Table Of Contents For The Entire Year

Introduction(cont.)Grading ProceduresIt is up to the teacher and the administrator to determine how to assess student work.The following information is intended to be helpful in this decision-making process. Thechart only lists the tests and quizzes from this unit. A comprehensive plan for thegrading procedures is included in the Teacher Resource Guide (pages 39–55).Homework, Classwork, and Guided Practice SheetsGive a completion grade (see below) for each assignment. Subtract each completiongrade from a starting grade of 100%. At the end of this unit, record each student’scompletion grade as a quiz grade. Allow students one free late assignment to minimizetime spent evaluating students’ excuses. To make grading easier, have studentsexchange papers and check for completion. Then, use the chart in the Teacher ResourceGuide (page 47) to record student scores.Completion Grade–0 if all problems were attempted–3 if half of the problems were attempted–6 if no problems were attemptedFor Example100–3–6–0–388(everyone starts here)p.7 (only half was attempted)p.8 (no work was attempted)p.9 (all work was attempted)Notesp.10 (only half was attempted)Check students’ notes halfway through this unit.Make students revise their notes if they are notcorrect, neat, and in order. Give a quiz grade.Grade again at the end of the unit, but do not give a quiz grade. Instead, if a student’snotes are in good condition, drop his or her lowest quiz score.Assessments—Unit 1Essayquiz grade of 100if students followedinstructionsAlgebraic Expressionsand Operations Test4 pts. each problemAdding Integers Quiz3 pts. each problemSpeed Quiz Practicenot for a gradeMultiplying and DividingIntegers Quiz1 pt. each problemSpeed Quiz 11 pt. each problemIntegers Packetquiz grade;25 pts. per pageMixed Integers Quiz1 pt. each problemSpeed Quiz 21 pt. each problemSpeed Quiz 31 pt. each problemSpeed Quiz 41 pt. each problemCollecting Like TermsQuiz5 pts. each problem#10357 (i1534)—Active Algebra—Algebra I, Unit 1Speed Quiz 51 pt. each problemMixed Integers Test1 pt. each problem; 1 each for bonusSpeed Quiz 61 pt. each problemDistributing andCollecting Quiz10 pts. each problemSpeed Quiz 71 pt. each problemWriting EquationsPacketquiz grade;credit for completionDistributing andCollecting Test1 pt. each problemIntegers Unit Test1 to 25—1 pt. each;26 to 35—6 pts. each;36 to 38—1 pt. eachfor first two lines,3 pts. for equation7

Introduction(cont.)How to Use This ProgramTeacher Resource GuideNCTM standards correlation Outline of lessons for entire course Classroom management and differentiation suggestions Assessmentsuggestions and data-driven instruction charts Graphing calculatorinformation Steps for preparing games and manipulatives Contents ofthe Teacher Resource CD Segments on the Professional Development DVDLesson PlansContent standard Specific materials list Step-by-step procedure Notes and practice problems Review Reteaching suggestions Teacher tips Assessment appendix Games appendix Answer keysTransparencies The kit includes 40 overhead transparencies. These are utilized in variouslessons throughout the program. So, the teacher may or may not have to useany in a given unit. The transparencies are located in a folder within the Active Algebra box.For teacher reference, each transparency features the unit and lesson numbersin the header.Guided Practice Book All necessary activity sheets for the students are provided in the studentGuided Practice Book. There are page references to this book within thelessons. The activity sheets are also provided on the Teacher Resource CD. Call 888-333-4551 or visit http://www.tcmpub.com to order more copiesof this consumable product.Teacher Resource CDPowerPoint slide shows Application transparencies Standardized testpreparation sheets Algebridge assessments Form B of all assessments Preparation materials for gamesProfessional Development DVDDemonstrations and explanations for how to complete the lessons that involvemanipulatives or games.Lesson Plan IconsThe followingicons are usedthroughout thelessons to guideteachers in theirplanning.8Teacher nsparencyNotesAssignmentScheduleMathematicsGameCD FileTransparencyin a CD File#10357 (i1534)—Active Algebra—Algebra I, Unit 1

Lesson5Adding Integers with ChipsAlgebraic Expressions and Integers UnitLesson DescriptionSteps 1–430 min.Steps 5–620 min.Steps 7–925 min.Steps 10–1215 min. Adds, subtracts, multiplies, and divides integers and rationalnumbers. (McREL Mathematics Standard) Students will use manipulatives to add integers.Materials PowerPoint folder on the CD—Adding Integers with Chips(lessn05.ppt) (optional) Overhead chips Bag of 15 bicolor chips for each student Guided Practice Book—Adding Integers 1 (page 7; intgrs01.pdf) Guided Practice Book—Adding Integers 2 (page 8; intgrs02.pdf)ProcedureStep 1Collect students’ graph paper and highlighters to keep in theclassroom so they are always available when needed. Check to see how many students have their notes books.Let them know that their notebooks or folders (with up-todate notes and extra paper) will be checked later this week. Remind them of the due date for their essays.Step 2Review for the Algebraic Expressions and Operations Test,which is tomorrow. Review the properties. Have students study their notes.Then, make up some examples, using both the algebraicand numeric properties.Step 3ticePracReview the order of operations by solving these problemstogether in preparation for the test.3a. 42 2[6 – (2 – 1)2] – 3 4 1,001b. a 2, b 3, c 4ac bc2 5624#10357 (i1534)—Active Algebra—Algebra I, Unit 1

