MON 9/22:

Lesson: Chapter 3.1 to 3.4A Review Day

Bell Work: Chapter 3 Review Problems Covering Major Blunders

Homework: Quiz Review

TUES 9/23:

Lesson: 3.1 to 3.4A Quiz

Homework: Scientific Notation Worksheet

WED 9/24:

Lessons 3-4B:  Point-Slope Form for the Equation of a Line

Homework: 3-4B Worksheet

Weblink for a Video of Today's Lesson, Presented by Mr. Peters: 

https://cloud.swivl.com/v/8b8934f24bb7638a37379139dae4c08a 

VIDEO ERROR 1: @8:26 on the video, that should be down 3 (a negative 3) and left 6 (also a negative!).  Mr. Peters showed that left move to be a positive 6. But it should be negative because it was a move in the negative direction. Hence, we have -3/-6 = 1/2.

The slope, m, reduces to a a positive 1/2 slope. Every line that slants forward (that is, up and to the right) has a positive slope!

THURS 9/25:

Lessons 3-4C:  Standard Form for the Equation of a Line

Bell Work: Obtaining the Standard Form When Having to Make A > 0.

Homework: 3-4C Worksheet: 1 – 19 (odd)

FRI 9/26:

Lesson: Practice Day With Equations of a Line

Bellwork: Clearing the Equation of Fractions to Obtain the Standard Form

Homework: Writing Equations of Lines Worksheet

MON 9/15:

Lesson: Chapter 2 Test

Homework: Coordinate Plane Review

TUES 9/16:

Lesson 3-1: Open Sentences in Two Variables

Bell Work: Alg 1 Equations

Socratic Question(s):

• Given an equation in two variables, what does it mean for an ordered pair to be a solution of the equation?

Answers:

1. It makes the equation true!

2. It is a point on the graph of the line!

Homework: pg. 104: Written: 1, 5, 13-23 (odd ), and pg. 105: 1, 2, 3

WED 9/17:

Lessons 3-2:  Graphs of Linear Equations in Two Variables

Bell Work: Alg 1 Equations w/ Some Socratic Presentations

Socratic Question(s):

• What does it mean when 2 lines intersect? What does it mean geometrically? What does it mean algebraically?

Homework: pg. 111: 3-23 (EOO)

THURS 9/18:

Lessons 3-3:  The Slope of a Line              

Bell Work: Alg 1 Equations w/ Some Socratic Presentations

Socratic Question(s):

• What does it mean when 2 lines intersect? What does it mean geometrically? What does it mean algebraically?

• What are the ways of viewing the slope of a line? Answers: steepness, angle, incline, slant, forward, backward, positive, negative, flat, verticals

• Given a line, how may we count in the coordinate plane to determine its slope?

Homework: pg. 116: 1-9 (odd) 29-35 (odd)

FRI 9/19:

Lesson: 3-4A Slope-Intercept Form / Finding an Equation of a Line

Bellwork: Alg 1 Equations

Socratic Question(s):

• Why is the title of this section not “Finding the Equation of a Line?” 

• What are parallel lines? Perpendicular lines?

• What is the slope relationship between lines that are parallel?

• What is the slope relationship between lines that are perpendicular?

Homework: 3-4A Worksheet

MON 9/8:

Lesson: 2-4B Absolute Value Part 2: Inequalities

Bell Work: Alg 1 Skill Builders: Solving Basic Algebraic Equations (Moving/Combining Like Terms):

2x + 5 – 3x – 12 =  20 – 8x – 3 + x

Key: Do not move things around the kitchen until you take them out of the oven! (i.e., completely simplify both sides of the equation first!)

Socratic Question(s):

Poems: “Absolute a < k, that’s our sANDwich for the day” … “Absolute a great-OR than k”

Homework: pg. 75: 9 – 25 (EOO)

TUES 9/9:

Lesson: 2-4: Absolute Value Practice Day

Bell Work: Scavenger Hunt

Homework: Test Review Assignment: Work; rework; teach to an audience.

WED 9/10:

Lesson: Review Day

Homework: Test Review Assignment: Work; rework; teach to an audience.

THURS 9/11:

Lesson: Review Day

Homework: Test Review Assignment: Work; rework; teach to an audience.

FRI 9/12:

Chapter 2 Test

Homework: No Homework

MON 9/1:

Labor Day: No School                            

TUES 9/2:

Lesson: 2-3: Problem Solving With Inequalities

Bell Work: Alg 1 Skill Builders: Solving Basic Algebraic Equations

Socratic Question(s): What is the difference between “AND” and “OR”?

