Unit One: Expressions and Equations with Rational Numbers Lessons, Activities, Labs V Learning Objective Student Practice Lab : Simplifying Fractions 1.1 Writing Rational Numbers in Equivalent forms 1.2 Multiplying Rational Numbers 0 2 Write rational numbers in equivalent forms. Multiply fractions, mixed numbers and decimals p.8 29-63 odd [Skip 61] p.12 39-53 odd, 54 1.3 Dividing Rational Numbers 0 Divide fractions and decimals p.17 25-49 odd, 53 1.4 Adding and subtracting with unlike denominators 1.5 Solving equations with rational numbers Lab: Solving Two-Step Equations with Algebra Tiles 0 0 Solve problems with unlike denominators using addition and subtraction Student will Solve equations with rational numbers p.21 9-25 odd pg 28. 29-47 odd 1.6 Solving Two-Step equations 0 Students will solve two step equations pg.34 19-37 odd Checkpoint 1 Review: p.24 1-23 odd, p.36 1-25 odd 7.1 Solving algebraic expressions 4 Lab: Solving Multi-Step Equations with Algebra Tiles Students can combine like terms in an expression pg. 302 47-55 odd 7.2 Solving multi-step equations 0 Student can solve multi-step equations pg. 306 25-37 odd [skip 33] Lab: Solving Equations with Variables on Both Sides with Algebra Tiles 7.3 Solving equations with variables on both sides Lab: Solving Systems of Equations with Algebra Tiles 7.4 Systems of equations 2 Checkpoint 2 Review: p.322 1-25 odd +26 Pre-Test: p.329 1-29 odd 1 Students will be able to solve equations with variables on both sides of the equal sign students will be able to solve systems of equations with two variables. pg.312. 19-29 odd pg. 320. 27-39 odd Instructor Notes: It may be best to break this unit into two parts and test separatly. In AY15-16, students had issues retaining knowledge about rational numbers by time they reached the checkpoint 2. 7-4 was an exceptionally difficult concept for students to graph. The core of this difficulty was the combining of two separate equations into a single equation. Lesson 7-4 may be best placed in unit 2, before lesson 8-6.
IB Unit Planner for Unit One: Expressions and Equations with Rational Numbers Subject CCSS Teacher MYP Year Duration Three 28-30 hours Key Concept Related Concept(s) Global Context Statement of Inquiry Context : Exploration: Objectives Inquiry Questions Factual : Conceptual : Debatable : Summative Assessment Outline of summative assessment task(s) including assessment criteria: Refer to Algebra 1: Unit 1 Summative Assessment Document Relationship between summative assessment task(s) and statement of inquiry: Approaches to Learning (ATL)
Unit Two: Graphing, Functions, and Writing Equations Lessons, Activities, Labs V Learning Objective Student Practice 2.1 Ordered Pairs 1 2.2 Graphing on a coordinate Plane 7 Lab :Graphing Points 2.3 Interpreting Graphs 2 2.4 Functions 7 2.5 Equations Tables and graphs 0 Lab : Multiple representations (pg. 74) Students will write solutions to two variable equations as ordered pairs Students will graph points on the coordinate plane. and find the distance between two points Students will be able to interpret information given on a graph and make a graph to model a situation. Student represent functions with tables and graphs. Student generate different representations of the same data. pg. 52 17-33 odd pg. 56. 19-31 odd, 37-43 odd pg. 62 11-19 odd plus 18. pg. 68 15-23 odd pg.72. 7-11 odd plus 8 Checkpoint 1 Review: p.83 1-16 all 8-1: Graphing Linear Equations 2 Identify and graph linear equations p.341 7-29 odd 8-2: Slope of a Line 3 8-3: Using Slopes and Intercepts 3 8-5: Direct Variation 2 Lab : Using Desmos for Linear Equations 8-6: Solving Systems of Linear Equations by Graphing Checkpoint 2 Review: p.379 1-11 all, 21-23 all Test: p.83 1-15 all, p.379 1-23 odd -15 0 Find the slope of a line and use the slope to understand and draw graphs Use slopes and intercepts to graph linear equations Recognize direct variation by graphing tables of data and checking for constant ratios Graph and solve a simple system to two linear equations p.348 16-22 All +25,27 Worksheet 8-3 p.366 17-22 all +25 p.370 9-14 all, +17 EC 23
IB Unit Planner for Unit Two: Graphing, Functions, and Writing Equations Subject CCSS Teacher MYP Year Algebra 1-8th Grade Three 8.EE.5-8; 8.F.1-5; N-Q.1; A-SSE.1-4; A-CED.1-3; A-REI.1-3, 5, 10-12; A-IF.1-2, 5,6; A-BF.1-3 Duration 20-24 hours Hansen/Henderson Key Concept Related Concept(s) Global Context Form Statement of Inquiry Objectives A. iii B. ii,iii C. i,ii,iii,i v D. ii Pattern, Model, System Context : Identities and Relationships Exploration: Classify elements based on present characteristics The form of an equation is built from a pattern of input and output values creating a system which will reveal a relationship between functions. Solve problems correctly in a variety of contexts Describe patterns as general rules consistent with findings, prove, or verify and justify, general rules use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations. Use appropriate forms of mathematical representation to present information, move between different forms of mathematical representation, communicate complete, coherent and concise mathematical lines of reasoning select appropriate mathematical strategies when solving authentic real=life situations. Inquiry Questions Factual : What characteristics must be present in a graph, mapping, table and equation to determine linearity? Conceptual : Does the slope of an equation determine whether or not a equation is linear? Debatable : Are all linear equations functions? Summative Assessment Outline of summative assessment task(s) including assessment criteria: Approaches to Learning (ATL) Communication (Communication), Thinking (Transfer)
Unit 3: Exponents and Roots Lessons, Activities, Labs V Learning Objective Student Practice 3-1: Integer Exponents 0 Evaluate expressions with negative exponents and evaluate the zero exponent p.94 25-43 odd 3-2: Properties of Exponents 0 Apply the properties of exponents p.96 p.98 25-36 all, 39-44 all Extra Credit: Info Poster - Properties of Exponents 3-3: Scientific Notation [Calc Okay] Lab: Using Desmos to perform operations with scientific notation 3-4: Operating with Scientific Notation Checkpoint 1 Review: p.110 1-29 odd 1 0 Express large and small numbers in scientific notation and compare two numbers written in sci-not. Apply the basic operations to scientific notation p.103 21-35 odd p.107 7-21 odd 3-5: Squares and Square Roots 3 Find square roots (by hand) p.114 15-37 odd 3-6: Estimating (and simplifying) Square Roots 0 Estimate square roots to a given number of decimal places (standard=2) and solve problems using square roots Enrichment: Exploring Cube Roots and Roots of Higher Orders (by hand) 3-7: The Real Numbers 3 Extra Credit: Info-Poster - The Real Number System Checkpoint 2 Review: p.142 1-11 all Test: p.149 1-29 odd p.118 17-31 odd, 33-38 all Review: This lesson was used as an introduction to notetaking at the beginning of the year. Skip.
IB Unit Planner for Unit Three: Exponents and Roots Subject CCSS Teacher MYP Year Three Duration 18-20 hours Key Concept Related Concept(s) Global Context Statement of Inquiry Context : Exploration: Objectives Inquiry Questions Factual : Conceptual : Debatable : Summative Assessment Outline of summative assessment task(s) including assessment criteria: Refer to Algebra 1: Unit 1 Summative Assessment Document Relationship between summative assessment task(s) and statement of inquiry: Approaches to Learning (ATL)
Unit 4: Geometry Lessons, Activities, Labs V Learning Objective Student Practice Lab: (Checking for prior understanding) - Classifying Angles and Triangles Lab: Using a Protractor and Compass 5-1: Angle Relationships 10 Classify angles and their measures p.199 9-25 odd 5-2: Parallel and Perpendicular LInes Project: Info Poster - the Seven Angle Relationships 3 Identify parallel and perpendicular lines and the angles formed by a transversal p.204 7-21 odd +22 Lab: The Triangle Inequality Theorem...with straws. 5-3: Triangles 8 Find unknown angles and identify possible side lengths in triangles. Lab: Explore Right Triangles (through the proof of the pythagorean theorem - p.131) 3-8: The Pythagorean Theorem 3 Lab: The Distance and Midpoint Formulas (2-3 days!!!) 3-9: Converse of the Pythagorean Theorem 5-4: Coordinate Geometry 1 Checkpoint 1 Review: p.142 18-24 all, p.218 1-12 all 5-5: Congruence 2 Post-Unit Assessment (Summative) Review: None Test: Custom 0 Apply the pythagorean theorem to find missing side lengths of triangles Use the distance formula and the pythagorean theorem and its converse to solve problems involving right triangles Identify polygons and midpoints of segments in the coordinate plane Use properties of congruent figures to solve problems p.209 11-29 odd p.134 9-25 odd p.140 9-29 odd p.215 5-21 odd give a homework day p.224 1-15 odd
IB Unit Planner for Unit Four: Geometry Subject CCSS Teacher MYP Year Three Duration 22-24 hours Key Concept Related Concept(s) Global Context Statement of Inquiry Context : Exploration: Objectives Inquiry Questions Factual : Conceptual : Debatable : Summative Assessment Outline of summative assessment task(s) including assessment criteria: Refer to Algebra 1: Unit 1 Summative Assessment Document Relationship between summative assessment task(s) and statement of inquiry: Approaches to Learning (ATL)
Unit 5: Measurements in Geometry Lessons, Activities, Labs V Learning Objective Student Practice Lab: Estimating pi 6-1: Circles 4 Find the circumference and area of circles p.264 7-25 odd +29 6-2: Volume of Prisms and Cylinders 0 Find the volume of prisms and cylinders p.270 7-25 odd Lab: Congruent Volumes 6-3: Volume of Pyramids and Cones 0 Find the volume of pyramids and cones p.279 10-18 all, 19-23 odd 6-4: Spheres 3 Checkpoint Review: p.272 1-11 odd, p.286 1-9 odd Pre-Test: p. 293 1-18 all Find the volume and surface areas of spheres p.284 11-23 odd
IB Unit Planner for Unit Five: Measurements in Geometry Subject CCSS Teacher MYP Year Three Duration 12-14 hours Key Concept Related Concept(s) Global Context Statement of Inquiry Context : Exploration: Objectives Inquiry Questions Factual : Conceptual : Debatable : Summative Assessment Outline of summative assessment task(s) including assessment criteria: Refer to Algebra 1: Unit 1 Summative Assessment Document Relationship between summative assessment task(s) and statement of inquiry: Approaches to Learning (ATL)
Unit 6: Ratios, Proportions and Similarity Lessons, Activities, Labs V Learning Objective Student Practice 4-1: Ratios, Rates, and Unit Rates 3 Work with rates and ratios p.158 5-19 odd +20 4-2: Solving Proportions 1 Solve proportions p.164 17-31 odd Lab: Exploring Similarity 4-3: Similar Figures 3 Lab: Explore Dilations Determine whether figures are similar and find missing dimensions in similar figures p.172 1-11 odd +12 4-4: Dilations 3 Checkpoint 1 Review: p.166 1-7 odd, p.180 1-7 odd 5-6; Transformations 6 5-7: Similarity and Congruence Transformations Enrichment: Combining Transformations 5-8: Identifying Combined Transformations Checkpoint 2 Review: p.244 4-8 all Pre-Test: p.187 1-11 odd, p.251 13-16 all 2 Identify and create dilations of plane figures Transform plane figures using translations, rotations, and reflections Identify transformations as similarity or congruence transformations Worksheet 4-4 Worksheet 5-6 p.234 11-27 odd 0 Identify combined transformations p.241 5-13 odd +19
IB Unit Planner for Unit Six: Ratios, Proportions and Simliarity Subject CCSS Teacher MYP Year Duration Three 19-21 Key Concept Related Concept(s) Global Context Statement of Inquiry Context : Exploration: Objectives Inquiry Questions Factual : Conceptual : Debatable : Summative Assessment Outline of summative assessment task(s) including assessment criteria: Refer to Algebra 1: Unit 1 Summative Assessment Document Relationship between summative assessment task(s) and statement of inquiry: Approaches to Learning (ATL)
Unit 7: Data & Predictions Lessons, Activities, Labs V Learning Objective Student Practice 9-1: Scatter Plots 3 Create and interpret scatter plots p.388 1-5 odd, 6-7 all 9-2: Linear Best Fit Models 1 Identify patterns in scatter plots and informally fit and use a linear model to solve problems and make predication as appropriate p.392 7-17 odd Lab: Creating Scatter Plots on a Graphing Calculator (NOT Desmos) 9-3: Linear Functions (and function notation) 9-4: Comparing Multiple Representations Checkpoint 1 Review: p.398 1-5 all, p.408 1-7 odd Pre-Test: p.415 1-7 all 2 identify and write linear functions p.402 7-15 odd 0 Compare linear functions represented in different way p.406 1-9 all Instructor Notes: 9-3 deals with finding the slope and intercept of a linear function. It also deals heavily with function notation. Ensure that these concepts are prior knowledge before teaching this lesson.
IB Unit Planner for Unit Seven: Data and Predictions Subject CCSS Teacher MYP Year Duration Three 11-13 Key Concept Related Concept(s) Global Context Statement of Inquiry Context : Exploration: Objectives Inquiry Questions Factual : Conceptual : Debatable : Summative Assessment Outline of summative assessment task(s) including assessment criteria: Refer to Algebra 1: Unit 1 Summative Assessment Document Relationship between summative assessment task(s) and statement of inquiry: Approaches to Learning (ATL)