Name: Ammie Hamilton
Day 1 Aug 8-9 MON/TU
Learning
Target
Get Acquainted
I can use order of operations to
find an expression using 4
fours. 4 (clock Activity)
Common
Core
Standards
Date: August 8-19
Subject: Algebra 3
Day 2 Aug 10-11 Wed/TH
Day 3Aug 12-15 FRI/MON
Day 4 Aug 16-17 TU/W
Day 5 Aug 18-19 TH/F
1B Growing Patterns
I can represent the number of tiles
in a figure in more than one way
and show the equivalence between
the expressions.
I can represent the number of tiles
in a figure using an explicit
expression or a recursive process.
I can apply patterns to predict the
number of tiles in a later figure.
I can describe the pattern and
draw a figure before and after the
given figures.
1C Interpreting Graphs
I can calculate average rate of
change from a graph and a table.
I can calculate average rate of
change from a graph or a table.
I can match a distance-time graph
with a story and a table.
I can annotate a graph using
away from home and towards
home, how fast and how slow.
1D Interpreting Videos
I can create a believable story
for a given graph.
Level 3: I can calculate average
rates of change for an elevation
graph.
I can create an elevation graph
from a video, labeling the axes
with appropriate units of
measure.
I can identify time intervals for
each piece of an elevation
graph.
I can calculate the slope of a
line.
1E Graphing Stories
I can create a believable story for a
given graph.
I can calculate average rates of
change for an elevation graph.
I can create a graph from a video or
story, labeling the axes with
appropriate units of measure.
I can match stories and graphs.
N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in
formulas; choose and interpret the scale and the origin in graphs and data displays.
N-Q.2 Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Create equations that describe numbers or relationships
A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with
labels and scales.★
Bell Ringer
Learning
Plan
ACT Problems on Canvas
~Get to know You sheet
~Post-It Activity “4
questions”
~Brain Video/Questions
~4’s Clock Activity
~Textbook under desk and
sign for it
ACT Problems on Canvas
~Set up Math XL
~ Log into Ti-NInspire
~look through growing pattern
tiles in Nspire
ACT Problems on Canvas
~Matching story to graph
~Interpreting graphs
~ “Journey to the Bus
Stop”
ACT Problems on Canvas
~Video
ACT Problems on Canvas
~QUIZ
~After video, students share
out loud their ideas on
describing the motion.
"How high do you think
he was at the top of
the stairs? How did
you estimate that
elevation?"
"Were there intervals of
time when his
elevation wasn’t
changing? Was he
still moving?"
"Did his elevation ever
increase? When?”
~Students will plot a graph for
the following (exponential)
graphing story
(Bacteria reproduction)
~Handout with exponential
graphing story scenarios
Name: Ammie Hamilton
Date: August 8-19
Subject: Algebra 3
Exit
Slip/Closing
3-2-1 EXIT
3 goals for this year
2 thing you expect from
me at your teacher
1 thing you are excited
about
~ What examples can you
think of in the real world
that show example of a
“growing pattern?”
Give students graph and
have them create a
scenario for the graph
Create own graphs and
stories that coincide
3-2-1 Exit Ticket
Assessment
Formative during class
Observation
Discussion
Exit Ticket
Formative during class
Observation
Discussion
Exit Ticket
Formative during class
Observation
Discussion
Exit Ticket
Formative during class
Observation
Discussion
Exit Ticket
Formative during class
Observation
Discussion
Exit Ticket
QUIZ