148 views

Uploaded by lpcopesd

- math syllabus
- 5-19 Modified PPT
- interventionplan
- math lesson 2 1
- stage 1 general mathematics
- 03 Mathematics
- observedlesson4
- ear
- math observation lesson 3
- standard 5 - assessmenttt
- observation journal
- graffam teaching philosophy
- math lesson
- 313495455-final-lesson-plan-copy 1
- math lesson observed
- feaps portfolio
- task two
- john orsborn technology in the classroom
- ac 636 narrative
- ac 636 narrative

You are on page 1of 7

Algebra I Suggested Percentage of

Linear Expressions, Equations & Inequalities Instructional Time

35%

Recommended Resources, Suggested Instructional Strategies and

Instructional Sequence Intervention Strategies

Resources

L1.1.5

*A1.1.1 1. http://edweb.tusd.k12.az.us/bowmang/Alg1PwrPnt.htm - Lesson Plans: offer activities for multiple ability levels.

2. http://education.jlab.org/solquiz/ - Virginia DOE on-line practice for high school mathematics (Jefferson Lab): offers a

*A2.1.3 quiz builder with immediate feedback.

A1.2.1 3. http://www.thefutureschannel.com/algebra_real_world.php - Real World Applications

L2.1.1 4. Classzone.com (McDougal/Littell) – Interactive Lesson Plan (computer lab needed)

A1.2.8 5. Teachers.net – Interactive Lesson Plans for Algebra and Higher Level Mathematics

A1.2.4 6. http://www.analyzemath.com/ - Tutorials

L1.1.1 7. http://www.freemathhelp.com/algebra-help.html - Tutorials

8. www.rwlo.org Visit the Real World Learning Objectives website - click on Reference Library, then the Real World

L1.1.3 Learning Objectives folder

L1.1.2 Suggested Instructional Strategy

A3.1.1

A3.1.3 Use graphing calculators to boost critical thinking and allow for learner-centered instruction. Calculators give students the

opportunity to compare tabular, graphic, and symbolic forms of data. Technology is especially useful when teaching slope and

A3.1.2 examining what happens when there is change in the y value over the x value. Technology can free time for problem solving and

A3.1.4 higher-order thinking.

*A2.1.7 The Struggling Mathematical Mind

*A2.4.2 Structures of “Best Practice Teaching”: Small-Group Activities

*A2.4.3 Best practice calls for much less emphasis on teacher presentation and far more emphasis on highly-interactive student centered

*A1.2.2 learning. Research suggests that teaching approaches, which encourage exploration of misconceptions through discussion, result in

*A2.1.2 longer-term learning than approaches which try to avoid mistakes by explaining the “right way” to see things from the start.

Consider:

*A2.2.1 Study Teams: where students form interdependent groups that parcel out tasks, share the work, stop to help members from falling

*A2.1.6 behind, discuss errors and misconceptions, and provide an interlocking system where everyone gets maximum benefits.

*A1.1.3 Group Investigations: The whole class discusses, shares prior knowledge, and poses questions on a topic. Plans are made for

*A1.2.3 studying the topic and tasks are parceled out to groups of students. The teacher serves as facilitator as guide. Teams reconvene to

share findings.

L1.2.2 www.enhancelearning.ca/ provides information and ideas on strategies for differentiating learning during group investigations.

* = Content expectations that occur in more than one unit Shaded = literacy expectations that are covered throughout the course

The percentage of time and sequence is meant to be used as a starting point which should be altered according to your student’s and district’s needs.

