1st– Mr. Hodorowski
Week of April 22 – 26
Monday
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
Tuesday
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
Wednesday
Learning Target: I can determine the expected value of a game to determine likelihood of winning.
Opening: 10 minutes
 Attention getter: How do I know if I can expect to win? Are the odds in my favor?
 Introduce expected value: Display formula
 Have 1 student help verify deck of cards stats.
Working: 75 minutes
 Model problem on board, solicit questions
 Guided Practice attached worksheet
 Practice calculating expected values/ challenge in Extension station
 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 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
Thursday
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.
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 April 15 – 19
Monday
Learning Target: I will apply my proportional reasoning to real world problems.
Opening: 30 minutes
 Warm up questions taken from earlier formative assessments
 Assess strengths and weaknesses
 Assign station activities based on formative assessment
Working Session: 50 minutes
 Assigned station work
 Provide immediate feedback
Closing Session: 10 minutes
 answer any specific questions
Differentiation: stations for practice
Study for quiz
Study for quiz
Tuesday
Learning Target: I can solve everyday word problems that involve rational equations.
Opening Session: 10 minutes
 Solicit rules on solving rational equations
 Discuss making mathematical models to help solve word problems
 Answer any specific questions
Working Session: 70 minutes
 Administer Irespond quiz (individual)
Closing Session: 10 minutes
 Discuss common mistakes
Differentiation: Product, Process, Environment, Content
Wednesday
Learning Target: I can calculate potentially large sums through the counting principle
Opening session: 10 minutes
 Solicit input on “What is the counting principle?”
 Write answers on board
 When do you apply it?
 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
Review
Friday
Test
1st– Mr. Hodorowski
Week of April 8 – 12
Monday
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
Tuesday
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
Wednesday
Learning Target: I can determine the missing term, explicit and recursive formulas for geometric sequences.
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
Thursday
Learning Target: I can develop explicit and recursive formulas for geometric 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 a geometric sequence?
 Write responses on Smartboard, organize into 2 columns: True/False
 Have students summarize the characteristics of a geometric sequence
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
 Write a letter to a friend on what you learned today.
Differentiation: Flexible grouping based on learning styles
Friday
Learning Target: I will extend my knowledge with Arithmetic and Geometric operations.
Opening Session: 10 minutes
 Brain activator: Ticket in the Door
 Model as necessary
Working Session: 75 minutes
 Administer test
Differentiation: assignment of leveled questions, collaborative pairs
Finish assigned problems from group
Model unit circle and explain trig ratios based on visuals of the circle
Ticket out the door formative assessment: Have each group complete one assigned problem and present to class via multiple white board.
1st– Mr. Hodorowski
Week of March 25 – 29
Monday
Learning Target: I can develop explicit and recursive formulas for geometric 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 a geometric sequence?
 Write responses on Smartboard, organize into 2 columns: True/False
 Have students summarize the characteristics of a geometric sequence
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
 Write a letter to a friend on what you learned today.
Differentiation: Flexible grouping based on learning styles
Tuesday
Learning Target: I can determine the missing term, explicit and recursive formulas for geometric sequences.
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
Wednesday
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.
Thursday
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.
Friday
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
Week of March 18 – 22
Monday
Learning Target: I will present my finance to the class.
Differentiation: Product, Process, Environment, Content
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.
Tuesday
Learning Target: I will present my finance to the class.
Differentiation: Product, Process, Environment, Content
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.
Wednesday
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.
Thursday
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.
Friday
Learning Target: I can find the required term in a geometric 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.
Week of March 11 – 15
Monday
Learning Target: I can create a monthly budget to live in the real world.
Opening session: 10 minutes
 review homework
 Create a KWL on White board (class participation)
 Introduce budgetary steps with video clip https://www.consumer.gov/articles/1002makingbudget
 Discuss use of the budget sheet and model
 Have students write in pencil their numbers for each line item in budget
Working session: 70 minutes
 Computer lab research activity room 421 ( have students research realistic costs for budget line items)
 Work individually
Closing session: 10 minutes
 Based on formative assessment through feedback sessions build into review for tomorrow.
 Have students provide a 321
 Write down 3 facts about a budget, 2 questions about budgets and 1 estimated income to support their budget.
Differentiation: Extra time if needed
Finish budget line items and complete a 321
Acceleration of students: Have them research actual utility, mortgages, rent, car loans and insurance rates to incorporate real numbers into their budget.
Tuesday
Learning Target: I will determine which job offer is best through a logical analysis.
Opening session: 10 minutes
 review homework
 Answer specific questions from whole group
 Which job will you choose?
Working session: 70 minutes
 Model thought process with graphic organizer.
 try one
Closing session: 10 minutes
 Based on formative assessment build into review for tomorrow
Finish class work
Wednesday
Early Release
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 March 4 – 9
Monday
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.
Tuesday
Learning Target: I can find the required term in a geometric 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.
Wednesday
Thursday
Friday
1st– Mr. Hodorowski –Week of February 25 – March 1
Monday
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.
Tuesday
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
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.
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, allocate 60 minutes
 Answer any specific questions before quiz.
Working session: 60 minutes
 Individual quiz
Closing session: 5 minutes
 Based on formative assessment build into review for tomorrow
 Collect quiz
Differentiation: number of problems completed
Finish problems 116
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.