Homework: pg. 71: Problems: 1 – 7 (odd)

WED 9/3:

Lesson: Review Day

Bell Work: Solving Inequalities (Problems with Pitfalls)

Homework: Quiz Review Assignment (quiz tomorrow!)

THURS 9/4:

Quiz! 

Sections 2-1 to 2-3

Homework: TBA

FRI 9/5

Lesson: 2-4: Absolute Value Equations

Bell Work: Alg 1 Skill Builders: Solving Basic Algebraic Equations

Socratic Question(s): What is the difference between “AND” and “OR”?

Homework: Absolute Value Equations Worksheet (linked below):

https://drive.google.com/file/d/1oyeXnRVbUeYVk7b6l9FsMkiZlTFzdASq/view?usp=drive_link

MON 8/25:

Chapter 1 Test

Homework: AASA Problems

TUES 8/26:

8th Grade MIM Field Trip (Period 6 Still Meets with Mr. Peters)

Bell Work/Class Work: AASA Prep Problems

Homework: No Homework

WED 8/27:

Lesson 2-1: Solving Inequalities in One Variable

Bell Work: Alg 1 Skill Builders: Solving Basic Algebraic Equations

Socratic Question(s)/Activity: Compare and contrast solving equations and solving inequalities.

Homework: pg. 62: 1 - 23 (odd)

THURS 8/28:

Lesson: 2-2: Solving Combined Inequalities

Bell Work: Alg 1 Skill Builders: Solving Basic Algebraic Equations

Socratic Question(s): What is the difference between “AND” and “OR”?

Homework: pg. 67: 9- 21 (odd), 25, 30

FRI 8/29:

Lesson: Practice Day: Scavenger Hunt/Practice Worksheet

Homework: No Homework: R&R Weekend

MON 8/18:

Lesson: Galileo Testing (in Room 209)

Homework: pg. 54: Mixed Review: 1-9 (all)

TUES 8/19:

Lesson:  1-9 Word Problems

Bell Work: AASA Prep Problems

Socratic Line of Questioning: 

What are the major keys when solving word problems?

• Draw and label a diagram

• Tabulate Facts

• Employ Formulas

• Read and reread the problem many times, if needed!

Homework: pg. 52: WE: 1, 2, 3, 5, 11

WED 8/20:

Lesson:  1-9 Word Problems

Socratic Line of Questioning: 

What are the major keys when solving word problems?

• Draw and Label a Diagram

• Tabulate Facts

• Employ Formulas

• Read and reread the problem many times, if needed!

Homework: pg. 52: WE: 4, 8, 16; begin Chapter 1 Test Review Assignment

THURS 8/21:

Lesson: Chapter 1 Review/Test Prep Day

Bell Work: Test Prep Word Problem

Homework: Test Review Assignment

FRI 8/22:

Lesson: Chapter 1 Review/Test Prep Day

Bell Work: Test Prep Word Problem

Homework: Test Review Assignment

MON 8/11:

Lesson: Review Day (Quiz Prep Time)

Bell Work: AASA Prep

Socratic Questions: 

What concepts create questions or doubts in my mind? What can I do about that?

Homework: pg. 13: ST-1/MR; pg. 36:ST-2 (optional: pg. 57: CT: 1-13 all)

TUES 8/12:

Lesson: Quiz 1-1 to 1-6

Homework: AASA Practice

WED 8/13:

Lesson: 1-7: Equations in One Variable

Bell Work: AASA Prep

Socratic Line of Questioning: 

How does PEMDAS apply when solving equations in one variable?

ANS: We generally use reverse PEMDAS!

Homework: pg. 40: WE: 1-21 (EOO) 31-37 (odd)

THURS 8/14:

Lesson: 1-7: Equations in One Variable (Practice Day)

Bell Work: AASA Prep

Socratic Line of Questioning: 

How does PEMDAS apply when solving equations in one variable?

ANS: We generally use reverse PEMDAS!

Homework: Finish Practice Worksheet

FRI 8/15:

Lesson: 1-9: Problems Solving

Bell Work: AASA Prep

Socratic Line of Questioning: 

What are the major keys when solving word problems?

• Draw and label a diagram

• Tabulate Facts

• Employ Formulas

• Read and reread the problem many times, if needed!

Homework: pg. 52, WE: 1, 2, 3, 5, 11

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: 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: 9-33 (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: 7-29 (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)