### Key

In the Titles:

1. Roman Numerals refer to Chapter Numbers.
2. Letters refer to Sections within a Chapter.

# Algebra 2 (Honors) - Spring 2019

## Unit: Algebra Review

Jan 07 Class Introduction

• Standards:
• Learning Outcome(s): Define Algebra 2
• Vocabulary: Variable, Solve, Ratio, Proportion
1. Teacher takes Role as students pass out and fill out Info Sheets
2. Teacher defines Algebra 2 – Compare/contrast with previous classes
3. Whole-class instruction: Teacher reads/explains PROWL and reviews dress code using student planners and class policy as references. "What is Mr. Leeson's favorite letter?" ("O")
4. Class (with teacher participating as well) plays the Live Multiple Choice game - moving to A,B,C,D to answer Icebreaker questions posted on Pro Board.
5. Teacher Introduces Classroom procedures: seating assignments, turning in work, and reviewing HW, fire escape, ...
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 08 Introduction to Algebra 2 and Solving for x

• Standards:
• Learning Outcome(s):
• Vocabulary:
1. Whole-class instruction: Teacher reads/explains Class Policy, PROWL, and school rules. Review Classroom procedures: seating assignments, turning in work, and reviewing HW, group problems, etc.
2. Whole-class instruction: Discuss/define Tier 2 terms that help introduce the course, in notes. List the "Order of Operations". Review how and WHY to solve for x.
3. Cooperative: Each group is handed a list of problems that must be solved. To review Algebra 1, they should help each other so that each student can solve each type of problem in the future.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 09 Introduction to Algebra 2, (1.1) Symbols vs. Math

• Standards: SCI.9.SI.1 Write a testable question or hypothesis when given a topic
SCI.9.SI.3 Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls
• Learning Outcome(s): Define Physical Science and Scientific Method
• Vocabulary: Scientific Method, Experimental Design (2)
1. Walk-in-Problems: questions about Scientific Method steps.
2. Whole-class instruction: Teacher reads/explains Class Policy, PROWL, and school rules. Review Classroom procedures: seating assignments, turning in work, and reviewing HW, group problems, etc.
3. Whole-class instruction: Discuss/define Tier 2 terms that help introduce the course, in notes: Variables, Constants, Dependent Variable, Independent Variable, Control, Placebo, Double Blind.
4. Cooperative: Each group is handed a problem and must use Scientific reasoning to create an experiment to help solve the problem, then present their ideas to the class.
5. Assign HW, go over first steps taken, remind class when HW is due
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 10 Pre-Test and Intro to Counting

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Groups design and perform the Pendulum lab
2. Review for quiz tomorrow.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 11 (1.1)Counting, adding, subtracting and multiplying in different bases. (1.2) Review of Exponents

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Groups design and perform the Pendulum lab
2. Review for quiz tomorrow.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 14 (1.2) Order of Operations Review and (1.3) Solving Linear Equations with 1 variable

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Unguided Practice from the previous day: Students request problems to be solved, by writing problems on the board. Teacher checks for completeness. Teacher solves problems requested by students.
2. Intro New Topic: Teacher introduces and works at least 3 examples while thinking aloud. Q&A
3. Use New Topic: Teacher or Volunteer Student works more problems, silently, while students explain steps. Person at the board only writes what he/she is told to write. Q&A
4. Guided Practice: Students work problems, alone. Q&A. Class reviews problems... random students assigned to put solutions on the board, even if they are wrong.
5. Unguided Practice: Assigned and begun in class. Completed at home.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 15 (1.4) Solving Equations with more than 1 variable.

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Unguided Practice from the previous day: Students request problems to be solved, by writing problems on the board. Teacher checks for completeness. Teacher solves problems requested by students.
2. Intro New Topic: Teacher introduces and works at least 3 examples while thinking aloud. Q&A
3. Use New Topic: Teacher or Volunteer Student works more problems, silently, while students explain steps. Person at the board only writes what he/she is told to write. Q&A
4. Guided Practice: Students work problems, alone. Q&A. Class reviews problems... random students assigned to put solutions on the board, even if they are wrong.
5. Unguided Practice: Assigned and begun in class. Completed at home.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 16 (1.5) Using problem solving Strategies

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Unguided Practice from the previous day: Students request problems to be solved, by writing problems on the board. Teacher checks for completeness. Teacher solves problems requested by students.
2. Intro New Topic: Teacher introduces and works at least 3 examples while thinking aloud. Q&A
3. Use New Topic: Teacher or Volunteer Student works more problems, silently, while students explain steps. Person at the board only writes what he/she is told to write. Q&A
4. Guided Practice: Students work problems, alone. Q&A. Class reviews problems... random students assigned to put solutions on the board, even if they are wrong.
5. Unguided Practice: Assigned and begun in class. Completed at home.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 17 Test Chapter 1

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Test
2. Review Test
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 22 Using and Solving Inequalities

