Class:
Dates: Day 1
Unit: 1
Learning Target
I can simplify expressions.
I can order numbers with and without a number
line.
Acquire: vocab
Make Meaning:
Transfer:
Activity
Introduction:
- Attendance
- Who I am
- What the class is about “Learning Math” 
- Who are you
Ordering: Students up and place themselves in order by
- Age
- Height
- Length of letters in their name
- Distance from Lakewood (school) where you were born
Number lines:
- Students explains what a number line
- When/why they have seen or used in the past
- Would a number line of help with our last activity? Why or why not
Ordering: Students up and place themselves in order by the notecard given to them
- Work as a whole class with whole numbers (leave in order so students can see)
- Work as a whole class or in groups with number sets of integers and rational
What if anything did you notice different about the sets of numbers we just put in order?
Anyone remember anything about these sets of numbers?
Exit slip: power of 2 from 1 - 15
Check for Understanding
☒ Questioning/Discussion
☐ Navigator Quick Polls
☒ Circulate
☐ Thumbs up/down
☐ Student Presentations
☒ Whiteboard check
☒ Entrance/Exit Ticket
☒ Other Students up moving / making
☐ Other ___________________
☐ Other ___________________
Teach Like a Champion
☐ Hook
☐ Name the Steps
☐ Board = Paper
☐ Ratio
☐ Circulate
☐ Break it Down
☐ At Bats
☐ Take a Stand
☐ Other ______________________
☐ Other ______________________
☐ Other ______________________
Homework
Bring to next class an example of where putting numbers is order is helpful or bring to class an example
of a number line being used.
Class:
Dates: Day 2
Unit
Learning Target
I can give/estimate the square root of a number.
I can order numbers with and without a number
line.
I can classify a number.
Acquire: vocab
Make Meaning: What is an irrational number?
Transfer:
Activity
Entrance Slip: perfect square roots up to 225
Have a few students share the example they brought for homework
Collect other examples to share later yourself
Students grab a whiteboard
Ordering:
- Students will write a number that represents their level of excitement about their math class this
year.
- Then students will place themselves in order
- Don’t erase your number you placed on the whiteboard you will need later
So last class we talked about the different sets of numbers we had worked with they see what you
remember.
Powerpoint of the Real Number system (no irrational at this time)
- Students can add the definition to their worksheet
- Students can help place numbers in the correct area of Venn diagram
Whiteboards out:
- Is your number real? If so write real on your board.
- Is your number rational? If so write rational on your board.
- Is your number an integer? If so write integer on your board.
- Is your number whole? If so write whole on your board.
- If your number is real stand up. Is everyone standing?
- If your number is rational take your seat. Is everyone sitting?
- If your number is an integer stand up. Checking
- If your number is not whole take your seat. checking
So what about that irrational?
Lab Activity: need algebra tiles
- Students can work individually, in pairs, or small groups
Exit slip: CA1
Check for Understanding
☐ Questioning/Discussion
☐ Navigator Quick Polls
☐ Circulate
☐ Thumbs up/down
☐ Student Presentations
☐ Entrance/Exit Ticket
☐ Other ___________________
☐ Other ___________________
☐ Other ___________________
Homework
Teach Like a Champion
☐ Hook
☐ Name the Steps
☐ Board = Paper
☐ Ratio
☐ Circulate
☐ Break it Down
☐ At Bats
☐ Take a Stand
☐ Other ______________________
☐ Other ______________________
☐ Other ______________________
Class:
Dates: Day 3
Unit
Learning Target
I can simplify expressions.
I can order numbers with and without a number
line.
I can classify numbers.
Acquire: vocab
Make Meaning: Why is following an order
helpful/important?
Transfer:
Activity
Entrance slip: give/estimate the square root and then place each in the correct circle for classification.
Powerpoint of the Real Number system fill in irrational
- Students can add the definition to their worksheet
- Students can help place numbers (from the warm up to check if they were correct) in the correct
area of Venn diagram
- Answer the follow up questions
Navigator Poll/SMART/Whiteboard questions
- General get to know about your class
- About numbers simplify
- About numbers classify
- Do some basic math to see if all get same answer this leads to the topic for the day (does
following the same pattern help us get the same answer)
SMART Lesson Order of Operations
- Work through the first slides then
- Groups to check for understanding
- Back to slides to take some notes (discuss why the notes might be helpful later and how you want
notes to be taken in the class)
- Groups to check for understanding
- Pairs to check for understanding (each pair a different problem), then have students classify their
answer in the real number system (I stands to explain how they reached their answer other
students explains the classification.
- Individual check for understanding (whiteboards or back to navigator poll questions)
Exit Slip: “ When you hear the word math what words, emotions, feeling come to mind and why?
