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Lesson Plans - Math 2
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(Check the Essential Learnings and Grade Level Equivalent numbers here.)

End of Quarter Information

•Make-Up Credit page 22 #17 due on March 20.
•Papers returned to be redone for better scores will not be accepted after 3:00pm on March 24. The only exceptions will be at teacher request.

•Additional Make-Up Credit Assignments:
  • Handout - P155 1-3
  • Handout - P155 4-7
  • Handout - P156 1-3
  • Handout - P156 4-6
General Directions: There are 4 optional make-up credits available for Math 2
  1. If an equation is required it must be written down first, then values substituted properly.
  2. All calculations done with a calculator must be neatly written on the paper in the order they were done - label them if necessary
  3. All answers must include proper labels.
  4. Submisson of lists of answers will not be accepted.
  5. Neatness is absolutely essential.
  6. Papers must be received, student scored from the posted answers by March 27 at 3:00 PM. if a student is absent on March 27th the paper must be received by 8:00 AM march 13 in room 13C
  7. A minimum score of 60% correct is required for the paper to be considered.

Research Assignment for all students: Due on 3-20, 2006

Communication 2.2.2: Applies skills and strategies to contribute responsibly in a group setting.

Research using an almanac, a geography text, or the Internet to find the following 3 items:

  1. select a unique location in your assigned time zone.
  2. find the average temperature.
  3. average rainfall.

Place your data on a 3x5 card and connect it with a piece of yarn to the appropriate map location for your class.

Possible Information Source

In addition to Communications 2.2.2 this assignment is based on the following math outcomes: 3.1.1 Analyze information from a variety of sources to interpret and compare information   and   4.2.2 Apply communication skills to clearly and effectively express or present ideas and situations using mathematical language or notation.



Students need calculators this week!!!

3-20-2006 Math 2
1. 1. HOMEWORK due today: 5 2-step equations
2. Page28 Prob. 3.1 Making Juice A-C + Follow-Up 2
3. Equation Drill and Practice

OBJECTIVE: 1.5.6 Understand and apply a variety of strategies to solve two-step equations with one variable. * Explain and justify the solution to a problem in a given context. [RL, CU, MC] * Solve two-step equations with one variable on only one side of the equal sign (e.g., 2x + 4 = 12). 1.5.5 Understand and apply procedures to evaluate expressions and formulas considering order of operations. * Substitute non-negative rational values for variables in order to evaluate expressions and formulas (e.g., length x width when length=3 and width=4) * Explain the simplification of expressions and equations using order of operations. [CU] * Evaluate expressions and formulas considering order of operations. [RL] * Determine the expression that represents a given situation. [MC, CU] * Describe a situation that fits with a given expression. [RL, MC, CU] * Write expressions or equations for a situation. ACTIVITIES/ASSESSMENT: Correct/score Page28 Prob. 3.1 Making Juice A-C + Follow-Up 2 from last Friday. Review the procedures for solving one-step and then 2-step equations. NOTES: a)identify the operation; b) use the opposite operation on both sides of the = sign; c) use the number associated with the first operation on both sides of the equal sign; d) simplify. HOMEWORK: Solve for x: 1) 12=x-2 and 2) 3x-4=17 using given procedure.

Students need calculators this week!!!

3-21-2006 Math 2 Bring your calculator! Bring your ruler!
1. HOMEWORK due today: Solve for x: 1) 12=x-2 and 2) 3x-4=17 using given procedure.
2. Warm Up Drill % proportion and 2-step equations
3. P39 Problem 4.1

OBJECTIVE: •To find unit rates •To represent data in tables and graphs •To look for patterns in tables in order to make predictions beyond the tables •To connect unit rates with the rule describing a situation •To begin to recognize that constant growth in a table will give a straight line graph •To find the missing value in a proportion [1.1.4] ACTIVITIES/ASSESSMENT: P39 Problem 4.1 - determine a fuel mile ratio and find a way to compare using unit rates. Develop the concept of unit rates look at both possibilities, i.e miles per gallon and gallons per mile to determine which is most useful NOTES: Be sure to intro the procedure for 4.2 on page 41. HOMEWORK: Page 41 #b use a calculator

[rates, ratios and proportions]Link Graphic

Students need calculators this week!!!

3-22-2006 Math 2 Bring your calculator!
1. HOMEWORK due today: Page 41 #b use a calculator
2. Warm-Up Proportions
3. Page 43 Problem 4.4 Establishing unit rates for comparison(mod)

OBJECTIVE: see 3-21 above. also [1.5.5] from the GLE 'Write expressions or equations for a situation.' ACTIVITIES/ASSESSMENT: Page 43 Problem 4.4 Establishing unit rates for comparison(mod). Model the text book problems on the board. Use the handout for extending the lesson - be sure to specify both unit rates (bead per cent and cents per bead) NOTES: HOMEWORK: Page 46 #4 & #5

Students need calculators this week!!!

3-23-2006 Math 2 Bring your calculator!
1. HOMEWORK due today: Page 46 #4 & #5
2. Warm-Up Shadows
3. Continue rates/unit rates from additional data

OBJECTIVE: see 3-21 above. ACTIVITIES/ASSESSMENT: Students will continue making ratio comparison by converting to unit rates and determining which rate is appropriate for comparison. NOTES: HOMEWORK: Complete one of the alternate data sets

Students need calculators this week!!!

3-24-2006 Math 2 Bring your calculator! Bring your ruler!
1. HOMEWORK due today: Complete one of the alternate data sets
2. Warm Ups. Mixed number Add/Subtract
3. Page 52 - Start a discussion of population densities

OBJECTIVE: •To use geometric scaling to estimate population counts •To apply proportional reasoning to situations in which capture-tag-recapture methods are appropriate for estimating population counts •To use ratios and scaling up or down (finding equivalent ratios) to find the missing value in a proportion[1.1.4] •To use rates to describe population and traffic density (space per person or car) ACTIVITIES/ASSESSMENT: Page 52 - Start a discussion of population densities. Model ACE #1 (P59) and have students copy. Then proceed to relative densities based on Island County data, classroom data and Oak Harbor city data. NOTES: HOMEWORK: Calculate the population density of whatever room your family would be all in at one time, e.g., dining room/kitchen for dinner; living room for TV What is needed is the area of the room and the number of people to calculate the density (people/sq ft)



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