1

Algebra I Suggested Percentage of

Bi-Variate Data – Examining Relationships Instructional Time

8%

Recommended Resources, Suggested Instructional Strategies and

Instructional Sequence Intervention Strategies

Resources

1. http://illuminations.nctm.org/ActivityDetail.aspx?ID=82 - Least Squares Regression Line (line of best fit)

*S2.1.1 & L1.1.1 2. http://illuminations.nctm.org/LessonDetail.aspx?ID=L454 - Least Squares Regression Line

3. http://illuminations.nctm.org/LessonDetail.aspx?ID=L298 - Real Life Example of Regression Lines

S2.1.2 & L1.2.4 4. http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=144 - Least Square Regression Line – Teacher

S2.1.3 Resource

S2.1.4 5. http://www.analyzemath.com/ - Tutorials

6. http://www.freemathhelp.com/algebra-help.html - Tutorial

S2.2.1 & L1.1.5 7. www.rwlo.org Visit the Real World Learning Objectives website - click on Reference Library, then the Real World Learning Objectives

S2.2.2 folder

Suggested Instructional Strategy

Use a Microsoft Excel/Spreadsheet Program where students can collect data on a specific topic, put information into the spreadsheet, and create a

chart. Spreadsheets demand both abstract and concrete reasoning and enable learners to model complex and real-world events. Boost critical

thinking when you ask students to make assumptions and then code them as variables, manipulate variables, and to display data both quantitatively

and visually.

Sample Excel Activity http://www.northcanton.sparcc.org/~technology/excel/files/scatterplots.html

The Struggling Mathematical Mind

In the most effective classrooms assessment and instruction are inextricably linked and all aspects of mathematical knowledge and its connections

are assessed. Use a variety of ongoing, daily, formative assessment methods to monitor student learning, provide corrective instruction, and to

make instructional changes.

Consider:

1. Meaningful Feedback: Rather than providing just the number right or wrong give students an opportunity to compare different results

and allow students to realize why they get different answers and which ones make sense.

2. Make It Large: Use whiteboards for warm-ups so it is easy to see who is understanding the concept, who needs extra help, and what the

common misconceptions are.

3. Teacher Observation: Observe students as they work and jot down misconceptions or error patterns for leading discussion with the

whole class.

4. Questions that Reveal Mathematical Thinking: Improve teacher questioning skills to inform instruction.

Is that true? Always true? Under what conditions?

Why does that work? (NOT how!)

How can we get two expressions for the same quantity from the given information?

How can this situation be represented in different ways? What are the correspondences between representations?

* = Content expectations that occur in more than one unit Shaded = literacy expectations that are covered throughout the course

The percentage of time and sequence is meant to be used as a starting point which should be altered according to your student’s and district’s needs.

2

Algebra I Suggested Percentage of

Family of Functions Instructional Time

12%

Recommended Resources, Suggested Instructional Strategies and

Instructional Sequence Intervention Strategies

Resources

1. http://illuminations.nctm.org/LessonDetail.aspx?ID=L300 - Real-word Applications (lesson plans/worksheets) for functions

L1.1.5, L1.1.3, & 2. http://mathforum.org/library/drmath/sets/high_functions.html - Math Vocabulary in layman’s terms

L1.1.1 3. http://mathmachines.net/activities/Function%20Modeling/index.htm - Recursive Functions

L1.2.4 4. http://www.analyzemath.com/ - Tutorials

5. http://www.freemathhelp.com/algebra-help.html - Tutorials

A2.3.2 6. www.rwlo.org Visit the Real World Learning Objectives website - click on Reference Library, then the Real World Learning Objectives

A2.3.3 folder

A2.1.1 Suggested Instructional Strategy

These expectations integrate well with other units of instruction. Please refer to each of the other units in Algebra I for resources.

*A2.1.7 The Struggling Mathematical Mind

*A2.1.6

Structures of “Best Practice Teaching”: Reading as Thinking

A2.3.1 Reading in mathematics means the ability to make sense of everything that is on a page – whether the page is a worksheet, a spreadsheet, an

*A1.1.1 & L1.1.2 overhead, a computer screen, or a page in a textbook or journal. In order for students to reach their full potential, as mathematicians, they must be

A2.1.4 & L1.2.2 able to comprehend the resources used to learn and apply mathematics. The best place to teach the specific reading skills necessary for

mathematics is in the mathematics classroom.

A2.4.1 Pre-Reading: Discovering what students already know about a topic helps both teachers and students to design learning around missing

A2.1.5 knowledge. Misconceptions are a part of prior knowledge!