Check for Understanding
☒ Questioning/Discussion
☒ Navigator Quick Polls
☐ Circulate
☐ Thumbs up/down
☐ Student Presentations
☒ Entrance/Exit Ticket
☒ White boards
☐ Other ___________________
☐ Other ___________________
Homework
Simplify and classify worksheet or from book
Teach Like a Champion
☐ Hook
☐ Name the Steps
☐ Board = Paper
☐ Ratio
☐ Circulate
☐ Break it Down
☐ At Bats
☐ Take a Stand
☐ Other ______________________
☐ Other ______________________
☐ Other ______________________
Class:
Dates: Day 4
Unit
Learning Target
Activity
Entrance Slip: CA2
Rational or Irrational Reasoning Task: Worksheet (performance task) (DI: group by ability)
Work on own then find partner and compare, as a group create a study guide with explanations,
examples, and graphics to help clear up any misconceptions.
- Robin Radical
- Ryan Radical
- Reuban Radical
- Ray Radical
- Rebecca Radical
- Ricky Radical
Time to fill in gaps observed from learning last few days
Or
an activity
Students each get an order of ops problem then placing themselves in order and classifying
- If your number is real stand up. Is everyone standing?
- If your number is rational stand. Check
- If your number is an integer stand. Check
- If your number is whole stand. Check
- If you are greater than zero stand. If you are standing you are what kind of number.
- If you are less than…
- If you are greater …
Or
Assignment and time to work
Or
?
Check for Understanding
☒ Questioning/Discussion
☐ Navigator Quick Polls
☒ Circulate
☐ Thumbs up/down
☒ Student Presentations
☐ Entrance/Exit Ticket
☐ Other __Groups DI_________________
☐ Other ___________________
☐ Other ___________________
Homework
Teach Like a Champion
☐ Hook
☐ Name the Steps
☐ Board = Paper
☐ Ratio
☐ Circulate
☐ Break it Down
☐ At Bats
☐ Take a Stand
☐ Other ______________________
☐ Other ______________________
☐ Other ______________________
Class:
Dates:
Unit
Learning Target
Exponents
Activity
Check for Understanding
☐ Questioning/Discussion
☐ Navigator Quick Polls
☐ Circulate
☐ Thumbs up/down
☐ Student Presentations
☐ Entrance/Exit Ticket
☐ Other ___________________
☐ Other ___________________
☐ Other ___________________
Homework
Teach Like a Champion
☐ Hook
☐ Name the Steps
☐ Board = Paper
☐ Ratio
☐ Circulate
☐ Break it Down
☐ At Bats
☐ Take a Stand
☐ Other ______________________
☐ Other ______________________
☐ Other ______________________
Class:
Dates:
Unit
Learning Target
Activity
Check for Understanding
☐ Questioning/Discussion
☐ Navigator Quick Polls
☐ Circulate
☐ Thumbs up/down
☐ Student Presentations
☐ Entrance/Exit Ticket
☐ Other ___________________
☐ Other ___________________
☐ Other ___________________
Homework
Teach Like a Champion
☐ Hook
☐ Name the Steps
☐ Board = Paper
☐ Ratio
☐ Circulate
☐ Break it Down
☐ At Bats
☐ Take a Stand
☐ Other ______________________
☐ Other ______________________
☐ Other ______________________
Class:
Dates:
Unit
Learning Target
Activity
Check for Understanding
☐ Questioning/Discussion
☐ Navigator Quick Polls
☐ Circulate
☐ Thumbs up/down
☐ Student Presentations
☐ Entrance/Exit Ticket
☐ Other ___________________
☐ Other ___________________
☐ Other ___________________
Homework
Teach Like a Champion
☐ Hook
☐ Name the Steps
☐ Board = Paper
☐ Ratio
☐ Circulate
☐ Break it Down
☐ At Bats
☐ Take a Stand
☐ Other ______________________
☐ Other ______________________
☐ Other ______________________
Class:
Dates:
Unit
Learning Target
Activity
Check for Understanding
☐ Questioning/Discussion
☐ Navigator Quick Polls
☐ Circulate
☐ Thumbs up/down
☐ Student Presentations
☐ Entrance/Exit Ticket
☐ Other ___________________
☐ Other ___________________
☐ Other ___________________
Homework
Teach Like a Champion
☐ Hook
☐ Name the Steps
☐ Board = Paper
☐ Ratio
☐ Circulate
☐ Break it Down
☐ At Bats
☐ Take a Stand
☐ Other ______________________
☐ Other ______________________
☐ Other ______________________
Class:
Dates:
Unit
Learning Target
Activity
Check for Understanding
☐ Questioning/Discussion
☐ Navigator Quick Polls
☐ Circulate
☐ Thumbs up/down
☐ Student Presentations
☐ Entrance/Exit Ticket
☐ Other ___________________
☐ Other ___________________
☐ Other ___________________
Homework
Teach Like a Champion
☐ Hook
☐ Name the Steps
☐ Board = Paper
☐ Ratio
☐ Circulate
☐ Break it Down
☐ At Bats
☐ Take a Stand
☐ Other ______________________
☐ Other ______________________
☐ Other ______________________