| UNIT LESSON PLAN |
| Semester 1 |
| Instructor:______________________ | Subject: Algebra I Part I | Room #:_____________________ |
| SSS = Sunshine State Standard | SPS = Student Performance Standard | WC = Workforce Competency |
Date |
SSS# |
SPS# |
WC# |
Content Statement |
Performance Descriptors |
Assessment Method |
| From:
week 1 To: week 2 |
A.1.4.1 | 1.1 1.4 |
2, 3, 4 |
Student associates verbal names, written word names, and standard numerals with integers, rational numbers, irrational numbers, and real numbers. | Finds the size of the national debt and the latest U.S. population and uses the information to describe what the figures mean to the individual citizen. | verbal responses, independent modeling activities, worksheets, quizzes, test |
| From:
week 3 To: week 4 |
A.1.4.2 | 1.4 1.5 |
1, 2, 3, 4 8 |
Student understands the relative size of integers, rational numbers, irrational numbers, and real numbers. | Solve expressions provided on index cards and, as a member of a group, makes a Human Number Line at the front of the room,with each student assuming his or her appropriate place on the line. | verbal responses, independent modeling worksheets, enrichment, test |
| From:
week 5 To: week 6 |
A.1.4.3 | 1.4 1.7 |
2, 3, 4 |
Understands concrete and symbolic representations of real and complex numbers in real world situations | Determines whether calculated numbers are rational or irrational numbers. Use formula for breaking distance using the formula: s� = a� + b� | verbal responses, independent modeling activities, worksheets, enrichment masters, quizzes, test |
| From:
week 7 To: week 8 |
A.1.4.4
|
1, 2, 3, 4 |
Understands that numbers can be represented in a variety of equivalent forms, including integers, fractions, decimals, percents, scientific, notation, exponents, radicals, and absolute value. | Writes the radius of the earth (about 6.37 million meters) in two other ways. Explains the relationship of the rating system to the relative intensity of earthquakes or hurricanes and answers questions about a given problem. | verbal responses, independent modeling activities, worksheets, enrichment masters, quizzes, test | |
| From:
week 9 To: week 10 |
A.2.4.1
|
2, 3, 4 |
Understands and uses
the basic concepts of limits and infinity.
|
Graphs the equation y = 2x on a graphing calculator and describes the graph for x < -10 and for x > 10. | ||
| From:
week 11 To: week12 |
A.2.4.2 | 1.4
|
2, 3, 4 |
Understands and uses the real number system. | Determines the diameter of the largest circular mirror that will fit through a 3 ft x 8 ft door. | |
| From:
week 13 To: week 14 |
A.3.4.1 | 1.7 1.9 |
2, 3, 4, 6, 7 | Understands and explains the effects of addition, subtraction, multiplication, and division on real numbers, including square roots, exponents, appropriate relationships. | Finds solutions for selected scenarios in real life situations. Use HSCT practice problems with percent problems that involve interest, discount, sales, etc. | verbal responses, independent modeling activities, worksheets, enrichment masters, quizzes, test |
| From:
week 15 To: week 16 |
A.3.4.3 | 1.4 1.9 |
2, 3, 4, 8, 9 | Adds, subtracts, multiplies, and divides real numbers, including square roots and exponents using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. | Fraction problems: Is Tom and Jane have 14 candy bars and they are going to split them based upon their ages of 7 and 5, how much would each get? Implement HSCT practice problems. | verbal responses, independent modeling activities, worksheets, enrichment masters, quizzes, test |
| From:
week 17 To: week 18 |
A.4.4.1 | 2.9 2.10 |
1, 3, 4 | Uses estimation strategies in complex situations to predict results and to check the reasonableness of results. | Makes reasonable predictions using estimation strategies to get a sensible answer to a real-world situation. For example, an experienced painter can paint the exterior of a house in 5 hours. An inexperienced helper would take 9 hours for the same house. Given that the two painters are working together, the student chooses the most sensible answer to the question, " how long will it take them to paint the house?" The student explains his/her decision. | verbal responses, independent modeling activities, worksheets, enrichment masters, quizzes, test |
| Technology Skills Used: Computer and software, calculators, videos |
| ESOL Strategies Used: |
| Reinforcement Reading Comprehension Skill: Practice masters with word problems, tech prep application masters, science and mathematics labs, investigations and practice masters, HSCT problems that are related to the algebra units. |
| Reinforcement of Mathematics: Oral drills, worksheets correlated with topics, group practice, unison response. |
| Reinforcement of Writing: Writing during tech prep applications and math labs. |