Consider: (Word Sorts) (Anticipation/Prediction Guides) ( K-W-L) (Learning Logs) (Graphic Organizers

*S2.1.1 During-Reading: Text Coding, using post-it notes or highlighters when possible, allows students to attack a page and dig out meaning. Students

need a useful set of response codes, which are consistent across the class. The teacher models and instructs in their use.

Consider using “Insert” Text Codes” where:

(a check- Confirms Thinking); (X - Contradicts Thinking); (? - Raises a Question); (?? - Denotes Confusion);

(* - Marks an Important Concept); (! - Notes Interesting)`

Pairs Read is a strategy that requires collaborative learning. Students help each other by reading paragraphs or sections of text aloud to each

other. While one student reads the other listens. The listener then orally summarizes the essential learning.

After-Reading : Writing to learn supports retention of learning, construction of meaning, and encourages use of high-level thinking skills.

Written Conversation replaces oral class discussion after reading or presentation. Students work with a partner and engage in written conversation

with all students writing simultaneously for about three minutes. Notes are then swapped, read, and responded to, by partners, at the teacher’s

command. A total of two or three exchanges are suggested.

Error Analysis: Give students examples of mistakes and examine or identify what or why it is incorrect. Students work with a partner and write

about what is wrong and what needs to be changed.

* = Content expectations that occur in more than one unit Shaded = literacy expectations that are covered throughout the course

The percentage of time and sequence is meant to be used as a starting point which should be altered according to your student’s and district’s needs.

3

Algebra I Suggested Percentage of

Exponential & Power Functions Instructional Time

15%

Recommended Resources, Suggested Instructional Strategies and

Instructional Sequence Intervention Strategies

Resources

L1.1.1 & L1.1.5 1. http://www.dansmath.com/lessons/precalc.html#anchor495743 - Dan’s Math explains exponential functions and gives

real-world examples (e.g. compound interest).

L2.1.2 2. http://mathworld.wolfram.com/ExponentialFunction.html - Exponential Function Growth Calculator

L1.1.4 3. http://www.inquiry.uiuc.edu/xml_units/u11733/log_lab1.pdf - Logarithm Lesson Plan (PDF)

A1.1.2 & L1.1.3 4. http://www.analyzemath.com/ - Tutorials

A1.2.6 5. http://www.freemathhelp.com/algebra-help.html - Tutorials

A3.4.2 6. www.rwlo.org Visit the Real World Learning Objectives website - click on Reference Library, then the Real World Learning

Objectives folder

*A2.2.3 Suggested Instructional Strategy

*A1.1.1

*A2.4.2 Use graphing calculators to boost critical thinking and allow for learner-centered instruction. Calculators give students the

*A2.4.3 opportunity to compare tabular, graphic, and symbolic forms of data within a given function.

*A2.1.2 Integrate this unit with science expectations. For example, refer to Biology B3.5 Populations and B3.5x Environmental Factors for

*A2.1.3 & L1.2.4 cross curricular connections.

A3.2.1 The Struggling Mathematical Mind

A3.2.4

*A2.1.6 Structures of “Best Practice Teaching”: Integrative Units

Relevance leads to motivation for learning. Teachers help students make connections to their prior knowledge, between related

*A2.1.7 mathematical concepts, and between concepts and procedures. Using real-world scenarios and reorganizing material into meaningful

A3.4.1 and coherent chunks also promotes sense making for students.

A3.4.3

A3.2.5

* = Content expectations that occur in more than one unit Shaded = literacy expectations that are covered throughout the course

The percentage of time and sequence is meant to be used as a starting point which should be altered according to your student’s and district’s needs.

