
Objectives / Essential Question
Students will be able to find the volume of pyramids and cones given their dimensions. Lesson / Instruction
Agenda: PowerPoint notes on finding the volume of Cones and pyramids Practice finding the volume of cones and pyramids hypothesize about the effect on the volume if the pyramid or cone’s point is off center. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students may use the following videos to preview or review the content from today’s lesson: Homework / Evidence of Learning
Homework: None Upcoming Assessment: Notes / Reflection
The slides on spheres will be saved for tomorrow. ThursdayStandards
MCC912.G.GMD.3
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
Objectives / Essential Question
Students will be able to find the volume of a sphere given the radius or the diameter. Students will be able to find the volume of 3D figures that are composed of multiple shapes. Lesson / Instruction
Agenda: PowerPoint notes on volume of spheres Practice volume of spheres Discuss previous days’ hypotheses Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students may use the following video to preview or review today’s lesson: Homework / Evidence of Learning
Homework: Explain, in detail, what you are going to do this semester to ensure success in all classes. Please include how you intend to schedule your time, how much time you plan to give to each class, and what system you will use to make sure you keep up with all assignments. This can be written in paragraph form OR bullet point form Due Friday 1/11/19 OR Mixed review of volume: Attached Upcoming Assessment: Friday
Week of December 17 – 21MondayStudents will be able to determine the area of a sector given the measure of the central angle and the radius. Lesson / Instruction
Agenda: Check homework Lesson on Area of a sector Practice area of a sector Example of creative area problems Practice finding the area of shaded regions Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students should watch the following video prior to class as a preview or after class as a review: Homework / Evidence of Learning
Homework: Mixed practice Upcoming Assessment: Attachments:
TuesdayStudents will be able to demonstrate how to find missing information using the relations ships created with arc length and area of a sector. Lesson / Instruction
Agenda: Q&A on all concepts related to circles Quiz predominately about arc length and area of a sector with questions about segment length and angle relationships mixed in. worksheet on cross sections of 3D shapes Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Use the internet to find out what Fourier analysis is and write a few sentences about what you find and how you found it. OR Use the internet to find out what an actuary is, how much they make a year, and why is their job important. WednesdayStudents will be able to determine the 2 dimensional cross sections of 3 dimensional shapes. Lesson / Instruction
Agenda: Students will get back quiz Students will work in groups and with Playdough to create 3D shapes and will use dental floss to cut the shapes per the lab instructions. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students will self pace through the shapes lab. Homework / Evidence of Learning
Homework: FlipGrid assignment. Delta Math assignment Upcoming Assessment: ThursdayStudents will be able to find the volume of 3D shapes. Lesson / Instruction
Agenda: Discuss Cavaleri’s Principle Work in Geometry book ~sections 12.4 and 12.5 Individually meet with Mrs. Johnson to discuss area and circumference quiz results Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Friday Students will be able to Lesson / Instruction
Agenda: Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Week of December 10 – 14MondayObjectives / Essential Question
Students will be able to Lesson / Instruction
Agenda: Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Upcoming Assessment: TuesdayStandards
MCC912.G.C.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
Objectives / Essential Question
Students will be able to determine the length of an arc using either degrees or radians. Lesson / Instruction
Agenda: Check area and circumference homework Arc length notes and task Practice Start homework Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students should watch the following videos prior to class for a preview or after the class as a review: Homework / Evidence of Learning
Homework: Arc Length practice problems Upcoming Assessment: WednesdayStandards
MCC912.G.C.5
Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.
Objectives / Essential Question
Students will be able to determine the area of a sector given the measure of the central angle and the radius. Lesson / Instruction
Agenda: Check homework Lesson on Area of a sector Practice area of a sector Example of creative area problems Practice finding the area of shaded regions Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students should watch the following video prior to class as a preview or after class as a review: Homework / Evidence of Learning
Homework: Mixed practice Upcoming Assessment: Quiz 01/11/18 ThursdayStandards
MCC912.G.C.5
Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.
Objectives / Essential Question
Students will be able to use arc length to solve for missing information. Lesson / Instruction
Agenda: Check homework Radians with Playdough lab Students will work in groups to race to solve a series of problems using arc length and area of a sector The first group to finish will earn 5 bonus points on the Quiz this week. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students will be grouped to complete puzzle like problems. Homework / Evidence of Learning
Homework: Complete mixed practice to prepare for tomorrow’s quiz Upcoming Assessment: Quiz 01/11/18 Attachments:
FridayStandards
MCC912.G.C.5
Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.
Objectives / Essential Question
Students will be able to demonstrate a minimum of 75% mastery on the formative assessment. Lesson / Instruction
Agenda:
Check/go over homework Q&A on all topics covered throughout the week Quiz Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: None Upcoming Assessment: Quiz today! Week of December 3 – 7MondayQUIZ
Standards
MCC912.G.C.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
Objectives / Essential Question
Students will be able to demonstrate a minimum of 75% mastery of topics related to circles and angles in circles. Lesson / Instruction
Agenda: The first half of class, the students will review the circles concepts covered last week. The students will quiz the second half of class. Students can choose to have a partner OR work alone and automatically get credit for the two bonus questions. Differentiation / Accommodations
Students will have the option to work alone or with a partner. Homework / Evidence of Learning
Homework: Identify three traits that most employers look for in a candidate for employment. Write up what they are and why employers want each trait in an employee. Upcoming Assessment: Quiz today and Friday TuesdayPythagorean thrm in circles
Standards
MCC912.G.C.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
Objectives / Essential Question
Students will be able to use the Pythagorean theorem to solve situations when chords are intersected by a radius and when a radius touches a tangent line. Lesson / Instruction
Agenda: PPT on Pythagorean theorem in circles Teacher demonstration Practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Upcoming Assessment: Attachments:
WednesdayParts of chords
Standards
MCC912.G.C.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
Objectives / Essential Question
Students will be able to solve for missing lengths of parts of chords when they intersect inside a circle. Lesson / Instruction
Agenda: Turn in homework miniquiz on Pythagorean theorem in circles (with cumulative questions mixed in) Notes on how to find lengths of parts of chords Practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Due Friday: Find out what a parent/guardian’s favorite memory from their education was and summarize it.
Upcoming Assessment: Quiz Friday Thursdayparts of secants and tangents
Standards
MCC912.G.C.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
Objectives / Essential Question
Students will be able to find lengths of secant parts and tangent lines in circles. Lesson / Instruction
Agenda: miniquiz on segment length Notes on secant and tangent lines Practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Upcoming Assessment: Friday
Week of November 26 – 30Monday, November 26 –Students will be able to identify all of the important parts of a circle using the appropriate vocabulary. Agenda: Students will get tests back Vocabulary PowerPoint with accompanying graphic organizer – 1Circlesvocabandcentralangles (7)y5iqfp Vocabulary activity 1 Practice definitions using a crossword puzzle Vocabulary activity 2 Assignment of homework Tuesday, November 27 –Students will be able to determine the measure of a central angle given information about the intercepted arc or the measure of the arc given information about the central angle. Agenda: miniQuiz on circles vocabulary PowerPoint on central arcs and angles (2nd half of attached PPT) – 1Circlesvocabandcentralangles (7)y5iqfp
Practice of 30 questions involving central arcs and angles Share results of last night’s homework Wednesday, November 28 –Students will be able to determine the measure of an inscribed angle or its intercepted arc. Agenda: miniQuiz on circles vocabulary and central angles/arcs Teacher notes/demonstration on Inscribed angles and their arcs. Students to practice problems involving inscribed angles and arcs – InscribedanglesandarcsPracticeqan64d Thursday, November 29 –Students will be able to Determine the measure of angles or arcs created when chords intersect in a circle. Agenda: miniQuiz on vocabulary, central angles, and inscribed angles Teacher notes/demonstration of problems involving chords in circles. Students to practice problems with chords in circles. Findtheanglewhentwochordsintersectpractice19mgtpq Friday, November 30 –Students will be able to determine measures of arcs and angles created when the vertex of the angle falls outside of the circle. Agenda: miniQuiz on vocabulary, central angles, inscribed angles, and angles formed by chords. Teacher notes/demonstration of angles whose vertex falls outside of the circle. Practice problems involving angles whose vertex falls outside of the circle. Share out about homework. Anglesthatareoutsidethecirclepractice1oe8744 Week of November 12 – 16MondayStandards
MCC912.G.C.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central,
inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular
to the tangent where the radius intersects the circle.
Objectives / Essential Question
Students will be able to complete basic constructions in geometry. Lesson / Instruction
Agenda: Students will receive a set of instructions for constructions Mrs. Johnson will work with small teams who feel they need visual instruction. Students can also choose to work at their own pace. A circles theorems practice packet will be distributed. Students who either finish constructions early or are waiting for hands on instruction should work on the practice problems as any problems not completed in class will be assigned for homework. Differentiation / Accommodations
Students will choose between using the written instruction and teacher demonstration to complete constructions. Students will work at their own pace through the practice work and the constructions. Homework / Evidence of Learning
Homework: Complete Circles, angles, arcs practice 3 Upcoming Assessment: Test Friday TuesdayStandards
MCC912.G.C.4
Construct a tangent line from a point outside a given circle to the circle.
Objectives / Essential Question
Students will be able to construct an inscribed equilateral triangle, an inscribed square, and an inscribed hexagon. Students will also be able to construct a line that is tangent to a circle. Lesson / Instruction
Agenda: Students will be split into groups and will rotate through 5 stations in the classroom. 4 construction stations and 1 practice work station. Differentiation / Accommodations
Students will only attempt as many constructions as needed to complete that type of construction without checking the instructions. Once one station is mastered, the students can move on to the next one. Homework / Evidence of Learning
Homework: Students will complete any problems not completed in the practice work station. Upcoming Assessment: Test Friday Attachments:
WednesdayStandards
MCC912.G.C.3
Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
Objectives / Essential Question
Students will be able to find the circumcenter and incenter of a triangle. Lesson / Instruction
Agenda: Students will be given a triangle and will construct perpendicular bisectors and angle bisectors to find the circumcenter and the Incenter. Once the constructions are complete, they will be given a practice packet for circle and angle theorems. The answer keys to the two prior practice from the week will be posted for students to check their work and question their mistake with teachers. Differentiation / Accommodations
Students will be given types of triangles that provide them with the appropriate level of challenge on an individual basis. Students will check their work from the prior practices and will work at their own pace on the current packet. Homework / Evidence of Learning
Homework: Complete review 1 Upcoming Assessment: Test Thursday 12/14 Attachments:
ThursdayObjectives / Essential Question
Students will be able to use properties of circles and lines that intersect them to find missing values. Lesson / Instruction
Agenda: 1st and 2nd Blocks: Check review 1, work review 2, check and ask questions about review 2. 3rd and 4th blocks: Check review 1, get prior take home quiz returned to rework for full credit, start review 2 (answers available in class and attached). Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Complete review 2 Upcoming Assessment: Test tomorrow Attachments:
FridayObjectives / Essential Question
Students will be able to use properties of circles and lines that intersect them to find missing values. Lesson / Instruction
Agenda: Students will take the first Circles test. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Organize notebooks Upcoming Assessment: Test today 3rd and 4th– Mrs. Johnson – Week of November 5 – 9MondayStudents will be able to find missing values and lengths of segments using the properties of tangent lines to circles. Lesson / Instruction
Agenda: Turn in take home quizzes Guided notes on tangent line relationships to circles Practice during guided notes Individual practice Start homework Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students who did not do well on OR did not complete the take home quiz will have the option to remediate using the attached sheet: “SecantTangentChord practice” Homework / Evidence of Learning
Homework: 10.1 worksheet *Note: homework this week will include a mix of review from last week and practice of current concepts Upcoming Assessment: Highlighter helper quiz Friday TuesdayNo SchoolWednesdayStudents will be able to use properties of chords in circles to determine missing values. Lesson / Instruction
Agenda: Check Homework notes on chord relationships in circles: ~congruent chords ~segments of intersecting chords Guided practice during notes Practice in the classroom from the geometry book Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Chord practice worksheet Upcoming Assessment: Highlighter helper quiz Friday ThursdayStudents will be able to use properties of secants to find missing segment lengths. Lesson / Instruction
Agenda: Check homework Notes on segment lengths in relation to secants in circles Guided practice Individual practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. The following videos can be used as review for the topics covered this week: Homework / Evidence of Learning
Homework: Complete practice work on secants in circles Upcoming Assessment: Highlighter helper quiz Attachments:
Friday
3rd and 4th– Mrs. Johnson – Week of October 29 – November 2MondayStudents will be able to define important parts of a circle. Lesson / Instruction
Agenda: Welcome back Assign circles vocabulary project Students will find the definitions of vocabulary related to circles. Plan the vocabulary project. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students will have access to a powerpoint presentation or a book to get their vocabulary terms defined. Homework / Evidence of Learning
Homework: Start planning vocab project Upcoming Assessment: Circles vocabulary project due 11/7 TuesdayStudents will be able to find measures of central angles and arcs intercepted by central angles. Students will be able to identify major arcs and minor arcs. Lesson / Instruction
Agenda: Review circle vocabulary Start the wheel of formulas Demonstration of cental angles and their intercepted arcs Practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Use the following video as a review of today’s concepts and a preview of concepts coming up this week. Homework / Evidence of Learning
Homework: Complete practice work not finished in class Upcoming Assessment: Circles vocabulary project due 12/01 WednesdayStudents will be able to find measures of inscribed angles and/or their intercepted arcs. Lesson / Instruction
Agenda: Check homework Skills check on vocabulary and central angles Review circle vocabulary Add to the wheel of formulas Teacher demonstration of inscribed angle relationships Practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Use the following video as a supplement to the day’s instruction. Homework / Evidence of Learning
Homework: Finish practice work Upcoming Assessment: Circles vocabulary project due 11/7 ThursdayStudents will be able to find the measures of angles and arcs created by chords, secants, and tangent lines. Lesson / Instruction
Agenda: Check homework Skills check on central and inscribed angles Review vocabulary Finish wheel of formulas Teacher demonstration of angles and arcs formed by secants and chords Practice work Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Use the following video as a supplement to today’s lesson. Homework / Evidence of Learning
Homework: Finish practice work Upcoming Assessment: Circles vocabulary project due 12/01 FridayStudents will be able to demonstrate a minimum of 75% mastery of the relationships between arcs and angles in circles. Lesson / Instruction
Agenda: Students present their circles project Start their take home quiz Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Complete the take home quiz Upcoming Assessment: Circles project due today Take home quiz due Monday 3rd and 4th– Mrs. Johnson – Week of October 22 – 26MondayStudents will be able to determine their areas of strength and weakness through practicing problems like those that will be found on the test this week. Lesson / Instruction
Agenda: Students will work in class to complete reviews 1 and 2. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students will work at their own pace to get through the two reviews that are provided. Homework / Evidence of Learning
Homework: Complete reviews 1 and 2 if not completed in class. Check answers to the two reviews with the answer key that is attached. Identify problems that need to be demonstrated in class tomorrow. Upcoming Assessment: Test 11/15/17, retest 11/17/17 TuesdayStudents will be able to identify areas of focus for studying for tomorrow’s test. Lesson / Instruction
Agenda: Create a graphic organizer to help study for tomorrow’s test students check answer key to review 1 and 2 if it was not checked before class Demonstrate and questions that students struggled with from review 1 and 2 Students will work review 3 Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students will work at their own pace to complete review three and will ask questions as needed to maximize understanding. Homework / Evidence of Learning
Homework: Finish review 3 if it was not completed in class Check the answers to review 3 rework reviews 1 and 2 as needed to mastery of right triangle concepts Upcoming Assessment: Test 11/15/17, Retest 11/17/17 WednesdayStudents will be able to demonstrate a minimum of 75% mastery on the concepts related to right triangles. Lesson / Instruction
Agenda: Unit Test Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students will be able to pick and choose their test questions. There is a set of questions that must be answered that will make up 55 points of their grade and then they will choose the questions for the remaining points on the test. Homework / Evidence of Learning
Homework: Reflect on the test for today. Were you as prepared as you could be? What, if anything, do you need to do to prepare for your retest on Friday?? Upcoming Assessment: Test today, Retest 11/17/17 ThursdayStudents will be able to determine an area of focus for success on the retest. Lesson / Instruction
Agenda: Return and go over tests Complete the rest of the test as a study guide for the retest Work review 4 Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Finish review 4 and check answers Upcoming Assessment: Attachments:
Friday
3rd and 4th– Mrs. Johnson – Week of October 15 – 19MondayStudents will be able to use trigonometric rations to solve for missing sides of a triangle. Lesson / Instruction
Agenda: Check homework skills check overview of trig Story time Using a calculator for trig start solving for missing sides using trig Practice, practice, practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. The following videos can be used as a review or a preview of this units material: https://www.youtube.com/watch?v=AJI3rvmaaFA https://www.youtube.com/watch?v=XsyAmbVlmnc https://www.youtube.com/watch?v=EAcL4KUfjU Homework / Evidence of Learning
Worksheet 9.5 B or C (students chose one for classwork and one for homework) Upcoming Assessment: Quiz Monday 11/13, test 11/15 TuesdayStudents will be able to use trigonometric rations to solve for missing parts of a triangle. Lesson / Instruction
Agenda: Check homework notes on solving for missing sides and angles Practice, practice, practice discuss complementary angles and trig in relation to similar triangles Practice, Practice, practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. The following videos can be used as a review or a preview of this units material: https://www.youtube.com/watch?v=AJI3rvmaaFA https://www.youtube.com/watch?v=XsyAmbVlmnc https://www.youtube.com/watch?v=EAcL4KUfjU Homework / Evidence of Learning
Trig worksheet T3 Upcoming Assessment: Quiz Friday 11/10, test 11/15 Attachments:
WednesdayStudents will be able to demonstrate a minimum of 75% mastery of using trigonometry to solve for missing information in a right triangle. Lesson / Instruction
Agenda: Review previous day’s practice work. Teacher to answer any outstanding questions in the unit so far Highlighter helper quiz Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework: None Upcoming Assessment: Kite project starting tomorrow. Bring Kites if you have them. Unit 3 test next Wednesday ThursdayStudents will be able to use trigonometric rations to solve for missing sides of a triangle. Lesson / Instruction
Agenda: Check homework notes on Application problems set up Practice solving word problems Practice, practice, practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. The following videos can be used as a review or a preview of this units material: https://www.youtube.com/watch?v=AJI3rvmaaFA https://www.youtube.com/watch?v=XsyAmbVlmnc https://www.youtube.com/watch?v=EAcL4KUfjU Homework / Evidence of Learning
Upcoming Assessment: Quiz Friday 11/10, test 11/15 FridayStudents will be able to use trigonometric rations to solve for missing sides of a triangle. Lesson / Instruction
Agenda: Check homework Live word problems (kites) project Practice, practice, practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. The following videos can be used as a review or a preview of this units material: https://www.youtube.com/watch?v=AJI3rvmaaFA https://www.youtube.com/watch?v=XsyAmbVlmnc https://www.youtube.com/watch?v=EAcL4KUfjU Homework / Evidence of Learning
Start review 1 Upcoming Assessment: Quiz today, test 11/15 3rd and 4th– Mrs. Johnson – Week of October 8 – 12MondayStudents will be able to recall how to simplify radicals without the use of a calculator. Students will be able to use the Pythagorean theorem to solve for missing sides of to determine if the triangle is a right triangle. Lesson / Instruction
Agenda: Radicals review Practice simplifying radicals. Check radical review Review the Pythagorean Theorem Practice the Pythagorean theorem Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework: Complete any work not completed in class. Upcoming Assessment: Quiz on Pythagorean theorem 113 TuesdayStudents will discover the short cuts associated with finding the sides of a triangle given one side length if the right triangle is a special right triangles. Lesson / Instruction
Agenda: Go over homework Complete task Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: 9.4 practice work The following video may be helpful for tonight’s homework https://www.youtube.com/watch?v=P2chunE846g Upcoming Assessment: Quiz on Pythagorean theorem 113 WednesdayStudents will be able to use the rules of special right triangles to solve problems. Lesson / Instruction
Agenda: Check Homework Powerpoint on special right triangles practice work on special right triangles Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework The following is the video for the graphic organizer that we created in class today. Homework: finish any practice work not completed in class Upcoming Assessment: Quiz on Pythagorean theorem and special right triangles Friday Attachments:
ThursdayStudents will be able to use the rules of special right triangles to solve problems. Lesson / Instruction
Agenda: Check Homework Powerpoint on special right triangles practice work on special right triangles Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. The following is the video for the graphic organizer that we created in class today. Homework: finish any practice work not completed in class Upcoming Assessment: Quiz on Pythagorean theorem and special right triangles tomorrow Attachments:
FridayStudents will be able to demonstrate a minimum of 75% mastery of special right triangles and Pythagorean theorem. Lesson / Instruction
Agenda: Quiz Introduction to Trig (sides of a triangle and calculator functions) Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students can use the following video as a preview or a review covered in class. Homework / Evidence of Learning
Homework: 9.5A front ONLY Upcoming Assessment: Quiz today 3rd and 4th– Mrs. Johnson – Week of October 1 – 5Please refer to the course links to find helpful information to assist with daily work, reminders, test preparation, and/or remediation. Also just click the link for Johnson’s blog to find out what we did in class each day and for the weekly plan. Geometry SupportMondayStudents will be able to recall the relationships created when parallel lines are intersected by a transversal. Students will be able to use those relationships to solve for missing values or identify congruencies. Agenda: Students to turn in review Get back and go over tests Review of parallel lines and transversals using white boards
Differentiation
Students will receive individual or small group instruction as needed based on teacher observation. Please watch the following video as a review: Homework: Parallel lines and Transversal homework (see attached) Upcoming Assessment: Unit 2 retest Friday 105 TuesdayStudents will be able to find missing information using the relationships between angles in a triangle. Agenda:
Check and go over homework Review sum of interior angles theorem practice Review exterior angle theorem practice review triangle inequality theorem practice Differentiation
Students will receive individual or small group instruction as needed based on teacher observation. Students can watch the following video to supplement the in class review: Homework: Angles in triangles homework (see attached). Upcoming Assessment: Unit 2 retest Friday 105 WednesdayStudents will be able to identify when triangles are similar and use similarity to find missing measures. Lesson / Instruction
Agenda: Go over Homework Cumulative check for the past two days Review similarity statements practice Review similarity postulates (tests for similarity) Practice Review using proportions to solve for missing information practice Differentiation
Students will receive individual or small group instruction as needed based on teacher observation. Homework: Similar triangles homework (see attached) Upcoming Assessment: Unit 2 retest Friday, 105 ThursdayStudents will be able to identify congruent triangles and explain, with a proof, how we know the triangles are congruent. Lesson / Instruction
Agenda: Check/Go over similar triangles homework Review of congruent triangles Practice Return and go over unit review Cumulative check Differentiation
Students will receive individual or small group instruction as needed based on teacher observation. Students will receive additional practice based on their performance on the cumulative check. Students can watch the following video as review of congruent triangles: Homework: in addition to the congruence homework below, students will receive additional practice based on the results of the cumulative practice. Upcoming Assessment: FridayStudents will be able to demonstrate a much improved demonstration of mastery of the topics covered in Unit 2. Lesson / Instruction
Agenda: Unit 2 retest Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: No homework Upcoming Assessment: 3rd and 4th– Mrs. Johnson – Week of September 17 – 21Students will be able to identify areas of weakness in Unit 2 to help them prepare for the test on Wednesday.Agenda: Return quizzes, students will have 30 minutes to make corrections for full credit (independently) Students will work independently on a review packet Answer key will be posted in the last 15 minutes of class for students to check their work Students will circle answers that they got wrong Pick up review 2 on their way out to complete for homework. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Complete Unit 2 Review 2 Upcoming Assessment: Test Wednesday, 9/13 Please watch the attached videos for extra support. TuesdayStudents will be able to correct misconceptions or misunderstandings about Unit 2 topics. Today’s Agenda: Students will check their answers to Review 2 Students will be grouped according to what problems were missed on review 1 and will collaborate, with teacher and/or peer assistance, on the best method to get to the correct answer. Teacher will demonstrate the problems from review 2 during whole class instruction. Students will start on review 3. The answer key will be posted on the blog. Students who are still missing questions should attend the Wednesday morning review session. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students will be grouped by strengths and weaknesses as determined by the first attempt on the Review and will rework the problems will assistance. Homework: Work review #3 and check you answers using the attached link. Students who missed multiple problems should attend the review session before school tomorrow from 7:458:15 in room 9223. Upcoming Assessment: Test Wednesday 9/13 Please watch the attached videos for extra support.
