Trigonometry Common Board Configuration - Lake ? Web view: Students will learn the differences between…

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<p>Trigonometry Common Board Configuration</p> <p>ALGEBRA 1 HONORS LESSON PLAN</p> <p>Unit Statistical models</p> <p>Monday </p> <p>May 25</p> <p>Essential Question </p> <p>WICOR</p> <p>Learning Goal</p> <p>Measurable Objective: </p> <p>Benchmark </p> <p>Higher Order Thinking Questions ( Hot)</p> <p>ICOR</p> <p>Vocabulary </p> <p>WICOR</p> <p>Daily Agenda Bell Ringer</p> <p>1. </p> <p>WICOR</p> <p>Summarizing Activity/Comprehension Check </p> <p>WIC</p> <p>Tuesday </p> <p>May 26</p> <p>Essential Question</p> <p> What are the differences between categorical data or numerical data and why would you use either type of data? </p> <p>WICOR</p> <p>Learning Goal</p> <p> Students will be able to use dot plots, histograms, and box plots to compare center/spread and interpret differences as well as use mean and standard deviation fitted to normal distributions. They will also be able to synthesize categorical and numerical data on two variables. </p> <p>Measurable Objective: Students will learn the differences between categorical data and numerical data and be able to explain why they would use either type of data using Algebra Nation</p> <p>Benchmark </p> <p> MAFS.912.S-ID.2.5: (DOK 2) </p> <p>MAFS.912.S-ID.2.6.a, b, c (DOK 2)</p> <p>MAFS.912.S-ID.3.7: (DOK 2) </p> <p>MAFS.912.S-ID.3.8: (DOK 2) </p> <p>MAFS.912.S-ID.3.9: (DOK 2) </p> <p>Higher Order Thinking Questions ( Hot)</p> <p>What evidence will support your solution? </p> <p> How has your model served its purpose? </p> <p> Why you used the specific tool on these problems? explain </p> <p> Explain how you might improve your model to better serve its purpose. </p> <p> Can you Construct a viable argument to support your solution and solution pathway?</p> <p>ICOR</p> <p>Vocabulary </p> <p>Bivariate Categorical Data </p> <p>Joint Frequencies </p> <p>Relative Frequencies </p> <p> Two-way Relative Frequency Table </p> <p> Residuals </p> <p>Two-way Frequency Table</p> <p> Conditional Relative Frequencies</p> <p> Marginal Frequencies</p> <p>WICOR</p> <p>Daily Agenda Bell Ringer</p> <p>1. Discuss previous Knowledge</p> <p>2. Watch Algebra Nation video pausing to discuss points</p> <p>3. Fill out booklet</p> <p>WICOR</p> <p>Summarizing Activity/Comprehension Check Answer essential question</p> <p>WIC</p> <p>Wednesday </p> <p>May 27</p> <p>Essential Question How do you compare center/spread and interpret differences using appropriate data displays? </p> <p>WICOR</p> <p>Learning Goal. </p> <p>Students will be able to use dot plots, histograms, and box plots to compare center/spread and interpret differences as well as use mean and standard deviation fitted to normal distributions. They will also be able to synthesize categorical and numerical data on two variables.</p> <p>Measurable Objective: Students will learn to analyze scatter plots and function models using algebra nation</p> <p>Benchmark </p> <p> MAFS.912.S-ID.2.5: (DOK 2) </p> <p>MAFS.912.S-ID.2.6.a, b, c (DOK 2)</p> <p>MAFS.912.S-ID.3.7: (DOK 2) </p> <p>MAFS.912.S-ID.3.8: (DOK 2) </p> <p>MAFS.912.S-ID.3.9: (DOK 2) </p> <p>Higher Order Thinking Questions ( Hot)</p> <p>What evidence will support your solution? </p> <p> How has your model served its purpose? </p> <p> Why you used the specific tool on these problems? explain </p> <p> Explain how you might improve your model to better serve its purpose. </p> <p> Can you Construct a viable argument to support your solution and solution pathway?