# Lesson Plans for 12/1-2 (EE7: Solving multip-step equations)

Thursday, 12/1/16

Lesson EE7: One-step and Combining Like terms

Opening: Review one-step equations and combining like terms

Work period: Finish one-step (punchline worksheet)

Closing: Go over with student problems on board; Add #30 to NB and create foldable to add to #30 with today’s practice when done; Go over do now (2 step equations) to preview for tomorrow.

Homework

Finish classwork.

Standards
MGSE8.EE.7
Solve linear equations in one variable.
MGSE8.EE.7a
Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
MGSE8.EE.7b
Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

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Friday, 12/2/16 and Monday, 12/5/16

Lesson EE7: 2-step equations

Opening: Go over do now.  Pass back NS1 (have until 12/9 to reassess). Review top flap on foldable; guided practice with a few from practice 3-5 (all for 12/2); 12/5 discuss word problems and directions for work period.

Work period: Practice 3-5 (group to individual)–start 12/2 and finish 12/5.

Closing: Students ask any questions they have and finish at least 12 for homework (12/2); Student work on the board and than table challenge (give a problem and first table to solve on individual white boards wins–I assign who hold marker each time.

Homework

Finish 12 for 12/1 and 12/5 finish the rest.

Standards
MGSE8.EE.7
Solve linear equations in one variable.
MGSE8.EE.7a
Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
MGSE8.EE.7b
Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

*Graded NS1 assessment will go home on Friday for all except 3rd and 5th!

# Lesson Plan for 11/28-30 (NS1: Rational and Irrational Numbers)

We will start each day by going over the day’s section of the weekly Do Now page.  These questions help students review previous content and preview content to come.

Monday, 11/28:

• Opening: Review vocabulary from Friday and create graphic organizer.
• Work Period: Complete chart on the real number system (small group, individual)
• Closing: Go over chart with “Stand up (rational), Sit down (irrational)” and then go over the rest (add to #28 in NB).

Tuesday, 11/29:

• Opening: Make and play “Quiz, Quiz, Switch” to review rational and irrational numbers.  Go over a tree map explaining how to prove that rational numbers are rational (add #29 to NB).
• Work Period: Prove each rational number from yesterday’s chart to be rational by writing it as a fraction (on #29 in NB).
• Closing: Go over. Ticket out the door (quiz-ABC p.27); Go over/grade if time.

Wednesday, 11/30: SUB

• Opening: Ice cream rational number reveiw; go over.
• Work Period: NS1 Assessment
• Closing: Start equation practice; finish for homework.

*Administrators: Please see the “Assessment Uses and Differentiated Instruction” tab above for more details on this lesson.

# Lesson Plans for 11/11-11/18 (NS2: Estimating square roots of non-perfect squares)

We will start with day with the day’s set of questions from the daily do now.  These questions are review from previous days, standards or unit and can also include challenging questions to lead us into a discussion about the day’s content.

11/11:

• Opening:
• Discuss Do Now
• Pass back EE2 Assessment; glue to #24–have until 11/18 to reassess in ELT.
• Go over A-M on learning activity from yesterday and do the rest together on #25 in NB (add to TOC) to discuss estimating square roots of non-perfect square to the nearest whole number.
• Work Period:
• Reteach 5-9
• Closing:
• Go over 5-9  (glue to #25)
• Play around the world

11/14:

• Opening:
• Discuss Do Now
• Make and play “Quiz, Quiz, Switch”
• Add #26 to NB TOC
• Notes on estimating square roots to 3 decimal places (2 methods)
• Work Period:
• Pick 3 square roots of non-perfect squares from 5-9 and estimate them to 3 decimal places  on #26 in NB
• Closing:
• Discuss a few with student examples on the board

11/15:

• Opening:
• Discuss Do Now
• Go over 2 student chosen questions from today’s work
• Work Period:
• Practice 8-2
• Closing:
• Discuss a few with student examples on the board

11/16:

• Opening:
• Discuss Do Now
• Go over 2 any questions for 8-2
• Work Period:
• Finish Practice 8-2
• Each student will be given a the square root of a non-perfect square to estimate to 3 decimal places (on a notecard).  They will write their answers on post-its and place them on the number lines where they go.
• Closing:
• Gallery walk through number line to see if work/placement is correct

11/17

• Opening:
• Discuss Do Now
• Final questions?
• Work Period:
• NS2 Assessment
• EE2 Re-assessment if needed
• Start NS1 learning activity
• Closing:
• Go over NS2 assessment if time.