Attachments:
WednesdayStudents will be able to demonstrate a minimum of 75% accuracy on unit 2 topics. Today’s Agenda: Unit 2 test Unit 2 notebook check Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Upcoming Assessment: ThursdayStudents will be able to identify why they made mistakes on the unit 2 assessment and will be able to do similar problems correctly. Agenda: Test returned and go over all test questions Receive and work on Review #4 Answers will be posted in the classroom and on the blog for students to check their work. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Study for the retest by working review #4 problems and/or reworking previous review and test problems then checking your answers. Upcoming Assessment: Unit 2 retest Tuesday 9/19 Please review the attached videos for extra support.
Attachments:
FridayStudents will be able to demonstrate a minimum of 80% mastery on the unit 2 Retest. Lesson / Instruction
Agenda: Unit 2 retest Students will start the cumulative review of all topics covered in the course so far. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Finish cumulative review Upcoming Assessment: 3rd and 4th– Mrs. Johnson – Week of September 10 – 14Please refer to the course links to find helpful information to assist with daily work, reminders, test preparation, and/or remediation. Also just click the link for Johnson’s blog to find out what we did in class each day and for the weekly plan. Geometry SupportMondayStudents will be able to identify areas of weakness in Unit 2 to help them prepare for the test on Wednesday. Lesson / Instruction/Agenda:
Return quizzes, students will have 30 minutes to make corrections for full credit (independently) Students will work independently on a review packet Answer key will be posted in the last 15 minutes of class for students to check their work Students will circle answers that they got wrong Pick up review 2 on their way out to complete for homework. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Complete Unit 2 Review 2 Upcoming Assessment: Test Wednesday, 9/13 TuesdayStudents will be able to correct misconceptions or misunderstandings about Unit 2 topics. Lesson / Instruction/Agenda: Students will check their answers to Review 2 Students will be grouped according to what problems were missed on review 1 and will collaborate, with teacher and/or peer assistance, on the best method to get to the correct answer. Teacher will demonstrate the problems from review 2 during whole class instruction. Students will start on review 3. The answer key will be posted on the blog. Students who are still missing questions should attend the Wednesday morning review session. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Students will be grouped by strengths and weaknesses as determined by the first attempt on the Review and will rework the problems will assistance. Homework / Evidence of Learning
Homework: Work review #3 and check you answers using the attached link. Students who missed multiple problems should attend the review session before school tomorrow from 7:458:15 in room 9223. Upcoming Assessment: Test Wednesday 9/13 WednesdayStudents will be able to demonstrate a minimum of 75% accuracy on unit 2 topics. Lesson / Instruction/Agenda:
Unit 2 test Unit 2 notebook check Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: none ThursdayStudents will be able to identify why they made mistakes on the unit 2 assessment and will be able to do similar problems correctly. Lesson / Instruction/Agenda:
Get back and go over all test questions Receive and work on Review #4 Answers will be posted in the classroom and on the blog for students to check their work. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Homework: Study for the retest by working review #4 problems and/or reworking previous review and test problems then checking your answers. Upcoming Assessment: Unit 2 retest Tuesday 9/19 Attachments:
Friday
3rd and 4th– Mrs. Johnson – Week of September 3 – 7Monday – Labor Day – No School Tuesday – Students will be able to explain in a proof how two triangles are similar. Agenda: Check and go over homework. extra practice on similar triangles directions writing assignment peanut butter and jelly sandwich written explanations of how two triangles are similar practice proving two triangles are similar E.Geomwkst8.51mth72wE.Geomwkst8.5ans1ijestrtriangleproportions1jsjxd7trianglesimilarity2ev8dyltriangleproportionspresentation11h8pju Wednesday – Students will be able to prove that two triangles are similar using similarity postulates. Agenda: Homework check Introduction to proofs Writing a proof that shows two triangles are similar Practice Thursday – Students will be able to construct a dilation of similar triangles. Agenda: Check homework Students will be guided through a construction process to dilate a triangle with a scale factor of 2. Friday – Students will be able to demonstrate a minimum of 70% mastery of similar triangles. Students will be introduced to triangles that are congruent. Agenda: Quiz on identifying similar triangles, proving triangles similar, and constructing a set of similar triangles. This assessment will be a highlighter helper assessment meaning that students will have one opportunity to have the teacher highlight correct answers that have already been provided. Introduction to congruent triangles in the last 30 minutes of class. day9—provingtrianglescongruentnotestal0rnp.13CongruentTrinotes2kec9xf MondayStudents will be able to determine relationships between angles created by parallel lines and transversals. Agenda: Warm up on interior and exterior angles Check and go over homework Notes on transversals and parallel lines Practice with transversals and parallel lines Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
Here is a link to a video that demonstrates problems using parallel lines and transversal. It might help with the take home quiz. https://youtu.be/rHL_sviMLG8 E.Geomwkst3.3parallellines2gpqpsl TuesdayStudents will be able to define a midsegment and use it’s properties to solve problems. Agenda: Notes on Midsegment Theorem Midsegment theorem task Practice midsegment theorem problems Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
The following video can supplement the classroom instruction: https://www.youtube.com/watch?v=7V7r31WdyCA WednesdayEarly ReleaseStudents will be able to use properties of proportionality to solve problems. Students will be able to demonstrate current knowledge of angle relationships in triangle and with parallel lines and a transversal. Agenda: Quiz on Angle Relationships Start using proportions to solve for missing information review. Practice Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
The following video can be used to supplement the inclass lesson https://www.youtube.com/watch?v=7V7r31WdyCA ProportionsPracticenoshapes2dpbz8g ThursdayStudents will be able to solve for missing side lengths of triangles using properties of similar figures. Agenda: Check homework on proportions Notes on similar triangles Practice solving for missing lengths using similarity Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning
The following video can be used to preview the lesson for today by watching it a head of time or to review the lesson if watched after. https://www.youtube.com/watch?v=JVC5frp9Pkc dilationsandsimilarityquestions1bb9tg7 SililarityandScaleFactor24cbphz ProportionswithSimilaritypracticework1os8uer FridayStudents will be able to dilate a given image bay a given scale factor. Students will be able to identify the center of dilation if given the preimage and image on a coordinate grid. Agenda: Skills check on midsegment theorem and triangle inequality (did not get to it on Wednesday) Notes on dilations. Construct a dilation of a triangle. Dilations practice. Differentiation / Accommodations
Students will receive individual or small group instruction as needed based on teacher observation. Homework / Evidence of Learning

1st Period AMDM with Hodorowski
1st– Mr. Hodorowski –Week of February 1115
Monday
Learning Target: I can identify variables and populations of interest for my survey.
Opening session: 5 minutes
 Identify participants and interpret margin of error
Working Session: 70 minutes
 Review expectations of surveying
 Conduct survey minimum 50 students or teachers
 Compile data
Closing: 15 minutes
 Students report back to class
 Summarize how students or teachers responded back to questions
Differentiation: choice on assignments
Tuesday
Learning Target: I can compile my findings into a conclusive report to present to class.
Opening Session:
 Expectations for computer lab room 516
Working Session: 85 minutes
 Create report to present in class
 Discuss different sampling techniques.
 If students complete assignment, have the do the extension question on p 23 problem 13
Differentiation: Flexible grouping
Go to this link to aid you in building charts in EXCEL:)
Wednesday
Learning Target: I can present my survey findings to the class in a logical order.
Criteria:
Follow attached rubric
Each student will present or other arrangements have been made.
Differentiation: Collaborative pairs, presenting to teacher only
Thursday
Learning Target: I can develop explicit and recursive formulas for arithmetic sequences to find missing or any desired terms.
Opening Session: 5 minutes
 Collaborative pairing based on learning styles: Visual paired with tactile and auditory learners
 To whole group: What constitutes an arithmetic sequence?
 Write responses on Smartboard, organize into 2 columns: True/False
 Have students summarize the characteristics of an arithmetic sequence
Working Session: 75 minutes
 Have students provide examples and nonexamples of arithmetic sequences, and write responses on board.
 Clarify characteristics of sequence: Terms, difference between terms
 Erase a few terms and have students determine how they will solve for the missing terms.
 Have students practice finding missing terms problems 112
 Check for understanding with hand held white boards on problem 12.
 Introduce Explicit and recursive formulas. Ask what is the difference between the two?
 Model format for both problem 13 and 14
 Guided practice problem 15
 Collaborative pair practice 1621
 Check for understanding by assigning problem 22 independently.
Closing 10 minutes
 Write a letter to a friend on what you learned today.
Differentiation: Flexible grouping based on learning styles
Friday
Learning Target: I can find the required term in an arithmetic sequence by developing the explicit and recursive models.
Opening session: 10 minutes
 Individual Ticket in the door on 3 leveled problems
 Based on formative assessment group individuals into pairs: Tier 13 (1 is learner, 2 is leveled and 3 is accelerated)
 Discuss expectations in media center, and assign beginning station number for each assigned Tier.
 Tier 1 students begin at tables
 Tier 2 students begin at 1st bookcase
 Tier 3 students begin at 2nd bookcase
 Move to media and starting positions
Working session: 75 minutes
 Describe flow on how stations in media center proceed.
 Resource table will have scaffolding material for students
 Students will attempt 3 problems at each station. Once students check their answers with teacher and get 3 correct, the students will proceed to next tiered station: 1 to 2 to 3 to acceleration self exploration of geometric sequences utilizing IPads at final station.
 Peer tutoring can also be utilized, if necessary.
Closing session: 5 minutes
 Write a letter to friend on today’s concepts
 Based on formative assessment build into review for tomorrow
Differentiation: stations, scaffolding, peer collaboration, and leveled problems
Set up media center with stations and resource table.
Have Ipads available for acceleration.
1st– Mr. Hodorowski –
Week of February 48
Monday
Learning Target: I can identify variables and populations of interest for my survey.
Opening session: 5 minutes
 Identify participants and interpret margin of error
Working Session: 70 minutes
 Review expectations of surveying
 Conduct survey minimum 50 students or teachers
 Compile data
Closing: 15 minutes
 Students report back to class
 Summarize how students or teachers responded back to questions
Differentiation: choice on assignments
Tuesday
Learning Target: I can compile my findings into a conclusive report to present to class.
Opening Session:
 Expectations for computer lab room 516
Working Session: 85 minutes
 Create report to present in class
 Discuss different sampling techniques.
 If students complete assignment, have the do the extension question on p 23 problem 13
Differentiation: Flexible grouping
Go to this link to aid you in building charts in EXCEL:)
Wednesday
Learning Target: I can present my survey findings to the class in a logical order.
Criteria:
Follow attached rubric
Each student will present or other arrangements have been made.
