REVISED 3/9/16
Carol Draper lesson elements for Week of 2/3/14 Grade 8 Algebra I
Check all that apply:
 Language Arts
 Algebra I
 Social Science
 Science
 Technology
 Elective:
1. Common Core Learning Standards Addressed:
F.IF.1 Know the definition of a function, Know the components of a function (domain, range, element, input, output) Perform
the vertical line test to identify a function
F.IF.2 Know that the graph of f is the graph of the equation y = f(x) Evaluate functions
Use function notation. Interpret a function in context (intercepts, coefficients)
F.IF.4 Given a function, identify key features in graphs and tables
Sketch a graph of a function given a verbal description (ex. intercepts, end behavior)
F.IF.5 Determine the practical domain of a function
F.IF.7 Graph functions. Graph linear functions, show intercepts
F.IF.9 Compare properties of two functions represented in different ways (algebraic, graph, table, verbal description)
Functions Unit Lesson 1.8, 4.3, 4.6, 4.7, 5.1, 5.2, 5.3, 5.4
Math Practice: Standard 1: Make sense of problems & persevere on solving them (CCSS domain 1)
Standard 3: Construct viable arguments & critique the reasoning of others (CCSS domain 3)
2a. 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 week lessons?)
2a. I can statements:
Mon: The learner will graph the
solution set for a given domain
(Lesson 4.4)
Mon: The learner will use an
equation to solve and graph
solutions sets
Mon: I can solve and graph
solution sets using equations
Tues: The learner will graph linear
equations (lesson 4.5)
Tues.: The learner will select
values for domain, make a table
& graph linear equations
Tues.: I can represent relations
of sets, make a table and graph
linear equations like this…
(Demo per EXIT PASS)
New Bloom’s
REVISED 3/9/16
Weds.: The learner will determine
if a relation is a function (lesson
4.6)
Wed: The learner will represent
Weds.: I can represent
relations of sets using ordered
relations of sets like this…
pairs, tables, mapping and graphs (Demo per EXIT PASS)
Thurs: The learner will determine
whether a relation is a function
(lesson 4.6)
Thurs: The learner will identify
functions, determine equations
as functions
Thurs: I can identify functions
and equations as functions like
this… (Demo per EXIT PASS)
Fri.: The learner will complete a
quiz and determine arithmetic
sequence (lesson 4.7)
Fri: The learner will complete a
quiz & determine arithmetic
sequence
Fri: I complete a quiz with___%
accuracy & determined
arithmetic sequence 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?)
Monday-Friday
Comments:
Monday-Friday
Comments:
Formative (Ideas:)
 Thumbs up/down
 Exit ticket
 Zero to five
 Anecdotal notes
 Teacher observation
 Checklist
 Oral summary
 Extended Response
 Other: KWL, CAI, Small white boards checkpoint
Summative (Suggestions:)
 End of Unit Test
 Extended Response
 End of Unit Project
 Technology quiz ---classzone
 Oral/visual presentation
 Math Discourse
 QUIZ
 Written summary
DIFFERENTIATION
REVISED 3/9/16
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 Wed
Day 4 Thur.
Day 5 Fri.
of Gradual
Release:
JJIP (word parts &
JJIP (word parts
JJIP (word parts
JJIP (word parts JJIP (word parts
Focus Lesson context clue)
and context clue)
and context clue)
and context
and context clue)
(I do)
clue)
Activity:
Activity:
Activity:
1. Present the
Activity:
Activity:
1. Present the
1. Present the
lesson goal
1. Present the
1. Present
lesson goal
lesson goal
and wordlist lesson goal and
the lesson
and wordlist
and wordlist
including JJIP wordlist
goal and
including JJIP
including
and warm-up including JJIP
wordlist
and warm-up
JJIP and
problems
using Cornell
including
problems
warm-up
using Cornell notes to
JJIP and
using Cornell
problems
notes to
determine
warm-up
notes on
using Cornell
determine
whether a
problems
graphing a
notes
whether a
relation is a
using
solution set
(represent
relation is a
function
Cornell
for a given
relations)
function
notes
domain
Guided
Instruction
(We do)
2. Launch lesson 4.4
by guiding learners
in completing
examples 1-4 (pg,
213
2. Launch lesson 4.5
by guiding learners
in completing page
218-219 Examples #
1-4
2. Launch lesson 4.6
by guiding learners
in completing page
233 maintaining your
skills
2. Launch 4.6
page 226
determining
relations as
functions.
Examples 1-3
2. Launch 4.6 page
230 Examples #4
& 5 (nonstandard
& nonlinear
function values)
REVISED 3/9/16
Collaborative
(We do
together)
Independent
(You do)
2. Checking for
understanding Pg.
