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MON 8/4:

Lesson: 1-2: Simplifying Expressions

Bell Work: Alg 1 Skill Builders: Solving Basic Equations (pattern x/2 = 12)

Socratic Line of Questioning: 

What does it mean to divide 6 by 2? 6 by 3?

Why is it critical to recognize “order of operations”?

DaVinci Creativity Activity:  Insert (  ) / or do not insert (  ), to make the statement result in different values:

                                                    1+ 2 • 3 – 8 + 2 ^ 5

Homework: pg. 11: 13-37 (EOO)

TUES 8/5:

Lesson: 1-3: Basic Properties of Real Numbers

Bell Work: Alg 1 Skill Builders: Solving Basic Equations (pattern 2x + 1 = 13)

Socratic Line of Questioning: 

What are mnemonics for understanding/remembering the reflexive, symmetric, and transitive properties?

DaVinci Creativity Activity: Write reciprocals for 2, 4, 7, and k. Use division rules to write the reciprocal for 2/3.

Homework: Syllabus Signature Due Today; pg. 17: 3-21 (odd)

WED 8/6:

Lesson: 1-4: Sums and Differences

Bell Work: Alg 1 Skill Builders: Solving Basic Equations (pattern 2x – 1 = 13)

Socratic Line of Questioning: 

If the distributive property is multiplication, what is factoring?

What are we really doing when we factor 6 into 2 • 3 or into 3 • 2?

What mnemonics can be used to recall/apply rules of addition/subtraction?

DaVinci Creativity Activity: Use the Distributive Property to factor 2 out of this expression:  2x + 1

Homework: pg. 24: 17-33 (odd), 43, 45

THURS 8/7:

Lesson: 1-5: Products

Bell Work: Alg 1 Skill Builders: Solving Basic Equations (review equation types from prev 4 days)

Socratic Line of Questioning: 

When multiplying a number by a negative number, what always occurs? (Ans: Sign change!)

DaVinci Creativity Activity: Make a multiply by negative one pine tree! (May have students share with class after about 3 minutes.)

Homework: pg. 30: 9-31 (odd)

FRI 8/8:

Lesson: 1-6: Quotients

Bell Work: Alg 1 Skill Builders: Solving Basic Equations (pattern: x/2 = 5/6)

Socratic Line of Questioning:

How and why can we transpose/transform a division problem into a multiplication problem? 

DaVinci Creativity Activity: If every fraction is a division problem, rewrite (1/3)/(2/5) as a division problem. Then solve. (Students will collaborate after one minute.)

Homework: pg. 35: 3-23 (EOO), 25

THURS 7/31:

Lesson: Procedures 1 and 1-1A: Real Numbers

Bell Work: Alg 1 Skill Builders: Solving Basic Equations (pattern: 2x = 10)

SQ for Bellwork: How can we prove/demonstrate every fraction is a division problem?

Socratic Line of Questioning: 

What is the difference between two numbers? And how does this relate to the number line?

When is a number graphed on the number line? When is it not graphed?

DaVinci Creativity Activity: Graph numbers on the number line (and on either side of zero) such that we have symmetry about the number zero. (Students will share results with a neighbor and perhaps the class.)

Homework: pg. 4: 1-21 (odd), Syllabus Signature

FRI 8/1:

Lesson: Procedures 2 and 1-1B: Real Numbers

Bell Work: Alg 1 Skill Builders: Solving Basic Equations (pattern: 2x = 10)

SQ for Bellwork: How can we prove/demonstrate every fraction is a division problem?

Socratic Line of Questioning: 

What is the difference between two numbers? And how does this relate to the number line?

When is a number graphed on the number line? When is it not graphed?

DaVinci Creativity Activity: Graph numbers on the number line to give 8 equal divisions between 0 and 2.

(Students will share results with a neighbor and perhaps the class.)

Homework: pg. 4: 23-36 (all)