Differentiation: Collaborative pairs, presenting to teacher only
Thursday
Learning Target: I can develop explicit and recursive formulas for arithmetic sequences to find missing or any desired terms.
Opening Session: 5 minutes
 Collaborative pairing based on learning styles: Visual paired with tactile and auditory learners
 To whole group: What constitutes an arithmetic sequence?
 Write responses on Smartboard, organize into 2 columns: True/False
 Have students summarize the characteristics of an arithmetic sequence
Working Session: 75 minutes
 Have students provide examples and nonexamples of arithmetic sequences, and write responses on board.
 Clarify characteristics of sequence: Terms, difference between terms
 Erase a few terms and have students determine how they will solve for the missing terms.
 Have students practice finding missing terms problems 112
 Check for understanding with hand held white boards on problem 12.
 Introduce Explicit and recursive formulas. Ask what is the difference between the two?
 Model format for both problem 13 and 14
 Guided practice problem 15
 Collaborative pair practice 1621
 Check for understanding by assigning problem 22 independently.
Closing 10 minutes
 Write a letter to a friend on what you learned today.
Differentiation: Flexible grouping based on learning styles
Friday
Learning Target: I can find the required term in an arithmetic sequence by developing the explicit and recursive models.
Opening session: 10 minutes
 Individual Ticket in the door on 3 leveled problems
 Based on formative assessment group individuals into pairs: Tier 13 (1 is learner, 2 is leveled and 3 is accelerated)
 Discuss expectations in media center, and assign beginning station number for each assigned Tier.
 Tier 1 students begin at tables
 Tier 2 students begin at 1st bookcase
 Tier 3 students begin at 2nd bookcase
 Move to media and starting positions
Working session: 75 minutes
 Describe flow on how stations in media center proceed.
 Resource table will have scaffolding material for students
 Students will attempt 3 problems at each station. Once students check their answers with teacher and get 3 correct, the students will proceed to next tiered station: 1 to 2 to 3 to acceleration self exploration of geometric sequences utilizing IPads at final station.
 Peer tutoring can also be utilized, if necessary.
Closing session: 5 minutes
 Write a letter to friend on today’s concepts
 Based on formative assessment build into review for tomorrow
Differentiation: stations, scaffolding, peer collaboration, and leveled problems
Set up media center with stations and resource table.
Have Ipads available for acceleration.
1st– Mr. Hodorowski –
Week of January 28 – February 1
Monday
Learning Target: I can choose a topic of interest to conduct a survey of my peers that has categorical, quantitative and qualitative questions.
Opening session: 10 minutes
 Think pair share on scientific process
 Write on smartboard and discuss each step
 Set expectations to watch Myth Busters episode
Working Session: 75 minutes
 Watch Myth Busters Season 8 Episode 1 “No Pain No Gain”
 Complete the attached worksheet
 Choose a question from list or create your own to perform a research study.
 Pairsassigned by learning styles: Visuals paired with tactile and auditory learners
 Have students write topic of survey and 35 questions containing categorical, quantitative and qualitative questions on supplied colored paper: submit question to teacher for approval
 Once authorized, begin designing survey.
Differentiation: Flexible grouping based on learning styles
Check out a class set of IPads for students to view list, and to utilize technology for gathering data.
Tuesday
Learning Target: I can identify variables and populations of interest for my survey.
Opening session: 5 minutes
 Identify participants and interpret margin of error
Working Session: 70 minutes
 Review expectations of surveying
 Conduct survey minimum 50 students or teachers
 Compile data
Closing: 15 minutes
 Students report back to class
 Summarize how students or teachers responded back to questions
Differentiation: choice on assignments
Wednesday
Learning Target: I can compile my findings into a conclusive report to present to class.
Opening Session:
 Expectations for computer lab room 516
Working Session: 85 minutes
 Create report to present in class
 Discuss different sampling techniques.
 If students complete assignment, have the do the extension question on p 23 problem 13
Differentiation: Flexible grouping
Go to this link to aid you in building charts in EXCEL:)
Learning Target: I can compile my findings into a conclusive report to present to class.
Opening Session:
 Expectations for computer lab room 516
Working Session: 85 minutes
 Create report to present in class
 Discuss different sampling techniques.
 If students complete assignment, have the do the extension question on p 23 problem 13
Differentiation: Flexible grouping
Go to this link to aid you in building charts in EXCEL:)
Thursday
Learning Target: I can present my survey findings to the class in a logical order.
Criteria:
Follow attached rubric
Each student will present or other arrangements have been made.
Differentiation: Collaborative pairs, presenting to teacher only
Friday
Learning Target:
Opening Session: minutes
Working Session: minutes
Closing Session: minutes
Differentiation: Product, Process, Environment, Content
Week of January 22 – 25
Monday
No school
Tuesday
SGM computer lab 304
After SGM:
Review quiz results
Provide opportunity to make corrections.
Wednesday
Learning Target: I can +,, and multiply 2×2 matrices.
Opening session: 30 minutes
 review test
 Brain activator on board
 Model B.A if needed
 Solicit input on what we know about rational equations.
 Summarize input
 Model rational equations based on summary
 Guided practice 2 equations simultaneously
 Assign DOK 13 assignments based on formative assessments
Working session: 45 minutes
 Race with peers
 Individual work on DOK 3
 First 5 students who completes 10 problems and gets them all correct
 Extension: Blue, orange and white folder problem
Closing session: 15 minutes
 Based on formative assessment build into review for tomorrow
 Write steps to perform different algorithms with matrices.
Differentiation: Leveled questions
finish class room assignment
Thursday
Learning Target: I can multiply matrices with allowable dimensions.
opening: 15 minutes
 Review homework
 How would you multiply matrices?
 Write responses on smartboard or have students utilize class pad
Working session: 65 minutes
 Model thought process: start with dimensional analysis
 Collaborative pairs
 Once finished and feedback provided proceed with leveled and accelerated problems
 Extension: start solving equations with matrices
Closing: 10 minutes
 TOTD
Differentiation: Collaborative pairs
Finish classwork assignment
Friday
Learning Target: I can calculate the determinant of a matrix to determine an inverse matrix.
Opening: 15 minutes
 Brain activator: write down 3 facts about matrices
 Summarize (ask for volunteers)
 Based on summary, investigate properties in depth linking prior knowledge of matrix
Working Session: 65 minutes
 Students grouped in ability level based on last TOTD
 Each collaborative pair will work on leveled questions
 Once questions are completed, the students will move up to the next leveled question
 When students are experiencing difficulty appropriate feedback will be given to aid in upward movement.
 Once students proceed through each DOK level, utilize appropriate folder color exercise for enrichment.
Closing: 15 minutes
 students will summarize finding of inverses and share with partner
 Random students will be called to present findings to ensure accountabilityfinish assigned problems
Differentiation: Grouping by similar level ability, use note cards for seating
finish assigned problems
Based on formative assessment review and extend as necessary.
1st– Mr. Hodorowski Week of January 14 – 18
Monday
Learning Target: I will perform all necessary algorithms to my best ability.
Opening Session: 5 minutes
 Write down thoughts on a piece of paper to help aid you for the test
 Use Timer
Work session: 85 minutes
 Administer individual test
 Tier 1 and Tier 2 tests for differentiation
Differentiation: extended time, leveled tests.
Tuesday
Statistical Investigation Box and whisker plots
Lesson
Learning Target: I can define and provide examples of the necessary terms to conduct quantitative or categorical surveys.
Opening session: 5 minutes
 Display test results, answer any questions
 Expectations for computer lab
 Move to computer lab:
Working session: 80 minutes
Today’s expectations are as follows: define the following in your own words, and provide examples as necessary. Cutting and pasting is not acceptable, so do not lose participation points for doing so. To help you with the big picture, you will be conducting a survey, later this week, to your fellow students throughout the school and presenting the findings to class as a project.
 Statistical Bias
 Quantitative statistics
 Qualitative research
 Population
 Sample
 Quantitative results
 Categorical results
 raw data, mean, standard deviation, 5 number summary
 Quantitative graphs: boxplots, dot plots, histograms
 two way table with marginal totals
 circle and bar graphs
 shape, spread and outliers under a bell curve
 data set
 Placebo effect
 Margin of error and how to calculate it
 Scientific process
Differentiation: Flexible grouping for learners, paired by ability level based on formative assessment
Standards
MAMDMD2
Students will build the skills and vocabulary necessary to analyze and critique reported statistical information, summaries, and graphical displays.
MAMDMD3
Students will apply statistical methods to design, conduct, and analyze statistical studies.
Attachments:
Wednesday
Learning Target: I can choose a topic of interest to conduct a survey of my peers that has categorical, quantitative and qualitative questions.
Opening session: 10 minutes
 Think pair share on scientific process
 Write on smartboard and discuss each step
 Set expectations to watch Myth Busters episode
Working Session: 75 minutes
 Watch Myth Busters Season 8 Episode 1 “No Pain No Gain”
 Complete the attached worksheet
 Choose a question from list or create your own to perform a research study.
 Pairsassigned by learning styles: Visuals paired with tactile and auditory learners
 Have students write topic of survey and 35 questions containing categorical, quantitative and qualitative questions on supplied colored paper: submit question to teacher for approval
 Once authorized, begin designing survey.
Differentiation: Flexible grouping based on learning styles
Check out a class set of IPads for students to view list, and to utilize technology for gathering data.
Thursday
Learning Target: I can identify variables and populations of interest for my survey.
Opening session: 5 minutes
 Identify participants and interpret margin of error
Working Session: 70 minutes
 Review expectations of surveying
 Conduct survey minimum 50 students or teachers
 Compile data
Closing: 15 minutes
 Students report back to class
 Summarize how students or teachers responded back to questions
Differentiation: choice on assignments
Friday
Learning Target: I can compile my findings into a conclusive report to present to class.
Opening Session:
 Expectations for computer lab room 516
Working Session: 85 minutes
 Create report to present in class
 Discuss different sampling techniques.
 If students complete assignment, have the do the extension question on p 23 problem 13
Differentiation: Flexible grouping
Go to this link to aid you in building charts in EXCEL:)
1st– Mr. Hodorowski – Week of January 7 – 11
Monday
Learning Target: I know the expectations for this class and I will be successful.
Objectives: Introduction to course and expectations.
Agenda:
 Seating assignment/phones
 Pass up transcripts
 Introduction exercise
 Class rules/ Course expectations/ Syllabus
 Learning Inventory
 Opening: 45 minutes
 Find assigned seat/ have students store phones in storage bin.
 Introductions
 Discuss agenda
 Collect Transcripts
 Discuss phones, class rules, expectations and syllabus
 Field any specific questions
Working Session: 35 minutes
 Learning Inventory
Closing Session: 10 minutes
 Hand back Transcripts
 Have students retrieve phones
Differentiation: Introductions can be verbally presented or written on paper.
Homework: Review syllabus with parents and return signed copy.
Standards
Tuesday
Learning Target: I can apply simple ratio reasoning to larger abstract thinking.
Objectives: Students will review prerequisite skills for course
Opening session: 15 minutes
 Collect homework
 Summer packet expectations
 Model rigor DOK 13 on Smart board
 Guided practice on a pair of similar problems on Smart Board
Working session: 60 minutes
 Individually complete assigned problems
 Students can choose from a group of problems to complete
 Students will be graded for accuracy
Closing session: 15 minutes
 Based on formative assessment build into review for tomorrow
 TOTD
Differentiation: Collaborative pairs and choice of rigorous problems
Finish Fall packet
Answer following question? How many tennis balls can you fit in the 400 hallway stacked floor to ceiling?
Wednesday
Learning Target: I can solve rational equations to apply to real world scenarios.
Opening session: 10 minutes
 Solicit input on “What are rational equations?”
 Write answers on board
 How would you solve one?
 Write answers on board
Working session: 70 minutes
 Display real world problem, and have students attempt it.
 Model DOK 13
 Guided Practice
 Check for understanding with hand held boards
 Individual or elbow buddy collaboration on assigned rigor
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 TOTD
Differentiation: leveled questions
Finish class work not completed
Thursday
Learning Target: I can use my ratio knowledge to solve real world work related problems?
Opening session: 10 minutes
 Display sample problem on board
 Have students discuss with elbow partner on how to solve
 Share thoughts with class
 Write responses on board
Working session: 60 minutes
 Ask for volunteer to solve the problem.
 Provide feedback, solicit response from class
 If correct, applaud if no idea model thought process
 Model varying complexity
 Make graphic organizer with class to help organize thoughts
 Guided practice with graphic organizer
 Check for understanding
 Work with elbow partner
 Acceleration: Have students make up own work problem
Closing session: 15 minutes
 Based on formative assessment build into review for tomorrow
 Student generated TOTD
Differentiation:Product, process, content, environment
Finish Summer packet
Finish assigned problems from class
Friday
Learning Target: I can solve mixture ratios in the real world.
Opening session: 10 minutes
 Ask whole group, What is a mixture? How much will you have when you mix 2 mixtures together?
 Write responses on board
Working session: 70 minutes
 Model with manipulatives
 Model with drawings on board
 Model real world problem with both methods
 Ask students another way to solve?
 Guided practice
 Check for understanding
 Practice with manipulative table or at desk
Closing session: 15 minutes
 Based on formative assessment build into review for Monday.
 Answer any specific questions.
 Have students at each level present their findings
Differentiation: Content, manipulatives, product, process, environment
Finish assigned problems
Provide a manipulatives table with blocks, coins etc
1st– Mr. Hodorowski – Week of December 17 – 21
Monday
Learning Target: I can calculate maximum profit and minimum cost amounts through Linear Programming.
Opening Session: 10 minutes
 Review any step as necessary to clarify any misconceptions.
Working Session: 80 minutes
 Administer individual tests.
Differentiation:
 Students will be able to choose specific problems with assigned value points. Students can maximize their scores by doing more rigorous problems.
Thursday
Lesson
Learning Target: I can analyze the components of Linear Programming problems .
Opening session: 10 minutes
 Brain activator with white boards
 Go over Graphic Organizer
Working session: 70 minutes
 · Groups of 2 based on last formative assessment TOTD, homogeneous pairing.· Model Linear Programming thought process using graphic organizer and “think aloud”· Students will practice with their pair, by dissecting critical components out separately. For example, summarize each problems questions into their own words. Do this for each individual problem, then proceed to next section of the graphic organizer, and repeat.· Scaffold and remediate as necessary
 · Differentiate through process and product. Accelerated students will have the opportunity of going beyond the graphic organizer and graphing restraints to find vertices to enter into cost function. Leveled students will also move through the organizer and graph if opportunity arises. Learners will be remediated with extra support from teacher. Learners will be in the front row.
 · Check for understanding via, handheld white board.
 · Have students follow along with their organizer
 · Use graphic organizer to help with thought process
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 TOTD on Smartboard
Differentiation: Homogenous grouping, see notes above
Standards
MAMDMD4.b
Use linear, exponential, logistic, piecewise and sine functions to construct a model.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.
Attachments:
Linearprogrammingproblems.docx
LinearProgrammingChallengeQuestion.docx
NotesonLinearProgramming.docx
MultipleexamplesonLinearProgramming.pdf
Friday
Lesson
Learning Target: I can make informed decisions using the skills from Linear Programming.
Opening session: 10 minutes
 review homework
 Review main concepts
 Provide examples and thought process for each step
 Emphasize step by step procedures for each station
 Objective Function
 Define variables
 Constraints through inequalities
 Graph inequalities
 Identify vertices
 Calculate max or min in objective function
Working session: 70 minutes
 · Group in collaborative pairs based on formative assessment TOTD· Learner will graph restraints already predetermined from earlier exercise· Collaborative pair will place their findings on centrally located placement, if answers are the same, check with teacher, but if different, determine error through peer analysis. · Once learners display proficiency by accurately completing 4 problems, move them to independent work on the remaining 2 problems.· Extension exercise will to create a scaffold poster to display on classroom wall.
 · Once accelerated students show proficiency with peer by completing 3 problems, move to independent work for the remaining 2 problems.
 · Check for understanding by walk through and checking placemat for answers.
 · Accelerated will work through all steps of linear programming to solve.
 · Each pair will either be a learner or accelerated
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 Summarize the steps for linear programming
Differentiation:
collaborative pairs, leveled problems and assigned seating.
Homework
Finish assigned problems from class
Notes
Provide placemat paper and markers
Standards
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1
Students will solve problems (using appropriate technology).
MM1P3
Students will communicate mathematically.
Attachments:
LinearProgrammingWorksheet.doc—GoogleDrive.html
1st– Mr. Hodorowski – Week of December 10 – 14
Monday
Learning Target: I can make decisions based on my calculations in the financial world.
Opening: 5 minutes
 Check out TI84 Calculators with collateral
 Hand out work sheet
Working Session: 80 minutes
 Students will complete all 18 problems in collaborative pairs.
 Students can check answers as they progress through the exercise.
 Students will turn in work for a “Participation Grade”
 Accelerated students can assist others as peer tutors.
Closing session: 5 minutes
 Collect calculators and return collateral
 Collect work sheets for grade
Differentiation: Collaborative pairs
Complete 20 problems from worksheet
Extension: Have students derive inverses once equation is set to zero and then solve.
Lesson
Learning Target: I can graph linear equalities in the first quadrant utilizing the X and Y intercept method to locate Vertices.
Opening session: 10 minutes
 ThinkPairShare on graphing and shading inequalities.
 Ticket in the Door Activity. Use white boards to check for understanding.
 Display on Smart Board a Linear Programming Problem
 Create a KWL to determine baseline data.
Working session: 70 minutes
 Students will be paired based on TOTD formative assessment from Friday.
 Learner level will be towards the front of classroom
 Accelerated students in back.
 Provide manipulatives for tactile learners
 Model expectations of each type of problem
 Each collaborative pair will progress from graphing inequality, multi inequality to finding an intersection or Vertex. The student has several methods to find solution of the system of inequalities. Recommend exploring different methods. Allow phones and computer station for exploration.
 To progress through different rigor, collaborative teams will complete 2 problems and individually 1 to display understanding. If student can verbally explain method, but made simple calculation error, move student to next rigor.
 Students can use graphing boards to practice
 Check for understanding via hand held white boards or graphing boards.
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 TOTD on Smartboard
Differentiation: Homogenous grouping, DOK assignments by rigor (red, orange, brown, blue and green)
Hands on manipulative station
Homework
Finished PSAT review and linear programming problems not completed in class
Standards
MAMDMD4.b
Use linear, exponential, logistic, piecewise and sine functions to construct a model.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.
Attachments:
Linearprogrammingproblems.docx
LinearProgrammingChallengeQuestion.docx
Wednesday
Lesson
Learning Target: I can analyze the components of Linear Programming problems .
Opening session: 10 minutes
 Brain activator with white boards
 Go over Graphic Organizer
Working session: 70 minutes
 · Groups of 2 based on last formative assessment TOTD, homogeneous pairing.· Model Linear Programming thought process using graphic organizer and “think aloud”· Students will practice with their pair, by dissecting critical components out separately. For example, summarize each problems questions into their own words. Do this for each individual problem, then proceed to next section of the graphic organizer, and repeat.· Scaffold and remediate as necessary
 · Differentiate through process and product. Accelerated students will have the opportunity of going beyond the graphic organizer and graphing restraints to find vertices to enter into cost function. Leveled students will also move through the organizer and graph if opportunity arises. Learners will be remediated with extra support from teacher. Learners will be in the front row.
 · Check for understanding via, handheld white board.
 · Have students follow along with their organizer
 · Use graphic organizer to help with thought process
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 TOTD on Smartboard
Differentiation: Homogenous grouping, see notes above
Standards
MAMDMD4.b
Use linear, exponential, logistic, piecewise and sine functions to construct a model.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.
Attachments:
Linearprogrammingproblems.docx
LinearProgrammingChallengeQuestion.docx
NotesonLinearProgramming.docx
MultipleexamplesonLinearProgramming.pdf
Thursday
Lesson
Learning Target: I can make informed decisions using the skills from Linear Programming.
Opening session: 10 minutes
 review homework
 Review main concepts
 Provide examples and thought process for each step
 Emphasize step by step procedures for each station
 Objective Function
 Define variables
 Constraints through inequalities
 Graph inequalities
 Identify vertices
 Calculate max or min in objective function
Working session: 70 minutes
 · Group in collaborative pairs based on formative assessment TOTD· Learner will graph restraints already predetermined from earlier exercise· Collaborative pair will place their findings on centrally located placement, if answers are the same, check with teacher, but if different, determine error through peer analysis. · Once learners display proficiency by accurately completing 4 problems, move them to independent work on the remaining 2 problems.· Extension exercise will to create a scaffold poster to display on classroom wall.
 · Once accelerated students show proficiency with peer by completing 3 problems, move to independent work for the remaining 2 problems.
 · Check for understanding by walk through and checking placemat for answers.
 · Accelerated will work through all steps of linear programming to solve.
 · Each pair will either be a learner or accelerated
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 Summarize the steps for linear programming
Differentiation:
collaborative pairs, leveled problems and assigned seating.
Homework
Finish assigned problems from class
Notes
Provide placemat paper and markers
Standards
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1
Students will solve problems (using appropriate technology).
MM1P3
Students will communicate mathematically.
Attachments:
LinearProgrammingWorksheet.doc—GoogleDrive.html
Friday
Lesson
Learning Target: I can make informed decisions to maximize profits through Linear Programming.
Objectives:
 students will practice and become proficient with Linear Programming.
Opening session: 10 minutes
 Think pair share to review main concepts
 Provide examples and thought process for each step
 Emphasize step by step procedures for each station
 Objective Function
 Define variables
 Constraints through inequalities
 Graph inequalities
 Identify vertices
 Calculate max or min in objective function
Working session: 70 minutes
 · Paired homogenously from previous days TOTD· Each pair will practice individually and then compare answers. If solutions are identical, this answer will be recorded on the provided red sheet for an accuracy check. If the solutions are different, the pair will perform an error analysis to detect error, then will be corrected.· Accelerated students showing proficiency will work collaboratively on bonus question posted at extension station.
 · As students show an 80% proficiency, level movement will be expected for next mastery level.
 · Each pair has leveled assignments categorized with learners, on level and accelerated
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 Write summary notes for tomorrows assessment
Differentiation:
leveled assignments, homogeneous pairing, strategic seating.
Homework
Finish assigned problems from class
Study for quiz
Standards
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1
Students will solve problems (using appropriate technology).
MM1P3
Students will communicate mathematically.
Attachments:
LinearProgrammingWorksheet.doc—GoogleDrive.html
1st– Mr. Hodorowski – Week of December 3 – 7
Monday
Learning Target: I can utilize the characteristics of an arithmetic sequence to evaluate series.
Opening session: 5 minutes
 What is a series, put up examples
Working session: 80 minutes
 Introduce
 Model
 Guided practice
 Individual Practice
Closing session: 5 minutes
 TOTD
Differentiation: Graphic organizer, and product.
Standards
Tuesday
Learning Target: I can utilize the characteristics of an arithmetic sequence to evaluate series.
Opening session: 5 minutes
 What is a series, put up examples
Working session: 80 minutes
 Introduce
 Model
 Guided practice
 Individual Practice
Closing session: 5 minutes
 TOTD
Differentiation: Graphic organizer, and product.
Standards
Wednesday
Learning Target: I can determine the summation and missing term for geometric series.
Opening Session: 5 minutes
 Heterogeneous Grouping of triples based on earlier formative assessment.
 To whole group: What are the different methods of solving arithmetic series?