214 # 1-13 Learners
will move into
expert groups and
complete:
EXP Problem #
1
# 14
2
#15
3
#20
4
#21
3. Checking for
understanding #1-15
4. Divide into
assigned tiered
groups (will switch)
Group I Page 221
#16-31
4. Checking for
3. Checking for
understanding understanding
Graphing
page228 # 1-16
linear
equations
using a
graphing
calculator
Homework: page 217 Homework page 209
# 56-76 (Maintain
# 18 - 25
your skills)
4. Intro samples of
arithmetic
sequences and
discuss patterns
5. SLC practice &
update
Group II graphing
equations using a
graphing calculator
3. direct learners to
return to home team
and peer teach their
assigned problem
3. Page 215 # 32 -41 5. Skill practice
worksheet page 259
# 1-9
Summary & I Can
Summary & I Can
statements (student
statements (student
lead) with EXIT PASS lead) with EXIT PASS
3. Checking for
understanding pg.
230 #29- 37 odd
5. Page 225
exercise # 1-15
5. Assign # 17-28
Summary & I Can
(student lead)
statements with EXIT
PASS
Summary & I
Can (Student
lead) statements
with EXIT PASS
Homework: TBA
Homework: TBA
Summary & I Can
(Student lead)
statements with
EXIT PASS
REVISED 3/9/16
5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Day 1
Day 2
Day 3
Day 4
Notebook
Notebook
Notebook
Notebook
Textbook
Textbook
Textbook
Textbook
Computer
Computer
Graphing
Computer
Small white boards
Small white boards calculators
Small white board
Graphing calculators
Graphing
Computers
Graphing calculators
calculators
EXIT PASS
EXIT PASS
EXIT PASS
Exit pass
Day 5
Notebook
Textbook
Computer
Small white boards
Graphing calculators
EXIT PASS
Family Connection (How will you communicate with and extend into the home?)
Parents as Partners newsletter (Chapter 4/5) check that learners are having it signed and placed in their binders
Teacher Reflection: Quarter 3
Q3 Week 1: This week marks the beginning of 2nd semester. Learners will begin Chapter 8. In this chapter student will solve
problems involving monomials and polynomials. We will begin by identifying monomials and connect the multiplication and
division of monomials and exponents. We will need additional practice using negative exponents (new concept presented this
year) and simplifying expressions. Students will be expected to apply their knowledge of multiplying and dividing monomials
and polynomials to factoring polynomials in chapter 9
We will be working in groups that change frequently pending assessment of daily EXIT PASSES. During assigned independent
activities learners may work with a partner, independently or with me in DI activities. This is a fun chapter and a big boost for
student confidence.
JJIP: I will be reviewing and re-enforcing semester 1 concepts and then moving to inference next week. Learners will practice
and review the lesson next week (I will be attending a week-long conference.)
Q3 week 2: This week learners will work more with polynomials. Lesson 8.5 & 8.6 which will introduce them to identifying
polynomials, arranging terms in ascending and descending order, as well as adding & subtracting. Lesson have been designed
to assure additional guided practice and to allow for an easy transition for the guest teacher.
REVISED 3/9/16
Last week learners worked in three-tier level groups. One small group was able to gain additional assistance with difficult
concepts (as reflected per data). We did have some technology difficulty that interrupted the flow of the activity. Student
transition from whole group focus lesson to collaborative work was very good. I was listening for verbal justification but was
also pleased with their skill in modeling their solutions and use of peer teaching. Voice volume levels remained appropriate for
learning. Everyone who attempted EXIT PASSES completed them with 100% accuracy---I lost the engagement of three leaners
after having to address behavioral concerns, I may have waited to long and should have sent them to a Buddy room but I was
striving to keep them in class.
LOOKING AHEAD: Complete cyber-bullying lessons
DI book study—chapter 1 is complete-- moving to Chapter 2-4
Update SLC artifacts
Q3 Week 4: Learners have completed their study of polynomials and now they will begin to study functions. In prior chapters,
they learned that a relation is a set of ordered pairs. Now they will see that a relation can also be presented as a table, graph, or
a mapping. Mapping will demonstrate how each element of the domain is paired with elements of the range using arrows.
Students will identify ordered pairs, variables, relations, functions, the domain and range as well as the inverse of a relation.
Students will explore graphing linear relations using intercepts and tables This unit of study incorporates lessons from various
chapters as it is aligned to CCSS. Learners will review and practice previous chapters in preparation for ISAT per classzone and
independent study groups. The daily use of exit pass data reflects learners are reaching their goals but they experience
difficulty applying multiple concepts on formal assessments. The pacing is very rigorous.
Q3 Week 5: