Algebra 1 Topic 4 Algebra 1 Table of
Algebra 1 Topic 4
Algebra 1 Table of Contents • Recommended Instructional Design and Planning Continuum ……. Slide 3 • Vocabulary …………………………… Slides 4 – 9 • Pre-Requisite Practice Items ……………………… Slides 10 – 20 • Reporting Category Practice Items ………………… Slides 21 – 34
Algebra 1 RECOMMENDED INSTRUCTIONAL DESIGN AND PLANNING CONTINUUM Before Prior to the lesson: Outline content standard(s). Determine learning targets. Anticipate student understanding and misconceptions. Determine prerequisite skills. Plan for learning experiences that target o Rigor o Conceptual Understanding o Procedural Fluency o Application Determine the task students will demonstrate to reach the desired learning targets. Plan instructional delivery methods that will maximize initial engagement and sustain it throughout the lesson. Decide how students will reflect upon, selfassess, and set goals for their future learning. During the lesson: Activate (or supply) prior knowledge and/or spiral back o Warm ups, Bell Ringers, Openers, etc. Tailor lesson experiences to the different needs and ability of the learners. Clarify vocabulary and mathematical notation. Incorporate a variety of higher order questions to encourage and increase critical thinking skills. Continuously check for student understanding and provide feedback. Provide opportunities for students to develop self-assessment and to reflect about their understanding and work. Bring closure to the lesson so that the students can articulate what they have learned. After the lesson: Analyze evidence of student learning to develop intervention, enrichment, and future instruction. Discuss results of assessments with students. Engage students in reflective processes and goal setting. Engage in self-reflection to adapt/modify teaching strategies to improve instruction.
Algebra 1 Vocabulary
Algebra 1 Mathematically Speaking! Choose 3 -4 vocabulary words for the day. Throughout the lesson, as students respond to your questions or are presenting a problem on the board, mark a tally when a vocabulary word is used accurately. This can be turned into a competition among groups or between periods. Examples of accuracy • translation vs slide • variable vs letter • addition property of equality vs adding on both sides
Compiled and/or modified from: http: //www. doe. virginia. gov/instruction/mathematics/resources/vocab_cards/ Algebra 1 (A, B and C are integers; A and B cannot both equal zero. ) The graph of the linear equation is a straight line and represents all solutions (x, y) of the equation.
Compiled and/or modified from: http: //www. doe. virginia. gov/instruction/mathematics/resources/vocab_cards/ Algebra 1 Inequality An algebraic sentence comparing two quantities.
Compiled and/or modified from: http: //www. doe. virginia. gov/instruction/mathematics/resources/vocab_cards/ Algebra 1 Half-Plane The part of the coordinate plane on one side of a line, which may include the line. Shaded half-plane Unshaded half-plane
Compiled and/or modified from: http: //www. doe. virginia. gov/instruction/mathematics/resources/vocab_cards/ Algebra 1 Graphing Linear Inequalities
Algebra 1 Pre-Requisite Practice Items
Pre-Requisites Algebra 1 Formative Assessments MAFS. 8. SP. 1. 3 Developmental Data Foot Length Stretching Statistics Tuition
Pre-Requisites Algebra 1 Illustrative Mathematics Tasks MAFS. 8. SP. 1. 3 US Airports, Assessment Variation
Algebra 1 Reporting Category Items
Algebra 1 MAFS. 912. A-CED. 1. 3 A local bicycle shop makes $75 on each Model A bike and $90 on each Model B bike. The overhead costs for making the bikes are $1, 350. Write an inequality to show many of each bike model must be sold so the company avoids losing money.
Algebra 1 MAFS. 912. A-CED. 1. 3 1. Since the homecoming committee bought only 500 footballs, they can sell no more than this. Represent this constraint with an inequality. 2. Is it possible for the profit to be exactly $1500? Show your work and justify your answer. No, the committee would have to sell 325. 6 football but you cannot sell a fraction of a football. 3. Is it possible for the profit to be at least $2400? Show your work and justify your answer No because that would require 505. 6 footballs and the committee only has 500.
Algebra 1 MAFS. 912. A-CED. 1. 3 Springfield will be opening a new high school in the fall. The number of underclassmen (9 th and 10 th graders) must fall between 600 and 700 (inclusive), the number of upperclassmen (11 th and 12 th graders) must fall between 500 and 600 (inclusive), and the number of students cannot exceed 1200. Let a represent the number of underclassmen and let b represent the number of upperclassmen. Write a set of inequalities that models the constraints on the composition of the student body.
Algebra 1 MAFS. 912. A-CED. 1. 3
Algebra 1 MAFS. 912. A-CED. 1. 3 Tony makes a phone call at a pay phone. The charge is 25 cents for the first four minutes, and 10 cents for each additional minute. Tony has $2. 10 in change in his pocket. Write an inequality that can be used to find m, the maximum number of minutes that Tony can talk on the phone. Solve this inequality algebraically to find the maximum number of whole minutes he can talk on the phone.
Algebra 1 MAFS. 912. A-CED. 1. 3
Algebra 1 MAFS. 912. A-CED. 1. 3 Max works at a department store selling shoes. Max earns – $28 per day that he works $4. 50 per pair of shoes that he sells How many pairs of shoes does Max need to sell per day if he would like to earn at least $100 each day? At least 16 pairs of shoes
Algebra 1 MAFS. 912. A-CED. 1. 3 B
Algebra 1 MAFS. 912. A-CED. 1. 3 B
Algebra 1 MAFS. 912. A-REI. 4. 12 Write the inequality represented by the graph.
Algebra 1 MAFS. 912. A-REI. 4. 12 Write the inequality represented by the graph.
Algebra 1 MAFS. 912. A-REI. 4. 12 Which inequality is shown in the graph below? C
Algebra 1 MAFS. 912. A-REI. 4. 12 A. B. C. D. C
Algebra 1 Acknowledgment: The Reporting Category Practice Items in this presentation have been compiled and/or modified from various free internet sources. Some of these web sources are listed below: Algebra I Instructional Tasks - Louisiana Believes JMAP http: //www. lake. k 12. fl. us/cms/lib 05/FL 01000799/Centricity/Domain/6377/Friday%203. 20. docx A. CED. A. 3 & A. REI. D. 12 Assessment Items – hcpss http: //uca. edu/actm/files/2013/01/2014 -ACTM-State-Algebra-1. pdf
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