11/18

Field trip: Students not attending will practice NS2 and preview NS1.

# Lesson Plans for 11/7-10 (EE2: Perfect Squares and Cubes)

We start each day with the do now for the day from the weekly do now page.  These questions range from review from past years to prepare for content coming in the next week or two to review questions from past units or clarification on yesterday’s content.

Monday, 11/7: Students will get back the EE4 assessment; they will have until 11/13 to reassess in ELT.  We will open by discussing what perfect squares are, how to find their square root, and how this is related to finding area.  During the work period, students will complete a practice activity before assessing the EE2 links in the weblog.  In closing, we will go over the practice and add #22 to our NBs where we will glue this practice.   We will also write the first 20 perfect squares and their square roots on #22 in our NB.  We will play around the world if time allows.  Students need to study the first 20 perfect squares and their square roots for the test on Thursday (NO NB allowed on this test).

Tuesday, 11/8: We will open by discussing what perfect cubes are, how to find their cube root, and how this is related to finding volume.  During the work period, students will complete a practice activity before assessing the EE2 links in the weblog.  In closing, we will go over the practice and add #23 to our NBs where we will glue this practice.   We will also write the first 10 perfect cubes and their cube roots on #23 in our NB.  We will play around the world if time allows.  Students will also need to study the first 10 perfect cubes and their cube roots for the test on Thursday (NO NB allowed on this test).

Wednesday, 11/9: We will start the day by add a few extra notes to #23 in our notebooks and then play “Quiz, Quiz, Switch” to review perfect squares and cubes.  During the work period, students will get on the links on the weblog and then take a quiz when ready.  In closing, we will go over the quiz and play the snow ball fight review game.

Thursday, 11/10: We will open with another game of snow ball fight to review (if it went well yesterday).  During the work period, students will have a choice of review options: quiz a partner, study notes individually, weblog links.   In closing, we will answer any final questions before taking the EE2 assessment.  Students will start NS2 learning activity when done.

*Administration: See Differentiated Instruction and Assessment Uses on the page link above for more details on these lessons.

# Lesson Plans for 10/31-1/4 (EE4: Operations with Scientific Notation)

We will open each day with the day’s do now question(s) from the weekly do now paper.  These questions give students a chance to review content covered in previous units and well as the standard we are currently studying.

Monday, 10/31:  We will open with an introduction of operations with scientific notation (add #20 to NB).  We will go over some printed notes and practice problems together before students start the work period.  During the work period, students will work with the people at their table before working individually.  In closing, we will go over a few (student examples on board if time).  Students should finish this practice for homework.

Tuesday, 11/1: We will open by discussing how to use a calculator to check our answers from yesterday (add this practice to #20 in NB).  During the work period, students will complete practice problems for the coach book on #20 in their notebooks (p.17-18) without a calculator.  In the last 5 minutes of the work period, students can get a calculator to check their work.  In closing, we will go over any questions requested by students before doing some challenge questions together the combine multiple operations with scientific notation.

Wednesday, 11/2: We will open by discussing how to apply what we know about operations with scientific notation to find the time it would take to travel from Earth to various locations in space.  We will complete a table on the board with each table contributing.  We will also discuss application in word problems and key words to look for.  During the work, students will complete a practice activity with a variety of application word problems.  In closing, we will go over several questions in each section.  Students should finish this assignment for homework.

Thursday, 11/3: Students will turn in the assignment from yesterday.  We will discuss today’s activity, which is speed dating with EE4.  We will add #21 to our notebooks so that we have a place to work out the speed dating questions.  Students will be assigned a (leveled) problems in which they will work out and check it with me; they will be the “expert” of this problem and rotate through so that all other students work out their problems and check it with them.  During this time, each student will individually conference with me concerning yesterday’s practice and today’s activity.  In closing, we will go over any common misconceptions that came up during speed dating or in yesterday’s work.  Students will have an assessment over EE4 tomorrow.

