Weekly Lesson Plan – November 12– November 16, 2012
Teacher: Joshua Wardlow
School: Nimitz High School
Subject: Algebra I
Period: 3,5,6,7,8
Date(s)
Monday:
Tuesday:
Wed:
Thursday:
Friday:
CONTENT OBJECTIVE
TEKS/Student Expectations
Readiness Standards
A.1D Represent relationships
among quantities using
concrete models, tables,
graphs, diagrams, verbal
descriptions, equations, and
inequalities.
A.1E Interpret and make
decisions, predictions, and
critical judgments from
functional relationships
A.2B identify mathematical
domains and ranges and
determine reasonable domain
and range values for given
situations, both continuous
and discrete
A.2D Collect and organize
data, make and interpret
scatterplots and model,
predict, and make decisions
and critical judgments in
problem situations
A.5C use, translate, and make
connections among algebraic,
tabular, graphical, or verbal
descriptions of linear
functions
A.6B Interpret the meaning of
slope and intercepts in
situations using data,
symbolic representations, or
graphs
A.6C Investigate, describe,
and predict the effects of
changes in m and b on the
graph of y = mx + b
A.6F Interpret and predict the
effects of changing slope and
y-intercept in applied
situations
Supporting Standards
A.1C Describe functional
relationships for given
problem situations and write
equations or inequalities to
answer questions arising from
the situations.
A.2A Identify and sketch the
general forms of linear (y =
x) and quadratic (y =
x2) parent functions
A.2C Interpret situations in
terms of given graphs or
creates situations that fit
Readiness Standards
A.1D Represent relationships
among quantities using
concrete models, tables,
graphs, diagrams, verbal
descriptions, equations, and
inequalities.
A.1E Interpret and make
decisions, predictions, and
critical judgments from
functional relationships
A.2B identify mathematical
domains and ranges and
determine reasonable domain
and range values for given
situations, both continuous
and discrete
A.2D Collect and organize
data, make and interpret
scatterplots and model,
predict, and make decisions
and critical judgments in
problem situations
A.5C use, translate, and make
connections among algebraic,
tabular, graphical, or verbal
descriptions of linear
functions
A.6B Interpret the meaning of
slope and intercepts in
situations using data,
symbolic representations, or
graphs
A.6C Investigate, describe, and
predict the effects of changes
in m and b on the graph of y =
mx + b
A.6F Interpret and predict the
effects of changing slope and
y-intercept in applied
situations
Supporting Standards
A.1C Describe functional
relationships for given
problem situations and write
equations or inequalities to
answer questions arising from
the situations.
A.2A Identify and sketch the
general forms of linear (y =
x) and quadratic (y =
x2) parent functions
A.2C Interpret situations in
terms of given graphs or
creates situations that fit given
Readiness Standards
A.1D Represent relationships
among quantities using
concrete models, tables,
graphs, diagrams, verbal
descriptions, equations, and
inequalities.
A.1E Interpret and make
decisions, predictions, and
critical judgments from
functional relationships
A.2B identify mathematical
domains and ranges and
determine reasonable domain
and range values for given
situations, both continuous
and discrete
A.2D Collect and organize
data, make and interpret
scatterplots and model,
predict, and make decisions
and critical judgments in
problem situations
A.5C use, translate, and
make connections among
algebraic, tabular, graphical,
or verbal descriptions of
linear functions
A.6B Interpret the meaning of
slope and intercepts in
situations using data,
symbolic representations, or
graphs
A.6C Investigate, describe,
and predict the effects of
changes in m and b on the
graph of y = mx + b
A.6F Interpret and predict the
effects of changing slope and
y-intercept in applied
situations
Supporting Standards
A.1C Describe functional
relationships for given
problem situations and write
equations or inequalities to
answer questions arising
from the situations.
A.2A Identify and sketch the
general forms of linear (y =
x) and quadratic (y =
x2) parent functions
A.2C Interpret situations in
terms of given graphs or
creates situations that fit
Readiness Standards
A.1D Represent relationships
among quantities using
concrete models, tables,
graphs, diagrams, verbal
descriptions, equations, and
inequalities.
