Week #: 2
8/10 - 8/14
Teacher: Jack E. Josey, Jr.
Monday
Standard
Number,
Element, and
DOK Level
N/A - Basic
Algebra Review
(Operations with
Integers)
Tuesday
N/A - Basic Algebra
Review (Operations
with Integers)
Wednesday
Thursday
N/A - Basic Algebra
Review
(Operations with
Integers)
N/A - Basic
Algebra
Review
(Operations
with Integers)
DOK: 2
DOK: 2
Course: Algebra 1
Friday
N.Q.1, 1a, 1b,
1c, 2, 3
(Unit Analysis)
DOK: 2
DOK: 2
DOK: 2
Essential
Question(s)
What are the
basic operational
rules when
working with
integers to
evaluate numeric
expressions?
Why is it important to
master operations
with integers before
delving into the
actual standards of
Algebra 1?
N/A
N/A
What is unit
analysis and
how is it used
in problem
solving?
Relevant
Vocabulary
Integer, Operation,
Product, Quotient,
Sum, Difference,
Power, Exponent
Integer, Operation,
Product, Quotient,
Sum, Difference,
Power, Exponent
Integer, Operation,
Product, Quotient,
Sum, Difference,
Power, Exponent
Integer,
Operation,
Product,
Quotient, Sum,
Difference,
Power,
Exponent
Unit, Unit
Analysis,
Conversion,
Conversion
Factor, Rate of
Change,
Capacity,
Distance
Activating
Strategy
A relevant problem
will be placed on
the smartboard as
students enter the
classroom.
A relevant problem will
be placed on the
smartboard as students
enter the classroom.
N/A
N/A - TEST
DAY
None today, as
we will be
going over
graded tests
from yesterday.
Instructional
Strategies /
Activities
TKES 3, 7 & 8
A pre-test of just
four problems will
be given at the
beginning of the
period. Students
will be given
around ten minutes
to work
them. Students
then will swap and
grade each other’s
paper. I will collect
the papers, quickly
identify from the
results the
students who need
Recap of Monday’s
classwork/homework,
modeling problemsolving techniques of
evaluating numeric
expressions, and the
proper use of
calculator functions
(only used to check
work - not used for test
and intial classwork).
Students will be
given a practice
test that will take
them about ½ the
class
period. Afterward,
we will review all
problems on the
board, where
students will get a
chance to work
problems on the
board.
N/A - TEST
DAY
Brief lecture
over the
concept of unit
analysis
followed with
several of
examples of
the techniques
involved in
using unit
analysis in
simple and
multi-step
problem
solving.
Students will be given
a worksheet that
resembles the test that
intensive help and
will have them sit
on one part of the
room, or perhaps
at the rear table if
the are just a few
of them. For those
who fared well, I
will give them a
worksheet that
resembles the test,
and they will work
individually for a
while, then I will
allow them to work
together to
compare answers,
then finally use a
calculator to check
their results.
will be given this
week. Students will
work individually, and
later will compare
answers with
classmates. Next,
students use
calculators to check
their answers, and
finally, I will put the
answers to all
problems on the board
using a document
camera. At this time I
field questions from
students and show
them the correct
solutions.
Intervention/
Remediation
Strategies
TKES 2 & 6
From pre-test
results, I will
remediate students
who need the most
help while others
work on their
regular
assignment.
From closely
monitoring student
work progress over the
last few school days, I
frequently go aid the
students who I can
plainly see are
struggling, and
especially those I
identified by the pretest given yesterday.
From the ticket out
the door recorded
data, I will work
closely with those
students who
missed the T.O.D.
problem.
N/A - TEST
DAY
During this first
day on a new
topic, I will
address
questions in a
general,
common
setting. When
students are
given a
problem to
work, I will walk
around the
room
monitoring
students work,
especially
those who
performed
poorly on
yesterday’s
test.
Differentiation
TKES 4
See instructional
strategy above.
No differentiated
assignments were
given today.
No differentiated
assignments were
given today.
N/A - TEST
DAY
None today 1st day of new
unit.
DOK Level 3
Questioning
Strategies /
HOTS
TKES 8
“Why is (-3) + (-3)
the same problem
as -3 - 3?
Why is the product
(answer) of a negative
number times a
positive number,
negative?
n/a
N/A - TEST
DAY
How does unit
analysis direct
a student to
know whether
to multiply or
divide to
progress to
successive
steps in a
multi-step
problem?
Summarizing
Strategy
TKES 6
Students are
asked to give the
basic operational
rules of integers
(sign rules).
Students are asked to
give the basic
operational rules of
integers (sign rules).
Students will know
all the various
types of problems
that will be on
tomorrow’s test.
N/A - TEST
DAY
Students will
answer the
E.Q.
Students will
Students will answer
the E.Q.
Students will
answer the E.Q.
answer the E.Q.
Pre-test (see
instructional
strategies above).
Ticket out the door
Question & Answer
- Practice Test
Written Test
Data Usage
(Assessment
Uses)
TKES 6
Use pre-test
results to render
intensive aid to
those students
who missed more
than more than two
problems out of
four.
Review and record
ticket out the door
performance and
identify students who
did not work the
problem correctly.
Ticket out the door
data will be used to
know which
students will need
close monitoring
and aid during
practice test.
N/A - TEST
DAY
Technology
Incorporation
TKES 3
N/A
N/A
N/A
Materials
Hand-made
worksheets,
calculators, pencil
& paper.
Hand-made
worksheets,
calculators, pencil &
paper.
Hand-made
worksheets,
calculators, pencil
& paper.
Assessment
Strategies
TKES 5
Teacher
Notes