Friday, 11/4: We will start with directions for the work period.  During the work period, students will have three options for review: create their own questions and quiz each other, work on finishing/correcting any EE4 practice, or sign into usatestprep.com and work on EE4 games/questions.  During the closing, we will go over any final questions students have before taking the EE4 assessment. If time permits, we will preview notes for the next standard (EE2).

*Administration:  See Differentiation and Assessment table for more details on the lesson plans for this standard.

# Lesson Plans for 10/18-28 (EE1: Laws of Exponents)

We will start each day by going over the daily do now for the weekly do now paper.  These problems will serve to remediate past assessments and review for upcoming ones.

• Tuesday (10/18): Students will get back their graded EE1 assessment; they will have until 10/28 to reassess during any ELT time.  We will open by discussing the vocabulary words we added to #17 in our notebooks from yesterday.  During the work period, students will work in groups to complete the ” Exponent Rules Investigation” in order to discover a few of the exponent rules we will cover in this standard.  In closing, we will discuss our findings to insure that all students discovered the rules and complete the “Create and Evaluate” section of the investigation  using the rules we found.  We will also create a foldable and add it to #17 in our notebooks (add #17 to table of contents as well).  We will also watch a podcast from “The Math Dude” to get a different perspective on the laws of exponents.
• Wednesday (10/19): We will open by adding a few more rules and vocabulary to our notes on #17 in our notebooks.  We will add #18 to our notebooks.  We will also do a few problems together to insure that students know how to apply the laws of exponents when simplifying exponential expressions.  During the work period, students will work with their group then individual to practice simplifying exponential expressions; the “Same Base Practice” is a self checking assignment (#18 in NB).  In closing, we will go over any questions students had to clarify any misconceptions and play “Around the world” to see who can simplify the most exponential expressions on the fly.
• Thursday (10/20): We will be on a college field trip today.  Students not attending we complete a practice activity focused on simplifying exponential expressions.
• Friday (10/21) and Monday (10/24): I will not be here either of these days.  Students will work on packet of practice problems individually.  They are encouraged to use their notebooks to help them.  When complete, they should turn it in to the sub who will check the packet and return it for students to correct.  Students should get plenty of practice starting with simple problems and getting progressively harder during these two days of practice.
• Tuesday (10/25): We will open by going over a few of the problems from the practice packet (#18 in NB()by playing “Stand up/Sit down”; this game insures all students participate as they are start standing and are allowed to sit once they get a problem correct.  We will also talk about a project that will be during Friday (counts as an 80% grade).  During the work period, students will participate in two different stations: they will play a true/false game and also play a dice game.  Both stations are complete with their table.  In closing, we will take a quiz to determine the student’s currently level of mastery.
• Wednesday (10/26): We will go over the quiz(#18 in NB) from yesterday and then play “Quiz, Quiz, Switch” with our do now questions; #19 will be added to notebook and will serve as a place to complete the work during the work period. During the work period, students will answer their assigned questions, and then once they have checked to see that is correct, the class will play a round of “Speed Dating” in which they meet in pairs to work out each others’ questions; questions will be complete on #19 in NB.  When they both have the questions correct, they move on to another “date”.  In closing, we will go over a few questions.  Students should be working on their project for homework and be prepared for another exponential expressions quiz tomorrow.
• Thursday (10/27): We open with a quiz over exponential expressions.  During the work period, students will complete a scavenger hunt with simplifying exponential expressions; Mrs. Fowler will also grade the opening quiz during this time and conference with each student.  During the closing, we will go over any questions should have from the scavenger hunt and go over the quiz ; both will be #19 in NB. Students should turn in the EE1 project and be ready for the EE1 Assessment tomorrow.
• Friday (10/28): We will open by complete a hexagon puzzle with exponential expressions as a class to review for the assessment.  During the work period, students should complete the EE1 assessment and then complete and turn in the EE1 project.  In closing, we will look at the projects that were the best.

*Administration: see “Differentiated Instruction and Assessment Uses for more details on each day’s lesson.

