Teacher Candidate: J. S.

Dykes Date: 3 November 2014

Grade and Topic: 9
th
Algebra Concepts n N!mber "heory Length of Lesson: t#o #eeks
Mentor Teacher: $%na&ar%e 'o!ston School: So!th#%n( '%gh School
)N"*C'A+",- ./J,C"0,*1,N,-A2$A".N*/1 D,A:
D%scover%ng &ath3 N!mber "heory From equivalent number representations to rational numbers
and their subsets to exponents and scientific notation introduce students to more advanced properties
and concepts of numbers and divisibilit! rules"
2,SS.N ./J,C"0,3
Given the opportunit! students #ill be able to conduct the follo#ing ob$ectives:
Students #ill classif! numbers as #hole rational irrational positive or negative and identif! examples
of each"
Students #ill classif! numbers as prime or composite and recogni%e relativel! prime integers"
Students #ill defend their decision in a classroom discussion"
Students #ill explain & identif! the representations to demonstrate an understanding of the
relationships bet#een numbers"
Students #ill explain & identif! an understanding of the advantages of scientific notation"
Students #ill explain & identif! the binar! number s!stem and convert numbers to and from bases t#o
and ten"
Students #ill demonstrate factori%ation using scientific notation and divisibilit! b! common factors"
1.A2S3
Given the opportunit! students #ill be able to:
'" (dd subtract multipl! and divide rational numbers"
)" Calculate the rate of change caused b! earned interest on investments"
*" Create a game incorporating computation on rational numbers"
+" Find the square and the cube of numbers"
," -se algebraic properties and appl! a variet! of computational methods and algorithms to evaluate
expressions #hile demonstrating computer s.ills in spreadsheets"
/" -se estimation to plan and budget for a trip to chosen location"
0" -tili%e the order of operations to correctl! evaluate expressions"
1" 2or. #ith a team to #rite and evaluate expressions"
S"ANDA-DS ADD-,SS,D 3 Course Level 4xpectations :
Stan(ar( 1 4 &athemat%cal +rocesses
CL4 *'5)"'"' -se mathematical language s!mbols definitions proofs and counterexamples correctl! and
precisel! in mathematical reasoning"
CL4 *'5)"'") (ppl! and adapt a variet! of appropriate strategies to problem solving including testing
cases and estimation"
CL4 *'5)"'"* Develop inductive and deductive reasoning to independentl! ma.e and evaluate
mathematical arguments and construct appropriate proofs6 include various t!pes of reasoning logic and
intuition"
'
2esson +lan 1!%(e
CL4 *'5)"'"+ Move flexibl! bet#een multiple representations 7contextual ph!sical #ritten verbal
iconic8pictorial graphical tabular and s!mbolic9 to solve problems to model mathematical ideas and to
communicate solution strategies"
CL4 *'5)"'", :ecogni%e and use mathematical ideas and processes that arise in different settings #ith an
emphasis on formulating a problem in mathematical terms interpreting the solutions mathematical ideas
and communication of solution strategies"
CL4 *'5)"'"/ 4mplo! reading and #riting to recogni%e the ma$or themes of mathematical processes the
historical development of mathematics and the connections bet#een mathematics and the real #orld"
CL4 *'5)"'"0 -se technologies appropriatel! to develop understanding of abstract mathematical ideas to
facilitate problem solving and to produce accurate and reliable models"
Stan(ar( 2 4 N!mber 5 .perat%ons
Course Level 4xpectations:
CL4 *'5)")"' -nderstand computational results and operations involving real numbers in multiple
representations"
CL4 *'5)")") -nderstand properties of and relationships bet#een subsets and elements of the real number
s!stem"
Stan(ar( 3 4 Algebra
Course Level 4xpectations:
CL4 *'5)"*"' -se algebraic thin.ing to anal!%e and generali%e patterns"
CL4 *'5)"*") -nderstand and appl! properties in order to perform operations #ith evaluate simplif! and
factor expressions and pol!nomials"
CL4 *'5)"*"* -nderstand and appl! operations #ith rational expressions and equations"
CL4 *'5)"*"+ Solve problems involving linear equations and linear inequalities"
CL4 *'5)"*", Manipulate formulas and solve literal equations"
CL4 *'5)"*"/ -nderstand and use relations and functions in various representations to solve contextual
problems"
CL4 *'5)"*"0 Construct and solve s!stems of linear equations and inequalities in t#o variables b! various
methods"
CL4 *'5)"*"1 Solve and understand solutions of quadratic equations #ith real roots"
CL4 *'5)"*"; -nderstand and use exponential functions to solve contextual problems"
"N State Stan(ar(s6 State +er7ormance n(%cators3
Stan(ar( 1 4 &athemat%cal +rocesses
S<= *'5)"'"' =nterpret patterns found in sequences tables and other forms of quantitative information
using variables or function notation"
S<= *'5)"'") 2rite an equation s!mbolicall! to express a contextual problem"
S<= *'5)"'"* (ppl! properties to evaluate expressions simplif! expressions and $ustif! solutions to
problems"
S<= *'5)"'"+ Translate bet#een representations of functions that depict real3#orld situations"
S<= *'5)"'", :ecogni%e and express the effect of changing constants and8or coefficients in problem
solving"
S<= *'5)"'"/ Determine and interpret slope in multiple contexts including rate of change in real3#orld
problems"
Stan(ar( 2 4 N!mber 5 .perat%ons
S<= *'5)")"' >perate 7add subtract multipl! divide simplif! po#ers9 #ith radicals and radical
expressions including radicands involving rational numbers and algebraic expressions"
S<= *'5)")") Multipl! divide and square numbers expressed in scientific notation"
)
S<= *'5)")"* Describe and8or order a given set of real numbers including both rational and irrational
numbers"
*
Stan(ar( 3 4 Algebra
S<= *'5)"*"' 4xpress a generali%ation of a pattern in various representations including algebraic and
function notation"
S<= *'5)"*") >perate #ith pol!nomials and simplif! results"
S<= *'5)"*"* Factor pol!nomials"
S<= *'5)"*"+ >perate #ith evaluate and simplif! rational expressions including determining restrictions
on the domain of the variables"
S<= *'5)"*", 2rite and8or solve linear equations inequalities and compound inequalities including those
containing absolute value"
S<= *'5)"*"/ =nterpret various relations in multiple representations"
S<= *'5)"*"0 Determine domain and range of a relation determine #hether a relation is a function and8or
evaluate a function at a specified rational value"
S<= *'5)"*"1 Determine the equation of a line and8or graph a linear equation"
S<= *'5)"*"; Solve s!stems of linear equation8inequalities in t#o variables"
S<= *'5)"*"'5 Find the solution of a quadratic equation and8or %eros of a quadratic function"
S<= *'5)"*"'' (nal!%e nonlinear graphs including quadratic and exponential functions that model a
contextual situation"
&A",-A2S3
Students #ill use their notes pencils or pens paper to be used to #rite do#n the contrasting vie#s of
the people in the group #hile students #or. on the handouts" ?andouts and classroom lessons along #ith
different t!pes of situations 7games role3pla! scenarios etc"9 are also part of the development s.ills and
critical thin.ing processes required during the different parts of the overall unit lesson"
Calculators
Computer #ith =nternet access
Creating a Game Directions 7seen in lesson plan9
4valuating 4xpressions <ractice Sheet 7seen in lesson plan9
Gameboard 7seen in lesson plan cop! and let them finish9
@umber Cards 7six A'B cards six A)B cards and six A*B cards9 one set for each pair of students 7seen
in lesson plan have students ma.e9
( pac. of dice 031 die to cover groups
>rder of >perations <oster 7seen in lesson plan9
<art! <lanning Directions 7seen in lesson plan9
<rinted resources about the histor! of Ma!a mathematics
:ate of Change (ctivit! Sheet 7seen in lesson plan9
:ed !ello# green and blue chips
Set of 031 sets of pla!ing cards 7numbers onl! one per group of students9
Shopping List 7seen in lesson plan9
Coger 2almalt Dollar store food sale fl!er from local food stores"
+
C)--C)2)& )N"S3
. .perat%ons on ntegers an( -at%onal N!mbers 810 m%n.9
.perat%ons on ntegers an( -at%onal N!mbers3 ntro(!ct%on
4xplore addition subtraction and multiplication of rational numbers"
,:ample 13 (dding and Subtracting :ational @umbers
Learn ho# to add and subtract rational numbers #ith decimals" =tDs important to line up the d
decimals"
,:ample 23 Multipl!ing :ational @umbers
See ho# to multipl! and divide rational numbers using long multiplication and division" The
placement of the decimal in the ans#er is important"
,:ample 33 Dividing :ational @umbers
Discover ho# the earned run average in baseball is an example of rational number division"
. .perat%ons on ;ract%ons 810 m%n.9
.perat%ons on ;ract%ons3 ntro(!ct%on
4xplore addition and multiplication of mixed numbers conversion of mixed numbers to improper
fractions and identification of the least common denominator"
,:ample 13 (dding and Subtracting Fractions
-se equivalent fractions and the least common denominator to add and subtract mixed numbers
and learn ho# to convert improper fractions to mixed numbers"
,:ample 23 Multipl!ing Fractions
See ho# to multipl! mixed numbers b! converting to fractions and then converting improper
fractions bac. to mixed numbers"
,:ample 33 Dividing Fractions
Learn ho# to divide mixed numbers b! converting them to fractions and then converting
improper fractions bac. to mixed numbers"
. ,:ponents an( -oots 810 m%n.9
,:ponents an( -oots3 ntro(!ct%on
Find the square and cube of a number" Then use squares and cubes to find the area and volume of a
cube"
,:ample 13 Squares
Multipl! a number b! itself to find its square" See #h! #hen a negative number is squared the
