Lesson Objective(s):

Students will be able to identify, add, subtract, multiply, and divide fractions.

Students will be able to convert fractions to decimals to percents and back.

Students will be able to solve problems involving percents.

Students will be able to add/subtract/multiply/divide and solve problems involving integers.
21 st
Century Graduation Expectation(s):

1.1 Acquiring and applying knowledge and skills within and across the curriculum

1.2 Analyzing and evaluating information

1.3 Applying Technology as a learning tool across all disciplines


2.1 Working cooperatively and/or independently
2.2 Applying problem solving strategies

2.3 Utilizing resources and time effectively

2.4 Accessing, compiling, interpreting, and presenting data and information

4.4 Mastering technology as a means of communication
Standards:
Students Should:
 judge the effects of such operations as multiplication, division, and computing powers and roots on the magnitudes of quantities;
 develop fluency in operations with real numbers using mental computation or paper-and-pencil calculations for simple cases and technology for
 more-complicated cases. judge the reasonableness of numerical computations and their results.
GSES:

M(N&O) 2 Real Numbers

M(N&O) 4 Solving Problems

M(N&O) 6 Mental Computation


M(N&O) 7 Estimation
M (N&O) 8 Properties of Numbers
Reading

R2: Vocabulary Strategies-identifying, recalling, using key terms about fractions, decimals, percentages, and
 integers.
R8: Analysis of Informational Text-analyzes information in word problems to develop plan for solving
Writing

W2/W3: Response to Text-student will be writing their responses to word problems in a clear, concise manner
Problem Solving

Students will be using problem solving strategies to analyze fractions and decimal and to compute percentages.
Essential Question(s):

How are fractions, decimals, and percentages related?

Where do we see fractions, decimals, and percentages being used in the real world?


How can physical models represent fractions, decimals and percents?

What do integers represent on a number line?

What (sign) properties apply when doing number operations involving integers?
Content Topics:

Parts of fractions

Types of fractions: improper or mixed number

Equivalent fractions

Common denominator

Adding, subtracting, multiplying, and dividing fractions

Long division (converting fractions to decimals)

Types of decimals (terminating, repeating, nonterminating & nonrepeating)

Converting decimals to fractions

Changing decimals into percents

Multiplication using percentages

Integers

Absolute values

Number lines

Integer Operations
Student-Centered Instructional Strategies:

Using group work/cooperative learning

Nets & Cubing, manipulative for discovery

Technology
Student-Centered Learning Tasks and Opportunities:

Surveys: fractions to represent information

Pizza Parlor Problem: Fractions/Decimals for pizza toppings (Pie Chart)

Shopping Trip project using coupons (percents) with tax

Big Math and Fries: Percent problems involving calories and fast food.
Opportunities: group work, multiple intelligences, tiered lesson (process or product)
Instructional Resources and Equipment:

Texts: Algebra: Prerequisite Skills Workbook, Math Triumphs, Glencoe Algebra I

Manipulatives (colored circles, counting chips)

Multiplication charts


Computers
Assessment Task(s):

Students will conduct surveys to collect data to determine various percents (pie charts, etc.) and present it to the class

Students will work in groups to design a pizza with certain specifications for different toppings given in fractions

Students will conduct a “shopping trip” where they must calculate how much they are spending (with taxes, discounts, and coupons)
 Students will complete “Big Math and Fries” to determine various percentages and calorie values.
Rubric(s) for Assessment:

See attached rubrics
Reflection/Comments:

Lesson Objective(s):

Students will be able to simplify algebraic expressions and equations.

Students will be able to solve one-step, two-step, and multi-step equations.

Students will be able to graph points and linear equations.
21 st
Century Graduation Expectation(s):

1.2 Analyzing and evaluating information

2.2 Applying problem solving strategies
Standards:
Students Should:
 understand relations and functions and select, convert

 flexibly among, and use various representations for them; understand the meaning of equivalent forms of expressions, equations, inequalities, and relations; draw reasonable conclusions about a situation being modeled.
GSES:

M(N&O) 2 Real Numbers

M(N&O) 4 Solving Problems

M(N&O) 6 Mental Computation

M(N&O) 7 Estimation

M (N&O) 8 Properties of Numbers
Reading

R2: Vocabulary Strategies-identifying, recalling, using key terms about variables, equations, simplification, expressions, coordinate plane, and cooridinates.

R8: Analysis of Informational Text-analyzes information in word problems to develop plan for solving
Writing

W2/W3: Response to Text-student will be writing their responses to word problems in a clear, concise manner
Problem Solving

Students will be using problem solving strategies to analyze fractions and decimal and to compute percentages.
Essential Question(s):

What steps are necessary to solve multi-step equations?

What is the relationship between coordinates and the coordinate plane?

How is a graph representative of a linear equation?

How does one graph a linear equation?
Content Topics:

Coordinate Plane

Ordered Pairs




Student-Centered Instructional Strategies:

Using group work/cooperative learning

Nets & Cubing, manipulative for discovery

Technology
Student-Centered Learning Tasks and Opportunities:

Solving Multi-step Equations Alternative Assessments

Graphing Equations Project (comparing slopes, y-intercepts)

Cooperative Learning
Opportunities: group work, multiple intelligences, tiered lesson (process or product)
Instructional Resources and Equipment:

Texts: Algebra: Prerequisite Skills Workbook, Math Triumphs, Glencoe Algebra I

Manipulatives (Tack Boards)

Equation Scales (Balances)

Computers
Assessment Task(s):

Students will graph sets of linear equations and determine the best choice for given situations.
 Students will choose an alternative assessment (song, children’s book, etc.) and explain how to solve a multistep equation.
Rubric(s) for Assessment:

See attached rubrics
Reflection/Comments: