 # SBUS Page

### Standards Based Unit of Study Template (provided via LiveText)

Unit Planning Template Teacher(s)       __Natalie Johnston____________________________________________________________________________________

UnitTopic/Focus:_Algebra: Linear Equations and Functions_________________________________________________________________ Integration with other content areas (if applicable)________________________________________________________  Estimated time for implementation:____three weeks_________________________________________________________________
Program of Studies: UnderstandingsProgram of Studies: Skills and Concepts Related Core Content for Assessment
MA-8-AT-U-1Students will understand that patterns, relations and functions are tools that help explain or predict real-world phenomena. MA-8-AT-U-2Students will understand that numerical patterns can be written as rules that generate the pattern. MA-8-AT-S-PRF1Students will recognize, create and extend patterns (generalize the pattern by giving the rule for the nth term and explain the generalization).MA-08-5.1.1Students will use variables to describe numerical patterns based on arithmetic sequences in real-world and mathematical problems (e.g., ƒ(Ν) = 2Ν+3).
MA-8-AT-U-3Students will understand that algebra represents mathematical situations and structures for analysis and problem solving.MA-8-AT-S-VEO1Students will apply order of operations to evaluate and simplify algebraic expressions.

## Students will given a formula, substitute appropriate elements from a real-world or mathematical situation.

##### MA-8-AT-S-EI1
Students will use multiple representations to model and solve one- and two-variable linear equations.

## MA-8-AT-S-EI2

Students will solve problems using formulas MA-8-AT-S-EI3Students will investigate linear inequalities using a variety of methods and representations.
MA-08-5.2.1Students will evaluate and simplify algebraic expressions applying the order of operations.

### DOK 2

MA-08-5.2.2Students will describe, define and provide examples of variables and expressions with a missing value based on real-world and mathematical problems. MA-08-5.3.1Students will model and solve single variable, first-degree real-world and mathematical problems (e.g., 5x + 2 =x + 22, x – 4 < -60).

### DOK 2

MA-8-AT-U-4Students will understand that real-world situations can be represented using mathematical models to analyze quantitativerelationships.MA-8-AT-S-VEO3Students will describe, define and provide examples of variables and expressions with a missing value based on real-world and/or mathematical situations. MA-8-AT-S-EI4Students will model and solve real-world problems with one- or two-step equations or inequalities (e.g., 4x + 2 = 22, x – 4 < -60).MA-08-5.1.2Students will represent, analyze and generalize simple first and second degree relationships using tables, graphs, words and algebraic notations, and will apply the relationships to solve real-world and mathematical problems.

### DOK 2

MA-8-AT-U-5Students will understand that functions are used to analyze change in various contexts and model real-world phenomena.MA-8-AT-S-PR3Students will organize input-output coordinate pairs into tables, plot points in all four quadrants of a coordinate (Cartesian) system/grid and interpret resulting patterns or trends using technology as appropriate. MA-8-AT-S-PRF5Students will graph linear functions in a four quadrant (Cartesian) system/grid and interpret the results, using technology as appropriate. MA-8-AT-S-PRF6Students will explain how change in the input affects change in the output (e.g., in d = rt, increasing the time (t) increases the distance (d)).MA-08-5.1.5Students will explain how the change in one variable affects the change in another variable (e.g., if rate remains constant, an increase in time results in an increase in distance).

### DOK 2

MA-8-AT-U-6Students will understand that functions can be written in words, in a symbolic sentence or in a table.MA-8-AT-S-PRF2Students will represent, interpret and describe linear and simple quadratic functional relationships (input/output) through tables, graphs and symbolic rules.

## MA-8-AT-S-PRF4

Students will interpret and explain relationships between tables, graphs, verbal rules and equations, using technology as appropriate.

Interdisciplinary, Meaningful and Authentic Connections (e.g., how do the national, state, and local standards manifest within this unit and in the child’s life, what’s the “Big Idea,” why do students need to know this material):
 The students ability to analyze data and represent the data in various forms then apply these skills to real world situations. Algebraic concepts are used in the decision making process. The Algebraic thinking skills in this unit are also the foundation to future Math skills that are needed to succeed in continued education.
Context (Unit Organizer): A narrative thatStudents will gain a foundation in Algebraic thinking that will allow them to solve real world problems and be successful in future academic efforts. This foundation will be built by first activating prior knowledge using the “What do I know? What do I want to learn” technique then developing new skills. Students will participate in hand on activities that will engage them will teaching them the skills and concepts. The real world application of Algebra will be primary in instruction to help students develop connections with material. Essential Questions (1 Essential Question supported by 3-5 Guided Questions            that guides lesson planning/focus and demonstrate):·         How do I create an algebraic expression from a real world word problem?·         How can I represent an equation (model, table, graph)?·         How do I solve addition and subtraction algebraic equations?·         How do I solve multiplication and division algebraic equations?·         How can I find the slope of a line? Culminating Activity/Assessment, A product or performance that:
• Formative Assessments are done daily in the form of exit slips and teacher observation
• Periodic Summative Assessment with Quizzes, mid unit exam, and Unit End Exam
• Assessment is performed of each skill set before making the decision to proceed or add additional instruction class will only proceed if two thirds of class are proficient will the skill set
·         Variety of instructional techniques including teacher lead, pair, cooperative groups, and individual  Resources / Technology:
• Textbook
• Smartboard
• Powerpoint
• Internet
• Algebra Blocks
• Spaghetti
Outline of Daily Plans Day      Daily Objective

1.       Learning Objective: Mathematics: Applications and Concepts 2004 4-1 -Students will be able to write verbal phrases as simple Algebraic expressions and equations.

