September

PRE AP 7TH

MATH 7

September 21, 2015

 

Objective

(I will…)

Solve order of operation using square, square roots, adding, subtracting, multiplying, and dividing.

Student Activities

Students will markers at their tables to practice solving square roots.

Take notes after ten minutes to use on Wednesday’s homework.

Give examples on overhead involving square roots and order of operation involving square roots and squares.

Assess./Evaluations

During lessons the following will be used on a daily basis to assess the instruction being given:

Students will be given individual whiteboards and expo markers to work problems and flash the boards up towards the instructor to check for accuracy.

Thumbs up and down and sides ways will alert the teacher of who is understanding completely, somewhat, or not at all.

Standing up in chair to check for understanding. Students who can’t stand up are helped by the instructor or peers to assist them where needed so they can be successful and stand up when they’ve completed the problem.

(students with disabilities will be given a bold color sheet of paper to hold up to indicate they have completed the work assigned)

Shoulder check. Students will finish a problem and stand at the wall and wait for others to finish. They check each other’s work. IF a student has worked the problem incorrectly they student to their left will walk to a free area in the room and assist the student with where they made a mistake.

Quizzes will be administered weekly and Test biweekly.

Homework will be graded in class and gone over after grading them.

Quizzes and test will be graded and handed back the next day and gone over to correct the problems students have missed.

Plickers will be used to check for understanding.

Academic Vocab.

Square root

Squared

Cubed

Order of Operations

Orden de operaciones

 

Order of Operations

The rules that say which calculation comes first in an expression. Las reglas que dicen que el cálculo es lo primero en una expresión.

They are:
Ellos son:
• do everything inside parentheses first: ()
hacer todo dentro de paréntesis primero:()

• then do exponents, like x2

luego hacer exponentes , como x2
• then do multiplies and divides from left to right

luego hacer multiplica y divide de izquierda a derecha
• then do the adds and subtracts from left to right
• Luego haga lo suma y resta de izquierda a derecha

Example:
Ejemplo:
5 × (3 + 4) − 2 × 8
= 5 × 7 − 2 × 8
= 35 − 16
= 19

 

Standard

7.N.1.5 Apply and extend previous understanding of operation with fractions to add, subtract, multiply and divide rational numbers.

Apply and extend previous understanding of multiplication and division and of fractions to multiply and divide rational numbers.

7.7.NS.2.a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly distributive property, and the rules for multiplying signed numbers.

7.7 NS.2.b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers is a rational number

Resources

www.kuta.com Data Director Glenco textbook and Math On Call Cell Phones used for looking up definition kids used their smart phones to define definitions.

Plicker cards.

Homework

No homework

Advisory

Data Assistant

Mrs. Fagan will be quizzing over dividing decimals.

Mrs. McKay will be setting up classes in Plickers for the remainder of the teachers this week in the building.

IEP Modifications

Read aloud: short stories and word problems for clarification. Give the students a hard copy and a highlighter to highlight words they are not familiar with.

Monitor: ask students if they are familiar with the word expression. When they say they are not familiar I give the example that it means “math problem”

Strategy: Go back over the words highlight and give examples of an easier word that they link to the new term they are not familiar with.

Repetition: ask the student read the new word and associate with a word they have written above the highlighted word.

Notes: Students have their notes to refer back to and use on each lesson, quiz, and test.

Extended time

One on one assistance

Bigger font on papers

ELL Modifications

Mountain Math Brain Work has printed version in Spanish and all ELL student have the option to both English and Spanish version.

Students will be monitored, given repetition with work Mountain Math on a daily basis. All work will be translated into a Spanish version using Google Translate.

Will use pair share in class and have English/Spanish speaking students paired with Spanish speakers to answer questions they have on the group work.

Aids have been provided in each 7th grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

. If notes are given, copies are printed and distributed. Highlighting and underlining for reinforcing of vocabulary.

DOMAINS

Have given him a classroom rule list and helped him with setting up his room.

IEP Goals have been covered in this week’s lesson plans

ELL has been modified, align with school and district goals.

DOMAIN 1A: Exemplary ~contributes to the refinement of the approved NM adopted, standards-aligned curriculum that may include the students’ home languages and cultures, when applicable.

DOMAIN 1B: Exemplary~ designs learning activities with various instructional group based on instructional/IEP goals, while permitting student choice

DOMAIN 1D: Exemplary~models and shares with colleagues resources, knowledge, information, and strategies that are aligned with school and district goals.

DOMAIN 1D: Exemplary~Shares resources, knowledge, information, and strategies specific to colleagues’ needs and the needs of their students, including those culturally and linguistically diverse students.

