Absolute Value Lesson Alignment

Absolute Value Lesson Alignment Date(s): October 28, 2010 Course: EDS 541: Teaching Practicum Contents: Absolute Value Lesson Plan from 10/28/10 Grade 8 Math Team Lesson Plan for week of 10/25 10/29 8 th Grade GPS Yearlong Curriculum Alignment

Lesson Plan Template Lesson Information Subject: Period / Time: Date: Grade: Name: Math Absolute Value 2 nd /3 rd 10/28/2010 8 th Schomaker Goal for Lesson: Topic(s): Standard(s): Materials and Resources: Understanding(s): What deep understanding will students have as a result of this lesson? Essential Question(s): What ideas or concepts will students seek answers for during this lesson? Knowledge and Skills: Performance Task: How will students be assessed? Task / Activity: Consider what Quality Plus Teaching Strategy will best support this task or activity Engage Students / Hook: How will I begin so that students are engaged? Lesson Introduction (I Do, You Watch): How can I best teach new concepts, content, or skills to students to ensure they learn? How can I model strategies or techniques for Develop and refine understanding of solving algebraic equations involving absolute value. Algebra, absolute value, equations c. Solve algebraic equations in one variable, including equations involving e. Interpret solutions in PowerPoint (see file), Promethean Board, Individual Student Whiteboards Students will understand absolute value as the distance from zero on the number line. Students will understand how to set up equations involving absolute value using two equations, representing that fact that a particular distance from zero on the number line can occur in two directions. Ex. x = 5 implies that the distance from x to zero is five, which can be in the positive (x = 5) direction or negative (x = - 5) direction. How are equations with absolute value different or similar to standard equations? How do we set up and solve equations involving absolute value? Number line, integers, number sign, algebra, one- step equations Individually: Student whiteboard assessment Group: Problem solving and reporting back to class Sequence of Activities Time: :55 Description (provide step by step instructions to include teacher activity, student activity, and transitions): :10 Warm up activity from PowerPoint. Students are asked to solve four equations: z = 4, y+12 =2, 3x =15, t =- 6 Assessment: Ask students to display answers using whiteboards :10 Review of absolute value principles from PowerPoint. Q: What is absolute value? Q: How can we tell how many solutions an absolute value equation will have? Explain how eqs will have zero, one, two, or infinite solutions. 1

Lesson Plan Template students? What visual tools or organizers would assist students in grasping new concepts? Guided Practice (I Do, You Help You Do, I Help) Can students describe what you modeled for them and why? What steps can you take to have students practice the strategy? How will you check for understanding? Independent Practice (You Do, I Watch) What independent task(s) will students demonstrate understanding of the concept or strategy? Did I word directions clearly so students can understand? Did I provide written directions for students to refer back to at another time? Closing / Wrap- Up / Reflect / Review How will students summarize and share their learning? What reflective questions will help students think deeply about their learning? How will you connect back to the Essential Questions or Understandings? Is there a product that should be turned in? How will that product be collected? When will you assess student learning? Differentiated Instruction How will I ensure all students are engaged in learning by :10 Continue review of abs value principles from PowerPoint. Q: What is the first step in solving eqs with Abs. Value? Isolate absolute value on one side. Q: What is the second step? Create two equations; one equal to right side; one equal to additive inverse of right side. Q: Why do we create two equations? Distance from zero can be in two directions. The total solution set needs to reflect that reality. Differentiation: Introduce graphic organizer to help guide student thinking for creating two equations with abs. value problems. :20 Split class into seating groups of three. Group Task #1: Have groups work on four equations, displayed on the board. Remind students to use the graphic organizer if needed. Select one group to come up to the board and report back to the class about their solution to the equation(s). Group Task#2: Display two equations and solution sets on the board. Prompt groups to evaluate the solution sets for each equation. Select group to report back to class on whether the solution set for each equation is valid and if not, why not. :5 Have groups report back to class on solutions and reasoning for group tasks. Ask students to create class list of Top Five things learned during the class period (record the list on the board and add items as necessary). Assess state of student understanding based on responses and generation of top five items. I will use students Learning Profile to differentiate I will use a graphic organizer (see file) for all students, but 2

Lesson Plan Template providing the right support and challenge? How can I modify parts of this lesson to meet the diverse learners in my classroom? particularly targeted to visual learners requiring more organization of concepts. The graphic organizer handout guides students through the process of setting up two equations from one absolute value equation. The organizer allows students to split the problem up and work on components of the problem one at a time and then bring the components back together I will differentiate based on student Readiness Student understanding of absolute value and ability to correctly set up and solve equations involving absolute value will vary. The individual whiteboard assessment will allow me to see which students grasp most of the content and which need help. I can modify groups for later tasks by grouping strong students and students requiring support. If there is a small group of students requiring much more support than others, I can form and join such a group while the other groups are working independently. 3