ans#er is positive and #hen a fraction less than one is squared the ans#er is smaller than the
original fraction"
,:ample 23 Cubes
Find the cube of positive and negative numbers" See #h! #hen a negative number is cubed the
ans#er is negative and #hen a fraction less than one is cubed the result is a smaller number"
,:ample 33 Square :oots and Cube :oots
Learn ho# to find the square and cube roots of positive and negative numbers"
0. Comp!tat%onal &etho(s 810 m%n.9
Comp!tat%onal &etho(s3 ntro(!ct%on
=nvestigate several computational methods E mental math pencil and paper estimation calculator
and computer" See #h! different situations and purposes for calculating require different methods of
computation"
,:ample 13 Mental Math and 4stimation 7Done prior to computers9
4xplore problems that do not require exact ans#ers and can be calculated using mental math or
estimation"
,:ample 23 <aper and <encil 7Done after mental8estimation no calculatorFno computer9
,
See ho# noncomplex calculations that require exact ans#ers can be completed using paper and
pencil"
,:ample 33 Calculator Spreadsheet programs and a Computer
-se a calculator or computer for complex problems that require accurate solutions and cannot
be computed using mental math estimation or paper and pencil #hile spreadsheets allo# for
automatic calculations and can even be used to find man! ans#ers based off formulas entered"
The use of spreadsheets also sets up a basic understanding for use in later lessons"
0. .r(er o7 .perat%ons 811 m%n.9
.r(er o7 .perat%ons3 ntro(!ct%on
4xplore the order of operations using conversions from Fahrenheit to Celsius"
,:ample 13 Simple >rders
=nvestigate the four main mathematical operations E addition subtraction multiplication and
division"
,:ample 23 More >rders
-se the order of operations to calculate the total revenue a roller coaster generates in one da!"
,:ample 33 4xponents
See ho# the order of operations is used to solve an equation involving parenthesis exponents
multiplication division addition and subtraction"
0. +roport%onal -eason%ng 810 m%n.9
+roport%onal -eason%ng3 ntro(!ct%on
4xplore ratios and proportions E a ratio expresses the relationship of one number to another and a
proportion is a statement that t#o ratios are equal"
,:ample 13 Scale Models
See ho# scale models are used #hen planning ne# structures and explore the ratios and
proportion of the human bod!"
,:ample 23 :ate of Change
-se ratios and proportions to calculate the amount of interest earned on the principle in a ban.
account"
,:ample 33 Sampling
See ho# a random sample of sub#a! riders and ratios and proportions can be used to predict
the ma.e3up of future groups of sub#a! riders"
0. (ent%ty< nverse< an( Comm!tat%ve +ropert%es 811 m%n.9
(ent%ty< nverse< an( Comm!n%cat%ve +ropert%es3 ntro(!ct%on
4xplore identit! inverse and commutative properties in math that guide calculations and problem
solving"
,:ample 13 =dentit! 4lements
=nvestigate the identit! propert! of addition and multiplication" The identit! element in addition
in %ero and the identit! element in multiplication is one"
,:ample 23 =nverse >perations and 4lements
See ho# inverse operations reverse another operation li.e addition and subtraction" The inverse
element in addition is %ero" The multiplicative inverse of a number is its reciprocal"
,:ample 33 Commutative <roperties
Learn #h! the commutative propert! of addition and multiplication allo#s for numbers to be
added or multiplied in an! order"
0. Assoc%at%ve an( D%str%b!t%ve +ropert%es 810 m%n.9
Assoc%at%ve an( D%str%b!t%ve +ropert%es3 ntro(!ct%on
Learn #h! the associative propert! of addition and multiplication allo#s for numbers to be grouped in
an! order and the distributive propert! allo#s multiplication to be distributed across addition"
,:ample 13 (ssociative <ropert! of (ddition
/
4xplore the associative propert! of addition and ta.e a closer loo. at #h! it allo#s for numbers
to be grouped in an! #a! #hen adding"
,:ample 23 (ssociative <ropert! of Multiplication
Ta.e a closer loo. at the associative propert! of multiplication and see ho# it allo#s for
numbers to be grouped in an! #a! #hen multipl!ing"
,:ample 33 Distributive <ropert!
4xamine the distributive propert! of multiplication over addition and ta.e a closer loo. at ho#
it allo#s for multiplication to be distributed across numbers being added"
=. Appropr%ate ,st%mates 8> m%n.9
Appropr%ate ,st%mates3 ntro(!ct%on
Compare estimates and accurate measurements and explore different situations requiring estimates or
accurate measurements"
,:ample 13 4xact @umber @eeded
Ta.e a closer loo. at some situations requiring exact measurements such as measuring steel
beams for a building"
,:ample 23 (dequate 4stimate
4xplore ho# estimation provides an approximate measurement"
,:ample 33 Flexibilit!