-Warm-Up: Pretest

-Unit Introduction-Mathematics: Applications and Concepts 2004 4-1

-Guided Practice

-Exit Slip:  What do I Know? What Do I Want to Know?

2.       Learning Objective: Mathematics: Applications and Concepts 2004 4-2a-Students will solve equations using models.

-Warm-Up: Sponge Practice Problems from 4-1

- Introduction-Mathematics: Applications and Concepts 2004 4-2a

-Use Algebra blocks to create models

-Exit Slip:  Draw a model to solve an equation

3.       Learning Objective: Mathematics: Applications and Concepts 2004 4-2-Students will solve addition and subtraction equations.

-Warm-Up: Sponge Practice Problems from 4-2a

-Introduction-Mathematics: Applications and Concepts 2004 4-2

-Exit Slip:  Students will have a practice problem from 4-1 and 4-2a

4.       Learning Objective: Mathematics: Applications and Concepts 2004 4-3-Students will solve multiplication equations.

-Warm-Up: Sponge Practice Problems on 4-2

- Clicker Quiz on Smartboard adding and subtracting Algebraic equations

-Introduction-Mathematics: Applications and Concepts 2004 4-3

-Teacher modeling and Guided Practice

5.       Learning Objective: Additional guided practice to help students become proficient solving multiplication equations.

-Warm-Up: Review for Mid Unit Assessment

-Mid Unit Assessment (Summative Assessment)

- Introduction-Mathematics: Applications and Concepts 2004 4-4

6.       Learning Objective: Mathematics: Applications and Concepts 2004 4-4a-Students will explore the problem solving strategy “work backward”.

-Warm-Up: Review Mid Unit Assessment

- Introduction-Mathematics: Applications and Concepts 2004 4-4a

-Guided Practice (Formative Assessment) and Pair Share

7.       Learning Objective: Mathematics: Applications and Concepts 2004 4-4-Students will solve two step equations.

-Warm-Up: Sponge Practice Problems from 4-4a

- Introduction-Mathematics: Applications and Concepts 2004 4-4

-Cooperative Group Activity with real world problems

-Exit Slip:  What do I Know? What Do I Want to Know?

*Detailed Lesson Plan Included

8.       Learning Objective: Mathematics: Applications and Concepts 2004 4-4-Additional guided practice to help students become proficient solving two step equations.

-Warm-Up: Practice problems from 4-4a and 4-4

- Introduction-Mathematics: Applications and Concepts 2004 4-4

-Guided Practice (Formative Assessment) and Pair Share

-Exit Slip:  What do I Know? What Do I Want to Know?

9.       Learning Objective: Mathematics: Applications and Concepts 2004 4-5- Students will graph functions on a scatter plot.

-Warm-Up: Review Areas for growth from Exit Slip

- Introduction-Mathematics: Applications and Concepts 2004 4-5

-Guided Practice (Formative Assessment) and Pair Share with students using spaghetti to show line of best fit

10.   Learning Objective: Applications and Concepts 2004 4-6- Students will graph a linear equation.

-Warm-Up: Review from 4-4 and 4-5

- Introduction-Mathematics: Applications and Concepts 2004 4-6

11.   Learning Objective: Applications and Concepts 2004 4-7- Students will find the slope of a line.

-Warm-Up: Practice Problems form 4-6

- Introduction-Mathematics: Applications and Concepts 2004 4-7

-Review for End of Unit Summative Assessment

12.End of Unit Summative Assessment

Reflections and Connections to Kentucky's Teacher Standards:

Natalie Johnston

EDUC 666

Fall 2009

SBUS Reflection

Upon review of my videotaped lesson I have identified areas of strength and areas for growth for myself within the Kentucky Teacher Standards. The standards give an excellent framework for my development as an educator. I have developed this reflection through personal reflection and collaboration with my host teacher.

My areas for growth are primarily with the use of technology (6.1) and in creating a positive learning environment (3.2). When I developed my lesson plan I created a power point presentation to assist in instruction. However, I failed to communicate with my host teacher that I was using Windows XP. The technology in the classroom was only compatible with power points that are in windows 1993 format. I was unable to use my power point and instead did the lesson without the use of technology. This would have been a very simple problem to fix had I know at the time I created the power point. This situation also reflects a need to develop better collaborative efforts (8.3). My other primary area for growth is in creating a positive learning environment. Classroom management is a crucial factor to being a successful teacher. During my lesson there were times that the host teacher had to assist me with controlling the class. Once I have my own class there will not be a veteran teacher there to assist me in similar situations. When we spoke after the lesson she shared advice as to how I could better facilitate classroom management such as setting the expected standard for the noise level prior to the beginning of collaborative learning activities.

My strengths include designing lessons that are relevant (2.2) and engaging to students (4.1). During my observation in the classroom prior to teaching my lesson I identified the material that was going to be covered and developed a lesson that was going to support the material. My host teacher was very pleased with my ability to create real world applications of the material. By doing so I was able to engage the students and facilitate learning. After the lesson my host teacher, Ms.Reilly, asked the students if they enjoyed the lesson and they answered with a resounding “YES”. That was one of the most gratifying moments of my very short teaching career. I know that there are going to be times when the students would prefer not to be in class (particularly Math class) but, anytime that I can illicit that type of response from a group of students I believe that we will all have grown from the experience.

Reflecting and evaluating upon our teaching is standard 7.2. I have found this process to be very valuable for me as a developing teacher. After the initial teaching of the lesson I took time to meet with my host teacher and reflect upon the lesson. She had excellent advice and encouragement that I was then able to use in my subsequent implementation of the lesson in the following class period. Writing this personal reflection has also been helpful in allowing me to review the teacher standards and use them as a tool for professional development.