4

Algebra I Suggested Percentage of

Polynomial Functions Instructional Time

15%

Recommended Resources, Suggested Instructional Strategies and

Instructional Sequence Intervention Strategies

Resources

L1.1.5 1. http://algebrahelp.com/worksheets/view/factoring/trinomial.quiz - Algebrahelp.com presents factoring

trinomials/binomials: intended for student use

*A2.2.1 2. http://www.analyzemath.com/ - Tutorials

L1.1.2 3. http://www.freemathhelp.com/algebra-help.html - Tutorials

L1.1.3 4. www.rwlo.org Visit the Real World Learning Objectives website - click on Reference Library, then the Real World Learning

L1.1.1 Objectives folder

*A1.1.3 Suggested Instructional Strategy

*A1.1.1 Use algeblock manipulatives to create hands-on lab(s) for conceptual development of algebraic concepts. These tools allow

A3.5.1 constants and variables to be represented in three dimensions.

*A2.4.3

*A2.4.2 The Struggling Mathematical Mind

*A2.1.3

Structures of “Best Practice Teaching”: Representing to Learn

L1.2.4 Drawing, sketching, mapping, and other artistic and graphic representations, when combined with words, powerfully leverage

A3.5.2 students’ thinking about mathematical content. The five critical strategies, on which representing to learn is based, are:

*A2.1.7 Discuss problems in small groups (language representations)

*A1.2.2 Use manipulatives (concrete, physicals representations, tactile sense)

Act it out (representations of sequential actions, bodily kinesthetic sense)

A3.5.3 Draw a picture, diagram, or graph (visual, pictorial representations)

*A2.1.6 Make a list or table (symbolic representations)

*A2.2.2

*A2.1.2 http://www.outreach.utk.edu/urban/mentoring/resources/files/vocabstrats.pdf

Provides lesson guides using representation to support vocabulary acquisition.

(Marzano. Classroom Instruction that Works. 2001)

* = Content expectations that occur in more than one unit Shaded = literacy expectations that are covered throughout the course

The percentage of time and sequence is meant to be used as a starting point which should be altered according to your student’s and district’s needs.

5

Algebra I Suggested Percentage of

Quadratic Functions Instructional Time

15%

Recommended Resources, Suggested Instructional Strategies and

Instructional Sequence Intervention Strategies

L1.1.5

*A2.1.2 Resources

1. http://www.analyzemath.com/ - Tutorial

L1.1.1

2. http://www.freemathhelp.com/algebra-help.html - Tutorial

*A1.1.1 3. http://www.themathpage.com/alg/complete-the-square.htm#formula - Tutorial

L1.1.2 4. http://teachersnetwork.org/teachnet/mathematics.cfm - Cross Curricular Activities

L1.1.3 5. www.rwlo.org Visit the Real World Learning Objectives website - click on Reference Library, then the Real World Learning

*A1.1.3 Objectives folder

*A2.4.2

*A2.1.3 Suggested Instructional Strategy

L1.2.4

*A1.2.2 http://distance-ed.math.tamu.edu/peic/lesson_plans.htm - Provides lesson plans/activities, which incorporate kinesthetic,

cooperative learning, and cross-curricular strategies.

A3.3.2

*A2.1.6 The Struggling Mathematical Mind

*A2.1.7

Structures of “Best Practice Teaching”: Classroom Workshop

A3.3.1 A workshop is a regularly scheduled, recurrent chunk of time (thirty minutes to an hour), during which the main activity is to “do”

*A2.2.2 mathematics. While there is choice within the workshop time, students follow a carefully crafted set of behavioral expectations.

A3.3.4 Conferencing with the teacher is a critical component. Workshops allow creation of time and space to sit down with a student, or a

*A2.2.1 small group of students, and work on exactly what they personally need. Research suggests that remedial curricula should be

expanded to include about 50% corrective instruction for skill building, while the other half of the corrective instruction focuses on

*A1.2.3 problem solving and application.

A3.3.5 A sample workshop schedule might be:

A3.3.3 Five Minutes: Status of the Class for organization and focus

Ten Minutes: Mini Lesson focusing on information or leaning needed by everyone

*A2.4.3 Twenty Minutes: Work Time and Conferencing with the Teacher

*A2.2.3 Ten Minutes: Reporting Out on learning and tasks completed

L2.1.4

* = Content expectations that occur in more than one unit Shaded = literacy expectations that are covered throughout the course

The percentage of time and sequence is meant to be used as a starting point which should be altered according to your student’s and district’s needs.