Ta.e a closer loo. at approximate measurements b! planning a travel budget"
=. Algor%thms 7or Ar%thmet%c .perat%ons an( Comp!tat%ons 8? m%n.9
Algor%thms 7or Ar%thmet%c .perat%ons an( Comp!tat%ons3 ntro(!ct%on
=nvestigate algorithms a set of steps used to solve a problem"
,:ample 13 (ddition and Subtraction
Ta.e a closer loo. at step3b!3step addition and subtraction algorithms b! determining the cost
of a trip"
,:ample 23 Multiplication
See a step3b!3step multiplication algorithm #hen determining ho# much mone! a #or.er earns
in one #ee."
,:ample 33 Division
Determine ho# man! cans of vegetables a large famil! #ill use in one month using a step3b!3
step division algorithm"
=. ,:ponent%al 1ro#th 8? m%n.9
,:ample 13 ?o# are exponents used in ever!da! lifeG
(: (ns#ers #ill var!"
,:ample 23 Starting #ith one bacterium ho# man! #ill there be after three da!s if the bacteria
divide in t#o ever! half hourG
(: =n three da!s there are * H ) H )+ I '++ half hours"
! I )
'++ 4xponents
! I )") H '5
+* Scientific @otation
=. ,:ponent%al ;!nct%ons 89 m%n.9
,:ample 13 Jesides bacteria #hat else can gro# exponentiall!G
(: (ns#ers #ill var!"
,:ample 23 2hat is the general form for an exponential functionG
(: f7x9 I a bx
=. -at%onal ;!nct%ons an( "emperat!re Convers%on 810 m%n.9
,:ample 13 ?o# does temperature affect !our lifeG
(: (ns#ers #ill var!"
,:ample 23 ?o# do !ou convert degrees Celsius to degrees Fahrenheit and the reverseG
(: To convert degrees Celsius to degrees Fahrenheit use the formula:
7Fahrenheit I 7",,,/ K Current Temp9 L *)9" Current Temp is in Celsius
0
(: To convert degrees Fahrenheit to degrees Celsius use the formula:
7Celsius I ",,,/ K 7Current Temp 3 *)9" Current Temp is in Fahrenheit
=0. -at%onal ;!nct%ons an( @aterAs /o%l%ng +o%nt 810 m%n.9
,:ample 13 ?o# does altitude affect temperatureG
(: (ns#ers #ill var!"
,:ample 23 Mt" McCinle! in (las.a has an altitude of )5*)5 feet" ?o# do !ou find the boiling
point of #ater on that pea.G
&etho( 13 -se the formula JI )') M
*0x
8)5 #here x is thousands of feet"
NI
)5*)5
8'555 B 20.32
JI )') M
*0x
8)5
JI )') M
*07)5"*)9
8)5 I )')3*0"/ I '0+"+OFahrenheit
&etho( 23 The boiling point decreases at a rate of M5"'1,OFahrenheit per '55 feet"
JI )') M 5"'1, x
)5*)5
8'55 I )')3*0"/ I '0+"+OFahrenheit
=0. 2ogar%thm%c Sp%rals 8? m%n.9
,:ample 13 2hich patterns in nature do !ou thin. are beautifulG
(: (ns#ers #ill var!"
,:ample 23 2hat is the difference bet#een the graph of r I e
5")P
and the graph of r I e
5"*,P
G
(: The graph of r I e
5")P
is a tighter spiral than the graph of" r I e
5"*,P
"
=0. Comple: N!mbers 8? m%n.9
,:ample 13 2hat is an example of an equation that has no real number solutionsG
(: (ns#ers #ill var!"
,:ample 23 2hat is a complex numberG
(: ( complex number is a number of the form a L bi #here a and b are real numbers and iIQ3'
=0. Comple: N!mbers an( ,lectr%c%ty 810 m%n.9
,:ample 13 ?o# does electricit! affect !our lifeG
(: (ns#ers #ill var!"
,:ample 23 ?o# do !ou add and multipl! complex numbersG (: To add complex numbers add
the real parts and add the imaginar! parts:
7a L bi9 L 7c L di9 I 7a L b 9 L 7c L d9i
To multipl! complex numbers use F>=L:
7a L bi97c L di9 I ac L adi L bci L bdi)
I ac L adi L bci L bd7M'9 7i
)
I M'9
I 7ac M bd9 L 7ad L bc9i
=0. &aya N!mber System 810 m%n.9
,:ample 13 Describe a number s!stem different than the decimal number s!stem"
(: (ns#ers #ill var!"