 Write responses on Smartboard, organize into 2 columns: True/False
Working Session: 75 minutes
 Have students provide examples and nonexamples of geometric sequences, and write responses on board.
 Clarify characteristics of sequence: Terms, difference between terms
 Erase a few terms and have students determine how they will solve for the missing terms.
 Have students practice finding missing terms problems 112
 Check for understanding with hand held white boards on problem 12.
 Introduce Explicit and recursive formulas. Ask what is the difference between the two?
 Model format for both problem 13 and 14
 Guided practice problem 15
 Collaborative pair practice 1621
 Check for understanding by assigning problem 22 independently.
Closing 10 minutes
 TOTD
Differentiation: Flexible grouping based on learning styles
Standards
Thursday
Learning Target: I can determine the summation and missing term for geometric series.
Opening Session: 5 minutes
 Heterogeneous Grouping of triples based on earlier formative assessment.
 To whole group: What are the different methods of solving arithmetic series?
 Write responses on Smartboard, organize into 2 columns: True/False
Working Session: 75 minutes
 Have students provide examples and nonexamples of geometric sequences, and write responses on board.
 Clarify characteristics of sequence: Terms, difference between terms
 Erase a few terms and have students determine how they will solve for the missing terms.
 Have students practice finding missing terms problems 112
 Check for understanding with hand held white boards on problem 12.
 Introduce Explicit and recursive formulas. Ask what is the difference between the two?
 Model format for both problem 13 and 14
 Guided practice problem 15
 Collaborative pair practice 1621
 Check for understanding by assigning problem 22 independently.
Closing 10 minutes
 TOTD
Differentiation: Flexible grouping based on learning styles
Standards
Friday
Learning Target: I can develop explicit and recursive formulas for arithmetic and geometric sequences.
Opening Session: 5 minutes
 Hand out tiered assessments based on level.
Working Session: 85 minutes
 Complete assessment
Differentiation: Product with explanation, testing location and extra time.
1st– Mr. Hodorowski – November 2630
Monday
Learning Target: I can make decisions based on my calculations in the financial world.
Opening: 5 minutes
 Check out TI84 Calculators with collateral
 Hand out work sheet
Working Session: 80 minutes
 Students will complete all 18 problems in collaborative pairs.
 Students can check answers as they progress through the exercise.
 Students will turn in work for a “Participation Grade”
 Accelerated students can assist others as peer tutors.
Closing session: 5 minutes
 Collect calculators and return collateral
 Collect work sheets for grade
Differentiation: Collaborative pairs
Complete 20 problems from worksheet
Extension: Have students derive inverses once equation is set to zero and then solve.
Tuesday
Lesson
Learning Target: I can graph linear equalities in the first quadrant utilizing the X and Y intercept method to locate Vertices.
Opening session: 10 minutes
 ThinkPairShare on graphing and shading inequalities.
 Ticket in the Door Activity. Use white boards to check for understanding.
 Display on Smart Board a Linear Programming Problem
 Create a KWL to determine baseline data.
Working session: 70 minutes
 Students will be paired based on TOTD formative assessment from Friday.
 Learner level will be towards the front of classroom
 Accelerated students in back.
 Provide manipulatives for tactile learners
 Model expectations of each type of problem
 Each collaborative pair will progress from graphing inequality, multi inequality to finding an intersection or Vertex. The student has several methods to find solution of the system of inequalities. Recommend exploring different methods. Allow phones and computer station for exploration.
 To progress through different rigor, collaborative teams will complete 2 problems and individually 1 to display understanding. If student can verbally explain method, but made simple calculation error, move student to next rigor.
 Students can use graphing boards to practice
 Check for understanding via hand held white boards or graphing boards.
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 TOTD on Smartboard
Differentiation: Homogenous grouping, DOK assignments by rigor (red, orange, brown, blue and green)
Hands on manipulative station
Homework
Finished PSAT review and linear programming problems not completed in class
Standards
MAMDMD4.b
Use linear, exponential, logistic, piecewise and sine functions to construct a model.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.
Attachments:
Linearprogrammingproblems.docx
LinearProgrammingChallengeQuestion.docx
NotesonLinearProgramming.docx
MultipleexamplesonLinearProgramming.pdf
Wednesday
Lesson
Learning Target: I can analyze the components of Linear Programming problems .
Opening session: 10 minutes
 Brain activator with white boards
 Go over Graphic Organizer
Working session: 70 minutes
 · Groups of 2 based on last formative assessment TOTD, homogeneous pairing.· Model Linear Programming thought process using graphic organizer and “think aloud”· Students will practice with their pair, by dissecting critical components out separately. For example, summarize each problems questions into their own words. Do this for each individual problem, then proceed to next section of the graphic organizer, and repeat.· Scaffold and remediate as necessary
 · Differentiate through process and product. Accelerated students will have the opportunity of going beyond the graphic organizer and graphing restraints to find vertices to enter into cost function. Leveled students will also move through the organizer and graph if opportunity arises. Learners will be remediated with extra support from teacher. Learners will be in the front row.
 · Check for understanding via, handheld white board.
 · Have students follow along with their organizer
 · Use graphic organizer to help with thought process
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 TOTD on Smartboard
Differentiation: Homogenous grouping, see notes above
Thursday
More Practice with Linear Programming
Lesson
Learning Target: I can make informed decisions using the skills from Linear Programming.
Opening session: 10 minutes
 review homework
 Review main concepts
 Provide examples and thought process for each step
 Emphasize step by step procedures for each station
 Objective Function
 Define variables
 Constraints through inequalities
 Graph inequalities
 Identify vertices
 Calculate max or min in objective function
Working session: 70 minutes
 · Group in collaborative pairs based on formative assessment TOTD· Learner will graph restraints already predetermined from earlier exercise· Collaborative pair will place their findings on centrally located placement, if answers are the same, check with teacher, but if different, determine error through peer analysis. · Once learners display proficiency by accurately completing 4 problems, move them to independent work on the remaining 2 problems.· Extension exercise will to create a scaffold poster to display on classroom wall.
 · Once accelerated students show proficiency with peer by completing 3 problems, move to independent work for the remaining 2 problems.
 · Check for understanding by walk through and checking placemat for answers.
 · Accelerated will work through all steps of linear programming to solve.
 · Each pair will either be a learner or accelerated
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 Summarize the steps for linear programming
Differentiation:
collaborative pairs, leveled problems and assigned seating.
Homework
Finish assigned problems from class
Notes
Provide placemat paper and markers
Standards
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1
Students will solve problems (using appropriate technology).
MM1P3
Students will communicate mathematically.
Attachments:
LinearProgrammingWorksheet.doc—GoogleDrive.html
Friday
Review for Assessment on Linear Programming
Lesson
Learning Target: I can make informed decisions to maximize profits through Linear Programming.
Objectives:
 students will practice and become proficient with Linear Programming.
Opening session: 10 minutes
 Think pair share to review main concepts
 Provide examples and thought process for each step
 Emphasize step by step procedures for each station
 Objective Function
 Define variables
 Constraints through inequalities
 Graph inequalities
 Identify vertices
 Calculate max or min in objective function
Working session: 70 minutes
 · Paired homogenously from previous days TOTD· Each pair will practice individually and then compare answers. If solutions are identical, this answer will be recorded on the provided red sheet for an accuracy check. If the solutions are different, the pair will perform an error analysis to detect error, then will be corrected.· Accelerated students showing proficiency will work collaboratively on bonus question posted at extension station.
 · As students show an 80% proficiency, level movement will be expected for next mastery level.
 · Each pair has leveled assignments categorized with learners, on level and accelerated
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 Write summary notes for tomorrows assessment
Differentiation:
leveled assignments, homogeneous pairing, strategic seating.
Homework
Finish assigned problems from class
Study for quiz
Standards
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1
Students will solve problems (using appropriate technology).
MM1P3
Students will communicate mathematically.
Attachments:
LinearProgrammingWorksheet.doc—GoogleDrive.html
Week of November 26 – 30
1st– Mr. Hodorowski – November 1216
Monday
Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.
Computers in room 421 will be available to aid in their presentations.
Tuesday
Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.
Computers in room 421 will be available to aid in their presentations.
Wednesday
Opening session: 5 minutes
 Set expectations and set up procedures
Working session: 80 minutes
 Individual presentations
 Grade each from rubric
 Encourage questions from peers
 Provide feedback to presenter as next student sets up their presentation
 Project will be scored as a test grade.
 Extra 15 points will be awarded if student dresses in professional attire.
Closing session: 5 minutes
 Determine if more TVM practice is necessary based on TVM slides.
Differentiation: Graphic organizer, and product.
Thursday
Opening session: 5 minutes
 Set expectations and set up procedures
Working session: 80 minutes
 Individual presentations
 Grade each from rubric
 Encourage questions from peers
 Provide feedback to presenter as next student sets up their presentation
 Project will be scored as a test grade.
 Extra 15 points will be awarded if student dresses in professional attire.
Closing session: 5 minutes
 Determine if more TVM practice is necessary based on TVM slides.
Differentiation: Graphic organizer, and product.
Friday
Set up in gym lobby.
Have fun and show off your hard work!!
finish problems 230 all
Have students hand out white boards and markers
1st– Mr. Hodorowski – Week of October 16 – November 2
Monday
Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.
Computers in room 417 will be available to aid in their presentations.
Tuesday
No School
Wednesday
Learning Target: I can add and subtract rational expressions.
Opening Session: 15 minutes
 From earlier formative assessment, review necessary skills and common mistakes.
 Review procedure at rudimentary level
 Model 2 expressions at one time to witness multiplicity of procedures
Working Session: 65 min
 Guided practice on determining LCD
 Guided practice on mult numerator and denominator
 Guided practice on simplification
 Show me you can work independently with 2 problems on smartboard.
 Independent practice
Closing Session: 10 min
 TOTD
Differentiation: Product, Content, Environment and Process
 Acceleration: mult and dividing cubics
 Learners: work in group with teacher
Finish all problems
Engagement Questions:
 How do you add and subtractfractions?
 How are rational expressions similar to fractions or ratios?
 What are the steps to add or subtract rational expressions?
 How do you simplify rational expressions?
Wednesday
1st– Mr. Hodorowski – Week of October 16 – November 2
Monday
Learning Target: I can determine the expected value of a game to determine likelihood of winning.
Opening: 10 minutes
 Review Rubric and discuss expectations of Carnival Game
 Model expected value
Working: 75 minutes
 Guided Practice attached worksheet
 Practice calculating expected values
 Check for understanding with walk through
 Determine mathematical fairness of situations
Closing: 5 minutes
 Write summary on how to calculate expected value
Differentiation: Collaborative pairs, assignment choice
Finish assigned problems
Have students print off rubric for Monday’s HW grade
Share expectations of carnival game
Link on calculating expected value: http://www.statisticshowto.com/howtocalculateexpectedvalueinstatistics/#whatisEV
Extension: P 25 section 2 problems 17
Tuesday
Learning Target: I can calculate expected value of any game to determine play ability.
Opening: 5 minutes
 Brain activator (expected value problem)
 Check for understanding
 Model if necessary
 Check for rubrics count as HW grade
 Post formula on board
Working session: 80 minutes
 Work with project team mate to practice additional expected value problems
 If teams are having difficulties applying feedback, pull teams to remediation station for extra assistance.
 Check for understanding by having students check their work with answer key….must attain 100%, if not rework and recheck.
 Once completed, teams can work on the expectations of the project
Differentiation: remediation station, collaborative pairing
Collaborate with teammate on project and presentation
Once student shows mastery of expected value through oneonone feedback session with teacher, students can begin brainstorming on Carnival Project.
Wednesday
Learning Target: I will calculate combinations and permutations for a given situation.
Opening session: 10 Minutes
 Students grouped in collaborative pairs homogeneously based on earlier formative assessment.
 Whole group question: What is the Counting Principle? Write example on board from students responses.