# Lesson Plan for 10/12-17 (EE3: Scientific Notation)

We will start each day by doing and going over that day’s section of the weekly do now paper.  The questions on this paper are designed to review past content and remediate common misconceptions noticed on previous quizzes and assessments.

• Wednesday (10/12): We will introduce scientific notation today with a little order of operations review, which will allow students to connect standard form to scientific notation.  We will watch a Brain Pop and put a foldable in our notebooks (#16).  We will do some guided practice together before students complete some practice on their own.  In closing, students will put  a few examples on the board; they should finish/correct this practice for homework.
• Thursday (10/13): We will go over the rest of yesterdays practice (add to #16 in NB).  We will discuss how to use a calculator for scientific notation.  During the work period, students will work on practice 2-11.  We will trade and grade in the closing; students will correct/finish 2-11 for homework.
• Friday (10/14): Students will get by graded G5 assessment today; they have until 10/25 to reassess.  During the work period they will rotate through 4 stations after turning in 2-11 completed (ordering card sort, matching spoons, computer, and 2-11 error analysis).  In closing, we will play dodge ball decimals to practice  converting scientific notation to standard form.
• Monday (10/17): We will play “quiz, quiz, switch” with the questions students created in their do now to open.  We will complete the stations today as a way to review for the EE3 assessment.  In closing, students will take the EE3 assessment and begin copying vocabulary definitions in preparation for the introduction of EE1 tomorrow.

# Lesson Plans for 10/5-7 (G5: Proofs, A-A Similarity, Assessment)

We will start each day by going over that day’s section of the weekly do now paper.

• Wednesday: We will open by going over the quiz from yesterday and add it to #14 in our notebooks.  We will also go over the similar triangles review and add it to #15 in our notebooks (and add to TOC).  We will also discuss 2 column proofs and A-A similarity, which will help students review all concepts from G5.  During the work period, students will complete some 2-column proofs.  We will close by going over a few; students should complete/correct that rest for homework.
• Thursday: We will open by going over the rest of the 2-column proofs (add to #15 in NB).  During the work period, students will take a quiz over A-A similarity and 2-column proofs and start a review for G5.  In closing, we will go over the quiz and a few of the review questions; students should finish this for homework.
• Friday: We will open by going over the rest of the reveiw and adding the quiz from yesterday as well as the review to #15 in our notebooks.  During the work period, students will complete G5 assessment.  In closing, we will address any concerns or questions students have about the assessment.

# Lesson Plan for 9/28-10/4 (G5: Angle Relationships)

We will go over the daily do now from the weekly do now paper each day to open class.

• Wednesday: We will open by going over the quiz from yesterday and add it to #13 in our notebooks.  During the work period, we will rotate through some stations to discover a few more angle related vocabulary words.  In closing, we will discuss what was discovered and make sure each student has the correct definitions and examples for each new term (add to #14 in NB).  We will also create and add a foldable with this information in our notebooks on #14.
• Thursday: We will start with a review of the vocabulary words introduced yesterday using this link.  During the work period, students will complete a cut and pasta activity individually that will show their ability to identify the vocabulary as it applies to a given diagram.  They will then start on some practice problems that allows them to apply the concepts of angle relationships created when parallel lines are cut by a transversal to find missing angle measure. (ABC book practice).  In closing, we will go over the cut and paste activity and address any questions students had on the ABC practice; we will finish this is class tomorrow.
• Friday: We will open with a few guided practice questions from the ABC book.  During the work period, students will finish this practice.  In closing, we will go over the remaining problems with some students examples on the whiteboard/document camera.
• Monday: We will open by reviewing the vocabulary terms concerning angle relationships and a diagram that is taped on each table.  During the work period, each table will create a set of questions to go with the diagram on their table.  Once each table has a set of questions created and an answer key, we will rotate through a couple stations and answer other groups’ created questions.  In closing, we will go over a few questions of the best student-created questions.
• Tuesday: We will open with directions for the work period.  During the work period, students will rotate through some challenge questions to push and clarify the knowledge of angle relationships.  In closing, we will go over any of the station questions that were frequently missed or asked about.  Students will take a quick quiz before leaving.  Students will also be given a similar triangles review to complete for homework.