Shamrock Middle School Lesson Plan Teacher: Binns, Coleman, Colossale, Dawson, Hodnett, Mitchell, & Paulk Subject: Math 8 Grade: 8 Date: October 25 Oct. 29, 2010 Essential Question: Why is it useful for me to know the absolute value of a number? *Standard(s)/Element(s) Instructional Delivery IB Criterion/AOI/Activity Best practices/ Strategies See Key at End of Plans Gifted Instruction/Co Teaching Model Monday Tuesday c. Solve algebraic equations in one variable, including equations involving e. Interpret solutions in c. Solve algebraic equations in one variable, including equations involving e. Interpret solutions in Opening: Absolute value equations Work Period: Think- Pair-Share with solving absolute value equations. Paper Bag problem solving. Closing: Clear up misconceptions Homework: Kuta Software #2-18 evens. Opening: Error Analysis of solving a two-step equation with the check. Work Period: Kuta Software with process of substitution for checking. Closing: Clear up misconceptions ET JW ET JW QW PSE Alternative Teachin Think-Pair-Share Whole Group Wednesday c. Solve algebraic equations in one variable, including equations involving e. Interpret solutions in Homework: Review for Quiz. Opening: Clarify misconceptions on absolute value Work Period: Quiz on solving absolute value Closing: Portfolio update Homework: None ET JW AEIM UAT Whole Group Think-Pair-Share Oral Presentations

c. Solve algebraic equations in one variable, including equations involving e. Interpret solutions in Opening: Mini-lesson over Absolute Value & the Number Line Work Period: Absolute Value Promethean Flipchart Whiteboard Up-in-the-Air-Assessment (Graphic Organizer). ET JW Alternative Teachin Thursday Friday M8A2: a. Represent a given situation using an inequality in one variable. b. Use the properties of inequality to solve inequalities. c. Graph the solution of an inequality on a number line. Closing: Have students orally & individually present & discuss answers to class. Homework: Kutasoftware Absolute Value Activity Opening: Mini-lesson Solving inequalities through multiplying and dividing with a negative coefficient. Work Period: Students will complete workbook pg. 32. Closing: Journal Entry Compare and contrast the process of adding/subtracting inequalities to multiplying/dividing inequalities. Homework: Finish classwork assignment. QW PSE Whole Group (TPS):Think-Pair-Share (PSE): Peer/Self Editing (GP):Group Presentation (KWL):KWL Chart (G&C):Guess & Check (MTT):Marking the Text (RTA):Read/Think Aloud (QW):Quick Write STUDENTS -(AEIM): Actively Engaged (ET): Explain Thinking (JW): Justify Work (UMR): Use Multiple Representations (MC): Make Connections (UAT): Use Appropriate Technology

