The Team
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Lesson Plans - Math 2A
  • When you see this mouse graphic click it for more information! This symbol Interactive Graphic means it is an interactive page.
  • Look up the meaning of math terms not in your text. [ Here ] Link Graphic [
  • [ CMP - What Do You Expect? ]Link Graphic    [ Click here for the math in this unit... ]Link Graphic
  • [ CMP - Stretching and Shrinking? ]Link Graphic    [ Click here for the math in this unit... ]Link Graphic
  • [GLE 1.3.3] These symbols are links to the State Grade Level Expectations. Click on them to go to the site which lists these requirments. (slow loading)
1-10-2005
-Homework: Prime factors and Factor Pairs for 32/56/52/60
-Test Specifications Poster

OBJECTIVE: Test Item Specifications for probability (listed elsewhere) ACTIVITIES/ASSESSMENT: Work on Poster for the assigned specification. NOTES: (Homework: was to factor/factor pair those numbers) Introduce the metric ladder HOMEWORK: Calculation Test - no calculators

1-11-2005
-Calculation Test
-Poster

OBJECTIVE: See 1-10 above. •To describe in an intuitive way what the word similar means [1.3.1 Understand the concept of similarity. * Identify corresponding sides and angles of two similar figures.* Determine and justify if two figures are similar using the definition of similarity. [CU, RL]* Differentiate between similar and congruent figures, either geometric figures or real-world objects, and justify the conclusion. [RL, MC]* Explain how a scale drawing is an example of similarity. [CU]] •To consider relationships between lengths and between angles in simple, similar figures [1.3.3]ACTIVITIES/ASSESSMENT: Poster finish. Start on next section dealing with Stretching and Shrinking (ratio and proportion) This will begin with an introduction to dilations - model the rubber band model from the SAS book. NOTES: Collect/Distribute Texts. HOMEWORK: Draw a 5cm x 7cm grid; Draw a 5" x 7" grid

1-12-2005
-Homework: Grids
-Dilation

OBJECTIVE: See 1-11 above. ACTIVITIES/ASSESSMENT: Review geometric teminology for segments, angles and corresponding sides. Review Page 11 #6 circle area. NOTES: HOMEWORK: Page 13 - Modified directions.Change the statement in #1 to read 'Measure this rectangle and draw one twice as big.' Answer questions 1a, 1b, and 1c.

1-13-2005
-Homework: P13 #1 mod.

OBJECTIVE: •To review locating points in a coordinate system •To graph figures using algebraic rules •To predict how figures on a coordinate system are affected by a given rule •To learn that corresponding angles of similar figures are equal and that corresponding sides grow by the same factor[1.3.1]•To compare lengths and angles in similar and nonsimilar figures informally •To experiment with examples and counterexamples of similar shapes [1.3.4] Understand and apply combinations of translations (slides) and reflections (flips) to two-dimensional figures. ACTIVITIES/ASSESSMENT: Read from page 14.Do page 16 Problem 2.1 a & b. NOTES: HOMEWORK: P22 #1, P23 #6

[Lines, Rays, Line Segments, and Planes]Link Graphic

[Ordered SImple Plot]Link Graphic Use this program to plot the Wump family (and other related assignments...)

1-14-2005
-Homework: P22#1/P23#6
=Prob 2.1 a/b

OBJECTIVE: See 1-13 above. ACTIVITIES/ASSESSMENT: Discuss rules for transformations. Practice transformations on custom objects. NOTES: Students need to understand the application of 'rules' to coordinate graphing . This is not to be confused with visual translations, relections and rotation. Introduce the term scale factor. HOMEWORK: P23 #7, P24 #9



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