Name: Andrea Sisk
Date: 9-15-14
Lesson Topic (Modules, if applicable):
Operations with Real Numbers and Expressions
Content Area: Keystone Algebra Workshop
Length of Lesson:
STAGE I – DESIRED RESULTS
Big Ideas:
CC.2.1.8.E.1 Distinguish between rational and irrational numbers using their properties.
CC.2.1.8.E.4 Estimate irrational numbers by comparing them to rational numbers.
CC.2.1.HS.F.1 Apply and extend the properties of exponents to solve problems with rational exponents.
CC.2.1.HS.F.2 Apply properties of rational and irrational numbers to solve real‐world or mathematical problems
CC.2.1.6.E.3 Develop and/or apply number theory concepts to find common factors and multiples.
CC.2.1.HS.F.2 Apply properties of rational and irrational numbers to solve real‐world or mathematical problems.
CC.2.1.HS.F.1 Apply and extend the properties of exponents to solve problems with rational exponents.
CC.2.1.HS.F.2 Apply properties of rational and irrational numbers to solve real‐world or mathematical problems.
CC.2.2.8.B.1 Apply concepts of radicals and integer exponents to generate equivalent expressions.
CC.2.2.7.B.3 Model and solve real‐world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations.
CC.2.2.HS.D.9 Use reasoning to solve equations and justify the solution method.
CC.2.2.HS.D.1 Interpret the structure of expressions to represent a quantity in terms of its context.
CC.2.2.HS.D.2 Write expressions in equivalent forms to solve problems.
CC.2.2.HS.D.3 Extend the knowledge of arithmetic
Understanding Goals (Concepts):
A1.1.1.1 Represent and/or use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, square roots, and exponents).
A1.1.1.2 Apply number theory concepts to show relationships between real numbers in problem‐ solving settings.
A1.1.1.3 Use exponents, roots, and/or absolute values to solve problems.
A1.1.1.4 Use estimation strategies in problem‐solving situations.
A1.1.1.5 Simplify expressions involving polynomials.
A1.1.2.1 Write, solve, and/or graph linear equations using various methods.
A1.1.2.2 Write, solve, and/or graph systems of linear equations using various methods.

Student Objectives (Competencies/Outcomes):
A1.1.1.1.1 Compare and/or order any real numbers.
Note: Rational and irrational may be mixed.
A1.1.1.1.2 Simplify square roots (e.g., √24 = 2√6).
A1.1.1.2.1 Find the Greatest Common Factor (GCF) and/or the Least Common Multiple (LCM) for sets of monomials.
A1.1.1.3.1 Simplify/evaluate expressions involving properties/laws of exponents, roots, and/or absolute values to solve problems.
Note: Exponents should be integers from 1 to 10.
A1.1.1.4.1 Use estimation to solve problems.
A1.1.1.5.1 Add, subtract, and/or multiply polynomial expressions (express answers in simplest form).
Note: Nothing larger than a binomial multiplied by a trinomial.
A1.1.1.5.2 Factor algebraic expressions, including difference of squares and trinomials. Note:
Trinomials are limited to the form ax2 + bx + c where a is equal to 1 after factoring out all monomial factors.
A1.1.1.5.3 Simplify/reduce a rational algebraic expression. operations and apply to polynomials.
CC.2.2.HS.D.5 Use polynomial identities to solve problems.
CC.2.2.HS.D.6 Extend the knowledge of rational functions to rewrite in equivalent forms.
Essential Questions:
How can we show that algebraic properties and processes are extensions of arithmetic properties and processes, and how can we use algebraic properties and processes to solve problems?
How is mathematics used to quantify, compare, represent, and model numbers?
How are relationships represented mathematically?
What does it mean to estimate or analyze numerical quantities?
How can expressions, equations, and inequalities be used to quantify, solve, model, and/or analyze mathematical situations?
What makes a tool and/or strategy appropriate for a given task?
How can patterns be used to describe relationships in mathematical situations?
How can recognizing repetition or regularity assist in solving problems more efficiently?
Vocabulary:
Composite Number, Cube Root, Integer, Perfect
Square, Prime Number, Radical Expression, Square
Root, Inequality, Irrational Number, Rational
Number, Real Number, Repeating Decimal,
Terminating Decimal, Greatest Common Factor,
Least Common Multiple, Monomial, Term,
Absolute Value, Exponent, Expression, Negative
Exponent, Order of Operations, Power, Positive
Exponent, Power of a Root, Power of Products,
Simplify, Estimation Strategy, Rate of Interest,
Binomial, Coefficient, Constant, Degree of a
Polynomial, Like Terms, Monomial, Polynomial,
Polynomial Function, Power, Quadratic Equation,
Factor, Factor of a Monomial, Factor of a
Polynomial, Simplest Form, Trinomial, Rational
Expression
STAGE II – ASSESSMENT EVIDENCE
Performance Task:
Students will work primarily on Think Through Math. Students weakest in
Formative Assessments:
Think Through Math provides formative assessment in that, as students
Operations with Real Numbers and Expressions will be pulled to work individually with the teacher on specific deficiencies. show their weakness in a certain area, Think Through Math assigns them a section specially suited to that weakness. In individual pullout, formative assessment is ongoing through observation.

Materials and Resources:
*Computers with Think Through Math Accessibility
*Individual remediation sections
*Calculators
Instructional Procedures*:
Monday
Date: 9/15 Day: A
Tuesday
Date: 9/16 Day: B
Think Through Math (pull out program will begin once we are steadily in room 227 and pull out resources return from printer)

Finish at least one Think
Through Math Lesson if one wasn’t completed in class.

Individual students may be assigned pull out assignments as needed.
Think Through Math (pull out program will begin once we are steadily in room 227 and pull out resources return from printer)

Finish at least one Think
Through Math Lesson if one wasn’t completed in class.

Individual students may be assigned pull out assignments as needed.
STAGE III – LEARNING PLAN
Interventions:
Individual pullout for students weakest in Operations with Real Numbers and
Expressions.
Wednesday
Date: 9/17 Day: A
Think Through Math (pull out program will begin once we are steadily in room 227 and pull out resources return from printer)

Finish at least one Think
Through Math Lesson if one wasn’t completed in class.

Individual students may be assigned pull out assignments as needed.
Thursday
Date: 9/18 Day: B
Think Through Math (pull out program will begin once we are steadily in room 227 and pull out resources return from printer)

Finish at least one Think
Through Math Lesson if one wasn’t completed in class.

Individual students may be assigned pull out assignments as needed.
Friday
Date: 9/18 Day: A
Think Through Math (pull out program will begin once we are steadily in room 227 and pull out resources return from printer)

Finish at least one Think
Through Math Lesson if one wasn’t completed in class.

Individual students may be assigned pull out assignments as needed.
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections