Matthew Geertsma
Mathematics
Hampshire Regional High School

Chapter 1: Tools of Algebra       Unit 3, Sections 1-4 to 1-6

Note:  Maximum Points/Day: 15

Minimum Points/Day: 5

Mathematics Curriculum Framework: Learning Standards for Algebra I

AI.N.1:   Identify and use the properties of operations on real numbers, including the associative,      commutative, and distributive properties; the existence of the identity and inverse elements  for     addition and multiplication

AI.N.4 Use estimation to judge the reasonableness of results of computations and of solutions      to problems involving real numbers. (10.N.4)

Unit Objectives

I am able to add real numbers (Section 1-4)

I am able to subtract real numbers (Section 1-5)

I am able to multiply and divide real numbers (Section 1-6)

I am able to apply addition, subtraction, multiplication and division to solve practical problems (Sections 1-4

to 1-6)

I am able to apply what I’ve learned to matrices

C-Layer:  80 points maximum- If you are taking the quiz, you must score 65 points before moving to B-  Layer, otherwise you must score 80 points.

UNDERLINED ASSIGNMENTS ARE MANDATORY

Points   Assignment

C1.   (5 points) Book Notes, Section 1-4: Adding Real Numbers, minimum 1 page (or equivalent)

C2.   (5 points) Class Notes, Section 1-4: Adding Real Numbers.

C3.    (10 points) Problems, p. 28-30, #4, 12, 20, 36, 41, 50, 54, 58, 60. 67, 74, 80(a) and (f).     Problems may be brought up a maximum of twice.

C4.   (5 points) Book Notes, Section 1-5: Subtracting Real Numbers, minimum 1 page (or     equivalent)

C5.   (5 points) Class Notes, Section 1-5: Subtracting Real Numbers.

C6.    (10 points) Problems, p. 34-35, #17, 25,29,33,43,47,50,52,54,55,57,58.  Problems may be    brought up a maximum of twice.

C7.   (5 points) Book Notes, 1-6: Multiplying and Dividing Real Numbers, minimum 1 page (or    equivalent).

C8.   (5 points) Class Notes, 1-6: Multiplying and Dividing Real Numbers.

C9.    (10 points) Problems, p. 42-44, #6,22,24,28,38,46,50,52,62,66,70,78,98. Problems may be    brought up a maximum of twice.

C10.    (5 points)  Oral Vocabulary Quiz.  Take a quiz on the vocabulary from       Sections 1-4 to 1-6.  Suggestions to learn vocabulary: Create flashcards with complete sentence    definitions and examples; Find a partner and quiz each other; Go online and find several     illustrated definitions for each vocab term; use the glossary located in the back of you book.

C11.   (5 points) Teaching lesson, Section 1-4.  Choose p. 28 #40 or p. 29 #78 and construct     a lesson around the problem.

C12.   (5 points) Teaching lesson, Section 1-5.  Choose p. 35 #48 or p. 35 #56 and construct     a lesson around the problem.

C13.   (5 points) Teaching lesson, Section 1-6.  Choose p. 43 #95 or p. 43 #96 and construct     a lesson around the problem.

C14.   (5 points) Unit 3 Excel Activity.  Be prepared to demonstrate

C15.     (15 points) Checkpoint Quiz, Sections 1-4 to 1-6.

B-Layer (10 points maximum; you must score 10 points before moving to A-Layer)

B16.   (5 points) Teaching lesson, Section 1-4.  Create a poster, PowerPoint, or other short     demonstration that teaches 1  problem from p. 30, #83-93.

B17.   (5 points) Teaching lesson, 1-5.  Create a poster, PowerPoint, or other short demonstration    that teaches 1  problem from p. 36, #60-65.

B18.   (5 points) Teaching lesson, 1-6.  Create a poster, PowerPoint, or other short demonstration    that teaches 1  problem from p. 44, #105-108.

B19.   (5 points) Complete Enrichment 1-4.

B20.   (5 points) Complete Enrichment 1-5.

B21.   (10 points)  Exercise science/fitness lab, Part I: Data collection.  Collect and enter data on    personal fitness into an Excel spreadsheet (more details to come).

A-Layer (10 points maximum; choose 1)

A22.   (10 points)  Exercise science/fitness lab, Part II: Assessment.  Data analysis and personal     fitness  assessment (more details to come).

A23.   (10 points) Sign out a copy of The Story of Mathematics: Chapter 1, “Year Zero,” p. 10-14.     Prepare a short but comprehensive explanation of

1.  The math itself, and

2.  How the math developed addressed social, economic, scientific, artistic and/or           other issues of the time.

You should support your explanation using at least 3 sources (one of them may be The     Story of Mathematics).  Cite your sources- see me for help on this.  Submit to me.

 Algebra I: Unit 3 Wednesday 9/27/2006 28-Sep 29-Sep 30-Sep 1-Oct 2-Oct 3-Oct 4-Oct 5-Oct 6-Oct Begin Unit 3          Lesson, 1-4/ Workday Lesson, 1-4/Workday Lesson, 1-5 Weekend Weekend Library Computer Lab: Excel Lesson/ Workday Lesson, 1-6/Workday Lesson, 1-6/Workday Checkpoint Quiz, Unit 3/ Fitness Room Library Computer Lab; Unit 3 Due Date What you could do Note: This is a suggested schedule to complete C, B, and A-Layer, something that may not be possible for all students yet. C1, C4, and/or C7 C3, C11 C3, C6, C11, C12 C6, C11 C12 B16, B17, B19, B20 C14 C9, C13, B18 C9, C13, B18 B21, A22  A23 Unit 4: C1, C4, and/or C7