A.1E Interpret and make
decisions, predictions, and
critical judgments from
functional relationships
A.2B identify mathematical
domains and ranges and
determine reasonable
domain and range values for
given situations, both
continuous and discrete
A.2D Collect and organize
data, make and interpret
scatterplots and model,
predict, and make decisions
and critical judgments in
problem situations
A.5C use, translate, and
make connections among
algebraic, tabular, graphical,
or verbal descriptions of
linear functions
A.6B Interpret the meaning
of slope and intercepts in
situations using data,
symbolic representations, or
graphs
A.6C Investigate, describe,
and predict the effects of
changes in m and b on the
graph of y = mx + b
A.6F Interpret and predict the
effects of changing slope
and y-intercept in applied
situations
Supporting Standards
A.1C Describe functional
relationships for given
problem situations and write
equations or inequalities to
answer questions arising
from the situations.
A.2A Identify and sketch the
general forms of linear (y =
x) and quadratic (y =
x2) parent functions
A.2C Interpret situations in
terms of given graphs or
creates situations that fit
Readiness Standards
A.1D Represent relationships
among quantities using
concrete models, tables,
graphs, diagrams, verbal
descriptions, equations, and
inequalities.
A.1E Interpret and make
decisions, predictions, and
critical judgments from
functional relationships
A.2B identify mathematical
domains and ranges and
determine reasonable domain
and range values for given
situations, both continuous
and discrete
A.2D Collect and organize
data, make and interpret
scatterplots and model,
predict, and make decisions
and critical judgments in
problem situations
A.5C use, translate, and make
connections among algebraic,
tabular, graphical, or verbal
descriptions of linear
functions
A.6B Interpret the meaning of
slope and intercepts in
situations using data,
symbolic representations, or
graphs
A.6C Investigate, describe,
and predict the effects of
changes in m and b on the
graph of y = mx + b
A.6F Interpret and predict the
effects of changing slope and
y-intercept in applied
situations
Supporting Standards
A.1C Describe functional
relationships for given
problem situations and write
equations or inequalities to
answer questions arising
from the situations.
A.2A Identify and sketch the
general forms of linear (y =
x) and quadratic (y =
x2) parent functions
A.2C Interpret situations in
terms of given graphs or
creates situations that fit
Weekly Lesson Plan – November 12– November 16, 2012
Teacher: Joshua Wardlow
School: Nimitz High School
Subject: Algebra I
Period: 3,5,6,7,8
given graphs
A.5A Determine whether or not
given situations can be
represented by linear
functions
A.5B Determine the domain
and range for linear functions
in given situations
A.6A Develop the concept of
slope as rate of change and
determine slopes from graphs,
tables, and algebraic
representations
A.6E Determine the intercepts
of the graphs of linear
functions and zeros of linear
functions from graphs, tables,
and algebraic representations
A.6G Relate direct variation to
linear functions and solve
problems involving
proportional change
graphs
A.5A Determine whether or not
given situations can be
represented by linear
functions
A.5B Determine the domain
and range for linear functions
in given situations
A.6A Develop the concept of
slope as rate of change and
determine slopes from graphs,
tables, and algebraic
representations
A.6E Determine the intercepts
of the graphs of linear
functions and zeros of linear
functions from graphs, tables,
and algebraic representations
A.6G Relate direct variation to
linear functions and solve
problems involving
proportional change
given graphs
A.5A Determine whether or
not given situations can be
represented by linear
functions
A.5B Determine the domain
and range for linear functions
in given situations
A.6A Develop the concept of
slope as rate of change and
determine slopes from
graphs, tables, and algebraic
representations
A.6E Determine the intercepts
of the graphs of linear
functions and zeros of linear
functions from graphs,
tables, and algebraic
representations
A.6G Relate direct variation to
linear functions and solve
problems involving
proportional change
given graphs
A.5A Determine whether or
not given situations can be
represented by linear
functions
A.5B Determine the domain
and range for linear
functions in given situations
A.6A Develop the concept of
slope as rate of change and
determine slopes from
graphs, tables, and algebraic
representations
A.6E Determine the
intercepts of the graphs of
linear functions and zeros of
linear functions from graphs,
tables, and algebraic
representations
A.6G Relate direct variation
to linear functions and solve
problems involving
proportional change
given graphs
A.5A Determine whether or
not given situations can be
represented by linear
functions
A.5B Determine the domain
and range for linear functions
in given situations
A.6A Develop the concept of
slope as rate of change and
determine slopes from
graphs, tables, and algebraic
representations
A.6E Determine the intercepts
of the graphs of linear
functions and zeros of linear
functions from graphs, tables,
and algebraic representations
A.6G Relate direct variation to
linear functions and solve
problems involving
proportional change
Weekly Lesson Plan – November 12– November 16, 2012
Teacher: Joshua Wardlow
School: Nimitz High School
Subject: Algebra I
Period: 3,5,6,7,8
LANGUAGE OBJECTIVE
INSTRUCTIONAL
CONSIDERATIONS
Focus Activity
Engage
Strategies or Methodologies
Direct Teach
Guided Practice
Independent Practice
1C Use strategic learning
techniques such as concept
mapping, drawing, memorizing,
comparing, contrasting, and
reviewing to acquire basic and
grade-level vocabulary.