 

September 22 ,2015

Objective

(I will…)

NO SCHOOL INSERVICE DAY

Student Activities

 

Assess./Evaluations

 

Academic Vocab.

 

Standard

 

Resources

 

Homework

 

Advisory

Data Prep

 

IEP Modifications

 

ELL Modifications

 

DOMAINS

 

 

September 23, 2015

Objective

(I will…)

Solve order of operation using square, square roots, adding, subtracting, multiplying, and dividing.

Student

Activity

Students will markers at their tables to review Monday’s lesson over square and square roots. Assign worksheet in class to begin on. What is not completed in class will be for homework.

Assess./Evaluations

During lessons the following will be used on a daily basis to assess the instruction being given:

Students will be given individual whiteboards and expo markers to work problems and flash the boards up towards the instructor to check for accuracy.

Thumbs up and down and sides ways will alert the teacher of who is understanding completely, somewhat, or not at all.

Standing up in chair to check for understanding. Students who can’t stand up are helped by the instructor or peers to assist them where needed so they can be successful and stand up when they’ve completed the problem.

(students with disabilities will be given a bold color sheet of paper to hold up to indicate they have completed the work assigned)

Shoulder check. Students will finish a problem and stand at the wall and wait for others to finish. They check each other’s work. IF a student has worked the problem incorrectly they student to their left will walk to a free area in the room and assist the student with where they made a mistake.

Quizzes will be administered weekly and Test biweekly.

Homework will be graded in class and gone over after grading them.

Quizzes and test will be graded and handed back the next day and gone over to correct the problems students have missed.

Plickers will be used to check for understanding.

Academic Vocab.

Square root

Squared

Cubed

Order of Operations

Orden de operaciones

 

Order of Operations

The rules that say which calculation comes first in an expression. Las reglas que dicen que el cálculo es lo primero en una expresión.

They are:
Ellos son:
• do everything inside parentheses first: ()
hacer todo dentro de paréntesis primero:()

• then do exponents, like x2

luego hacer exponentes , como x2
• then do multiplies and divides from left to right

luego hacer multiplica y divide de izquierda a derecha
• then do the adds and subtracts from left to right
• Luego haga lo suma y resta de izquierda a derecha

Example:
Ejemplo:
5 × (3 + 4) − 2 × 8
= 5 × 7 − 2 × 8
= 35 − 16
= 19

 

Standard

7.N.1.5 Apply and extend previous understanding of operation with fractions to add, subtract, multiply and divide rational numbers.

Apply and extend previous understanding of multiplication and division and of fractions to multiply and divide rational numbers.

7.7.NS.2.a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly distributive property, and the rules for multiplying signed numbers.

7.7 NS.2.b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers is a rational number

Resources

www.kuta.com Data Director Glenco textbook and Math On Call Cell Phones used for looking up definition kids used their smart phones to define definitions.

Plicker cards.

Homework

Worksheet front and back

Kuta1-10 with hand written square roots

Backside is Square Roots Worksheet 1b-8b

Advisory

Data Prep

Mrs. Fagan will be quizzing over dividing decimals.

Mrs. McKay will be setting up classes in Plickers for the remainder of the teachers this week in the building.

IEP Modifications

Read aloud: short stories and word problems for clarification. Give the students a hard copy and a highlighter to highlight words they are not familiar with.

Monitor: ask students if they are familiar with the word expression. When they say they are not familiar I give the example that it means “math problem”

Strategy: Go back over the words highlight and give examples of an easier word that they link to the new term they are not familiar with.

Repetition: ask the student read the new word and associate with a word they have written above the highlighted word.

Notes: Students have their notes to refer back to and use on each lesson, quiz, and test.

Extended time

One on one assistance

Bigger font on papers

ELL Modifications

Mountain Math Brain Work has printed version in Spanish and all ELL student have the option to both English and Spanish version.

Students will be monitored, given repetition with work Mountain Math on a daily basis. All work will be translated into a Spanish version using Google Translate.

Will use pair share in class and have English/Spanish speaking students paired with Spanish speakers to answer questions they have on the group work.

Aids have been provided in each 7th grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

. If notes are given, copies are printed and distributed. Highlighting and underlining for reinforcing of vocabulary.

