My name is Carol Burrows and I am a student support service teacher here at Harrison High School. I am here to provide support to our students, parents, and students with disabilities. My motto is that all student can learn and I am here to build positive relationships and having high expectations for all of my students.

# 1st– Mr. Hodorowski – Week of December 10 – 14

### Monday

Lesson

Learning Target:  I can make decisions based on my calculations in the financial world.

Opening: 5 minutes

• Check out TI-84 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

Homework

Complete 20 problems from worksheet

Notes

Extension: Have students derive inverses once equation is set to zero and then solve.

Standards
MAMDMA3
Students will create and analyze mathematical models to make decisions related to earning, investing, spending, and borrowing money.
MAMDMA3.a
Use exponential functions to model change in a variety of financial situations.
MAMDMA3.b
Determine, represent, and analyze mathematical models for income, expenditures, and various types of loans and investments.
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

• Think-Pair-Share 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:

Linear-programming-problems.docx

Linear-Programming-Challenge-Question.docx

Notes-on-Linear-Programming.docx

Multiple-examples-on-Linear-Programming.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

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:

Linear-programming-problems.docx

Linear-Programming-Challenge-Question.docx

Notes-on-Linear-Programming.docx

Multiple-examples-on-Linear-Programming.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 pre-determined 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:

### 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:

# 1st– Mr. Hodorowski – Week of December 3 – 7

### Monday

Lesson

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

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.d
Monitor and reflect on the process of mathematical problem solving.

### Tuesday

Lesson

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

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.d
Monitor and reflect on the process of mathematical problem solving.

### Wednesday

Lesson

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 non-examples 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 1-12
• 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 16-21
• Check for understanding by assigning problem 22 independently.

Closing 10 minutes

• TOTD

Differentiation: Flexible grouping based on learning styles

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.
Attachments:

### Thursday

Lesson

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 non-examples 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 1-12
• 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 16-21
• Check for understanding by assigning problem 22 independently.

Closing 10 minutes

• TOTD

Differentiation: Flexible grouping based on learning styles

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.
Attachments:

### Friday

Lesson

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.

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 studie

# 1st– Mr. Hodorowski – November 26-30

### Monday

Investment Extension exercise
Lesson

Learning Target:  I can make decisions based on my calculations in the financial world.

Opening: 5 minutes

• Check out TI-84 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

Homework

Complete 20 problems from worksheet

Notes

Extension: Have students derive inverses once equation is set to zero and then solve.

Standards
MAMDMA3
Students will create and analyze mathematical models to make decisions related to earning, investing, spending, and borrowing money.
MAMDMA3.a
Use exponential functions to model change in a variety of financial situations.
MAMDMA3.b
Determine, represent, and analyze mathematical models for income, expenditures, and various types of loans and investments.

### 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

• Think-Pair-Share 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:

Linear-programming-problems.docx

Linear-Programming-Challenge-Question.docx

Notes-on-Linear-Programming.docx

Multiple-examples-on-Linear-Programming.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 pre-determined 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:

### 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:

# 1st– Mr. Hodorowski – November 12-16

## Monday

Project work day
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 their presentations.

Standards
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.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

## Tuesday

Project work day
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 their presentations.

Standards
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.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

## Wednesday

Probability Presentation
Lesson

Opening session: 5 minutes

• Set expectations and set up procedures

Working session: 80 minutes

• Individual presentations
• 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.

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.d
Monitor and reflect on the process of mathematical problem solving.

## Thursday

Probability Presentation
Lesson

Opening session: 5 minutes

• Set expectations and set up procedures

Working session: 80 minutes

• Individual presentations
• 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.

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.d
Monitor and reflect on the process of mathematical problem solving.

## Friday

Carnival Day
Lesson

Set up in gym lobby.

Have fun and show off your hard work!!

Homework

finish problems 2-30 all

Notes

Have students hand out white boards and markers

Standards
MAMDMA4.b
Apply various ranking algorithms to determine an appropriate method for a given situation.
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMG1
Students will create and use two- and three-dimensional representations of authentic situations.
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 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.

Notes

Computers in room 417 will be available to aid in their presentations.

Standards
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.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

## 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
Homework

Finish all problems

Notes

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?
Standards
MCC9-12.A.APR.7
Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

# 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

Homework

Finish assigned problems

Have students print off rubric for Monday’s HW grade

Notes

Share expectations of carnival game

Link on calculating expected value:  http://www.statisticshowto.com/how-to-calculate-expected-value-in-statistics/#whatisEV

Extension: P 25 section 2 problems 1-7

Standards
MAMDMD1.c
Calculate expected value to analyze mathematical fairness, payoff, and risk.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.

## 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

Homework

Collaborate with teammate on project and presentation

Notes

Once student shows mastery of expected value through one-on-one feedback session with teacher, students can begin brainstorming on Carnival Project.

Standards
MM1P4.a
Recognize and use connections among mathematical ideas.
MAMDMD1.c
Calculate expected value to analyze mathematical fairness, payoff, and risk.
Attachments:

## 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.
• Re-emphasize 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

Homework

Finish assigned problems

Standards
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.
MA3P3
Students will communicate mathematically.
MA3P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
Attachments:

## 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.
• Re-emphasize 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

Homework

Finish assigned problems

Notes

!st period computer lab room 516- Khan Academy Problems

3rd and 4th period computer lab room 421- Khan Academy Problems

Standards
MA3P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MA3P3.a
Organize and consolidate their mathematical thinking through communication.
MA3P3
Students will communicate mathematically.
MA3P2.d
Select and use various types of reasoning and methods of proof.
MA3P2.c
Develop and evaluate mathematical arguments and proofs.
MA3P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MA3P3.d
Use the language of mathematics to express mathematical ideas precisely.
Attachments:

## 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.

Homework

finish assignment from class

Notes

PSAT during morning hours.

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.
Attachments:

# 1st– Mr. Hodorowski – Week of October 22 – 26

## Monday

Lesson

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)

Attachments:

# 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 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

• 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 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

• 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.

# 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

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.
Attachments:

# 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

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 15 – 19

## Monday

Lesson

Learning Target:  I will solve rt triangle trig scenarios in the real world.

Opening ( 10 min)

• Review basic ratios
• 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

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)

Attachments:

## 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

• 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.
Attachments:
Unit 3
Unit 3 Summative Assessment
Lesson

Learning Target: I can apply my unit 3 skills at a mastery level.

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.

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.

## 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
• 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.
Attachments:

## 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

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.

## 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
Attachments:

## Thursday – Friday

Lesson

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

Homework

Apply feedback from presentation to your project

Notes

Have students write a summary of each presentation to include:

Presenters name, occupation, net salary, is budget realistic, what the presenter reflected on.

Attachments:

# Resoures

## 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

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

# AP Exam:

http://gaexperienceonline.com/

# 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 – 417

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:
carol.burrows@cobbk12.org or set up an appointment with me prior to the date.

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