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Review Test
2. Unguided Practice from the previous day: Students request problems to be solved, by writing problems on the board. Teacher checks for completeness. Teacher solves problems requested by students.
3. Intro New Topic: Teacher introduces and works at least 3 examples while thinking aloud. Q&A
4. Use New Topic: Teacher or Volunteer Student works more problems, silently, while students explain steps. Person at the board only writes what he/she is told to write. Q&A
5. Guided Practice: Students work problems, alone. Q&A. Class reviews problems... random students assigned to put solutions on the board, even if they are wrong.
6. Unguided Practice: Assigned and begun in class. Completed at home.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 23 Solving for x

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Unguided Practice from the previous day: Students request problems to be solved, by writing problems on the board. Teacher checks for completeness. Teacher solves problems requested by students.
2. Intro New Topic: Teacher introduces and works at least 3 examples while thinking aloud. Q&A
3. Use New Topic: Teacher or Volunteer Student works more problems, silently, while students explain steps. Person at the board only writes what he/she is told to write. Q&A
4. Guided Practice: Students work problems, alone. Q&A. Class reviews problems... random students assigned to put solutions on the board, even if they are wrong.
5. Unguided Practice: Assigned and begun in class. Completed at home.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 24 2 Reasons teacher is depressed. 1) Students cheat. 2) Students need to learn how to solve for x. Review Test.

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Unguided Practice from the previous day: Students request problems to be solved, by writing problems on the board. Teacher checks for completeness. Teacher solves problems requested by students.
2. Intro New Topic: Teacher introduces and works at least 3 examples while thinking aloud. Q&A
3. Use New Topic: Teacher or Volunteer Student works more problems, silently, while students explain steps. Person at the board only writes what he/she is told to write. Q&A
4. Guided Practice: Students work problems, alone. Q&A. Class reviews problems... random students assigned to put solutions on the board, even if they are wrong.
5. Unguided Practice: Assigned and begun in class. Completed at home.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 25 Solving for X

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Unguided Practice from the previous day: Students request problems to be solved, by writing problems on the board. Teacher checks for completeness. Teacher solves problems requested by students.
2. Intro New Topic: Teacher introduces and works at least 3 examples while thinking aloud. Q&A
3. Use New Topic: Teacher or Volunteer Student works more problems, silently, while students explain steps. Person at the board only writes what he/she is told to write. Q&A
4. Guided Practice: Students work problems, alone. Q&A. Class reviews problems... random students assigned to put solutions on the board, even if they are wrong.
5. Unguided Practice: Assigned and begun in class. Completed at home.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 28 Solving for X and quiz

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Unguided Practice from the previous day: Students request problems to be solved, by writing problems on the board. Teacher checks for completeness. Teacher solves problems requested by students.
2. Intro New Topic: Teacher introduces and works at least 3 examples while thinking aloud. Q&A
3. Use New Topic: Teacher or Volunteer Student works more problems, silently, while students explain steps. Person at the board only writes what he/she is told to write. Q&A
4. Guided Practice: Students work problems, alone. Q&A. Class reviews problems... random students assigned to put solutions on the board, even if they are wrong.
5. Unguided Practice: Assigned and begun in class. Completed at home.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 29 Review Functions, Function Notation, and Graphing Linear Functions (2.1)

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Unguided Practice from the previous day: Students request problems to be solved, by writing problems on the board. Teacher checks for completeness. Teacher solves problems requested by students.
2. Intro New Topic: Teacher introduces and works at least 3 examples while thinking aloud. Q&A
3. Use New Topic: Teacher or Volunteer Student works more problems, silently, while students explain steps. Person at the board only writes what he/she is told to write. Q&A
4. Guided Practice: Students work problems, alone. Q&A. Class reviews problems... random students assigned to put solutions on the board, even if they are wrong.
5. Unguided Practice: Assigned and begun in class. Completed at home.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 30 Calculating and Graphing Slope (2.2 and 2.3)

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Unguided Practice from the previous day: Students request problems to be solved, by writing problems on the board. Teacher checks for completeness. Teacher solves problems requested by students.
2. Intro New Topic: Teacher introduces and works at least 3 examples while thinking aloud. Q&A
3. Use New Topic: Teacher or Volunteer Student works more problems, silently, while students explain steps. Person at the board only writes what he/she is told to write. Q&A
4. Guided Practice: Students work problems, alone. Q&A. Class reviews problems... random students assigned to put solutions on the board, even if they are wrong.
5. Unguided Practice: Assigned and begun in class. Completed at home.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Jan 31 Solving for f(x) aka y when given an equation for a line (2.4)

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design
1. Unguided Practice from the previous day: Students request problems to be solved, by writing problems on the board. Teacher checks for completeness. Teacher solves problems requested by students.
2. Intro New Topic: Teacher introduces and works at least 3 examples while thinking aloud. Q&A
3. Use New Topic: Teacher or Volunteer Student works more problems, silently, while students explain steps. Person at the board only writes what he/she is told to write. Q&A
4. Guided Practice: Students work problems, alone. Q&A. Class reviews problems... random students assigned to put solutions on the board, even if they are wrong.
5. Unguided Practice: Assigned and begun in class. Completed at home.
• Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Modifications/Accommodations: on file in Lesson Plan Binder

Feb 01 Test

• Standards: Write a testable question or hypothesis when given a topic
• Learning Outcome(s): Design an experiment
• Vocabulary: Experimental Design