3H Narrate, describe, and
explain with increasing
specificity and detail as more
English is acquired.
5B Write using newly acquired
basic vocabulary and contentbased grade-level vocabulary.
Explore/Explain
Students use the Gizmo: SlopeIntercept Form of a Line and
describe changes to the linear
parent function caused by
changing the parameters
of m and b. Students generalize
the effects of those parameter
changes on the linear parent
function.
1C Use strategic learning
techniques such as concept
mapping, drawing,
memorizing, comparing,
contrasting, and reviewing to
acquire basic and grade-level
vocabulary.
3H Narrate, describe, and
explain with increasing
specificity and detail as more
English is acquired.
5B Write using newly acquired
basic vocabulary and contentbased grade-level vocabulary.
Explore/Explain
Students define slope as a rate
of change and determine slope
from graphs, tables, and
algebraic representations.
1C Use strategic learning
techniques such as concept
mapping, drawing,
memorizing, comparing,
contrasting, and reviewing to
acquire basic and grade-level
vocabulary.
3H Narrate, describe, and
explain with increasing
specificity and detail as more
English is acquired.
5B Write using newly acquired
basic vocabulary and contentbased grade-level vocabulary.
Explore/Explain
Students continue to define
slope as a rate of change and
determine slope from graphs,
tables, and algebraic
representations.
Explain
Gizmo: Slope-Intercept Form of
a Line
Slope Powerpoint
Investigating Slope (start)
Investigating Slope (finish)
Can You See the Slope?
Parameter Changes on Linear
Parent Function
EXTENSION
Elaborate
ASSESSMENT
Evaluate
DIFFERENTIATION
1C Use strategic learning
techniques such as concept
mapping, drawing,
memorizing, comparing,
contrasting, and reviewing to
acquire basic and grade-level
vocabulary.
3H Narrate, describe, and
explain with increasing
specificity and detail as more
English is acquired.
5B Write using newly acquired
basic vocabulary and contentbased grade-level vocabulary.
Teacher Note:
Help each class to reset the
calculators before using them.
Make sure students are entering
the linear parent function in y1,
entering the new function in y2,
and format the window to
square.
To help students distinguish
between the two lines, have
students use the thick line option
in the graphing calculator for the
function in y2.
Inquiry-Based
Lesson
Activities
Explore
INSTRUCTIONAL RESOURCES
AVID Strategies
1C Use strategic learning
techniques such as concept
mapping, drawing,
memorizing, comparing,
contrasting, and reviewing to
acquire basic and grade-level
vocabulary.
3H Narrate, describe, and
explain with increasing
specificity and detail as more
English is acquired.
5B Write using newly acquired
basic vocabulary and contentbased grade-level vocabulary.
Explore/Explain
Students use the graphing
calculator and describe changes
to the linear parent function
caused by changing
the parameters of m and b.
Students generalize the effects
of those parameter changes on
the linear parent function.
Analyzing Multiple
Representations of Linear
Functions Project
Students complete an analysis of
various linear functions by
describing their characteristics
and comparing them to the
parent function.
Integrated technology
Visual representations and realworld connections
Calculator