 Investigate the Counting principle and introduce a factorial. Have students prove or disprove this property through investigation.
 Use timer to keep pace ( 3 minutes)
 Randomly choose students to present findings.
 Ask others to support or recant their peers findings.
 Emphasize that order does matter with permutations.
Working session: 75 minutes
 Model
 Have students attempt one individually and then compare answer with peer. If same, write on white board to be checked off. If different, conduct an error analysis to find problem and recheck.
 Accelerate students and remediate others.
 Reemphasize order of entry.
 Guided practice
 Practice to mastery with placemats to check leveled questions
 Accelerated students use as peer tutors or have them attempt multiple variable problems
Closing: 5 minutes
TOTD on Smartboard
Differentiation: collaborative pairs, leveled questions
Finish assigned problems
Thursday
Learning Target: I can utilize my skills to solve real world applications.
Opening session: 5 Minutes
 Students grouped in collaborative pairs homogeneously based on earlier formative assessment.
 Brain Activator on board
Working session: 75 minutes
 Model with graphic organizer on how to break word problems into equations
 Have students attempt one individually and then compare answer with peer. If same, write on white board to be checked off. If different, conduct an error analysis to find problem and recheck.
 Accelerate students to multiple variable and remediate others.
 When all pairs have completed systems part, model matrix entry into calculator to find the inverse.
 Reemphasize order of entry.
 Guided practice
 Practice to mastery with placemats to check leveled questions
 Accelerated students use as peer tutors or have them attempt multiple variable problems
Closing: 5 minutes
TOTD on Smartboard
Differentiation: collaborative pairs, leveled questions
Finish assigned problems
!st period computer lab room 516 Khan Academy Problems
3rd and 4th period computer lab room 421 Khan Academy Problems
Friday
Learning Target: I can solve probability word problems with combinations and permutations.
Opening session: 5 minutes
 Students are grouped heterogeneously, from earlier formative assessment data, so that peer collaboration can be utilized.
 Have students create a KWL on Smartboard to promote dialogue.
 Clarify any misconceptions or any missed concepts.
 Set expectations for review in the hallway.
Working session: 80 minutes
 Students will work in teams of 2 to answer the questions in the “Up and At Umm”
 Each teammate will submit work and code to ensure accountability.
 Students who complete the assignment and receive full credit can work on accelerated problems at the extension station for 5 extra points added to their summative assessment.
Closing session: 5 minutes
 Based on formative assessment review any misconceptions
Differentiation: heterogeneous pairing, process by scaffolding.
finish assignment from class
PSAT during morning hours.
1st– Mr. Hodorowski – Week of October 22 – 26
Monday
Learning Target: I can predict particular outcomes that will benefit me.
Opening: 15 minutes
 Display Summative Assessment results of class( model any necessary problems from test)
 Write down your knowledge on probability and share with your elbow partner, if your elbow partner has a concept that you did not have, add it to your list.
 Create a KWL on board, ask questions to promote engagement
 From KWL model concepts needed for learning target success (later in working session)
 Introduce Theoretical, Empirical and Subjective Probabilities by modeling different examples
 Explore the use of probabilities
 Explore and make decisions;
 justify decisions about the risk involved
Working: 70 minutes
 Have students come up with their own examples of each probability type, and randomly choose students for accountability.
 Choose other students to read theirs to class and have other classmates identify which type of probability. Ask questions to promote dialog pertaining to the learning target.
 Have students work with their elbow partner to identify the first 3 on handout
 Have student attempt number 4 independently.
 Circulate around room to ensure understanding
 If students having difficulty with vocabulary, use Frayer Model
 As Whole group, What is the difference between the probability or odds of a given event happening?
 Model 1, we do 1, you do 1, of each type of probability
 Check for understanding by putting a theoretical probability problem on the board. What are your chances of choosing a quarter from a jar of 6 quarters, 3 dimes and 7 pennies?
 Practice remaining handout, have playing cards available for tactile learners.
 Provide necessary feedback
 Parallel teach if necessary
Closing: 5 minutes
 321: Write 3 things you learned about probability, 2 on odds and 1 way to apply in the real world.
Differentiation: Process (Frayer Model), environment (collaboration), parallel teaching if necessary
Acceleration: Have students work on Blue folder assignment
Extra practice stations 13 ( send collaborative pairs up for station work)
Tuesday
Learning Target: I will predict a desired outcome in a given scenario.
Opening session: 5 minutes
 Model P(A and B) Intersection
Working session: 80 minutes
 Guided practice with elbow buddy on problems 13
 Individual practice on # 4
 Whole group model # 5
 Guided practice with elbow buddy on problems 7 and 9
 Individual on 17
 Accelerated group problems 2030 all
 Check for understanding with walk through, if students are having difficulties with feedback, move to front row for scaffolding and remediation.
 Once students show 90% accuracy, have them attempt word problems at station 1.
 Expectation is to choose any 10 to complete for 90% accuracy
Closing session: 5 minutes
 TOTD graded via IRespond
 Based on formative assessment build into review for tomorrow
Differentiation: Choice of problems, environment with front row remediation, and process with scaffolding
Wednesday
Learning Target: I will predict a desired outcome in a given scenario.
Opening session: 5 minutes
 Model P(A and B) Intersection
Working session: 80 minutes
 Guided practice with elbow buddy on problems 13
 Individual practice on # 4
 Whole group model # 5
 Guided practice with elbow buddy on problems 7 and 9
 Individual on 17
 Accelerated group problems 2030 all
 Check for understanding with walk through, if students are having difficulties with feedback, move to front row for scaffolding and remediation.
 Once students show 90% accuracy, have them attempt word problems at station 1.
 Expectation is to choose any 10 to complete for 90% accuracy
Closing session: 5 minutes
 TOTD graded via IRespond
 Based on formative assessment build into review for tomorrow
Differentiation: Choice of problems, environment with front row remediation, and process with scaffolding
Finish assigned problems
Extension:Ms. Silva’s surprise p 6 and 7 Unit 2 problem 14 ad
Thursday
Learning Target: I will use the Venn Diagram and Area Model to predict outcomes.
Opening session: 10 minutes
 Create word splash for Venn Diagram and Area Model
 Introduce Conditional probability by asking what “Conditional” means to us.
 Model probability notation, and what is being asked
Working session: 70 minutes
 Students are paired together through data collected from a previous TOTD.
 Students in the front row require remediation
 Model conditional probability from a Venn Diagram
 In collaborative pairs, perform 2 conditional probabilities, and check for understanding with white boards.
 Individually solve 1 conditional probability, and once checked for accuracy, student can begin around the room review.
 Around the room review will have a specific code that will indicate accuracy
 Extension: students who attain 100% on review will submit a Venn Diagram and Area model question for the formative assessment on Thursday.
 Front row students will have remediation provided on a different series of questions pertaining to Venns and Area models.
 Once front row students display 80% accuracy, move onto conditional probability concept. If this concept is mastered, have student end with the review around the room exercise.
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 Have students summarize conditional probability in their own words.
Differentiation: Assigned pairs, different assignments, remediation.
Homework
finish assigned problems
Phones are allowed to take pictures of station work and to collaborate at their seats.
Friday
Learning Target: I can utilize Venn Diagrams and Area Models to predict outcomes to make informed decisions.
Opening session: 10 minutes
 review homework
 Answer specific questions from whole group
 Distribute Assessment
Working session: 70 minutes
 Individual work
 No phones, only calculator and paper on desk
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
Standards
1st– Mr. Hodorowski – Week of October 15 – 19
Monday
Learning Target: I will solve rt triangle trig scenarios in the real world.
Opening ( 10 min)
 Review basic ratios
 Answer specific questions
 Discuss common errors.
Working session (70 min)
 Model if necessary
 Students work individually or in collaboration
 Provide necessary feedback
Closing: (10 min)
 Error Analysis problem
Differentiation: process, product, environment
Study for quiz
Tuesday
Learning Target: I can correctly solve for missing sides and angles involving nonright angle triangles utilizing the Law of Sines.
Objectives: Students will investigate the properties of this law.
Opening session: 15 minutes
 Brain activator: Review from yesterday(DOK 3)
 Based on review, model if necessary
 KWL on board to acquire prior knowledge of Law of Sines
 Ask students how to solve for missing angles and sides without a right triangle?
 Introduce the Law of Sines formula and characteristics
 Model triangles that require this law to solve.
 Model 2 similar problems simultaneously to display thought process.
 Display DOK 1 problem on board and have students attempt (use a single sheet and have them draw the problem utilizing the whole sheet of paper for ease of checking.
 Check for understanding
 Move students that need assistance to front row for additional support from teacher.
 Assist each individual student as needed
Working session: 65 minutes
 Based on understanding check, have students complete first 2 problems on hand out.
 Check for understanding by a walk through.
 Based on findings, move appropriate students to front row or have them continue with higher rigor problems.
 Students who complete handout with 100% can attempt word problems involving Law of Sines.
Closing: 10 minutes
 Have students write a summary on the Law of Sines.
 Random students will share thoughts
 Turn in summary to check for understanding
Differentiation: Environment, and Process.
Finish class assignment and any additional problems given by teacher.
Wednesday
Learning Target. I can correctly solve missing angles and sides with the Law of Cosines.
Objectives: Students will explore the characteristics of the Law of Cosines.
Opening: 15 minutes
 Warm up problem from Law of Sines
 Create KWL on board
 Draw a triangle labeled for the Law of Sines and compare it with one from the Law of Cosines.
 Have students determine the difference of the two triangles
 Discuss when to use the Law, SSS, SAS “ask why”
Working session: 65 minutes
 Display Law of Cosine formulas
 Model problem 2,6 and 10 with think aloud
 Guided practice with elbow buddy on problems 1,3,5,7,9 and 11
 Check for understanding with walk through
 Any collaborative pairs that need feedback, provide immediately, if not remedied, move pair to front row for extra support.
 Practice individually, problems: 4,8 and 12.
 Extension: 3 word problems on back
Closing: 10 minutes
 TOTD
Differentiation: Environment, process
Finish unanswered questions from 14
Thursday
Learning Target: I can solve real world problems with the Law of Sines and Cosines and Right Triangles.
Objectives: Students will explore the characteristics of trig in the real world.
Opening: 15 minutes
 Brain Activator (DOK 3 from yesterday)
 Walk around and check for understanding
 Dependent on walk around, model law of Sines
 Move students having difficulty up front for extra remediation
Working: 65 minutes
 Have students read word problem on board, and have them help label the triangle on the board.
 Based on feedback, model necessary logic through “think aloud”
 Check for understanding, have students draw the appropriate triangle with correct labeling of sides and angles.
 Walk through and give appropriate feedback
 Rotate students to front row as necessary
 Model thought process as needed.
 Have students choose 10 problems to complete to 80% accuracy
 Students who complete assignment, will create their own problem and solution to share with others who complete.
Closing: 10 minutes
 Choose a student generated question, and use it as a TOTD
Differentiation: parallel teaching, choice on assignments
Finish assigned problems
Friday
Learning Target: I can solve real world problems with my basic trigonometry skill set.
Opening session: 5 minutes
 Discuss expectations,
 Answer any specific questions before test.
Working session: 75 minutes
 Partner Test
Closing session: 5 minutes
 Collect Test
Differentiation: number of problems completed
Finish problems 116
1st– Mr. Hodorowski – Week of October 8 – 12
Monday
Learning Target: I can predict particular outcomes that will benefit me.
Opening: 15 minutes
 Display Summative Assessment results of class( model any necessary problems from test)
 Write down your knowledge on probability and share with your elbow partner, if your elbow partner has a concept that you did not have, add it to your list.
 Create a KWL on board, ask questions to promote engagement
 From KWL model concepts needed for learning target success (later in working session)
 Introduce Theoretical, Empirical and Subjective Probabilities by modeling different examples
 Explore the use of probabilities
 Explore and make decisions;
 justify decisions about the risk involved
Working: 70 minutes
 Have students come up with their own examples of each probability type, and randomly choose students for accountability.