Adding Integers with ChipsLessonAlgebraic Expressions and Integers UnitProcedureStep 45(cont.)Go over the Notes on Adding Integers with Chips(pages 25–27). Practice saying these notes until you feel comfortable. There will be some students who protest. Usually thesestudents cannot add integers with pencil and paper either.Just tell them to humor you. This activity will help them betterunderstand the process of adding integers. Give a completion grade at the end of the day for their notes. These notes are provided as part of the lesson’s PowerPointslide show on the CD (lessn05.ppt).Notes on Adding Integers with Chips Have students draw the following in their notes.yellow ( )red (–)zero pair Have a “pop quiz” by holding up a yellow chip and asking,“What does this stand for?” Then, do the same for the red chipand the zero pair. As the students watch, demonstrate the process for the first fiveproblems. Talk them through each step as you work. Do notdistribute chips yet. Call on at least three students as you work on each problem.Example 12 4 6 (first-grade problem)What do I put for 2? (two yellows)What do I put for 4? (four yellows)What is the answer? (six yellows, or 6)#10357 (i1534)—Active Algebra—Algebra I, Unit 125

Lesson5Adding Integers with ChipsAlgebraic Expressions and Integers UnitNotes on Adding Integers with Chips(cont.)Example 2–2 1 –1–2 1After setting up theproblem, pull one zeropair off to the side.There is one red chip left.So, the answer is –1.Example 3–2 3 1–2 3After setting upthe problem, pulltwo zero pairs off tothe side.There is one yellow chip left.So, the answer is 1.26#10357 (i1534)—Active Algebra—Algebra I, Unit 1

Adding Integers with ChipsLessonAlgebraic Expressions and Integers UnitNotes on Adding Integers with Chips5(cont.)Example 4Official Definition ofSubtract—Add theopposite. This means beginwith a yellow to set up theproblem. Then, change itto red.3–1 23–1After setting up theproblem, pull one zeropair off to the side.There are two yellow chips left.So, the answer is 2.Example 5Official Definition ofSubtract—Add theopposite. This meansbegin with five yellowsto set up the problem.Then, change them tored.2 – 5 –32–5After setting up theproblem, pull two zeropairs off to the side.There are three red chips left.So, the answer is –3.#10357 (i1534)—Active Algebra—Algebra I, Unit 127

Lesson5Adding Integers with ChipsAlgebraic Expressions and Integers UnitProcedureStep 5ticePrac(cont.)Solve these eight problems using the overhead chips. Students canstop taking notes at this time if they are starting to understand theprocess. Call on students to help solve the problems. They should tellyou how many chips of each color to use. Also have them callout the answers after the problem is set up. Continue to put yellow chips and change them to red toindicate subtraction. Stress that subtraction is adding theopposite.c. 1 – 6 –5d. –5 – 2 –7e. –1 – 1 –2f. –3 4 1g. –2 – 2 –4h. 4 – 6 –2i. –3 4 1j. –6 – 2 –8Step 6ticePracIf time allows, let students come up and use the manipulatives onthe overhead with you to solve the following problems.k. 3 – 5 –2l. –1 3 2m. –3 – 3 –6n. –1 – 3 –4o. 1 – 4 –328#10357 (i1534)—Active Algebra—Algebra I, Unit 1

Adding Integers with ChipsAlgebraic Expressions and Integers UnitProcedureStep 7entgnmAssiLesson5(cont.)When it is clear that all students know what to do, distribute theAdding Integers 1 activity sheet. Then, give each studenthis or her own bag of 15 chips.Teacher TipTell students not to show “adding the opposite” on their papers.They should think only about the colors of the chips and writethe answer. This will help them as algebra gets more difficult.For example, with 3 – 5, encourage them not to write 3 –5.Step 8Before beginning . . . Tell students to humor you; do not let students do the activitysheet without chips. Tell students that if they finish quickly, it means that they didnot use chips. You will take the activity sheet away and givethem another one.Step 9After they are finished . . . Have each student compare answers with one other personand sign the bottom of the activity sheet. After all students are finished, call out the answers to theactivity sheet, and pick up the papers.Step 10The next step is to connect from the manipulatives (concrete) tothe abstract. Explain to students that they will not have their bagsof chips in Algebra II or real-life situations. So, discuss how to addintegers without chips.Do not use chips to solve this problem.p. –3 2Ask, “Is there more red or yellow?” There is more red.So, the answer is –1.#10357 (i1534)—Active Algebra—Algebra I, Unit 129

Lesson5Adding Integers with ChipsAlgebraic Expressions and Integers UnitProcedureStep 11ticePrac(cont.)Do not use chips to solve the problems below.q. –3 – 1 Discuss the process of putting out a yellow chip for the –1and then changing it to red. Say, “They are all red.How many red chips are there?” There are four red chips,so the answer is –4.r.–3 5 2s. –1 – 1 –2t. 4 – 8 –4u. –2 8 6v. –6 10 4w. –3 – 5 –8Teacher TipIn examples p through u, continue to ask, “Are there more redor yellow chips? If the chips are all red, how many red chipsare there?”Step 12entgnmAssiDistribute the Adding Integers 2 activity sheet for students tocomplete without using chips. As students finish, have them compare their answers withpartners and sign their names on the bottoms of their activitysheets. If you have run out of time, assign this sheet as homework,and have students compare sheets at the beginning of thenext lesson.30#10357 (i1534)—Active Algebra—Algebra I, Unit 1

Mixed Operations with MonomialsLessonPolynomials UnitLesson Description91Steps 1–220 min.Steps 3–515 min.Step 625 min.Step 730 min. Understands the general properties and characteristics of manytypes of functions, including polynomials. (McREL MathematicsStandard) Students will review adding and multiplying monomials.Materials Appendix A: Assessments—Multiplying Monomials Quiz(page 52; asess54a.pdf) Guided Practice Book—Adding and Multiplying Monomials 1(page 158; poly01.pdf)ProcedureStep 1ticePracReview how to multiply monomials by asking student volunteersto do the following problems on the overhead:a. m(m2)(m5) m82b. ( 3 m)2 4 29mc. (–3p)(2p2)2 –12p5Step 2entAssessmGive the Multiplying Monomials Quiz. There are two versions of this assessment. Form A is inAppendix A: Assessments (page 52). Form B is on the CD(asess54b.pdf). You can use both versions at the same time todiscourage copying, or use one version as the initial assessmentand the other version as the makeup assessment. Answers for both versions of the quiz are on page 68.Step 3ticePracReview scientific notation and standard notation. There will be an assignment on scientific notation andstandard notation in a few days.d. 8,640,000 8.64 x 106e. .00007 7.0 x 10–5f. 4.63 x 103 4,630g. 3.37 x 10–2 .0337#10357 (i1543)—Active Algebra—Algebra I, Unit 717

Lesson91Mixed Operations with MonomialsPolynomials UnitProcedureStep 4(cont.)Review the definitions for the following vocabulary words, whichwere introduced in the Notes on Polynomials in Lesson 90. monomial—1 term binomial—2 terms trinomial—3 terms polynomial—a monomial or a sum of monomialsStep 5ticePracGo over adding monomials, and review multiplying monomialson the overhead or board. Stress to students that terms must look alike to add them.They do not have to look alike to multiply them.Adding Monomialsh. 2x 3x 5xi. 6x2 – 8x2 –2x 2j. 3xy2 – 6xy2 4x 2y –3xy2 4x 2yk. 2x 5y 2x 5yl. –2x – 2x –4xMultiplying Monomialsm. 2x(3x) 6x2n. –6x(–3x2) 18x 3o. 4mn2(–3m2n) –12m 3n 3p. –2p(4p – 6q) –8p2 12pqq. –3x 3(4y) –12x 3y18#10357 (i1543)—Active Algebra—Algebra I, Unit 7

Mixed Operations with MonomialsLessonPolynomials UnitProcedureStep 6ticePraciveratpe upsoCo Gro91(cont.)Review mixed operations (adding and multiplying). Place students into groups of four and give each group twoproblems. Have groups present the problems to the class usingthe overhead projector or board.r. 4x – 6x –2xs. 4x(6x) 24x 2t. xy(–3x2y) –3x 3 y 2u. –4mn – 6mn –10mnv. –3m(2m – 4n) –6m2 12mnw. –3x2y – 6xy2 4x2y x 2y – 6xy 2x. –6mn – 8mn –14mny. –6mn(–8mn) 48m 2n 2Step 7entgnmAssiCreate groups of three to four students to complete theAdding and Multiplying Monomials 1 activity sheet.Teacher TipsBefore you put the students into groups, remind them: Use a “ruler voice.” (Their voices should only be heard12 inches away.) They should immediately choose leaders for their groups. After all students have finished at least 10–15 problems, theleader calls out his or her answers. Everyone needs to agreeon the answers.When group members agree on all the answers: They should all come to you with their papers. Shuffle the papers and pick one to grade. Assign a grade based on the number of correct answers. You may want to give a reward to the group that misses thefewest problems.#10357 (i1543)—Active Algebra—Algebra I, Unit 719

Lesson 106: Factoring Trinomials with Algebra Tiles Lesson 107: Factoring All Types of Problems 1 Lesson 108: Factoring Special Types of Problems . PowerPoint Slide Shows To support the teaching of this unit, there are PowerPoint presentations of some of the lessons. These slides shows are intended to give guidance on how to introduce new