Skills Key Standards 8 th Grade Georgia Performance Standards (GPS) Yearlong Curriculum Alignment 1 st Six Weeks Dates: 8/9 9/17 Pretest by 8/20 Posttest by 9/24 M8N1 a, b, c, d, e, f, g, h, i, j, k, M8A1 a, b 2 nd Six Weeks Dates: 9/20 10/29 Pretest by 9/24 Posttest by 11/05 N8N1 b, M8G2 a, b, M8A1 c-e, M8A2 a-d, M8A3 a-d 3 rd Six Weeks Dates: 11/01 12/17 Pretest by 11/05 Posttest by 12/17 M8A3 e, f g, h, i, M8A4 a, b, c, d, e, f, g M8D4 a, b 4 th Six Weeks Dates: 1/06 2/18 Pretest by 1//07 Posttest by 2/25 M8G1 a M8A5 b, c, a, d 5 th Six Weeks Dates: 2/22 4/01 Pretest by 2/25 Posttest by 4/15 M8G1 a, b, c, d, M8D1 a, b, c, M8D2 a, b, M8D3 a, b 6 th Six Weeks Dates: 4/11 5/25 Pretest by 4/15 Posttest by 5/25 M8N, M8G, M8A, M8G, M8P What skills do our students already possess? 7 th Grade Teachers committed to these Must Know Skills Working with Integers Interpreting Graphs Simplifying Expressions: Combining Like Terms Solving Two-Step Equations to Include Rational Numbers Graphing on a Coordinate Plane Recognize and Apply Properties: Commutative, Associative, Distributive Expressions, square root, perfect squares, radical, positive number, estimate, scientific notation, rational numbers, irrational numbers, exponents, algebraic expressions, equations in one variable right triangle, properties, Pythagorean Theorem, slope, radicands, linear measurement, indirect measurement, absolute value, algebraic equations, varying quantities, function, inputs and outputs, relations, inequality, range, domain, independent variable, dependent variable expressions, equations, variable, exponents, algebraic equations in one variable, absolute values, relations, linear functions, functions, non-linear functions, translate, tabular, scatter plot, slope, y-intercept, rate of change, recursive, closed form, arithmetic sequence, linear inequality, half-plane systems of equations, algebraically, geometrically, corresponding angles, corresponding sides, alternate interior angles, alternate exterior angles, same side angles, parallel, perpendicular Congruence, Sets, Venn diagram, subsets, complements, intersections, union, set notation, elements, tree diagram, outcomes, addition principles of counting, multiplication principle of counting, probability, simple independent events, compound independent events, square roots, perfect squares, rational numbers, irrational, numbers, transversal, ratio of segments, angle pairs, congruence Reinforce 8 th Grade Must Know Skills Systems of Equations Relations, Functions (i.e. definition of, recursive and explicit definition), and Rates of Change (Slope) Multiple Representations and Applications of Multi- Step Equations Parallel and Perpendicular Relationships Understand Multiple Representations and Application of Numbers (Rational, Irrational, Radical, and Scientific Notation CRCT % Weights Algebra 50% Geometry 11% Number and Operations 22% Data Analysis & Probability 17% Exploring Powers of 10 A Few Folds A Big Universe Sign of the Times Choose At least 2 Tasks Say it with Symbols Growing, Growing, Growing Looking for Pythagoras Choose At least 3 Investigations Making Quilts Ladder Lengths Functions are Operations Comparing TV s Victor s House The Pythagorean Theorem The Real Number Line Choose At least 3 Tasks Looking for Pythagoras Thinking with Mathematical Models Frogs, Flees, and Painted Cubes Choose At least 2 Investigation CM2 Topic Pages Topic Page 1, 5 Pencil Point Is the Data Linear Connecting Arithmetic Sequences and Linear Functions Best Fit Line Walking the Graph Choose At least 4 Tasks The Shapes of Algebra Choose At least 1 Investigation CM2 Topic Pages Topic Page 2, 3 Healthy Heartbeats while Exercising Free Throw Percentages Field Day DVD Club Cara s Candles Cholesterol The Worst Scenario What s the Point Real Life Systems of Linear Equations Project Planning a Party Choose At least 4 Tasks The Shapes of Algebra Choose At least 1 Investigation Window Pain Venn Challenge Mrs. Love s Children Lunch Lines Holiday Fun Heads Win The Knockout Choose At least 4 Tasks The Shapes of Algebra What Do You Expect? Choose At least 1 Investigations CM2 Topic Pages Topic Page 4, 6, 7 Looking Ahead: 9 th grade students will begin the year discussing patterns, functions, and function notation (i.e. f(x) = 5x +3). Let s make sure our students are prepared. NOTE: M8P (Process Skills) and MRC (Mathematics Reading in the Curriculum) should be integrated throughout all Standards taught. Maintenance of skills and concepts should be incorporated daily

