8^{th}.
Regular

Monday January 30, 2017

Objective
(I will…)

I will recall and apply past lessons. Pop quiz.
I will understand pointslope form of linear equations

Student Activities

Students will take a formative assessment then; look for patterns and create representations from practice problems and examples from McDougal 53. They will use thinkpairshare strategies to extend learning opportunities. Once they have completed their problems, groups will be chosen to write their work on the board or on desks and have other students correct the problems. Students will use thumbs up, down or sideways to evaluate the work..

Assess./Evaluations

During lessons the following will be used on a daily basis to assess the instruction being given:
Students will be given expo markers to work problems on their desks for the instructor to check for accuracy. This will allow for the instructor and/or student colleagues to check for accuracy.
Students may be asked to stand when they have completed a problem in class. Students who aren’t able to stand will be given assistance or an accommodation so they can be successful when they have completed a specific problem. Students with physical disabilities will be given a bold color sheet of paper to hold up to indicate they have completed the work assigned.
Students may also show thumbs up, down and sideways to provide formative assessment allowing the teacher to know which students have grasped the concept and which may need remediation.
Shoulder check: Students will finish a problem and line up at the back wall shouldertoshoulder while others finish. I will check the first person’s work and, if correct, then they will check each other’s work in succession. If a student has worked the problem incorrectly he/she will return to a table with the student to his/her left to discover the mistake.
Quizzes will be administered weekly and a test will be given every two to three weeks.
Homework will be graded in class and reviewed as a class.
Quizzes and test will be graded and handed back the next school day. We will review the most commonly missed problems. Students needing more extensive remediation will be invited to attend tutoring before or after school.

Academic Vocab.

Conjunción Conjunction

Standard

MA8.EE.5 MA8.EE.6

Resources

PARCC Practice test: New York state Fluency support: State of Texas assessment of Academic Readiness: McDougal Littell Algebra 1, Common core Coach SpringBoard Algebra 1, Kuta Illuminate.Ed.

Homework

none

Advisory

Long Division

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.

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 8^{th} grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

DOMAINS

Highland math department teachers disused evidence statement tables and informational guide.
IEP Goals have been covered in this week’s lesson plans
ELL has been modified, align with school and district goals.
Domain1B: align standards with questions from New York, North Carolina, and PARCC released questions.
Domain1C: Demonstrates deep understanding of all gradelevel, NM adopted standards and of this is one of the most important IEP goals, when supporting SWD;
Ensure all students are aim high towards a score of 765 on PARCC.


Tuesday January 31, 2017

Objective
(I will…)

I will take a formative assessment
I will identify and write equations in the pointslope form.

Student Activities

Students will look for patterns and create representations from practice problems and examples from McDougal 5.3. They will use thinkpairshare strategies to extend learning opportunities. Once they have completed their problems, groups will be chosen to write their work on the board or on desks and have other students correct the problems. Students will use thumbs up, down or sideways to evaluate the work..

Assess./Evaluations

During lessons the following will be used on a daily basis to assess the instruction being given:
Students will be given expo markers to work problems on their desks for the instructor to check for accuracy. This will allow for the instructor and/or student colleagues to check for accuracy.
Students may be asked to stand when they have completed a problem in class. Students who aren’t able to stand will be given assistance or an accommodation so they can be successful when they have completed a specific problem. Students with physical disabilities will be given a bold color sheet of paper to hold up to indicate they have completed the work assigned.
Students may also show thumbs up, down and sideways to provide formative assessment allowing the teacher to know which students have grasped the concept and which may need remediation.
Shoulder check: Students will finish a problem and line up at the back wall shouldertoshoulder while others finish. I will check the first person’s work and, if correct, then they will check each other’s work in succession. If a student has worked the problem incorrectly he/she will return to a table with the student to his/her left to discover the mistake.
Quizzes will be administered weekly and a test will be given every two to three weeks.
Homework will be graded in class and reviewed as a class.
Quizzes and test will be graded and handed back the next school day. We will review the most commonly missed problems. Students needing more extensive remediation will be invited to attend tutoring before or after school.
Plickers will be used in class to check for understanding and provide instant feedback.

Academic Vocab.

Disjunction Disyunción

Standard

MA8.EE.5 MA8.EE.6

Resources

PARCC Practice test: New York state Fluency support: State of Texas assessment of Academic Readiness: McDougal Littell Algebra 1, Common core Coach SpringBoard Algebra 1, Kuta Illuminate.Ed.

Homework

McDougal p.305 q.(3 – 12)

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.

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 8^{th} grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

DOMAINS

Vertical team covered new Kuta options and uses.
IEP Goals have been covered in this week’s lesson plans
ELL has been modified, align with school and district goals.
Domain1B: Engages in opportunities to support and mentor colleagues by identifying and sharing knowledge, information, and strategies for designing learning activities for diverse learners that are aligned with school and district goals and connect to other disciplines.
Domain1C: Demonstrates deep understanding of all gradelevel, NM adopted standards and of IEP goals, when supporting SWD;
Ensure all students are making progress toward deep understanding and proficiency in the NM adopted standards.


Wednesday February 1, 2017

Objective
(I will…)

I will write relationships in pointslope form.

Student
Activity

Students will collaborate as they explore problems from punchline worksheet 7.16. Students will use think pair share strategies to extend learning opportunities. Once they have completed their problems, groups will volunteer to write their work on the board and have students grade whether the work is completed correctly or incorrectly by using smiley faces or sad faces.

Assess./Evaluations

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

Academic Vocab.

Constant Constante

Standard

MA8.EE.5

Resources

PARCC Practice test: New York state Fluency support: State of Texas assessment of Academic Readiness: McDougal Littell Algebra 1, Common core Coach SpringBoard Algebra 1, Kuta Illuminate. Ed.

Homework

Punch line 7.16 two birds in midday sun?

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.

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 7^{th} grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

DOMAINS

Grade level teachers discussed alignment to our pacing guide. .
EP Goals have been covered in this week’s lesson plans
ELL has been modified, align with school and district goals.
Domain1B: Engages in opportunities to support and mentor colleagues by identifying and sharing knowledge, information, and strategies for designing learning activities for diverse learners that are aligned with school and district goals and connect to other disciplines.
Domain1C: Demonstrates deep understanding of all gradelevel, NM adopted standards and of IEP goals, when supporting SWD;
Ensure all students are making progress toward deep understanding and proficiency in the NM adopted standards.


Thursday February 2, 2017

Objective
(I will…)

I will Recall and apply past lessons.

Student Activities

Students will take a formative assessment from teacher made test.

Assess./Evaluations

During lessons the following will be used on a daily basis to assess the instruction being given:
Students will be given expo markers to work problems on their desks for the instructor to check for accuracy. This will allow for the instructor and/or student colleagues to check for accuracy.
Students may be asked to stand when they have completed a problem in class. Students who aren’t able to stand will be given assistance or an accommodation so they can be successful when they have completed a specific problem. Students with physical disabilities will be given a bold color sheet of paper to hold up to indicate they have completed the work assigned.
Students may also show thumbs up, down and sideways to provide formative assessment allowing the teacher to know which students have grasped the concept and which may need remediation.
Shoulder check: Students will finish a problem and line up at the back wall shouldertoshoulder while others finish. I will check the first person’s work and, if correct, then they will check each other’s work in succession. If a student has worked the problem incorrectly he/she will return to a table with the student to his/her left to discover the mistake.
Quizzes will be administered weekly and a test will be given every two to three weeks.
Homework will be graded in class and reviewed as a class.
Quizzes and test will be graded and handed back the next school day. We will review the most commonly missed problems. Students needing more extensive remediation will be invited to attend tutoring before or after school.
Plickers will be used in class to check for understanding and provide instant feedback.

Academic Vocab.

Difference Diferencia

Standard

MA8.EE.5 MA8.EE.6

Resources

PARCC Practice test: New York state Fluency support: State of Texas assessment of Academic Readiness: McDougal Littell Algebra 1, Common core Coach SpringBoard Algebra 1, Kuta Illuminate. Ed.

Homework

None

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.

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 7^{th} grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

DOMAINS

We discussed common assessment for regular 8^{th}. Math.
IEP Goals have been covered in this week’s lesson plans
ELL has been modified, align with school and district goals.
Domain1B: Engages in opportunities to use released questions from New York and North Carolina.
Domain1C: Demonstrates deep understanding of all gradelevel, NM adopted standards and of IEP goals, when supporting SWD;
Ensure all students are making progress toward deep understanding and proficiency in the NM adopted standards.


Friday February 3, 2017

Objective
(I will…)

I will write linear equations in PointSlope form.

Student Activities

Students will collaborate as they explore problems from McDougal 5.3. Students will use think pair share strategies to extend learning opportunities. Once they have completed their problems, groups will volunteer to write their work on the board and have students grade whether the work is completed correctly or incorrectly by using smiley faces or sad faces.

Assess./Evaluations

During lessons the following will be used on a daily basis to assess the instruction being given:
Students will be given expo markers to work problems on their desks for the instructor to check for accuracy. This will allow for the instructor and/or student colleagues to check for accuracy.
Students may be asked to stand when they have completed a problem in class. Students who aren’t able to stand will be given assistance or an accommodation so they can be successful when they have completed a specific problem. Students with physical disabilities will be given a bold color sheet of paper to hold up to indicate they have completed the work assigned.
Students may also show thumbs up, down and sideways to provide formative assessment allowing the teacher to know which students have grasped the concept and which may need remediation.
Shoulder check: Students will finish a problem and line up at the back wall shouldertoshoulder while others finish. I will check the first person’s work and, if correct, then they will check each other’s work in succession. If a student has worked the problem incorrectly he/she will return to a table with the student to his/her left to discover the mistake.
Quizzes will be administered weekly and a test will be given every two to three weeks.
Homework will be graded in class and reviewed as a class.
Quizzes and test will be graded and handed back the next school day. We will review the most commonly missed problems. Students needing more extensive remediation will be invited to attend tutoring before or after school.
Plickers will be used in class to check for understanding and provide instant feedback.

Academic Vocab.

Expression Expresión

Standard

MA8.EE.5 MA8.EE.6

Resources

PARCC Practice test: New York state Fluency support: State of Texas assessment of Academic Readiness: McDougal Littell Algebra 1, Common core Coach SpringBoard Algebra 1, Kuta Illuminate. Ed.

Homework

McDougal p. 306 q.(35 – 40)

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.

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 7^{th} grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

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 1B: Designing Coherent Instruction
Designed learning activities to collaborate and demonstrate awareness and engage all students and building upon their linguistic and cultural understanding.

PREAP 8TH
ALG 1

January 30, 2017
Monday

Objective
(I will…)

I will multiply polynomials.

Student Activities

Students will look for patterns and create representations from practice problems and examples from SpringBoard 25  3. They will use thinkpairshare strategies to extend learning opportunities. Once they have completed their problems, groups will be chosen to write their work on the board or on desks and have other students correct the problems. Students will use thumbs up, down or sideways to evaluate the work.

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.

Academic Vocab.

Conjunción Conjunction

Standard

HSFIF.C.7, HSASSE.1, HSFLE.B.5, HSSID.5

Resources

PARCC Practice test: New York state Fluency support: State of Texas assessment of Academic Readiness: McDougal Littell Algebra 1, Common core Coach SpringBoard Algebra 1

Homework

p. 380 q(13 – 22)

Advisory

Long division

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.

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 8^{th} grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

DOMAINS

Highland math department teachers disused evidence statement tables and informational guide.
IEP Goals have been covered in this week’s lesson plans
ELL has been modified, align with school and district goals.
Domain1B: align standards with questions from New York, North Carolina, and PARCC released questions.
Domain1C: Demonstrates deep understanding of all gradelevel, NM adopted standards and of IEP goals, when supporting SWD;
Ensure all students are aim high towards a score of 765 on PARCC.


January 31, 2017
Tuesday

Objective
(I will…)

I will recall and apply past lessons.

Student Activities

Students will test over adding, subtracting, and multiplying polynomials

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.

Disjunction Disyunción

Standard

HSFIF.C.7, HSASSE.1, HSFLE.B.5, HSSID.5

Resources

PARCC Practice test: New York state Fluency support: State of Texas assessment of Academic Readiness: McDougal Littell Algebra 1, Common core Coach SpringBoard Algebra 1

Homework

none

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.

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 8^{th} grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

DOMAINS

Vertical team covered new Kuta options and uses.
IEP Goals have been covered in this week’s lesson plans
ELL has been modified, align with school and district goals.
Domain1B: Engages in opportunities to support and mentor colleagues by identifying and sharing knowledge, information, and strategies for designing learning activities for diverse learners that are aligned with school and district goals and connect to other disciplines.
Domain1C: Demonstrates deep understanding of all gradelevel, NM adopted standards and of IEP goals, when supporting SWD;
Ensure all students are making progress toward deep understanding and proficiency in the NM adopted standards.


February 1, 2017
Wednesday

Objective
(I will…)

I will identify and factor the GCF from polynomials.

Student
Activity

Students will look for patterns and create representations from practice problems and examples from SpringBoard 261. They will use thinkpairshare strategies to extend learning opportunities. Once they have completed their problems, groups will be chosen to write their work on the board or on desks and have other students correct the problems. Students will use thumbs up, down or sideways to evaluate the work.

Assess./Evaluations

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

Academic Vocab.

Constant Constante

Standard

HSASSE.A.1, HSASSE.A.1,a. HSASSE.A.1,b. HSASSE.A.2

Resources

PARCC Practice test: New York state Fluency support: State of Texas assessment of Academic Readiness: McDougal Littell Algebra 1, Common core Coach SpringBoard Algebra 1

Homework

None

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.

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 7^{th} grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

DOMAINS

Grade level teachers discussed alignment to our pacing guide. .
EP Goals have been covered in this week’s lesson plans
ELL has been modified, align with school and district goals.
Domain1B: Engages in opportunities to support and mentor colleagues by identifying and sharing knowledge, information, and strategies for designing learning activities for diverse learners that are aligned with school and district goals and connect to other disciplines.
Domain1C: Demonstrates deep understanding of all gradelevel, NM adopted standards and of IEP goals, when supporting SWD;
Ensure all students are making progress toward deep understanding and proficiency in the NM adopted standards.


February 2, 2017
Thursday

Objective
(I will…)

I will factor special products of polynomials.

Student Activities

Students will look for patterns and create representations from practice problems and examples from SpringBoard 26  1. They will use thinkpairshare strategies to extend learning opportunities. Once they have completed their problems, groups will be chosen to write their work on the board or on desks and have other students correct the problems. Students will use thumbs up, down or sideways to evaluate the work.

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.

Variable Variable

Standard

HSASSE.A.1, HSASSE.A.1,a. HSASSE.A.1,b. HSASSE.A.2

Resources

PARCC Practice test: New York state Fluency support: State of Texas assessment of Academic Readiness: McDougal Littell Algebra 1, Common core Coach SpringBoard Algebra 1

Homework

SpringBoard p. 386 q.(5 – 15)

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.

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 7^{th} grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

DOMAINS

We discussed common assessment for regular 8^{th}. Math.
IEP Goals have been covered in this week’s lesson plans
ELL has been modified, align with school and district goals.
Domain1B: Engages in opportunities to use released questions from New York and North Carolina.
Domain1C: Demonstrates deep understanding of all gradelevel, NM adopted standards and of IEP goals, when supporting SWD;
Ensure all students are making progress toward deep understanding and proficiency in the NM adopted standards.


February 3, 2017
Friday

Objective
(I will…)

I will factor polynomials of the form x^{2} + bx + c.

Student Activities

Students will look for patterns and create representations from practice problems and examples from SpringBoard 27  1. They will use thinkpairshare strategies to extend learning opportunities. Once they have completed their problems, groups will be chosen to write their work on the board or on desks and have other students correct the problems. Students will use thumbs up, down or sideways to evaluate the work.

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.

Correlation Correlación

Standard

HSASSE.A.1, HSASSE.A.1,a. HSASSE.A.1,b. HSASSE.A.2

Resources

PARCC Practice test: New York state Fluency support: State of Texas assessment of Academic Readiness: McDougal Littell Algebra 1, Common core Coach SpringBoard Algebra 1

Homework

SpringBoard p. 375 q.(25 – 35odd)

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.

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 7^{th} grade mathematics class to assist the teacher with the verbal translation during class time when instruction is being given.

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 1B: Designing Coherent Instruction
Designed learning activities to collaborate and demonstrate awareness and engage all students and building upon their linguistic and cultural understanding.