,:ample 23 Compare and contrast the decimal number s!stem and the Ma!a number s!stem"
(: The decimal number s!stem has the digits 5 ' ) * + , / 0 1 and ; and has a place value
of '5" The numerals are made up of three s!mbols6 %ero 7shell shape9 one 7a dot9 and five 7a
bar9" The picture belo# sho#s this:
1
;
==. &aya Calen(ar 8C m%n.9
,:ample 13 2h! do #e have a calendar s!stemG
(: (ns#ers #ill var!"
,:ample 23 Describe the Ma!a calendar"
(: (ns#ers #ill var!"
==. A((%t%on o7 &aya N!mbers 810 m%n.9
,:ample 13 ?o# do !ou add t#o three3digit decimal numbersG
(: (ns#ers #ill var!"
,:ample 23 2h! is it easier to add Ma!a numbers than it is to add (ec%mal n!mbersD
(: (ns#ers #ill var!"
==. S!btract%on o7 &aya N!mbers 810 m%n.9
,:ample 13 ?o# do !ou subtract t#o numbers #hen !ou need to regroupG
(: (ns#ers #ill var!"
,:ample 23 ?o# do !ou subtract t#o Ma!a numbersG
(: (ns#ers #ill var!"
==. &!lt%pl%cat%on an( D%v%s%on o7 &aya N!mbers 810 m%n.9
,:ample 13 ?o# do !ou multipl! t#o *3digit numbersG
(: (ns#ers #ill var!"
,:ample 23 2h! is it easier to multipl! Ma!a numbers than it is to multipl! decimal numbersG
(: (ns#ers #ill var!"
Aca(em%c "erms3
assoc%at%ve property o7 a((%t%on
Definition: changing the grouping of terms in a sum does not change the sum
Context: 7; L +9 L * I ; L 7+ L *9
assoc%at%ve property o7 m!lt%pl%cat%on
Definition: changing the grouping of factors in a product does not change the product
Context: 70 x *9 x ) I 0 x 7* x )9
comm!tat%ve property o7 a((%t%on
Definition: in a sum !ou can add terms in an! order
Context: / L * I * L /
comm!tat%ve property o7 a((%t%on
Definition: in a product !ou can multipl! factors in an! order
Context: * x ; I ; x *
(ec%mal n!mber system
Definition : ( positional s!stem of numeration that uses decimal digits and a base of '5
Context : The decimal number s!stem is the most common numeral s!stem used around the #orld"
(%str%b!t%ve property o7 m!lt%pl%cat%on over a((%t%on
Definition: multiplication ma! be distributed across addition
Context: , x 7*, L +,9 I 7, x *,9 L 7, x +,9
e:pan(e( notat%on
Definition : ( numeral expressed as a sum of the products of each digit and its place value
Context : 4xpanded notation is used #hen converting bet#een the Ma!a number s!stem and
glyph
Definition : ( s!mbolic figure or a character usuall! incised or carved in relief
Context : The Ma!a used gl!phs to represent da!s and months in their calendar"
%(ent%ty property o7 a((%t%on
Definition: the sum of an! number and %ero is the number
Context: ; L 5 I ;
'5
%(ent%ty property o7 m!lt%pl%cat%on
Definition: the product of an! number and one is the number
Context: 0 x ' I 0
&aya n!mber system
Definition : ( positional s!stem of numeration that uses a base of )5 and three s!mbols: %ero7a shell3shaped
gl!ph9 one 7a dot9 and five 7a bar9
Context : (dvanced features of the Ma!a number s!stem are the %ero represented b! a shell and the place
value s!stem"
or(er o7 operat%ons
Definition: a set of rules for evaluating an expression #ith more than one operation
Context: The teacher told the students to observe the order of operations #hen solving expressions"
place val!e
Definition : The value of a digit as determined b! its position in a number
Context : =n the Ma!a number the top dot is in the )5) 7four hundreds9 place the shell is in the )5' 7t#enties9
place and the bottom dot is in the )55 7ones9"
v%ges%mal n!mber system
Definition : (n! positional s!stem of numeration that uses a base of )5
Context : The Ma!a number s!stem is a vigesimal number s!stem"
+-.C,D)-,S AND "&,2N,3
ntro(!ct%on: From equivalent number representations to rational numbers and their subsets to
exponents and scientific notation introduce students to more advanced properties and concepts of
numbers and divisibilit! rules" 7, minutes9
"he lea( %n: The teacher #ill revie# #ith the students the points for doing things in a set order li.e
brushing and flossing after !ou eat to remove food particles and such" :elate this to ho# there is an
order of operations in math as #ell" (lso relate food groups to different mathematics real numbers
fractions irrational numbers etc" This #ill help to get the students into seeing things the! .no# or
commonl! do and relating it to mathematics preparing them for the material ahead" 7'5 minutes9
+roce(!res: (s listed
Day 13
Tell students the! #ill be creating a game to practice operations on integers and rational numbers"
o :evie# addition subtraction multiplication and division of integers and rational numbers b!
