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
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 x^{2 }
• luego hacer exponentes , como x^{2}^{ }
• 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 7^{th} 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, standardsaligned 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
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 x^{2 }
• luego hacer exponentes , como x^{2}^{ }
• 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
Kuta110 with hand written square roots
Backside is Square Roots Worksheet 1b8b

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 7^{th} 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 reallife 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 "central" 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 multistep reallife 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 7^{th} 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 reallife 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 "central" 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 multistep reallife 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 7^{th} 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, standardsaligned 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.