</p> <p>I,C,O,R</p> <p>Vocabula ry </p> <p>Bivariate Categorical Data </p> <p>Joint Frequencies </p> <p>Relative Frequencies </p> <p> Two-way Relative Frequency Table </p> <p> Residuals </p> <p>Two-way Frequency Table</p> <p> Conditional Relative Frequencies</p> <p> Marginal Frequencies</p> <p>I, C,O,R W</p> <p>Daily Agenda Bell Ringer</p> <p>4. Discuss previous Knowledge</p> <p>5. Watch Algebra Nation video pausing to discuss points</p> <p>1. Fill out booklet </p> <p>W,I,C,O,R</p> <p>Summarizing Activity/Comprehension Check: Answer essential question</p> <p>W,I,C</p> <p>Thursday </p> <p>May 28</p> <p>Essential Question How do you compare center/spread and interpret differences using appropriate data displays? </p> <p>WICOR</p> <p>Learning Goal. </p> <p>Students will be able to use dot plots, histograms, and box plots to compare center/spread and interpret differences as well as use mean and standard deviation fitted to normal distributions. They will also be able to synthesize categorical and numerical data on two variables.</p> <p>Measurable Objective: Students will learn to graph using residuals and residual models</p> <p>Benchmark </p> <p> MAFS.912.S-ID.2.5: (DOK 2) </p> <p>MAFS.912.S-ID.2.6.a, b, c (DOK 2)</p> <p>MAFS.912.S-ID.3.7: (DOK 2) </p> <p>MAFS.912.S-ID.3.8: (DOK 2) </p> <p>MAFS.912.S-ID.3.9: (DOK 2) </p> <p>Higher Order Thinking Questions ( Hot)</p> <p>What evidence will support your solution? </p> <p> How has your model served its purpose? </p> <p> Why you used the specific tool on these problems? explain </p> <p> Explain how you might improve your model to better serve its purpose. </p> <p> Can you Construct a viable argument to support your solution and solution pathway?</p> <p>I,C,O,R</p> <p>Vocabulary </p> <p>Bivariate Categorical Data </p> <p>Joint Frequencies </p> <p>Relative Frequencies </p> <p> Two-way Relative Frequency Table </p> <p> Residuals </p> <p>Two-way Frequency Table</p> <p> Conditional Relative Frequencies</p> <p> Marginal Frequencies</p> <p>I, C,O,R W</p> <p>Daily Agenda:</p> <p> Daily Agenda Bell Ringer</p> <p>1. Discuss previous Knowledge</p> <p>2. Watch Algebra Nation video pausing to discuss points</p> <p>3. Fill out booklet</p> <p>W,I,C,O,R</p> <p>Summarizing Activity/Comprehension Check: Answer essential question</p> <p>W,I,C</p> <p>Friday </p> <p>May 29</p> <p>Essential Question How do you compare center/spread and interpret differences using appropriate data displays? </p> <p>WICOR</p> <p>Learning Goal. </p> <p>Students will be able to use dot plots, histograms, and box plots to compare center/spread and interpret differences as well as use mean and standard deviation fitted to normal distributions. They will also be able to synthesize categorical and numerical data on two variables.</p> <p>Measurable Objective: Students will lern to examine correlations using Algebra nation</p> <p>Benchmark </p> <p> MAFS.912.S-ID.2.5: (DOK 2) </p> <p>MAFS.912.S-ID.2.6.a, b, c (DOK 2)</p> <p>MAFS.912.S-ID.3.7: (DOK 2) </p> <p>MAFS.912.S-ID.3.8: (DOK 2) </p> <p>MAFS.912.S-ID.3.9: (DOK 2) </p> <p>Higher Order Thinking Questions ( Hot)</p> <p>What evidence will support your solution? </p> <p> How has your model served its purpose? </p> <p> Why you used the specific tool on these problems? explain </p> <p> Explain how you might improve your model to better serve its purpose. </p> <p> Can you Construct a viable argument to support your solution and solution pathway?</p> <p>I,C,O,R</p> <p>Vocabulary </p> <p>Bivariate Categorical Data </p> <p>Joint Frequencies </p> <p>Relative Frequencies </p> <p> Two-way Relative Frequency Table </p> <p> Residuals </p> <p>Two-way Frequency Table</p> <p> Conditional Relative Frequencies</p> <p> Marginal Frequencies</p> <p>I, C,O,R W</p> <p>Daily Agenda:</p> <p> Daily Agenda Bell Ringer</p> <p>1. Discuss previous Knowledge</p> <p>2. Watch Algebra Nation video pausing to discuss points</p> <p>3. Fill out booklet</p> <p>W,I,C,O,R</p> <p>Summarizing Activity/Comprehension Check: Answer Essential question</p> <p>W,I,C</p> <p>SOL/ESE ACCOMODATIONS</p> <p>Visual Aids, Concrete Objects, Gestures, RepetitionsPeer tutoringWritten Outline, Copy of NotesUse of Dictionary Small Group InstructionAvoidance of IdiomsIncorporation of LEP students Culture &amp; LanguageCopies of NotesVerbal and Written