REVISED 2/6/16
Ms C. Draper lesson elements for Week of ___3/24/14 (Pre-Algebra)
Check all that apply:
 Language Arts
 Pre-algebra
 Social Science
 Science
 Technology
1. Common Core Learning Standards Addressed:
Chapter 9 Lesson 9.2 & 9.3 simplifying square roots & using Pythagorean Theorem
 Elective:
8.NS.1 Know that numbers are not rational
are called irrational. Understand informally
that every number has a decimal expansion;
for rational numbers show that the decimal
expansion repeats eventually, and convert a
decimal expansion, which repeats eventually
into a rational number.
8.NS.2 Use rational approximations of
irrational numbers to compare the size of
irrational number, locate them
approximately on a number line diagram,
and estimate the value of expressions.
8.EE.2 Use square root and cube root
symbols to represent solutions to equations
of the form x2=p and x3=p, where p is a
positive rational number. Evaluate square
roots of small perfect squares and cube roots
of small perfect cubes.
Know that 2 is irrational.
8.G.6 Explain a proof of the Pythagorean
Theorem and its converse.
8.G.7 Apply the Pythagorean Theorem to
determine unknown side lengths in right
triangles in real-world and mathematical
problems in two and three dimensions.
8.G.8 Apply the Pythagorean Theorem to
find the distance between two points .
.
2. Learning Targets:
(What will students
know & be able to do as a
result of this lesson?)
Essential Questions: (What will
students know & be able to do as a
result of this lesson?)
2a. I can statements:
Mon. The learner will simplify
radical expressions (9.2)
Mon.: The learner will review
finding the value of X for given
polygons & simplify radical
expressions
Mon. I can simplify radical
expressions & find the value of X
for given polygons like this…
DEMO per EXIT PASS
Tues. The learner will simplify
radical expressions (9.2)
Tues: The learner will review &
practice basic skill and simplify
Tues.: I can evaluate numbers
using exponent, expressions /w
REVISED 2/6/16
radical expressions
absolute value and simplify radical
expressions like this… DEMO per
EXIT PASS
Weds: The learners will classify
triangles Lesson 9.3
Wed. The learner will write and
simplify expressions for polygons
and classify triangles by angle
measures and by side lengths
Thurs.: The learners will find the
length of a hypotenuse & the leg
length of right triangles (Lesson
9.3)
Thur. The learners will identify right
triangles, investigate how leg
lengths are related, and apply
Pythagorean theorem
Thurs: I can use Pythagorean
Theorem to solve problems
like this… (DEMO per EXIT PASS)
Fri: The learners will identify
right triangles and apply
Pythagorean theorem
Fri: The learners will identify right
triangles orally, use Pythagorean
Theorem and complete a basic skills
test (Chapter 1 & 2)
Fri.: I can use Pythagorean
theorem to solve problems like
this… (DEMO per EXIT PASS)
Weds.: I can classify triangles like
this.. (Demo per EXIT PASS)
3. Formative Assessment Criteria for Success: (List examples in box below)
Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes?
What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)
REVISED 2/6/16
Monday-Friday
Comments:
Monday-Friday
Comments:
Formative (Ideas
 Thumbs up/down
Summative (Suggestions
Exit ticket
 End of Chapter Test
 Zero to five
 Quiz
 Anecdotal notes
 End of Unit Project
Teacher observation
 Tech project
 Checklist
 Oral/visual presentation
 Oral summary
 Other: pre-chapter informal assessment (KWL)
 Extended Response
 Summary statements/Friday qui
4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning
experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus
Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks
Components
Day 1(Mon)
Day 2(Tues)
Day 3 (Weds)
Day 4 (Thur.)
Day 5 (Fri.)
