Note: Learning Scales and Accommodations Are Below s1

Pre-Algebra Unit 1: Real Numbers, Exponents, & Scientific Notation August 10- September 9 MAFS.K12.MP.4.1 Model with mathematics. Apply math to real-world situations. Use models such as graphs, drawings, tables, symbols, numbers and diagrams to solve problems. MAFS.K12.MP.6.1 Attend to precision. Communicate your mathematical thinking clearly and precisely. Use the level of precision you need for your problem. Be accurate when you count, measure and calculate. MAFS.K12.MP.7.1 Look for and make use of structure. Find, extend, analyze, and create patterns. Use patterns and structures to solve Math problems. MAFS.K12.MP.1.1 Make sense of problems and persevere in solving Florida them. Make a plan! Try different approaches when your problem is hard. Solve your problem Standard(s in more than one way. Check whether your solution makes sense. MAFS.K12.MP.2.1 ): Reason abstractly and quantitatively. Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use. MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning. Use patterns and structures to explain rules and shortcuts. Use properties, rules and shortcuts to solve problems. Reflect on your thinking before, during, and after you solve a problem. Learning Students will learn about: relationships between sets of real numbers, irrational numbers, ordering numbers, scientific notation, properties of integer exponents and operations with Goal: scientific notation. Assessme Pre Assessment Quiz on real numbers, exponents, and scientific notation. Formative Assessments Cornell Notes nts Collaborative Assignments Homework Exit Slips Summative Assessment Unit 1 – Begins 8/15 Quiz Unit test Essential How can you use real numbers to solve real-world problems? Question(s ): Progress If student has a low pre assessment or formative assessment, the teacher will monitor and possibly suggest before or after school tutoring to insure he is learning the unit adequately. Monitoring If the student has a 70 or below on a quiz he can study more and retake it within a 7 day period / Feedback for full credit. If the student has below a 70, the instructor will provide real time remediation. Loop Higher How do you rewrite rational numbers and decimals, take square roots, cube roots and approximate irrational numbers? Order How can you describe relationships between sets of real numbers? Question(s ) Key Rational numbers, terminating decimal, repeating decimal, square root, principal square root, perfect square, cube root, perfect cube, real numbers, Vocabular y

Monday Unit 1: Real Numbers, Exponents, & Rigor August 22, 2016 Scientific Notation Level Daily Agenda Daily How do you order a set of real numbers? Objective: Pre-Algebra Bell Ringer: Create a chart to represent real numbers. I Do: Assess, review bell ringer, reteach Lesson 1-3 We Do: Page 25 You Do: Finish page 25 Homework: Lesson 1-3 A/B and C EXIT TICKET: Explain how to order a set of real numbers.

Tuesday Unit 1: Real Numbers, Exponents, & Rigor Level August 23, 2016 Scientific Notation Daily Agenda Daily How do you order a set of real numbers? Objective: Bell Ringer: Take out your homework. 1) How are real numbers used to describe real-world situations? I Do: Review bell ringer and homework. We Do: Answer questions You Do: Module 1 Assessment Readiness Homework: Page 30 Are you Ready? EXIT How do you think you did on assessment 1? TICKET:

Wednesday Unit 1: Real Numbers, Exponents, & Scientific Rigor August 24, 2016 Notation Level Daily Agenda Daily How can you develop and use the properties of integer exponents? Objective: Bell Ringer: Take out your homework List 3 number patterns. I Do: Review bell ringer and homework. Introduce Lesson 2.1 We Do: Examples page 34-35 You Do: Problems Page 36 1-20 Homework: Page 37 21-30 EXIT TICKET: What might we use integer exponents for?

Thursday Unit 1: Real Numbers, Exponents, & Scientific Rigor August 25, 2016 Notation Level Daily Agenda Daily How can you develop and use the properties of integer exponents? Objective: Bell Ringer: Take out your homework Write an equivalent expression. 1. 3x3x3x3x3 2. 7x7x7x7x7x7x7x7x7x7x7x7 3. 2 I Do: Review bell ringer and homework. Reteach page 23-24 We Do: Page 22 Pre-Algebra You Do: Printed Differentiated Instruction book page Homework: Finish Page 20/21,24 (printed) EXIT TICKET: Explain in your words what a negative exponent means.

