Lesson Plans Lesson Plan WEEK 161 December 5- December 9 Subject to change 2016-2017 Mrs. Whitman 1 st 2 nd Period 3 rd Period 4 th Period 5 th Period 6 th Period H S Mathematics Period Prep Geometry Math Extensions Algebra II JMG Geometry Monday 12/5/16 Tuesday 12/6/16 Wednesday 12/7/16 1 Prepare for Endof-Unit Lesson 1 Scale Drawings Students review properties of scale drawings & are able to create them Graphing Linear Equations & finding x- intercepts & y-intercepts Graphing Linear Equations & finding x- intercepts & y-intercepts 1 Lessons 1-20 for Mid-Module Module 1 Mid-Module Lesson 22 Equivalent Students define rational & write them in equivalent form Problem Set Exploring Skills, Aptitudes & Interests Badger Buddies Relating Interests to Occupations 1 Prepare for Lesson 1 Scale Drawings Students review properties of scale drawings & are able to create them 7 th Period Algebra IB Lesson 3 Arithmetic & Geometric Sequences Students learn the structure of arithmetic & geometric sequences F-IF.A.1, F-IF.A.2, F-IF.A.3, F-IF.B.6, F-BF.A.1a, F-LE.A.1, F-LE.A.2, F-LE.A.3 Lesson 3 Arithmetic & Geometric Sequences Students learn the structure of arithmetic & geometric sequences Problem Set 7, 9, 10,12 F-IF.A.1, F-IF.A.2, F-IF.A.3, F-IF.B.6, F-BF.A.1a, F-LE.A.1, F-LE.A.2, F-LE.A.3 Lesson 4 Why Do Banks Pay YOU to Provide Their Services the rate of change for simple & compound interest & recognize 8 th Period Algebra II 1 Lessons 1-20 for Mid-Module Module 1 Mid-Module Lesson 22 Equivalent Students define rational & write them in equivalent form Problem Set
Thursday 12/8/16 Friday 12/9/16 Lesson 2 Making Scale drawings using the ratio Students create scale drawings of polygonal figures by the ratio Given a figure & a scale drawing from the ratio, students answer questions about the scale factor & the center Exercises 1-6 Lesson 4 Comparing the ratio with the parallel Students understand that the ratio & parallel s produce the same scale drawings & understand the proof of this fact Students relate the equivalence of the s to the triangle side splitter theorem: A line segment splits 2 sides of a triangle proportionally if & only if it is parallel to the 3 rd side 1a,d,f,j,p 2, A-APR.C.6,A-REI.A.2 Lesson 23 Comparing rational by Writing them in different but equivalent forms Lesson 24 Multiplying & Dividing rational Students multiply & divide rational & simplify using equivalent Preparing for Community Blood Drive Preparing for Community Blood Drive Lesson 2 Making Scale drawings using the ratio Students create scale drawings of polygonal figures by the ratio Given a figure & a scale drawing from the ratio, students answer questions about the scale factor & the center Exercises 1-6 Lesson 4 Comparing the ratio with the parallel Students understand that the s produce the same scale drawings & understand the proof of this fact Students relate the equivalence of the s to the triangle side splitter theorem: A line segment splits 2 sides of a triangle proportionally if & only if it is parallel to the 3 rd side situations in which a quantity grows by constant percent rate per unit interval Examples 1-3 Lesson 4 Why Do Banks Pay YOU to Provide Their Services the rate of change for simple & compound interest & recognize situations in which a quantity grows by constant percent rate per unit interval Problem Set 1-3 Lesson 5 The Power of Exponential growth Students are able to model with & solve problems involving exponential formulas 1a,d,f,j,p 2, A-APR.C.6,A-REI.A.2 Lesson 23 Comparing rational by Writing them in different but equivalent forms Lesson 24 Multiplying & Dividing rational Students multiply & divide rational & simplify using equivalent
G-CO.A.1 Know precise definitions of angle, circle, perpendicular & parallel line, line segment based on the undefined notions of point, line, distance along a line, distance along a curve G- CO.A.2 Represent transformations in a plane using transparencies & geometry software, describe transformations as functions that take points in the plane as input & give other points as output. Compare transformations that preserve distance & angles to those that do not (e.g. translations vs horizontal stretch) G-CO.A.3 given a rectangles, parallelogram, trapezoid or regular polygon describe the rotations & reflections that carry it onto itself G-CO.A.4 develop definitions of rotations, reflections & translations in terms of angles, circles, perpendicular & parallel lines & line segments G-CO.A.5 Given a geometric figure & the Isometric (rigid) transformation draw the transformed figure using graph or tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another G-CO.B.6 use geometric descriptions of rigid motions, to transform figures & to predict the effect of a given rigid motion on a given figure; Given 2 figures use the to determine if they are G-CO.B.7 Use the definition of congruence in terms of rigid motion to show that 2 triangles are If & only if corresponding pairs of sides &/or angles are G-CO.B.8 Explain how the criteria for triangle congruence ( ASA,SAS,& SSS) follow from the definition of congruence in terms of rigid motion A.SSE.2 Seeing Structure In Interpret The Structure Of Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 y2)(x2 + y2). A-APR.B.2 Know & apply the Remainder Theorem: For a polynomial p(x) & a number a, the remainder on division by x-a is p(a), so p(a) = 0 if & only if (x-a) is a factor of p(x) A-APR.B.3 Identify zeros of polynomials when suitable factorizations are available & use the zeros to construct a rough graph of the function defined by the polynomial. N-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling A-APR.D.6 Rewrite simple rational in different forms: write a(x)/b(x)in the form q(x)+r(x)/b(x), where a(x), b(x), q(x) & r(x) are polynomials with the degree of r(x) less than b(x), using inspection, long division or for the more complicated examples, a computer algebra system F-IF.C.7 Graph expressed symbolically & show key features of the graph by hand in simple cases & using technology for more complicated cases c. Graph polynomial functions, identifying zeros when suitable factorizations are available & showing end behavior G-CO.A.1 Know precise definitions of angle, circle, perpendicular & parallel line, line segment based on the undefined notions of point, line, distance along