 Choose other students to read theirs to class and have other classmates identify which type of probability. Ask questions to promote dialog pertaining to the learning target.
 Have students work with their elbow partner to identify the first 3 on handout
 Have student attempt number 4 independently.
 Circulate around room to ensure understanding
 If students having difficulty with vocabulary, use Frayer Model
 As Whole group, What is the difference between the probability or odds of a given event happening?
 Model 1, we do 1, you do 1, of each type of probability
 Check for understanding by putting a theoretical probability problem on the board. What are your chances of choosing a quarter from a jar of 6 quarters, 3 dimes and 7 pennies?
 Practice remaining handout, have playing cards available for tactile learners.
 Provide necessary feedback
 Parallel teach if necessary
Closing: 5 minutes
 321: Write 3 things you learned about probability, 2 on odds and 1 way to apply in the real world.
Differentiation: Process (Frayer Model), environment (collaboration), parallel teaching if necessary
Acceleration: Have students work on Blue folder assignment
Extra practice stations 13 ( send collaborative pairs up for station work)
Tuesday
Learning Target: I will predict a desired outcome in a given scenario.
Opening session: 5 minutes
 Model P(A and B) Intersection
Working session: 80 minutes
 Guided practice with elbow buddy on problems 13
 Individual practice on # 4
 Whole group model # 5
 Guided practice with elbow buddy on problems 7 and 9
 Individual on 17
 Accelerated group problems 2030 all
 Check for understanding with walk through, if students are having difficulties with feedback, move to front row for scaffolding and remediation.
 Once students show 90% accuracy, have them attempt word problems at station 1.
 Expectation is to choose any 10 to complete for 90% accuracy
Closing session: 5 minutes
 TOTD graded via IRespond
 Based on formative assessment build into review for tomorrow
Differentiation: Choice of problems, environment with front row remediation, and process with scaffolding
Finish assigned problems
Extension:Ms. Silva’s surprise p 6 and 7 Unit 2 problem 14 ad
Wednesday
Learning Target: I will use the Venn Diagram and Area Model to predict outcomes.
Opening session: 10 minutes
 Create word splash for Venn Diagram and Area Model
 Introduce Conditional probability by asking what “Conditional” means to us.
 Model probability notation, and what is being asked
Working session: 70 minutes
 Students are paired together through data collected from a previous TOTD.
 Students in the front row require remediation
 Model conditional probability from a Venn Diagram
 In collaborative pairs, perform 2 conditional probabilities, and check for understanding with white boards.
 Individually solve 1 conditional probability, and once checked for accuracy, student can begin around the room review.
 Around the room review will have a specific code that will indicate accuracy
 Extension: students who attain 100% on review will submit a Venn Diagram and Area model question for the formative assessment on Thursday.
 Front row students will have remediation provided on a different series of questions pertaining to Venns and Area models.
 Once front row students display 80% accuracy, move onto conditional probability concept. If this concept is mastered, have student end with the review around the room exercises
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
 Have students summarize conditional probability in their own words.
Differentiation: Assigned pairs, different assignments, remediation.
finish assigned problems
Phones are allowed to take pictures of station work and to collaborate at their seats.
College Readiness

Learning Target: I can apply my unit 3 skills at a mastery level.
Answer Specific questions
Administer Test
Calculators allowed
Differentiation: Product, Content, Environment and Process
Thursday
Learning Target: I can utilize Venn Diagrams and Area Models to predict outcomes to make informed decisions.
Opening session: 10 minutes
 review homework
 Answer specific questions from whole group
 Distribute Assessment
Working session: 70 minutes
 Individual work
 No phones, only calculator and paper on desk
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
Standards
Friday
Test
1st– Mr. Hodorowski – Week of October 1 – 5
Please refer to the course links to find helpful information to assist with daily work, reminders, test preparation, and/or remediation.
Also just click the link for Hodorowski’s blog to find out what we did in class each day and for the weekly plan.
http://www.cobblearning.net/hodorowskim/greetingfrommrhodorowski/
Monday
I can solve special right triangles by knowing their properties.
Objectives: Students will review trig properties
Opening: 30 minutes
 Brain activator: write down 3 facts about special right triangles
 KWL special right triangles
 Summarize KWL (ask for volunteers)
 Based on summary, investigate properties in depth linking prior knowledge of Pythagorean theorem.
 Draw 454590 and 306090 with proportions
 Model each with missing sides
 Guided practice for 2 of each triangles side by side to investigate properties
 Individual practice for both triangles, check for understanding, provide appropriate feedback.
Working Session: 45 minutes
 Students grouped in ability level based on last TOTD
 Each collaborative pair will work on leveled questions
 Once questions are completed, the students will move up to the next leveled question
 When students are experiencing difficulty appropriate feedback will be given to aid in upward movement.
 Once students proceed through each DOK level, utilize appropriate folder color exercise for enrichment.
Closing: 15 minutes
 students will summarize finding of special right triangles and share with partner
 Random students will be called to present findings to ensure accountabilityfinish assigned problems
Differentiation: Grouping by similar level ability, use note cards for seating
finish assigned problems
Based on formative assessment review and extend as necessary. Have students work on ratios in the media.
Tuesday
I will solve rt triangle trig scenarios in the real world.
Opening ( 10 min)
 Review basic ratios
 Answer specific questions
 Discuss common errors.
Working session (70 min)
 Model if necessary
 Students work individually or in collaboration
 Provide necessary feedback
Closing: (10 min)
 Error Analysis problem
Differentiation: process, product, environment
Study for quiz
Wednesday
I will display my knowledge to solve basic trig ratios.
Opening (10 min)
 Answer any specific review questions
Working (80 min)
 Distribute quiz
 Partners
Thursday
I can correctly solve for missing sides and angles involving nonright angle triangles utilizing the Law of Sines.
Objectives: Students will investigate the properties of this law.
Opening session: 15 minutes
 Brain activator: Review from yesterday(DOK 3)
 Based on review, model if necessary
 KWL on board to acquire prior knowledge of Law of Sines
 Ask students how to solve for missing angles and sides without a right triangle?
 Introduce the Law of Sines formula and characteristics
 Model triangles that require this law to solve.
 Model 2 similar problems simultaneously to display thought process.
 Display DOK 1 problem on board and have students attempt (use a single sheet and have them draw the problem utilizing the whole sheet of paper for ease of checking.
 Check for understanding
 Move students that need assistance to front row for additional support from teacher.
 Assist each individual student as needed
Working session: 65 minutes
 Based on understanding check, have students complete first 2 problems on hand out.
 Check for understanding by a walk through.
 Based on findings, move appropriate students to front row or have them continue with higher rigor problems.
 Students who complete handout with 100% can attempt word problems involving Law of Sines.
Closing: 10 minutes
 Have students write a summary on the Law of Sines.
 Random students will share thoughts
 Turn in summary to check for understanding
Differentiation: Environment, and Process.
Finish class assignment and any additional problems given by teacher.
Based on Basic Trig Quiz and TOTD yesterday, 7 students will be remediated with coteacher with alternative teaching. Students will sit in on direct instruction of The Law of Sines, then move to room 417 for remediation. When students show mastery by attaining 80%, the students will practice the Law of Sines with main class.
Friday
I can correctly solve for missing sides and angles involving nonright angle triangles utilizing the Law of Sines.
Objectives: Students will investigate the properties of this law.
Opening session: 15 minutes
 Brain activator: Review from yesterday(DOK 3)
 Based on review, model if necessary
 KWL on board to acquire prior knowledge of Law of Sines
 Ask students how to solve for missing angles and sides without a right triangle?
 Introduce the Law of Sines formula and characteristics
 Model triangles that require this law to solve.
 Model 2 similar problems simultaneously to display thought process.
 Display DOK 1 problem on board and have students attempt (use a single sheet and have them draw the problem utilizing the whole sheet of paper for ease of checking.
 Check for understanding
 Move students that need assistance to front row for additional support from teacher.
 Assist each individual student as needed
Working session: 65 minutes
 Based on understanding check, have students complete first 2 problems on hand out.
 Check for understanding by a walk through.
 Based on findings, move appropriate students to front row or have them continue with higher rigor problems.
 Students who complete handout with 100% can attempt word problems involving Law of Sines.
Closing: 10 minutes
 Have students write a summary on the Law of Sines.
 Random students will share thoughts
 Turn in summary to check for understanding
Differentiation: Environment, and Process.
Finish class assignment and any additional problems given by teacher.
1st– Mr. Hodorowski – Week of September 17 – 21
Monday – Tuesday
Learning Target: I will present my finance to the class.
Apply feedback from presentation to your project
Grading according to project rubric.
Have students write a summary of each presentation to include:
Presenters name, occupation, net salary, is budget realistic, what the presenter reflected on.
1st– Mr. Hodorowski – Week of September 10 – 14
Please refer to the course links to find helpful information to assist with daily work, reminders, test preparation, and/or remediation.
Also just click the link for Hodorowski’s blog to find out what we did in class each day and for the weekly plan.
http://www.cobblearning.net/hodorowskim/greetingfrommrhodorowski/
Monday – Wednesday
Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.
Computers in room 421 will be available to aid in students presentations.
Students will receive individual or small group instruction as needed based on teacher observation.
Thursday – Friday
Learning Target: I will present my finance to the class.
Apply feedback from presentation to your project
Grading according to project rubric.
Have students write a summary of each presentation to include:
Presenters name, occupation, net salary, is budget realistic, what the presenter reflected on.
Resources
Resoures
Helpful Resource for Students
Math Department Makeup/Detention:
Math Department Extra Help:
Math Tutoring Schedule Fall 2017qzczjx
MakeUp Schedule Fall 20171zh54wy
SAT and ACT information
Students will create their own account after logging in with the following info:
Account ID: harrisonga
Student ActivitionCode: newton91
If you would like additional training or information you can check out their numerous training sessions. Here are a few with hyperlinks to open:
USATestprep 101: Getting Started
USATestprep 201: Creating Activities and Assessments
USATestprep 301: Viewing Student Progress
https://www.gadoe.org/CurriculumInstructionandAssessment/Assessment/Pages/GeorgiaMilestonesEndofCourseAssessmentGuides.aspx
AP Exam:
http://gaexperienceonline.com/
· http://www.gavirtualschool.org/courseinfo/endofcoursetestinformation.aspx
· https://apstudent.collegeboard.org/takingtheexam/preparingforexams
Fall Schedule
Welcome Back To School!!!
3rd & 4th period Geometry with Miss Johnson
1st period AMDM with Mr. Hodorowski
Feel free to contact me for any classroom related information, or any questions regarding the special education aspects of the course and/or support services.
Please refer to the course links to find helpful information to assist with daily work, reminders, test preparation, and/or remediation.
Also just click the link for either Mrs. Johnson’s blog or Hodorowski’s blog to find out what we did in class each day and for the weekly plan.
I am always here to help!!! Educating each and every student is my goal!
Quote of the Week: ‘A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove…but the world may be different because I was important in the life of a child’ ~Unknown~
BURROWS FALL SCHEDULE
2nd Period – Planning – 9317
3rd Period – Geometry – 9223
4th Period – Geometry – 9223
Positive words of the day.
Nothing is a waste of time if you use the experience wisely!
Tutoring Schedule
Tutoring Schedule
I AM AVAILABLE FOR TUTORING: (Room 9317)
Tuesday 3:454:15 p.m.
Wednesday 3:454:15 p.m.
Thursday 3:454:15 p.m.
If you need additional tutoring outside of this schedule, please email me at:
carol.burrows@cobbk12.org or set up an appointment with me prior to the date.
(Links/Pictures/Videos found online & posted for your use as study material. This is used for educational purposes only)