Educational Epiphany ™
Districtwide PLC Protocol for Mathematics
Teacher/Teacher Team: Algebra I
Grade: 8th
Date: September 24, 2021
#
Planning
Question
1
Which state
standard is your
lesson progression
addressing?
2
What mathematical
concepts are
embedded in the
state standard?
3
What teacher
knowledge,
reminders, and
misconceptions
are assumed in the
standard?
4
SS
What objective(s)
must be taught? In
what order? Why?
5
FS
What academic
language must be
taught before the
teacher models for
students? How will
the academic
language be
Teacher/Teacher Team Response
A1.A.REI.A.1 Explain each step in solving an equation as following
from the equality of numbers asserted at the previous step,
starting from the assumption that the original equation has a
solution. Construct a viable argument to justify a solution
method.
A1.A.REI.B.2 Solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters.
This unit will cover the following: solving one variable equations and
inequalities, linear word problems, and interval notion.
The teacher will constantly remind the students of the order of
operations. In addition, the teacher will make sure to point out that
absolute value equations and inequalities have commonly two
solutions. Finally, the teacher will point out the phrases used to
translate equations, so that when students get to the word problem
segment of the unit, they are more competent.
The student will be able to use properties of equality and
inequalities in order to solve linear equations and inequalities in
one variable including equations with coefficients represented
by letters.
The academic language used will be inequality, compound
inequality, solve, variable, greater than, less than, equal too,
opposite operations, absolute value.
The academic language used for each individual lesson will be
defined for the students at the beginning of that lesson.
Vocabulary will also be posted to Schoology as well for the
© Educational Epiphany
Updated July 16, 2020
taught and
assessed?
students to reference. Assessments will require students to apply the
academic language in order to solve the problem.
Compound Inequalities, using AND: -36<3p-6<-15
6
MC
What practice
problems are you
planning to use for
the I Do, We Do,
You Do in Pairs
and You Do
Without
Assistance? What
did you learn from
working the
problems in
advance of using
them in class with
students?
7
What
manipulatives
might be
integrated into the
gradual release of
responsibility (I Do,
We Do, You Do in
Pairs, You Do
Without
Assistance)? What
did you learn from
using the
manipulatives in
advance of using
them in class with
students?
8
What graphic
organizer(s) might
support students’
conceptual
understanding of
the process
outlined by the
Compound Inequalities, using OR: 3t+2<-7 OR –4t+5<1
Absolute Value Inequalities: |3x-12|>6
The instructor will provide the students a list of vocabulary for the
students to study. In addition, students will be provided study
guides for every quiz and test in the unit. For absolute value
inequalities, students will have a chart explaining which way the
inequality sign goes and which way the number line is shaded.
© Educational Epiphany
Updated July 16, 2020
performancebased
objective(s)?
© Educational Epiphany
Updated July 16, 2020