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

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)