Friday Unit 1: Real Numbers, Exponents, & Scientific Rigor August 26, 2016 Notation Level Daily Agenda Daily The students will uses scientific notation to express very large quantities. Objective: Bell Ringer: Take out your homework Give an example of when you might use scientific notation. I Do: Review bell ringer and homework. Introduce 2-2 We Do: Cornell Notes, questions, page 42 You Do: Workbook page 43 Homework: No homework! Enjoy your weekend! EXIT TICKET: Find the cube root of 35.

Note: Learning Scales and Accommodations are below.

Learning Goals Scale: Scale Real Numbers  Know when numbers are rational and irrational. Understand that every number has a decimal formation.  Use rational approximations of irrational numbers to compare and locate on a number line and estimate the value of expressions. 4.0  Know and apply properties of integer exponents.  Use numbers expressed in the form of a single digit times an integer power of 10 to estimate large or small quantities.

3.5 In addition to 3.0 skills, I can do some of the 4.0 skills.

 Know when numbers are rational and irrational. Understand that every number has a 3.0 decimal formation. (GOAL)  Use rational approximations of irrational numbers to compare and locate on a number line and estimate the value of expressions. With no  Know and apply properties of integer exponents. help, I can do all these skills.

2.5 In addition to all 2.0 skills, I can do some of the 3.0 skills.

 Know when numbers are rational and irrational. Understand that every number has a 2.0 decimal formation. With no  Know and apply properties of integer exponents. help, I can do all these Pre-Algebra skills. 1.5 On my own, I can do some of the 2.0 and 3.0 skills. 1.0 With help, I can do some of the 2.0 and 3.0 skills. 0.5 With help, I can do some of the 2.0 skills. 0.0 Even with help, I have no success.

WICR Strategies used during each unit. Writing Inquiry Collaboration Reading Writing activities that Questioning strategies Working together with a Any strategies in reading help that help students partner or in a group of that help students students understand the understand the content students to understand, understand content to problem solve, or to complete a task/project Writing-to-Learn Higher level questioning Think Pair Share Before reading activities • summaries in classes • vocabulary activities Process writing • Costa’s Level 1: Sharing ideas with a • accessing prior • using a rubric as Students partner or in a group knowledge evaluation find the answers right • making predictions On-demand/Timed there Carousel/Gallery Walk writing in the text. During reading activities • writing that is Problem solving in • marking the text completed in class within • Costa’s Level 2: groups • Cornell notes a set amount of time Students • graphic organizers • grade is evaluated must figure out the Projects in groups using a rubric answer After reading strategies Cornell Notes from information in the • summarizing • taking notes on the text. • group projects most important information • Costa’s Level 3: • summarizing Students • using the notes to study apply what they have Reflective writing learned or use what they • students write about have learned to evaluate what they have learned or and what they still need create. Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Pre-Algebra  Read directions for  Allow student time to  Extended time on  Read Aloud to the student step out to de-escalate assignments =1 day Students  Check for  Testing in small groups  Preferential seating  Visual manipulatives understanding  Use of a planner/binder  Written direction given  Cooperative  Allow to leave class for organization  Break directions into Learning, for assistance  English Language chunks  Vocabulary,  Extra time for exams Dictionary Description,  Daily agenda Introduction, .

Student Friendly Mathematical Practice Statements MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. • Make a plan! • Try different approaches when your problem is hard. • Solve your problem in more than one way. • Check whether your solution makes sense. MAFS.K12.MP.2.1 Reason abstractly and quantitatively. • Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. • Explain both what to do and why it works. • Work to make sense of others’ mathematical thinking. MAFS.K.12.MP.4.1 Model with mathematics. • Apply math to real-world situations. • Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems. MAFS.K12.MP.5.1 Use appropriate tools strategically. • Choose appropriate tools for your problem. • Use mathematical tools correctly and efficiently. • Estimate and use what you know to check the answers you find using tools.

MAFS.K12.MP.6.1 Attend to precision. • Communicate your mathematical thinking clearly and precisely. • Use the level of precision you need for your problem. • Be accurate when you count, measure, and calculate. MAFS.K12.MP.7.1 Look for and make use of structure. • Find, extend, analyze, and create patterns. • Use patterns and structures to solve problems. Pre-Algebra MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning. • Use patterns and structures to create and explain rules and shortcuts. • Use properties, rules, and shortcuts to solve problems. • Reflect on your thinking before, during, and after you solve a problem.