DOMAINS

DOMAIN 1: DEMONSTRATING KNOWLEDGE OF STUDENTS

Provide novice and struggling teachers with understanding, mentorship and resources that address the unique learning needs of their individual students, including strategies that engage and support culturally and linguistically diverse students ( Mrs. Fagan and Mrs. McKay have assisted Mr. Curie and Mrs. Davis with plickers. Mr. Curie needed ideas on how to engage students while still teaching the concepts in class. He said that having students stand up when they have their answer worked out on paper has helped control the talking.

 

September 24, 2015

Objective

(I will…)

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Student Activities

Use Plickers to answer the multiple choice questions after they have worked the question at their table.

Assess./Evaluations

During lessons the following will be used on a daily basis to assess the instruction being given:

Students will be given individual whiteboards and expo markers to work problems and flash the boards up towards the instructor to check for accuracy.

Thumbs up and down and sides ways will alert the teacher of who is understanding completely, somewhat, or not at all.

Standing up in chair to check for understanding. Students who can’t stand up are helped by the instructor or peers to assist them where needed so they can be successful and stand up when they’ve completed the problem.

(students with disabilities will be given a bold color sheet of paper to hold up to indicate they have completed the work assigned)

Shoulder check. Students will finish a problem and stand at the wall and wait for others to finish. They check each other’s work. IF a student has worked the problem incorrectly they student to their left will walk to a free area in the room and assist the student with where they made a mistake.

Quizzes will be administered weekly and Test biweekly.

Homework will be graded in class and gone over after grading them.

Quizzes and test will be graded and handed back the next day and gone over to correct the problems students have missed.

Plickers will be used to check for understanding.

Academic Vocab.

Average Promedio

 

A calculated "central" value of a set of numbers.

Un valor calculado "Averagecentral" de un conjunto de números

To calculate: add up all the numbers, then divide by how many numbers there are.

Para calcular: sumar todos los números, y se divide por la cantidad de números que hay.

Example: what is the average of 2, 7 and 9?
Ejemplo: ¿cuál es el promedio de 2, 7 y 9?
Add the numbers: 2 + 7 + 9 = 18 Añadir los números: 2 + 7 + 9 = 18
Divide by how many numbers (i.e. we added 3 numbers): 18 ÷ 3 = 6

Dividir por cuántos números (es decir, que añadió 3 números): 18 ÷ 3 = 6
So the average is 6
Así que el promedio es de 6


 

Standard

7.RP.1 Use proportional relationships to solve multistep ratio and percent problems.

7.EE.3 Solve multi-step real-life and mathematical problems posed with positive nd negative rational numbers in any form (whole numbers, fractions, and decimals)using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forma as appropriate; and assess the reasonableness of answers using mental computation and estimations strategies.

Resources

www.kuta.com Data Director Glenco textbook and Math On Call books, Cell Phones used for looking up definition kids used their smart phones to define definitions.

Homework

No homework

Advisory

Data Prep

Mrs. Fagan will be quizzing over dividing decimals.

Mrs. McKay will be setting up classes in Plickers for the remainder of the teachers this week in the building.

IEP Modifications

Read aloud: short stories and word problems for clarification. Give the students a hard copy and a highlighter to highlight words they are not familiar with.

Monitor: ask students if they are familiar with the word expression. When they say they are not familiar I give the example that it means “math problem”

Strategy: Go back over the words highlight and give examples of an easier word that they link to the new term they are not familiar with.

Repetition: ask the student read the new word and associate with a word they have written above the highlighted word.

Notes: Students have their notes to refer back to and use on each lesson, quiz, and test.

Extended time

One on one assistance

Bigger font on papers

ELL Modifications

Mountain Math Brain Work has printed version in Spanish and all ELL student have the option to both English and Spanish version.

Students will be monitored, given repetition with work Mountain Math on a daily basis. All work will be translated into a Spanish version using Google Translate.

Will use pair share in class and have English/Spanish speaking students paired with Spanish speakers to answer questions they have on the group work.

Aids have been provided in each 7th grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given. If notes are given, copies are printed and distributed. Highlighting and underlining for reinforcing of vocabulary.

DOMAINS

DOMAIN 1E: DEMONSTRATING KNOWLEDGE OF STUDENTS

Provide novice and struggling teachers with understanding, mentorship and resources that address the unique learning needs of their individual students, including strategies that engage and support culturally and linguistically diverse students ( Mrs. Fagan and Mrs. McKay have assisted Mr. Curie and Mrs. Davis with plickers. Mr. Curie needed ideas on how to engage students while still teaching the concepts in class. He said that having students stand up when they have their answer worked out on paper has helped control the talking.

 

September 25, 2015

Objective

(I will…)

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Student Activities

Use Plickers to answer the multiple choice questions after they have worked the question at their table.