6

- math syllabusUploaded byapi-319606277
- 5-19 Modified PPTUploaded bytabsmom
- interventionplanUploaded byapi-242748300
- math lesson 2 1Uploaded byapi-241448879
- stage 1 general mathematicsUploaded byapi-281581757
- 03 MathematicsUploaded byhtkmok1255
- observedlesson4Uploaded byapi-105226197
- earUploaded byapi-297184703
- math observation lesson 3Uploaded byapi-339793353
- standard 5 - assessmentttUploaded byapi-291615955
- observation journalUploaded byapi-349408035
- graffam teaching philosophyUploaded byapi-223786855
- math lessonUploaded byapi-251163458
- math lesson observedUploaded byapi-215975853
- feaps portfolioUploaded byapi-309293332
- task twoUploaded byapi-300499643
- 313495455-final-lesson-plan-copy 1Uploaded byapi-358204419
- john orsborn technology in the classroomUploaded byapi-423343480
- ac 636 narrativeUploaded byapi-239620138
- ac 636 narrativeUploaded byapi-239620138
- gibbs erin midtermUploaded byapi-352926987
- philosophy updatedUploaded byapi-354896636
- te403 pirochta lda3Uploaded byapi-331472106
- beginning of semester goal settingUploaded byapi-264902446
- EPISODE 4Uploaded byNeWo YanTot
- assessment and evaluation assignmentUploaded byapi-350435190
- 3 assessment philosophy - website copyUploaded byapi-285013892
- implementation project proposalUploaded byapi-316130138
- jones-ptaUploaded byapi-246770572
- summative data retreatUploaded byapi-348559560

- 2008 Success for All Foundation Cooperative LearningUploaded byRindu Baginda
- Accounting & Finance HandbookUploaded byEdson Jorge Mandlate
- Pap Certification of Psychology Specialists Primer PDFUploaded byrhbernad
- Final Report - CopyUploaded byNabiyar Sahak
- Lesson PlanUploaded byjdwhite55
- collaborative planning template w captionUploaded byapi-297728751
- Giáo Án Tiếng Anh 5 Thí Điểm Cả Năm Mới NhấtUploaded byĐặng Văn Tuấn
- Unlearning Hate.docUploaded byAnonymous QpDf82b
- NZX Open Magazine, Issue Two 2005 - "Mettle"Uploaded byNZX Communications
- Punjab Skills Sector Plan 2018Uploaded byarjmandquest
- Plan Lectie ComisieUploaded byAlexandra Perta
- Syllabus for AAA 109Uploaded byAnonymous bZTdTpL
- P11 Personal History Form UNDPUploaded byHamis Rabiam Magunda
- 20896653 Academic vs Creative Ability in MathUploaded byNovia Tri Yuniawati
- Communications of the ACM - August 2015Uploaded byOtto Molatd
- standard 3 3Uploaded byapi-286107656
- Digital Literacy_ Definition Theoretical Framework and CompetenUploaded bynagasms
- Prospectus-11Uploaded byVipul Kumar Bhardwaj
- the degree is not enough.pdfUploaded byMandla Ndlovu
- Subashini PSPCover.pdfUploaded bysubashini_annamalai
- Learning From Johann Sebastian Bach_ Developing Architectural Conservation Education in India _ Architexturez South AsiaUploaded byjmcanonero
- Wisnuaji Et Al Trisakti University Indonesia Local Wisdom MMQSUploaded byIlham Clinkers
- quanesha medina coaching cal walker - 9 21 18 1Uploaded byapi-400080530
- To Find Yourself, Think for YourselfUploaded bydeldobuss
- natalie conrad resumeUploaded byapi-241736310
- business websitesi 2Uploaded byapi-359681941
- katies resume 1Uploaded byapi-245949213
- CV MitrokotsaUploaded byjamal ahmed
- Catalogue 2016 2017 INT OPTUploaded bythinnerxx
- DLL TLE6-ENTREP & ICT WK 1-10 .docxUploaded byAnonymous XKhHxd