of Gradual
Release:
JJIP (review of
JJIP (review of
JJIP (review of word JJIP (review word
JJIP (review word
Focus Lesson word parts and
word parts and parts and context
parts and context
parts and context
(I do)
context clues)
context clues)
clues)
clues
clues)
Intro: Present the
lesson goal and
wordlist with
Cornell notes
including JJIP and
simplifying
square roots
using the product
& quotient
property of
square roots
Intro: Present
the lesson goal
and wordlist
with Cornell
notes including
JJIP and
simplifying
square roots
using the
product &
quotient
property of
square roots
Intro: Present the
lesson goal and
wordlist with
Cornell notes
including JJIP, intro
to classifying
triangles
Intro: Present the
lesson goal and
wordlist with
Cornell notes
including JJIP
classifying triangles
and using
Pythagorean
Theorem
Intro: Present the
lesson goal and
wordlist with Carnell
notes including JJIP &
classifing triangles
and using
Pythagorean
Theorem
REVISED 2/6/16
Guided
Instruction
(We do)
CCSS
Collaborative
(We do
together)
CCSS
Activity:
1. Launch
chapter 9.2
Examples 1
-4
simplifying
radical
expression
2. Guided
Practice
page 460 #
1-8
3. Math
discourse #
8 error
analysis
4. Basic skill
practice
page 94
finding the
value of x
for given
triangles &
rectangles
(pg. 94)
5. Divide into
Power
teams and
complete
given
Activity:
1. Launch
lesson
9.2
simplify
radical
expressi
ons
Activity:
1. Launch 9.3
classifying
triangles &
guide
learners in
completing
checkpoint
#1-10
Activity:
1. Launch Lesson
9.3 using
Pythagorean
Theorem
Examples 1-3
2. Guided
practice 1 -6
and 9.2 Pg. 467
2. Complete #
3-6
3. Guide
learners
in using a
calculator
to
evaluate
radical
expressio
ns # 9-12
4. Basic skill
practice
(page 95)
5. Divide
into
Home
teams
and
complete
2. Basic skill review &
practice (pg. 140
writing & simplifying
expressions for given
triangles
3.
Expert
Group
1
Classify
triangl
es
Expert
Group
2
Expert
Group
3
ID
sums of
angles
Classify
by side
lengths
2. Practice
problems # 712
3. CAI: classzone
PPT Divide
into team of 4
and using
small white
boards display
strategies for
given
problems
(chpt. 11-4)
Activity:
1. Launch Lesson
9.2 using the
product property
2. Guided practice
page 811 # 9-15
odd
REVISED 2/6/16
examples
Expert Square
Group
roots
1
Expert
Group
2
Expert
Group
3
Expert
Group
4
Independent
(You do)
CCSS
Approx
Sq. root
Eval.
Radical
express
Solve
equ /w
sq.
roots
5. Additional
practice
worksheet
expressions
Summary & I can
statements
(student lead)
with EXIT PASS
basic skill
drill &
practice
review
(pg 95
#46-64
Expert
Group
4
JJIP
applica
tion
4. Quiz page 811 #
1-16 even
5. Review &
correct
4. Return to home
team and peer teach
assigned problems
4. Additional
Practice work
sheet finding
value of X for
given polygons
5. Additional
Practice worksheet
classifying angles &
triangles
Summary & I
can statements
(student lead)
with EXIT PASS
Summary & I can
statements (student
lead) with EXIT PASS
6. Additional
Practice
worksheet
classifying
angles & using
Pythagorean
Theorem
Summary & I can
Summary & I can
statements (student statements (student
lead) with EXIT PASS lead) with EXIT PASS
REVISED 2/6/16
5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Day 1 (Mon)
Day 2 (Tues)
Day 3 (Weds.)
Day 4 (Thurs.)
Music to transition
Music—Transition
Music
Music
Pencils
Pencils
Pencils
Pencils
Textbook
Textbook
Poster paper
Textbook
worksheet
Computer video
Computer PPT
Computer video
Small white boards
tutor
Small white boards
tutor
BINDER/PLANNER
Small white boards
BINDER/PLANNER
Small white boards
BINDER/PLANNER
Family Connection (How will you communicate with and extend into the home?)
Parents as Partners newsletter (Chapter 9)
Day 5 (Fri.)
Music
Poster paper
Notebooks
Paper/Pencils
Small white boards
BINDER/PLANNER
Q4 Week 1: This week marks the beginning of 4th quarter. Learners have review and explored square roots with
expressions and equations. We will move forward with Pythagorean theorem and continue to review & practice basic
skills. Students are now moving in and out of their “power groups” and returning to home teams to share and/or peer
teach concepts at 4-teired readiness levels. This week tiered groups will be using various manipulative to explore
classifying angles, triangles and applying Pythagorean Theorem. Exit passes will assist with creating the tiered groups as
readiness levels indicated varied levels. I will guide learners in construction of their DI foldable posters to share with
staff at our next SIP day.
Looking Ahead:
1. Reflection on implemented DI strategies with a gradual release focus
2. CP2 materials for upcoming unit Kaleidoscope