White
Pre-Algebra
Module 12
Unit 5: Measurement Geometry
March 20-24
Math MAFS.8.G.1.5 (DOK 2 ) Use informal arguments to establish facts about the angle sum and exterior angle of triangles,
Florida about the angles created when parallel lines are cut by a transversal and the angle-angle criterion for similarity of triangles.
Standard(s): MAFS.8.EE.2.6 (DOK2 ) Use similar triangles to explain why the slope m is the same between any two distinct points on a
non-vertical line in the coordinate plane. MAFS.8.EE.3.7b (DOK 2 ) Solve linear equations with rational number
coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting
like terms. MAFS.8.G.2.6 (DOK 2 ) Explain a proof of the Pythagorean Theorem and its converse. MAFS.8.G.2.7 (DOK
2 ) Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical
problems in two and three dimensions. MAFS.8.G.2.8 (DOK 1 ) Apply the Pythagorean Theorem to find the distance
between two points in a coordinate system.
Learning The student is expected to use the Pythagorean Theorem to find the length of any side of a right triangle if you know the
Goal: lengths of the other two sides.
Assessments Pre Assessment Quiz on real numbers, exponents, and scientific notation.
Formative Assessments
Cornell Notes
Collaborative Assignments
Homework
Exit Slips
Summative Assessment Unit 1 – Begins 3/21
Quiz
Unit test
Essential How can you prove the Pythagorean Theorem and use it to solve problems? How can you test the
Question(s): converse of the Pythagorean Theorem and use it to solve problems? How can you use the Pythagorean
Theorem to find the distance between two points on a coordinate plane?
Progress If student has a low pre assessment or formative assessment, the teacher will monitor and possibly
Monitoring/ suggest before or after school tutoring to insure he is learning the unit adequately.
Feedback If the student has a 70 or below on a quiz he can study more and retake it within a 7 day period for full
Loop credit. If the student has below a 70, the instructor will provide real time remediation.
Higher What is the relationship of the quantities? What estimate did you make for the solution? How does this
Order relate to…?
Question(s)
Key acute angles, angles, area, ordered pair, right angle, right triangle, square root, x-coordinate, yVocabulary coordinate, hypotenuse, legs, theorem, vertex
Monday
March 20, 2017
Module 12: The Pythagorean Theorem
Rigor Level:
Conceptual & Application
Daily Agenda
Daily Objective:
Bell Ringer:
I Do:
We Do:
You Do:
Homework:
EXIT TICKET:
Tuesday
March21, 2017
Daily Objective:
No School – Teacher Workday
Module 12: The Pythagorean Theorem
Rigor Level:
Conceptual & Application
Daily Agenda
How can you prove the Pythagorean Theorem and use it to solve problems?
White
Pre-Algebra
Bell Ringer:
I Do:
We Do:
You Do:
Homework:
EXIT TICKET:
Wednesday
March 22, 2017
Module 12
Explain the difference in an alternate interior angle and a same-side interior.
Go over Bell Ringer
Cornell Notes 12-1
12 -1 Worksheet/IXL
Finish Worksheet and IXL
How might the Pythagorean Theorem be used in the real-world?
Module 12: The Pythagorean Theorem
Rigor Level:
Conceptual & Application
Daily Agenda
Daily
Objective:
Bell Ringer:
I Do:
We Do:
You Do:
Homework:
EXIT
TICKET:
How can you test the converse of the Pythagorean Theorem and use it to solve problems?
Solve 2 problems using the Pythagorean Theorem
Go over Bell Ringer
Cornell Notes 12-2
12-2 Worksheet/IXL
Finish 12-2 Worksheet/IXL
How can IXL help you prepare for the FSA?
Thursday
March 23, 2017
Module 12: The Pythagorean Theorem
Rigor Level:
Conceptual & Application
Daily Agenda
Daily
Objective:
Bell Ringer:
How can you use the Pythagorean Theorem to find the distance between two points on a coordinate
plane?
Solve 2 problems using the Pythagorean Theorem
I Do:
We Do:
You Do:
Homework:
EXIT
TICKET:
Go Over Bell Ringer
Cornell Notes 12-3
12-3 Worksheet/IXL
Finish 12-3 Worksheet/IXL
Are you prepared to turn in your packet tomorrow? If not, what do you need to do tonight to be prepared?
Friday
March 24, 2017
Module 11: Angle Relationships in Parallel Lines and Triangles
Daily Agenda
Daily
Objective:
Bell Ringer:
I Do:
We Do:
You Do:
Homework:
EXIT
TICKET:
The student will prepare for the FSA by taking a practice test.
Meet in the library.
Rigor Level:
Conceptual & Application
White
Pre-Algebra
Module 12
Note: Learning Scales and Accommodations are below.
Scale
4.0
3.5

In addition to 3.0 skills, I can do some of the 4.0 skills.
3.0

(GOAL)
With no help, I can
do all these skills.

2.5
2.0
With no help, I can
do all these skills.
Learning Goals Scale:
Solving Systems of Linear Equations
I can solve and analyze problems involving two linear equations in tow variables with rational
coefficients or constants.
I can solve and analyze a system of equations in two variables with integer and benchmark
fraction coefficients.
I can solve mathematical and real-world systems of two linear equations in two variables with
integer coefficients by inspection, algebraically by multiplying only one of the equations by and
integer.
In addition to all 2.0 skills, I can do some of the 3.0 skills.
 I can interpret mathematical or real-world problems, given the graph, of a system of two
linear equations in two variables.
1.5
On my own, I can do some of the 2.0 and 3.0 skills.
1.0
With help, I can do some of the 2.0 and 3.0 skills.
0.5
0.0
With help, I can do some of the 2.0 skills.
Even with help, I have no success.
White
Writing
Writing activities that help
students understand the
content
Pre-Algebra
WICR Strategies used during each unit.
Inquiry
Collaboration
Questioning strategies
Working together with a
that help students
partner or in a group of
understand the content
students to understand, to
problem solve, or to
complete a task/project
Higher level questioning
Think Pair Share
in classes
• Costa’s Level 1: Students Sharing ideas with a
find the answers right there partner or in a group
in the text.
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer Problem solving in groups
from information in the
text.
Projects in groups
Module 12
Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
Before reading activities
• summaries
• vocabulary activities
Process writing
• accessing prior
• using a rubric as
knowledge
evaluation
• making predictions
On-demand/Timed writing
• writing that is completed
During reading activities
in class within a set amount
• marking the text
of time
• Cornell notes
• grade is evaluated using a
• graphic organizers
rubric
Cornell Notes
• Costa’s Level 3: Students
After reading strategies
• taking notes on the most apply what they have
• summarizing
important information
learned or use what they
• group projects
• summarizing
have learned to evaluate or
• using the notes to study
create.
Reflective writing
• students write about
what they have learned and
what they still need
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL
Students
 Read directions for the  Allow student time to step  Extended time on
 Read Aloud to
student
out to de-escalate
assignments =1 day
Students
 Check for
 Testing in small groups
 Preferential seating
 Visual manipulatives
understanding
 Written direction given
 Cooperative Learning,
 Allow to leave class for  Use of a planner/binder
 Vocabulary,
assistance
for organization
 Break directions into
Description,
 Extra time for exams
 English Language
chunks
Introduction,
Dictionary
.
 Daily agenda
White
Pre-Algebra
Student Friendly Mathematical Practice Statements
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
• Make a plan!
• Try different approaches when your problem is hard.
• Solve your problem in more than one way.
• Check whether your solution makes sense.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
• Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
• Explain both what to do and why it works.
• Work to make sense of others’ mathematical thinking.
MAFS.K.12.MP.4.1 Model with mathematics.
• Apply math to real-world situations.
• Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
• Choose appropriate tools for your problem.
• Use mathematical tools correctly and efficiently.
• Estimate and use what you know to check the answers you find using tools.
MAFS.K12.MP.6.1 Attend to precision.
• Communicate your mathematical thinking clearly and precisely.
• Use the level of precision you need for your problem.
• Be accurate when you count, measure, and calculate.
MAFS.K12.MP.7.1 Look for and make use of structure.
• Find, extend, analyze, and create patterns.
• Use patterns and structures to solve problems.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
• Use patterns and structures to create and explain rules and shortcuts.
• Use properties, rules, and shortcuts to solve problems.
• Reflect on your thinking before, during, and after you solve a problem.
Module 12