displa!ing practice problems on the board" ?ave students complete the practice problems and
share and explain their ans#ers"
o Divide the class into groups of four students" Distribute copies of Creating a Game Directions
and the gameboard to each group and discuss the directions" Students #ill finish creating a
game board b! filling in operation s!mbols and numbers on the board" The! should use at least
five addition five subtraction five multiplication five division operations and an! of these
operations in the remain ones" The! should also use positive numbers negative numbers
decimals and fractions 7i"e" the! ma! place multipl! b! G in one box on the game board9"
o 2hen the gameboards are complete the students should pla! the game #ith their group"
4ach student should dra# cards to create their starting value" Direct them as to the
number of cards to dra# and the t!pe of number the! should create" Dra#ing one card
#ill create a one3digit number" Dra#ing t#o cards can create a t#o3digit number or a
fraction" =f students are to #or. #ith positive and negative numbers coloring the red
7negative9 values and blac. 7positive9 values" 7Rust li.e a ledger #ould use9
''
Students should roll die to advance around the board" The! must complete the
computation on each space the! land on .eeping trac. of their ne# value" For example
if a student started #ith )5 and landed on a space that directs them to add , the! #ill
then have a value of )," Division calculations should be rounded to the nearest
hundredth"
Students should complete their computations using mental math paper and pencil or
calculators depending on level of students"
(fter each student has advanced around the board to F=@=S? the pla!er #ith the
highest value #ins"
Groups can s#itch gameboards if time allo#s"
Day 23
Displa! +
)
and /
*
on the board" (s. students to find the ans#ers" ?ave them share and explain their
#or."
(ssign each student a partner" Distribute a die number cards and a calculator to each pair" ?ave one
student roll the die and then pic. a card" The! must no# find the square or the cube of the number the!
rolled 7square if the! pic.ed a ) number care or cube if the! pic.ed a * number card9" The other student
should chec. the #or. on the calculator" ?ave them ta.e turns rolling the die and practicing squares and
cubes"
Day 33
Displa! the phrase S>rder of >perations"S (s. students to describe the order of operations" The! should
recall the mnemonic <lease 4xcuse M! Dear (unt Sall! from the board and posters in class" :evie# the
order of operations 7parentheses exponents multiplication division addition and subtraction9"
o Distribute copies of the >rder of >perations <oster"
o Displa! the follo#ing expression:
* T7'' 3 '9 L 1U x ,
)
Model ho# to evaluate the expression using the order of operations" Solve each step of the
problem using the appropriate color from the poster to sho# the step"
* T7'' 3 '9 L 1U x ,
)
* T'5L 1U x ,
)
* x '1 x ,
)
* x '1 x ),
,+ x ),
'*,5
o (s. students to identif! an! patterns the! notice #hen using the color3coded order of operations
s!stem"
o 2hen students are comfortable evaluating expressions distribute the 4valuating 4xpressions
<ractice Sheet and have them complete it using the color3coded order of operations s!stem"
')
Day 3 an( 43
(ssign each student a partner" Give each pair a bag containing red !ello# blue and green chips"
:evie# the operations that each color represents from the >rder of >perations <oster" Students #ill use the
chips to #rite their o#n expressions"
o ?ave each student pull t#o chips from the bag"
o (s. them to #rite expressions that include the elements that their chips represent" For example
if the! pull one !ello# one green and t#o blue chips the! #ill #rite an expression that
includes one addition or subtraction element one exponential element and t#o multiplication
or division elements"
o Then have students evaluate their partnerVs expression" The! can chec. their #or. using a
calculator"
o (s. students to recall the algebraic properties the! learned about in the video" ?ave them share
and explain their ideas"
=dentit! propert! of addition G the sum of a number and %ero is the number
=dentit! propert! of multiplication G the product of an! number and one is the number
Commutative propert! of addition E in a sum !ou can add terms in an! order
Commutative propert! of multiplication E in a product !ou can multipl! factors in an!
