Jeanna+Bishop

=__Lesson 1.1 Numbers in Everyday Use (Day1)__=
 * District Benchmark(s)**: 7 NO 1.1 Solve problems with integers, decimals, and fractions.


 * Enduring Understanding:** Decimal notation is an extension of the base ten system of writing whole numbers. (Grade 4)


 * Essential Question(s):** How can whole numbers be represented as decimals in real-life situations? Where do we see or use numbers in our daily lives?


 * Support Materials:** Textbook, newspapers, Antonio's Barbershop reading, note cards, Lesson Master wksht.


 * Time to Complete:** 1 day
 * MDP:** How can 128 be presented (a) in words (b) as decimals (c) as fractions (d) as a percent?
 * Launch:** Antonio's Barbershop (whole class)
 * Explore:** Newspaper Project TB pg. 61 (groups of 2-3)
 * Summarize/FA:** Name different ways that numbers are used and different ways that numbers are written.
 * SA/Assignment:** 1-1A Lesson Master wksht. pg. 103, #1-12

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=__Lesson 1.2 Positive and Negative Numbers (Day 2)__=


 * District Benchmark(s):** 6 NO 2.1 Identify the concept of negative numbers in real life contexts.


 * Enduring Understanding:** Negative numbers exist in everyday contexts. (7th grade)


 * Essential Question(s):** Where do we find negative numbers in everyday situations?


 * Support Materials:** Textbook, decks of cards


 * Time to Complete:** 1 day
 * MDP:** What are three examples of negative numbers that might be found in a newspaper?
 * Launch:** Make a number line horizontally and vertically identifying positive and negative integers. (whole class)
 * Explore:** Graph integers using a deck of cards: black cards represent positive integers and red cards represent negative integers(pairs or quads)
 * Summarize:** In what situations might we find negative integers?
 * SA/Assignment:** TB pgs. 14-16, #1-20

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=__Lesson 1.3 Rational Numbers and Their Uses (Day 3)__=

6 A5.1 Explain that tables show quantities in equivalent ratios. 8 A2.1 Decide when to use proportions to solve problems.
 * District Benchmark(s)**: 6 NO4.1 Represent rate as the ratio of two different quantities.


 * Enduring Understanding:** Solving ratios and rates is an extension of understanding of multiplication and division.

What are some real-world connections of ratio and some real-world connections of rate?
 * Essential Question(s):** What is the difference between a ratio and a rate?


 * Support Materials:** Textbook, journals, calculators, note cards, Lesson Master wksht.

(a) the rate (b) the rate unit (c) the quotient of two quantities that might have given the rate. 1. A train traveled 75 miles per hour. 2. There are 22.4 students per class at that school.
 * Time to Complete:** 1 day
 * MDP:** Identify the following for the each scenario:
 * Launch:** What things are being compared? pg. 18, Example 1(Think, Pair, Share)
 * Explore:** Write a word problem that could be solved using a ratio. Write a word problem that could be solved using a rate. (Pairs)
 * FA/Summarize:** What is the difference between a ratio and a rate?
 * SA/Assignment:** 1-3B Lesson Master wksht. pg. 110, #1-13

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=__Lesson 1.4 Powers of Ten and Other Numbers (Day 4)__=


 * District Benchmark(s):** 8 NO 5.2 Use exponential, scientific, and calculator notation.


 * Enduring Understanding:** Exponents and scientific notation describe very large and very small numbers.


 * Essential Question(s):** Why is scientific notation used? Who might use scientific notation? Where might you(as a student) use scientific notation in everyday situations?


 * Support Materials:** Textbook, journals, calculators, note cards

San Jose has over a million people. How many thousands are in a million? India has over a billion people. How many millions are in a billion?
 * Time to Complete:** 1 day
 * MDP:** The average starting salary for a teacher in Germany in 2002 was equivalent to about $43,100 in the United States. How many hundreds are in 43,100?
 * Launch:** Activity pg. 25 (Think, Pair and Share)
 * Explore:** Calculator Skills Using Special Keys for Powers (groups of 2-4); Write down the process and the keys used for powers.
 * FA/Summarize:** How are multiplying by 10, 100, 1000 and the powers of 10 related?
 * SA/Assignment:** TB pgs. 26-28, #1-32

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=__Lesson 1.5 More Powers of Ten (Day 5)__=


 * District Benchmark(s):** 8 NO 5.2 Use exponential, scientific, and calculator notation.


 * Enduring Understanding:** Exponents and scientific notation describe very large and very small numbers.


 * Essential Question(s):** Where might extremely small numbers be used in the world today? Who might use these extremely small numbers?


 * Support Materials:** Textbook, journals, calculators, Lesson Master wksht.

a) What digit is in the hundreds place? b) What digit is in the hundredths place? c) What digit is in the tens place? d) What digit is in the tenths place? e) The digit 0 is in what place? f) The digit 4 is in what place?
 * Time to Complete:** 1 day
 * MDP:** Using the number 987.2345061
 * Launch:** Discuss and make connections between the fractional and decimal notations for a penny, dime and dollar.(Think, Pair, and Share)
 * Explore:** Calculator Activity on TB pg. 30. __Using Powers of 0__ and Write extremely small numbers (<1) using scientific notation.(Groups of 2-4)
 * Summarize:** Where might extremely small numbers be used in the world today? Who might use these extremely small numbers?
 * SA/Assignment:** 1-5B Lesson Master wksht. pgs.116-117, #1-30

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=__Lesson 1.6 Order of Operations (Day 6 )__=


 * District Benchmark(s):** 8 NO 1.1 Evaluates expressions using order of operations.


 * Enduring Understanding:** The order of some processes will affect the outcomes.

Why is it important to follow the order of operations worldwide?
 * Essential Question(s):** Why is it important to follow the rules?


 * Support Materials:** Textbook, journals, calculators, note cards


 * Time to Complete:** 1 day
 * MDP:** Error Analysis for order of operations problem.
 * Launch:** Activity TB pg. 34-35(Think, Pair, and Share)
 * Explore:** Each student will write three expressions using at least four numbers between 1 and 10 with at least two different operations. The answer to each expression must be a whole number. Parentheses and fraction bars may be used, as long as the result is a whole number. Then each student will exchange papers and solve each expression.(Pairs)
 * FA/Summarize:** Why would it be important for the population worldwide to follow the order of operations? /Problem involving order of operations.
 * SA/Assignment:**TB pgs. 37-38, #1-32

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=__Lesson 1.7 Other Grouping Symbols (Day 7)__= This lesson is an extension of Lesson 1.6
 * District Benchmark(s):** 8 NO 1.1 Evaluates expressions using order operations.


 * Enduring Understanding:** Order of some processes will affect the outcomes.

Why is it important to follow the order of operations worldwide?
 * Essential Question(s):** Why is it important to follow the rules?


 * Support Materials:** Textbook, journals, calculators, Lesson Master wksht.


 * Time to Complete:** 1 day
 * MDP:** What would 8(9∗7+10÷12^2) look like if there were no rules for order of operations?
 * Launch:** Use the numbers 1,3,5,and 6 with the symbols +, X and to = 120 (Pairs)
 * Explore:** TB pg. 44, #1 and #2 (Pod/Quads)
 * FA/Summarize:** Why is it important to follow the rules in mathematics?
 * SA/Assignment:** 1-7B Lesson Master wksht. pgs. 122-123, #1-31

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=__Lesson 1.8 Scientific Notation (Day 8)__=


 * District Benchmark(s):** 8 NO 5.2 Use exponential, scientific, and calculator notation.


 * Enduring Understanding:** Exponents and scientific notation describe very large and very small numbers.

What would be a good way to easily compare very small numbers. Why is scientific notation being used in mathematics?
 * Essential Question(s):** What would be a good way to easily compare very large numbers?


 * Support Materials:** Textbook, journals, calculators


 * Time to Complete:** 1 day
 * MDP:** Complete the table using repeated multiplication(TB pg. 45). What is the relationship between the number of zero's in the product and the exponent.
 * Launch:** Enter 17^20 into your calculator and write the result in scientific notation, using two decimal places.(Think, Pair and Share)
 * Explore:** Accommodating the Learner TB pg. 46. Evaluate the expressions and write a rule that could be used to multiply two numbers in scientific notation.(Pairs)
 * Summarize:** Why is scientific notation used in mathematics?
 * SA/Assignment:** TB pgs. 47-49, #1-32

//__Peer Check:__//

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=__Lesson 1.9 Plotting Points on Coordinate Graphs (Day 9)__=


 * District Benchmark(s):** 7 G4.2 Graphs using all four quadrants on a coordinate plane.


 * Enduring Understanding:** Students experience naming and plotting points on a coordinate grid.


 * Essential Question(s):** How are coordinates used in real-life situations?


 * Support Materials:** Textbook, journals, calculators, graph paper

a) In what year did the most snow fall? b) Where does most of the data seem to be concentrated? c) Using the graph could we predict the amount of snowfall in Philadelphia for 2010? Explain or justify your answer.
 * Time to Complete:** 1 day
 * MDP:** Use the graph of snowfall in Philadelphia on page 50 to answer these questions:
 * Launch:** Activity 2; pg. 53 Graph the twelve points listed then connect them in order by a smooth curve.(Think, Pair, and Share)
 * Explore:** Use maps to locate towns, cities, and points of interests when given the coordinates and vice versa.(Pairs)
 * FA/Summarize:** How can latitude, longitude and the equator be related to the coordinate plane?
 * SA/Assignment:** TB pgs.53-56, #1-30

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=__Lesson 1.10 Graphing Data on a Calculator (Day 10 )__=


 * District Benchmark(s):** 8 DA1.1 Interpret bar, line, and circle graphs, histograms, line, stem-and-leaf, box-and-whisker, and scatter plots.


 * Enduring Understanding:** Representation of data is seen through the use of box and whisker plots and scatter plots.