Assess./Evaluations

During lessons the following will be used on a daily basis to assess the instruction being given:

Students will be given individual whiteboards and expo markers to work problems and flash the boards up towards the instructor to check for accuracy.

Thumbs up and down and sides ways will alert the teacher of who is understanding completely, somewhat, or not at all.

Standing up in chair to check for understanding. Students who can’t stand up are helped by the instructor or peers to assist them where needed so they can be successful and stand up when they’ve completed the problem.

(students with disabilities will be given a bold color sheet of paper to hold up to indicate they have completed the work assigned)

Shoulder check. Students will finish a problem and stand at the wall and wait for others to finish. They check each other’s work. IF a student has worked the problem incorrectly they student to their left will walk to a free area in the room and assist the student with where they made a mistake.

Quizzes will be administered weekly and Test biweekly.

Homework will be graded in class and gone over after grading them.

Quizzes and test will be graded and handed back the next day and gone over to correct the problems students have missed.

Plickers will be used to check for understanding.

Academic Vocab.

Average Promedio

A calculated "central" value of a set of numbers.

Un valor calculado "Averagecentral" de un conjunto de números

To calculate: add up all the numbers, then divide by how many numbers there are.

Para calcular: sumar todos los números, y se divide por la cantidad de números que hay.

Example: what is the average of 2, 7 and 9?
Ejemplo: ¿cuál es el promedio de 2, 7 y 9?
Add the numbers: 2 + 7 + 9 = 18 Añadir los números: 2 + 7 + 9 = 18
Divide by how many numbers (i.e. we added 3 numbers): 18 ÷ 3 = 6

Dividir por cuántos números (es decir, que añadió 3 números): 18 ÷ 3 = 6
So the average is 6
Así que el promedio es de 6


 

 

Standard

7.RP.1 Use proportional relationships to solve multistep ratio and percent problems.

7.EE.3 Solve multi-step real-life and mathematical problems posed with positive nd negative rational numbers in any form (whole numbers, fractions, and decimals)using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forma as appropriate; and assess the reasonableness of answers using mental computation and estimations strategies.

 

Resources

www.kuta.com Data Director Glenco textbook and Math On Call Cell Phones used for looking up definition kids used their smart phones to define definitions.

Homework

Five questions quiz over ratios/proportions and evaluating expressions

Advisory

Data Prep

Mrs. Fagan will be quizzing over dividing decimals.

Mrs. McKay will be setting up classes in Plickers for the remainder of the teachers this week in the building.

IEP Modifications

Read aloud: short stories and word problems for clarification. Give the students a hard copy and a highlighter to highlight words they are not familiar with.

Monitor: ask students if they are familiar with the word expression. When they say they are not familiar I give the example that it means “math problem”

Strategy: Go back over the words highlight and give examples of an easier word that they link to the new term they are not familiar with.

Repetition: ask the student read the new word and associate with a word they have written above the highlighted word.

Notes: Students have their notes to refer back to and use on each lesson, quiz, and test.

Extended time

One on one assistance

Bigger font on papers

ELL Modifications

Mountain Math Brain Work has printed version in Spanish and all ELL student have the option to both English and Spanish version.

Students will be monitored, given repetition with work Mountain Math on a daily basis. All work will be translated into a Spanish version using Google Translate.

Will use pair share in class and have English/Spanish speaking students paired with Spanish speakers to answer questions they have on the group work.

Aids have been provided in each 7th grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given. . If notes are given, copies are printed and distributed. Highlighting and underlining for reinforcing of vocabulary.

DOMAINS

Domain 1A: Demonstrating Knowledge of Content

Engaged in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies: Mrs. Fagan and Mrs. McKay have been meeting before and after school and on Saturdays with Mr. Curie to go over classroom techniques, show how to scroll through Data Director, and how to use the new Docucams.

Have given him a classroom rule list and helped him with setting up his room.

IEP Goals have been covered in this week’s lesson plans

ELL has been modified, align with school and district goals.

DOMAIN 1A: Exemplary ~contributes to the refinement of the approved NM adopted, standards-aligned curriculum that may include the students’ home languages and cultures, when applicable.

DOMAIN 1B: Exemplary~ designs learning activities with various instructional group based on instructional/IEP goals, while permitting student choice

DOMAIN 1D: Exemplary~models and shares with colleagues resources, knowledge, information, and strategies that are aligned with school and district goals.

DOMAIN 1D: Exemplary~Shares resources, knowledge, information, and strategies specific to colleagues’ needs and the needs of their students, including those culturally and linguistically diverse students.


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