order
(ssociative propert! of addition E changing the grouping of terms in a sum does not
change the sum
(ssociative propert! of multiplication E changing the grouping of terms in a factor in a
product does not change the product
Distributive propert! of multiplication over addition E multiplication ma! be
distributed across addition
o (s. students to identif! situations in #hich the! used an algebraic propert! #hen evaluating
their expressions" ?ave each pair #rite t#o expressions that use an algebraic propert!" (s. them
to share and explain their examples to the class or in #riting"
Day C3
(ssign each student a partner" Tell students the! #ill be planning a part! ma.ing a menu and
determining ho# much mone! the! #ill spend on food for the part!" The! #ill be using arithmetic to
complete the part! planning" ( spread sheet needs to be completed on the mone! sent" :evie# the
operations and their uses #ith students" ?ave students give examples of #hen the! #ould use addition
subtraction multiplication and division"
o Distribute copies of #ee.l! circulars from local food stores and the Shopping List"
o Distribute copies of the <art! <lanning Directions and discuss #ith students"
o (llo# students time to plan their menus and complete the Shopping list"
o (s. students to share their menus and Shopping Lists #ith the class" ?ave them explain the
algorithms operations and strategies the! used to find the costs of individual items multiple
items and the total cost of the part! using a spreadsheet" Some of this #ill require students
visiting a Croger 2almart Target or other stores" 7J4 S-:4 T> 4@(JL4 T?4M9
o Discuss the benefits of using estimation and the importance of comparing estimates #ith actual
figures"
'*
Day E3
:evie# rate of change" Discuss ho# depositing mone! in an interest3earning ban. account allo#s the
value of the mone! to increase" Model an example b! calculating ho# much interest W)55 #ould earn at *
percent in one !ear 7W/9" @ext as. students ho# much the initial investment #ould be #orth in t#o !ears
7W)5/ L *X I W)')"'19" Continue practicing rate of change until students are comfortable #ith concept"
o Distribute the :ate of Change (ctivit! to students" ?ave them complete the calculations in the
chart" (llo# time for students to discuss the impact of earning interest on an initial investment
7assume that no other deposits are made to avoid compounding and monthl! interest9" For more
advanced classes use a spreadsheet and have the spreadsheet do the #or."
Day >3
?ave students research the Ma!a culture and create a time line of Ma!a civili%ation using print and
2eb resources" The follo#ing 2eb sites are a good starting point:
Y Civili%ation M M!ster! of the Ma!a M civili%ation timeline
http:88###"civili%ation"ca8civil8ma!a8mmc5;eng"html
Y Ma!an 2orld
http:88###"ma!an3#orld"com8time"htm
Y The Ma!a Civili%ation The Time3Line
http:88###"mexconnect"com8mexZ8travel8ldumois8ma!a8ldma!atimeline"html
?ave the students create a bulletin board from their time lines"
Day ? 3
?ave studentDs research the Ma!a calendar using print and 2eb resources" The follo#ing 2eb sites are
a good starting point:
Y The Classic Ma!a Calendar and Da! @umbering S!stem
http:88###"eecis"udel"edu8[mills8ma!a"html
Y Ma!a Calendar E \ucatanDs Ma!a 2orld Studies Center
http:88###"ma!acalendar"com8
Y Ma!a Calendar
http:88###"michielb"nl8ma!a8calendar"html
Day 9 3
?ave students summari%e their research in a one3page report" Group students in pairs to share their
reports and ans#er an! questions" Then have each student present the main points of their partnerDs report
to the class including at least t#o interesting facts"
:evie# the decimal number s!stem place value and expanded notation" Sho# students ho# to convert
base )5 numbers #ith decimal digits to base '5 numbers" ?ave students convert several base )5 numbers
to base '5 numbers on their o#n"
To familiari%e the students #ith Ma!a numbers have the students #rite the Ma!a numbers from ' to
)/" Sho# students examples of converting Ma!a numbers to decimal numbers and converting decimal
'+
numbers to Ma!a numbers" :emind students of the three rules of addition sho#n in the video: a dot equals
one five dots equals one bar and four bars equals one dot in the next place Sho# students examples of
adding Ma!a numbers and allo# them time for practice"
Day 10 3
Sho# students examples of subtracting Ma!a numbers and provide students time for practice"
:evie# the properties of multiplication as the! appl! to Ma!a numbers6 that is the identit! propert!
the %ero propert! and the commutative associative and distributive properties" Sho# students examples
of multipl!ing Ma!a numbers and allo# them time for practice"
Sho# students examples of dividing Ma!a numbers and allo# them time for practice"
ASS,SS&,N" ,0D,NC,3
This lesson is a 7ormat%ve 8%n7ormal9 grade" Students #ere evaluated individuall! on their:
1. +er7ormance3 Students clearl! demonstrated the abilit! to add subtract multipl! and
divide rational numbers6 clearl! demonstrated the abilit! to find the square and cube of
given numbers6 clearl! demonstrated the abilit! to use algebraic properties order of
operations and a variet! of computational methods and algorithms to evaluate
expressions6 clearl! demonstrated the abilit! to calculate the rate of change caused b! an
interest3earning ban. account6 and clearl! identified the abilit! to use estimation in
addition subtraction multiplication and division"
2. +er7ormance6 Students #ere highl! engaged in class discussions6 produced complete
reports including all of the requested information6 clearl! demonstrated the abilit! to
convert bet#een Ma!a and decimal numbers and sho#ed a complete understanding of
Ma!a arithmetic"
3. +resentat%on3of their group discussions the #or.load performed in the group and
defending the reasons that the group decided upon a specific course of action"
&.D;CA".NS3
&!lt%ple ntell%gences*D%vers%ty:
(uditor! Learners: Class discussion over the material and studentDs vie# on the problems"
Cinesthetic Learners: Class discussion the #riting groups loo.ing for agreed upon Abest choiceB and
abilit! to defend the #or. done to achieve this ans#er"
]isual Learners: (rticles the #ritten notes handouts and an! overhead or board #or. performed b!