8 th Grade Georgia Performance Standards (GPS) Yearlong Curriculum Alignment Skills First Six Weeks Second Six Weeks Third Six Weeks Fourth Six Weeks Fifth Six Weeks Sixth Six Weeks 1 st Six Weeks Dates: 8/10 9/18 Pretest by 8/21 Posttest by 9/25 2 nd Six Weeks Dates: 9/21 10/30 Pretest by 9/25 Posttest by 11/06 3 rd Six Weeks Dates: 11/2 12/18 Pretest by 11/06 Posttest by 12/18 4 th Six Weeks Dates: 1/05 2/19 Pretest by 1//08 Posttest by 2/26 5 th Six Weeks Dates: 2/22 4/02 Pretest by 2/26 Posttest by 4/16 6 th Six Weeks Dates: 4/12 5/21 Pretest by 4/16 Posttest by 5/21 CMP2 Launch, Problem of the Day, Mental Math, Spiral Review, Problem Solving, Manipulative, Technology, Real World Connections, Journal Writing Concepts/Skills to Maintain: Operations with rational numbers, Properties of equality, direct & inverse proportions, Solving multi-step equations, Properties of real numbers, and statistics KCC M8N1 a, b, c, d, e, f, g, h, i, j, k, M8A1 a, b M8N1: a. Find square roots of perfect squares. b. Recognize the (positive) square root of a number as a length of a side of a square with a given area. c. Recognize square roots as points and as lengths on a number line. d. Understand that the square root of 0 is 0 and that every positive number has two square roots that are opposite in sign. e. Recognize and use the radical symbol to denote the positive square root of a positive number. f. Estimate square roots of positive numbers. g. Simplify, add, subtract, multiply, and divide expressions containing square roots. h. Distinguish between rational and irrational numbers. i. Simplify expressions containing integer exponents. j. Express and use numbers in scientific notation. k. Use appropriate technologies to solve problems involving square roots, exponents, and scientific notation a. Represent a given situation using algebraic expressions or equations in one variable. b. Simplify and evaluate algebraic expressions. *Use a graphic organizer (i.e. Venn Diagrams) to teach students about the number system N8N1 b, M8G2 a, b, M8A1 c-e, M8A2 a-d, M8A3 a-d M8N1: b. Recognize the (positive) square root of a number as a length of a side of a square with a given area. M8G2: a. Apply properties of right triangles, including the Pythagorean theorem. b. Recognize and interpret the Pythagorean theorem as a statement about areas of squares on the sides of a right triangle. c. Solve algebraic equations in one variable, including equations involving d. Solve equations involving several variables for one variable in terms of the others. e. Interpret solutions in problem contexts. M8A2: a. Represent a given situation using an inequality in one variable. b. Use the properties of inequality to solve inequalities. c. Graph the solution of an inequality on a number line. d. Interpret solutions in problem contexts. M8A3: a. Recognize a relation as a correspondence between varying quantities. b. Recognize a function as a correspondence between inputs and outputs where the output for each input must be unique. c. Distinguish between relations that are functions and those that are not functions. d. Recognize functions in a variety of representations and a variety of contexts. Include rational numbers throughout all Standards. M8A3 e, f g, h, i, M8A4 a, b, c, d, e, f, g, M8D4 a, b M8A3: e. Use tables to describe sequences recursively & with a formula in closed form. f. Understand and recognize arithmetic sequences as linear functions with whole number input values. g. Interpret the constant difference in an arithmetic sequence as the slope of the associated linear function. h. Identify relations and functions as linear or nonlinear. i. Translate among verbal, tabular, graphic, and algebraic representations of functions. M8A4: a. Interpret slope as a rate of change. b. Determine the meaning of the slope and y-intercept in a given situation. c. Graph equations of the form y = mx + b. d. Graph equations of the form ax + by = c. e. Graph the solution set of a linear inequality, identifying whether the solution set is an open or a closed half-plane. f. Determine the equation of a line given a graph, numerical information that defines the line or a context involving a linear relationship. g. Solve problems involving linear relationships. M8D4: a. Gather data that can be modeled with a linear function. b. Estimate and determine a line of best fit from a scatter plot. M8G1 a, M8A5 b, c, a, d M8G1: a. Investigate characteristics of parallel and perpendicular lines both algebraically and geometrically. M8A5: b. Solve systems of equations graphically and algebraically, using technology as appropriate. c. Graph the solution set of a system of linear inequalities in two variables a. Given a problem context, write an appropriate system of linear equations or inequalities. d. Interpret solutions in M8G1 a, b, c, d, M8D1 a, b, c, M8D2 a, b, M8D3 a, b M8G1: a. Investigate characteristics of parallel and perpendicular lines both algebraically and geometrically. b. Apply properties of angle pairs formed by parallel lines cut by a transversal. c. Understand the properties of the ratio of segments of parallel lines cut by one or more transversals. d. Understand the meaning of congruence: that all corresponding angles are congruent and all corresponding sides are congruent. M8D1: a. Demonstrate relationships among sets through use of Venn diagrams. b. Determine subsets, complements, intersection, and union of sets. c. Use set notation to denote elements of a set. M8D2: a. Use tree diagrams to find the number of outcomes. b. Apply the addition and multiplication principles of counting M8D3: a. Find the probability of simple independent events. b. Find the probability of compound independent events. NOTE: M8P (Process Skills) and MRC (Mathematics Reading in the Curriculum) should be integrated throughout all Standards taught. Maintenance of skills and concepts should be incorporated daily Putting it all Together and Getting Ready for the 9 th grade M8N, M8G, M8A, M8G, M8P Ramp up Time for Standards not met