a line, distance along a curve G- CO.A.2 Represent transformations in a plane using transparencies & geometry software, describe transformations as functions that take points in the plane as input & give other points as output. Compare transformations that preserve distance & angles to those that do not (e.g. translations vs horizontal stretch) G-CO.A.3 given a rectangles, parallelogram, trapezoid or regular polygon describe the rotations & reflections that carry it onto itself G-CO.A.4 develop definitions of rotations, reflections & translations in terms of angles, circles, perpendicular & parallel lines & line segments G-CO.A.5 Given a geometric figure & the Isometric (rigid) transformation draw the transformed figure using graph or tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another G-CO.B.6 use geometric descriptions of rigid motions, to transform figures & to predict the effect of a given rigid motion on a given figure; Given 2 figures use the to determine if they are G-CO.B.7 Use the to show that 2 triangles are If & only if corresponding pairs of F-IF.A.1 Understand that a function from 1 set (called the domain) to another set (called the range) assigns to each element in the domain exactly 1 element in the range. If f is a function & x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. the graph of f is the graph of the equation y = f(x) F- IF.A.2 Use function notation, evaluate functions for inputs in their domain & interpret statements that use function notation in terms of a context F-IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domainis a subset of the integers. For example the Fibonacci sequence is defined recursively by f(0)=f(1)=1, f(n+1)=f(n)+f(n+1) for n>1 F- IF.B.6 Calculate & interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph F- BF.A.1 Write a function that describes the relationship between 2 quantities a) Determine an explicit expression, a recursive process or steps for calculation from a A.SSE.2 Seeing Structure In Interpret The Structure Of Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 y2)(x2 + y2). A-APR.B.2 Know & apply the Remainder Theorem: For a polynomial p(x) & a number a, the remainder on division by x-a is p(a), so p(a) = 0 if & only if (x-a) is a factor of p(x) A-APR.B.3 Identify zeros of polynomials when suitable factorizations are available & use the zeros to construct a rough graph of the function defined by the polynomial. N-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling A-APR.D.6 Rewrite simple rational in different forms: write a(x)/b(x)in the form q(x)+r(x)/b(x), where a(x), b(x), q(x) & r(x) are polynomials with the degree of r(x) less than b(x), using inspection, long division or for the more complicated examples, a computer algebra system F-IF.C.7 Graph expressed symbolically & show key features of the graph by hand in simple cases & using technology for more complicated cases c. Graph polynomial functions, identifying zeros when suitable factorizations are available & showing end behavior
G-CO.C.9 Prove theorems about lines & angles. Theorems include: vertical angles are ; when a transversal crosses parallel lines, alternate interior angles are & corresponding angles are ; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment s endpoints G-CO.C.10 Prove theorems about triangles: Theorems include: measures of the interior angles of a triangle sum to 180 ;base angles of isosceles triangles are ; the segment joining the midpoints of the a triangle is parallel to the 3 rd side & half the length; the medians of a triangle meet at a point G-CO.C.11 Prove theorems about parallelograms: Theorems include: opposite sides are ; opposite angles are ; the diagonals of a parallelogram bisect each other; & conversely, rectangles are parallelograms with diagonals G-CO.D.12 Make formal geometric constructions with a variety of tools & s (compass & straightedge, string, reflective devices, paper-folding, dynamic geometric software) Copying: a segment & angle, Bisecting a segment & angle, Constructing perpendicular lines & parallel lines through a given point not on the line G-CO.D.13 Construct an equilateral triangle, a square, & a regular hexagon inscribed in a circle sides &/or angles are G-CO.B.8 Explain how the criteria for triangle congruence ( ASA,SAS,& SSS) follow from the G-CO.C.9 Prove theorems about lines & angles. Theorems include: vertical angles are ; when a transversal crosses parallel lines, alternate interior angles are & corresponding angles are ; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment s endpoints G-CO.C.10 Prove theorems about triangles: Theorems include: measures of the interior angles of a triangle sum to 180 ;base angles of isosceles triangles are ; the segment joining the midpoints of the a triangle is parallel to the 3 rd side & half the length; the medians of a triangle meet at a point G-CO.C.11 Prove theorems about parallelograms: Theorems include: opposite sides are ; opposite angles are ; the diagonals of a parallelogram bisect each other; & conversely, rectangles are parallelograms with diagonals G-CO.D.12 Make formal geometric constructions with a variety of tools & s (compass & straightedge, string, reflective devices, paperfolding, dynamic geometric software) Copying: a segment & angle, Bisecting a segment & angle, Constructing perpendicular lines & parallel lines through a given point not on the context F- LE.A.1 Distinguish between situations that can be modeled with linear functions & with exponential functions a) Prove that linear functions grow by equal differences over equal intervals & that exponential functions grow by equal factors over equal intervals b) Recognize situations in which 1 quantity changes at a constant rate per unit interval relative to another c) Recognize situations in which a quantity grows or decays by a constant percent per unit interval relative to another F-LE.A.2 Construct linear & exponential functions including arithmetic & geometric sequences, given a graph, a description of a relationship or 2 input-output pairs (include reading these from a table) F- LE.A.3 Observe using graphs & tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically or (more generally) as a polynomial function
line G-CO.D.13 Construct an equilateral triangle, a square, & a regular hexagon inscribed in a circle