DirectionsSummarize &amp; Review FrequentlyHands on ActivitiesStudent TranslatorRequest of Text in Students LanguageReading Aloud QuestionsCorrelation With ESOL/ESE Resource PersonnelPreferential SeatingCooperative GroupsExtended Time</p> <p>Student Friendly Mathematical Practice Statements</p> <p>MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. </p> <p> Make a plan! </p> <p> Try different approaches when your problem is hard. </p> <p> Solve your problem in more than one way. </p> <p> Check whether your solution makes sense. </p> <p>MAFS.K12.MP.2.1 Reason abstractly and quantitatively. </p> <p> Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use</p> <p>MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. </p> <p> Explain both what to do and why it works. </p> <p> Work to make sense of others mathematical thinking. </p> <p>MAFS.K.12.MP.4.1 Model with mathematics. </p> <p> Apply math to real-world situations. </p> <p> Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems. </p> <p>MAFS.K12.MP.5.1 Use appropriate tools strategically. </p> <p> Choose appropriate tools for your problem. </p> <p> Use mathematical tools correctly and efficiently. </p> <p> Estimate and use what you know to check the answers you find using tools. </p> <p>MAFS.K12.MP.6.1 Attend to precision. </p> <p> Communicate your mathematical thinking clearly and precisely. </p> <p> Use the level of precision you need for your problem. </p> <p> Be accurate when you count, measure, and calculate. </p> <p>MAFS.K12.MP.7.1 Look for and make use of structure. </p> <p> Find, extend, analyze, and create patterns. </p> <p> Use patterns and structures to solve problems. </p> <p>MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning. </p> <p> Use patterns and structures to create and explain rules and shortcuts. </p> <p> Use properties, rules, and shortcuts to solve problems. </p> <p> Reflect on your thinking before, during, and after you solve a problem. </p> <p>Reading Standards for Literary and Informational Text</p> <p>Speaking and Listening</p> <p>Writing and Language Standards</p> <p>8.RL/RI.1.1 (DOK2) </p> <p>Text evidence that supports analysis and inferences drawn from text</p> <p>8.LS.1.1 (DOK 3)</p> <p>Collaborative discussions</p> <p>a. Prepare/research material</p> <p>b. Follow rules for collegial discussions; track progress toward goals/deadlines;</p> <p>c. Pose questions that connect ideas , respond to others; qualify/justify own views</p> <p>d. Acknowledge new information expressed by others; qualify or justify their own views in light of the evidence presented</p> <p>8.W.2.4 (DOK 3)</p> <p>Produce clear and coherent writing; organization, style are appropriate to task/purpose/audience</p> <p>8.RI.2.4(DOK 2)</p> <p>Meanings of words/phrases as used in a text.</p> <p>8.W.2.5 (DOK2)</p> <p>With guidance, develop and strengthen writing as needed by planning/revising/editing/rewriting/ trying a new approach.</p> <p>8.RI.4.10 (DOK2)</p> <p>By the end of the year, read and comprehend literary nonfiction at the high end of 6-8th grade text complexity band independently and proficiently</p> <p>8.W.2.6 (DOK2)</p> <p>Use technology, including Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.</p> <p>8.SL.2.6 (DOK2)</p> <p>Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.</p> <p>8.W.4.10 (DOK3)</p> <p>Write routinely over extended and short time frames for a range of discipline-specific tasks/ purposes/audiences</p> <p>8L.3.4 (DOK2)</p> <p>Determine or clarify the meaning of unknown and multiple-meaning words/phrases based on grade 8 reading and content,</p> <p>a. Use context as clue</p> <p>b. Use common, grade-appropriate Greek or Latin affixes and roots</p> <p>c. Consult general and specialized reference materials</p> <p>d. Verify the preliminary determination of the meaning of a word or phrase (e.g., checking inferred meaning in context or in a dictionary).</p>

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