 * Essential Question(s):** Why is it important that we can use scatter plots to interpret data and make predictions?


 * Support Materials:** Textbook, journals, graphing calculators, Lesson Master wksht.


 * Time to Complete:**1 day
 * MDP:** Poll students to find out how long they study each night on average and fill out the chart on pg. 58
 * Launch:** Use the graphing calculators and introduce the functions/buttons.(Pairs)
 * Explore:** Activity pg. 57-58. Follow the Steps 1-3 using the graphing calculators.(Pairs)
 * Summarize:** What other types of graphs do you think you could use the graphing calculator for other than scatter plots?
 * SA/Assignment:** 1-10A Lesson Master wksht. pg. 130, #1-7

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=__Lesson 2.1 Describing Patterns with Variables (Day 11 )__=


 * District Benchmark(s):** 8 A1.1 Write and simplifies algebraic expressions.


 * Enduring Understanding:** Sophisticated sequences found in rules for patterns provide opportunities to develop formulas.

Who might use patterns in their careers? How can patterns help explain real-life situations?
 * Essential Question(s):** Where do we see patterns in our daily lives?


 * Support Materials:** Textbook, journals, calculators, Lesson Master wksht.


 * Time to Complete:** 1 day
 * MDP:** 15-15 = 0; Describe the pattern in words and then describe the pattern with variables.
 * Launch:** Example 3 on pg. 72/ Then students will come up with their own pattern and make a similar chart. (Think, Pair and Share)
 * Explore:** Patterns can be found in the perimeter of rectangles. Pairs of students will create a chart of length, width, and perimeter for a variety of rectangles and then describe the pattern found. (Pairs/Pods)
 * Summarize:** What patterns can you think of that relates to mathematics? Where can you find patterns in our everyday lives and how can they be connected to mathematics?
 * SA/Assignment:** Lesson Master 2-1B wksht. pgs. 134-135, #1-14

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=__Lesson 2.2 Translating Words Into Algebraic Expressions (Day 12)__=


 * District Benchmark(s):** 8 A1.2 Write and simplifies algebraic expressions.


 * Enduring Understanding:** The connection between verbal expressions and algebraic expressions helps to interpret or translate mathematical expressions.


 * Essential Question(s):** Where might we use translation? Where might we use interpretaters? Why are these important to us? Why do we learn to "read" symbols in real-life situations?


 * Support Materials:** Textbook, journals


 * Time to Complete:** 1 day
 * MDP:** Match the English expression with one of these four choices. TB pg. 76: Warm-up
 * Launch:** Activity 1(pg. 78) and 2(pg. 79) (Think, Pair, and Share)
 * Explore:** Make a list of symbols or drawings that we recognize without reading any words.(Pairs/Pods)
 * FA/Summarize:** Symbols are found everywhere that we need to be able understand without reading words. Draw some symbols used in our daily lives and in mathematics and then list them using words.
 * SA/Assignment:** TB pgs. 80-82, #1-21

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=__Lesson 2.3 Evaluating Algebraic Expressions (Day 13)__=

8 NO 1.1 Evaluates expressions using order operations.
 * District Benchmark(s):** 8 A1.2 Write and simplifies algebraic expressions.


 * Enduring Understanding:** The solution of an equation is the values of the variables that make the equation true.


 * Essential Question(s):** Where do we use substitution in real-life situations? What situations if ever have you been a substitute?


 * Support Materials:** Textbook, journals, graphing calculators, Lesson Master wksht.


 * Time to Complete:**1 day
 * MDP:** Warm-up TB pg. 83, Using Substitution and then finding other numbers to substitute that makes the equation true.
 * Launch:** Graphing Calculator-Introduce functions/buttons needed to complete the Explore(Pairs)
 * Explore:** Activity pg. 83, Storing numbers in the memory and then retrieving them to solve equations.(Pairs)
 * FA/Summarize:** Solve 3m + 5n -3 when m=2 and n= -3
 * SA/Assignment:** 2-3B Lesson Master wksht. pg.140-141, #1-26

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=__Lesson 2.4 Expressions and Formulas (Day 14)__=

8 NO 1.1 Evaluates expressions using order operations.
 * District Benchmark(s):** 8 A1.2 Write and simplifies algebraic expressions.

Formulas exist to provide an automatic way of calculating.
 * Enduring Understanding:** The solution of an equation is the values of the variables that make the equation true.


 * Essential Question(s):** What formulas do you know? How, why and who may use formulas?


 * Support Materials:** Textbook, journals, graphing calculators


 * Time to Complete:** 1 day
 * MDP:** Dissect formulas and describe the variables and the constants in each one.
 * Launch:** Graphing Calculators-Introduce functions/buttons needed to complete the Explore.(Pairs)
 * Explore:** Activity 1, TB pgs. 89-90(Pairs)
 * FA/Summarize:** Error analysis with a formula with incorrect use of order of operations.
 * SA/Assignment:** TB pgs.93-95, #1-23.

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Launch: Explore: Summarize: Assignment:**
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