the students or the teacher"
Diversit!8Multicultural Learners: Jased on the students in the school district and local communit! and
their specific cultural bac.grounds an! class #or. or mathematical #or. #ould cross the diverse ethnic
groups that currentl! attend the school and are in the mathematics classroom"
2o#er*'%gher 2evel St!(ents:
Lo#er Level: (dditional time and explanation of the materials used in the classroom and additional
time 7#hen necessar!9 to complete the assignment"
?igher Level: Students are given additional #or. in the critical thin.ing of the specific areas #or.ing
from the mathematics boo. being used this !ear" (s.ed can !ou relate this area being covered to a
problem a student #ould face no#3a3da!s or the countr! is facing in current eventsG
Spec%al ,(!cat%on* SS" &o(%7%cat%ons< ncl!(%ng ,+As an( ,S.2:
(n! and all modifications #ill be met according to the individual studentDs =4<8<rogram of stud!"
',
Creating a Game Directions
Creating a Game
'" Create a game to practice operations on integers and rational numbers"
)" Fill in the spaces on the game board #ith one operation s!mbol and an integer or rational number"
*" =nclude at least three addition operations three subtraction operations three multiplication
operations and three division operations on the game board"
+" -se !our o#n ideas for the remaining spaces on the board"
," =nclude a starting point in one of the spaces on the board"
Playing the Game
'" (ll pla!ers create a beginning value b! choosing cards from the dec." \our teacher #ill decide the
number of cards and t!pe of number to be created"
)" (ll pla!ers place their pla!ing pieces on the start space"
*" <la!er one rolls the number cube and advances that number of spaces on the board"
+" <la!er one #rites and evaluates an expression b! ta.ing their beginning value and performing the
operation sho#n on the space"
," <la!er one records their ne# value and pla! passes to the left"
/" <la!er t#o repeats steps *M,"
0" <la! continues until all pla!ers have made it to the F=@=S?"
1" The pla!er #ith the highest value at the end of the game is the #inner"
'/
Game board
)/ )0 )1 ); *5
' ) * + *)
Start ^one
, **
)' )5 '; 1 *,
', '/ '0 '1 ;
F=@=S?
'* ') '' '5
N!mber Car(s
'0
) *
) *
) *
' *
' *
' *
) '
) '
) '
'1
Order of Operations Poster
+lease ,xcuse &!
Dear Aunt Sall!
<arentheses
4xponents
Multiplication
Division
(ddition
Subtraction
Evaluating Expressions Practice Sheet
';
7 + 16 x 3 6 = (14 + 6) x 8 =
9 [3 x (53 +
43)] =
8.4 (21 14) =
74 + 54 + 14 = 12 [(6 + 2) x
3] =
(46 + 18) (4 x
2) =
12 x (64 8) +
4
2
=
2
3
+ (8+ 7) x 9 = 4 + 3.9 1.3 =
16 (7 3) x 4
2
=
18 (8 + 4 9)
=
)5
Party Planning Directions
!r"at" a #"nu $or t%" &""'"n( $ootba)) *art+.
,-" t%" .o/"r -a)"- *a*"r to ("t"r#in" t%" *ric" o$ t%" it"#- n""("( $or t%"
*art+.
0i-t "ac% it"# an( t%" co-t on t%" 10i-t o$ 2t"#-3 c%art.
4"t"r#in" %o& #an+ o$ "ac% it"# &i)) b" n""("( $or t%" *art+.
5-ti#at" t%" tota) co-t $or "ac% it"#.
6in( t%" actua) tota) co-t $or "ac% it"#.
6in( t%" (i7"r"nc" b"t&""n t%" "-ti#at"( an( actua) co-t $or "ac% it"#.
5-ti#at" t%" tota) co-t $or t%" *art+ #"nu.
!a)cu)at" t%" actua) tota) co-t $or t%" *art+ #"nu.
8)ac" t%i- (ata into a -*r"a(-%""t an( -"tu* t%" -*r"a(-%""t to (o t%" #at%.
So#"ti#"- t%i- ta'"- )on/"r to -"tu* ("*"n(in/ on %o& $a-t t%" -tu("nt- /ra-*
t%" conc"*t.
6in( t%" (i7"r"nc" b"t&""n t%" "-ti#at"( an( actua) co-t $or t%" *art+ #"nu.
)'
List of Items Data Collection!
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Seven examples or less" (ll '* examples"
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)nacceptable 809 ,:emplary 8.2C9
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(n! thing less than all the #or." (ll formulas completed and correct"
,st%mate( Cost
)nacceptable 809 Competent 839 ,:emplary 8.2C9
"), DidnDt finish '* items Did '* items onl!" 2ent above and be!ond
the '* items
Shopp%ng 2%st
complete
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the '* items
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