1st+Six-Weeks+Overview


 * First Six-Weeks Overview (August 24 - October 2, 2009)

Major Concepts:**
 * Problem solving
 * Order of Operations
 * Properties
 * Comparing integers using a number line
 * Positive & negative integers (addition, subtraction, multiplication, and division of)


 * Processes:**
 * Use the Dallas Problem-Solving Model
 * Use PEMDAS to assist with solving numerical equations
 * Use Commutative, Associative, Distributive, and Identity Properties
 * Compare and order integers
 * Add, subtract, multiply, and divide integers


 * Students will . . .**
 * Use the four step plan in the Dallas Problem-Solving Model to solve problems.
 * Use order of operations to find the value of expressions.
 * Use the Commutative, Associative, Distributive, and Identity Properties and apply to problem solving
 * Compare and order rational numbers
 * Make a number line. Use the number line to add and subtract integers.
 * Add, subtract, multiply, and divide integers using algebra tiles or counters of two different colors. One color represents positive and the other represents negative numbers.


 * Classroom Activities:**
 * Students will write in journals the four step plan involved in using the Dallas PS Model.
 * Students will use the Frayer Model to demonstrate an understanding of the term //order of operations//.
 * Students will organize the properties of addition and multiplication.
 * Students will use models for addition, subtraction, multiplication, and division of integers.
 * Students will use models and connect them to algorithms for addition, subtraction, multiplication, and division of integers.


 * [|Vocabulary.doc]**


 * **Week 1** || TEKS/SE ||
 * Introductions & Pre-Assessment ||  ||
 * **Week 2** || 8.14A -- identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics ||
 * || 8.14B -- use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness ||
 * || 8.14C -- select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem ||
 * || 8.14D ||
 * || 8.15A -- communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models ||
 * || 8.15B ||
 * || 8.16A -- make conjectures from patterns or sets of examples and nonexamples ||
 * || 8.16B -- validate his/her conclusions using mathematical properties and relationships ||
 * || 8.2C -- select appropriate operations to solve problems involving rational numbers and justify the selections ||
 * || 8.5A -- predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations ||
 * || 8.5B -- find and evaluate an algebraic expression to determine any term in an arithmetic sequence (with a constant rate of change) ||
 * || 8.3A -- compare and contrast proportional and non-proportional linear relationships ||
 * || 8.3B -- estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates ||
 * **Week 2** || 8.14A -- identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics ||
 * || 8.14B -- use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness ||
 * || 8.14C -- select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem ||
 * || 8.14D ||
 * || 8.15A -- communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models ||
 * || 8.15B ||
 * || 8.16A -- make conjectures from patterns or sets of examples and nonexamples ||
 * || 8.16B -- validate his/her conclusions using mathematical properties and relationships ||
 * **Week 3** ||  ||   ||