3rd and 4th period with Miss Johnson

1st Period AMDM with Hodorowski

1st– Mr. Hodorowski – Week of October 15 – 19

Monday

Lesson

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

Homework

Study for quiz

Standards
MA3P1
Students will solve problems (using appropriate technology).
MA3P1.a
Build new mathematical knowledge through problem solving.
MA3P1.b
Solve problems that arise in mathematics and in other contexts.
MA3P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MA3P1.d
Monitor and reflect on the process of mathematical problem solving.

Tuesday

Lesson

Learning Target:  I can correctly solve for missing sides and angles involving non-right 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.

Homework

Finish class assignment and any additional problems given by teacher.

Standards
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.

Wednesday

Lesson

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

Homework

Finish unanswered questions from 1-4

Standards
MAMDMA2
Students will use a variety of network models to organize data in quantitative situations, make informed decisions, and solve problems.

Thursday

Lesson

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

Homework

Finish assigned problems

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.

Friday

Lesson

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

Homework

Finish problems 1-16

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.
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.

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

  • 3-2-1: 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 

Notes

 Acceleration:  Have students work on Blue folder assignment

Extra practice stations 1-3 ( send collaborative pairs up for station work)

Tuesday

Lesson

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 1-3
  • Individual practice on # 4
  • Whole group model # 5
  • Guided practice with elbow buddy on problems 7 and 9
  • Individual on 17
  • Accelerated group problems 20-30 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 I-Respond 
  • Based on formative assessment build into review for tomorrow

Differentiation: Choice of problems, environment with front row remediation, and process with scaffolding

Homework

Finish assigned problems

Notes

Extension:Ms. Silva’s surprise p 6 and 7 Unit 2 problem 14 a-d

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).
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.

Wednesday

 Lesson

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.

Homework

finish assigned problems

Notes

Phones are allowed to take pictures of station work and to collaborate at their seats.

Standards
MM1P1.a
Build new mathematical knowledge through problem solving.
MAMDMD1
Students will determine probability and expected value to inform everyday decision making.
MAMDMD1.b
Use probabilities to make and justify decisions about risks in everyday life.
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.
College Readiness
Unit 3
Unit 3 Summative Assessment
Lesson

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

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.

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/greeting-from-mr-hodorowski/

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 45-45-90 and 30-60-90 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

Homework

finish assigned problems

Notes

Based on formative assessment review and extend as necessary.  Have students work on ratios in the media.

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.

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

Homework

Study for quiz

Standards
MA3P1
Students will solve problems (using appropriate technology).
MA3P1.a
Build new mathematical knowledge through problem solving.
MA3P1.b
Solve problems that arise in mathematics and in other contexts.
MA3P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MA3P1.d
Monitor and reflect on the process of mathematical problem solving.

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
Standards
MA3P1
Students will solve problems (using appropriate technology).
MA3P1.a
Build new mathematical knowledge through problem solving.
MA3P1.b
Solve problems that arise in mathematics and in other contexts.
MA3P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MA3P1.d
Monitor and reflect on the process of mathematical problem solving.

Thursday

I can correctly solve for missing sides and angles involving non-right 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.

Homework

Finish class assignment and any additional problems given by teacher.

Notes

Based on Basic Trig Quiz and TOTD yesterday, 7 students will be remediated with co-teacher 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.

Standards
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.

Friday

I can correctly solve for missing sides and angles involving non-right 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.

Homework

Finish class assignment and any additional problems given by teacher.

Standards
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.

1st– Mr. Hodorowski – Week of September 17 – 21

Monday – Tuesday

Lesson

Learning Target: I will present my finance to the class.

Homework

Apply feedback from presentation to your project

Notes

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.

Attachments:

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/greeting-from-mr-hodorowski/

Monday – Wednesday

Lesson

Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.

Notes

Computers in room 421 will be available to aid in students presentations.

Differentiation / Accommodations

Students will receive individual or small group instruction as needed based on teacher observation.

Homework / Evidence of Learning

Thursday – Friday

Lesson

Learning Target: I will present my finance to the class.

Homework

Apply feedback from presentation to your project

Notes

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.

Attachments:

Resources

Resoures

Helpful Resource for Students

Math Department Make-up/Detention:

Math Department Extra Help: 

Math Tutoring Schedule Fall 2017-qzczjx

Make-Up Schedule Fall 2017-1zh54wy

SAT and ACT information

SAT 2018 2019 and ACT 2018 2019

3 SAT Tips

ACT Tips

Khan Academy

College readiness sample questions

Success-1600-overflow-spring-2017-flyer-Harrison-HS

Students will create their own account after logging in with the following info:

Account ID:   harrisonga

Student ActivitionCode:  newton91

If you would like additional training or information you can check out their numerous training sessions.  Here are a few with hyperlinks to open:

USATestprep 101: Getting Started

Watch Session 101

Live Session 101 Options

USATestprep 201: Creating Activities and Assessments

Watch Session 201

Live Session 201 Options

USATestprep 301:  Viewing Student Progress

Watch Session 301

Live Session 301 Options

https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-End-of-Course-Assessment-Guides.aspx

AP Exam: 

http://gaexperienceonline.com/

·        http://www.gavirtualschool.org/courseinfo/endofcoursetestinformation.aspx

·        https://apstudent.collegeboard.org/takingtheexam/preparing-for-exams

Fall Schedule

Welcome Back To School!!!

 I hope everyone had a great summer and is ready for an amazing school year.
My name is Carol Burrows and I will be co-teaching this semester:

3rd & 4th period Geometry with Miss Johnson

1st period AMDM with Mr. Hodorowski

Feel free to contact me for any classroom related information, or any questions regarding the special education aspects of the course and/or support services.

Please refer to the course links to find helpful information to assist with daily work, reminders, test preparation, and/or remediation.

Also just click the link for either Mrs. Johnson’s blog or Hodorowski’s blog to find out what we did in class each day and for the weekly plan.

I am always here to help!!! Educating each and every student is my goal!

Quote of the Week: ‘A hundred years from now it will  not matter what my bank account was, the sort of house I lived in, or the kind of car I drove…but the world may be different because I was important in the life of a child’ ~Unknown~

BURROWS FALL SCHEDULE

1st Period  – AMDM – 417back-to-school-913074_960_720

2nd Period – Planning – 9317

3rd Period  – Geometry – 9223

4th Period  – Geometry – 9223

Positive words of the day.

Nothing is a waste of time if you use the experience wisely!

Tutoring Schedule

Tutoring Schedule

I AM AVAILABLE FOR TUTORING: (Room 9317)

Tuesday 3:45-4:15 p.m.
Wednesday 3:45-4:15 p.m.
Thursday 3:45-4:15 p.m.

If you need additional tutoring outside of this schedule, please email me at:
[email protected] or set up an appointment with me prior to the date.

(Links/Pictures/Videos found online & posted for your use as study material. This is used for educational purposes only)