answer questions that involve a measure of center for a data set (mean and median) and draw conclusions about these measures.
Focus: Analyzing data presented in a table, bar graph, histogram, line graph, or other displayWork can be found in my Google Classroom (Everything from now on will be turned in Google Classroom) *ZOOM MEETING FOR PERIOD 1 10:00am-11:am on Mondays *ZOOM MEETING FOR PERIOD 5 & 6 9am-10am on Tuesdays (Tutoring hours on Wednesday 11:00am-1:00pm) Also, by appointment if need be =)
WORK DUE: 5/11
5/4-5/8 Math-LESSON 6 Ratio, Proportion, Units, and Percentage—Part 1/Part 2 Subscore: Problem Solving and Data Analysis Focus: Using ratios and proportions to solve problems Objectives:Students will
solve problems that require them to pay attention to units.
solve problems that require them to convert units either between the English system and the metric system or within those systems.
solve problems involving percentages, specifically involving the concepts of percentage increase and percentage decrease.
Work can be found in my Google Classroom (Everything from now on will be turned in Google Classroom) Period 1 google classroom code: x2kwzv4 Period 5 google classroom code: 6leegsk Period 6 google classroom code: iljhlnu *ZOOM MEETING FOR PERIOD 1 10:00am-11:am on Mondays *ZOOM MEETING FOR PERIOD 5 & 6 9am-10am on Tuesdays (Tutoring hours on Wednesday 11:00am-1:00pm) Also, by appointment if need be =)
WORK DUE: MAY 8
4/27-4/28 LESSON 8 Writing and Language— Conventions of Usage Subscore: Standard English Conventions Focus: Revising for conventions of usage Objective: Students will recognize how errors in usage are addressed on the SAT®.
Work can be found in my Google Classroom (Everything from now on will be turned in Google Classroom) Period 1 google classroom code: x2kwzv4 Period 5 google classroom code: 6leegsk Period 6 google classroom code: iljhlnu *ZOOM MEETING FOR PERIOD 1 10:00am-11:am on Mondays *ZOOM MEETING FOR PERIOD 5 & 6 9am-10am on Tuesdays (Tutoring hours on Wednesday 11:00am-1:00pm) Also, by appointment if need be =)
4/20-4/21 LESSON 7 Writing and Language— Conventions/Sentence Formation Focus: Revising a text for Standard English conventions and sentence formation Objectives: Students will
understand the types of convention errors regularly addressed on the SAT®.
identify the ways in which coordination and subordination in a sentence, as well as parallel structure, can cause errors of convention.
recognize how end-of-sentence and internal punctuation works.
*Work can be found in my Google Classroom (Everything from now on will be turned in Google Classroom) Period 1 google classroom code: x2kwzv4 Period 5 google classroom code: 6leegsk Period 6 google classroom code: iljhlnu *ZOOM MEETING FOR PERIOD 1 10:00am-11:am on Mondays *ZOOM MEETING FOR PERIOD 5 & 6 9am-10am on Tuesdays (Tutoring hours on Wednesday 11:00am-1:00pm) Also, by appointment if need be =)
4/13-4/14 LESSON 6 Writing and Language— Organization Focus: Revising a text for organization Objectives: Students will
understand the role that organization plays in improving the structure of a passage to enhance logic and cohesion.
identify effective introductions and conclusions
*Work can be found in my Google Classroom (Everything from now on will be turned in Google Classroom) Period 1 google classroom code: x2kwzv4 Period 5 google classroom code: 6leegsk Period 6 google classroom code: iljhlnu *ZOOM MEETING FOR PERIOD 1 10:00am-11:am on Mondays *ZOOM MEETING FOR PERIOD 5 & 6 12:30pm-1:30pm on Mondays (Tutoring hours on Wednesday 11:00am-1:00pm) Also, by appointment if need be =)
ZOOM MEETING CODE & Tutoring Code: 558-129-3611 (For all periods)
* Work DUE 4/15 AT 9PM =)
Lesson 5-English SAT PREP 3/30-3/31 Objectives: Students will ▪ understand how to refine the content of a passage to achieve a writer’s purpose. ▪ identify ways to add, revise, or retain thesis statements, claims, and evidence. ▪ recognize how to add, revise, or retain material that supports the passage’s claim *DUE 4/1 AT 9PM =) *Turn-in all work via email: [email protected] (Take picture or scan document via email) *If you have any questions contact me on google voice or by email. *I'll be available to answer calls, texts and Zoom from 10am-3pm. (My google classroom is under construction) I'll keep you updated =)
3/23-3/24 Math Lesson 5-The Relationships Among Linear Equations, Lines in the Coordinate Plane, and the Contexts They Describe (5 of 5) Objectives: Students will
solve systems of linear equations using graphing and algebraic methods to show how solutions are the same regardless of method used for solving.
solve systems of linear equations that have infinitely many solutions or no solutions and describe what these solution sets mean graphically and algebraically.
make connections between the equation of a line and its graph and use the relationships between the slopes of parallel and perpendicular lines to answer questions.
use understanding of slope and y-intercept to interpret equations and graphs that represent contextual situations.
*DUE 3/25 AT 9PM =) *Turn-in all work via email: [email protected] (Take picture or scan document via email) *If you have any questions contact me on google voice or by email. *I'll be available to answer calls, texts and Zoom from 9am-3pm.
3/19-3/20 Math Lesson 4 Fluency in Solving Linear Equations, and Linear Inequalities, and Systems of Linear Equations (4 of 5) Objective: Students will solve linear equations, linear inequalities, and systems of linear equations without a context.
2. −2(3x − 2.4) = −3(3x − 2.4) What is the solution to the given equation? 3. −2x = 4y + 6 2(2y + 3) = 3x − 5
What is the solution (x, y) to the system of equations above?
DIRECTIONS
FOR PRACTICE PROBLEMS 1,2,AND 3, ON A PIECE OF PAPER (SHOW YOUR WORK AND SEND VIA EMAIL)
Independent Practice: Students will complete practice problems in Official SAT Practice on Khan Academy® in these skill areas: -Solving linear equations and inequalities -Solving systems of linear equations (WORK THESE PROBLEMS OUT ON A SHEET OF PAPER AND FOR INCORRECT ANSWERS, SHOW WORK AND EXPLAIN WHY YOU ANSWERED INCORRECTLY) DIRECTIONS
LOG ON SATPRACTICE.ORG
CLICK ON START PRACTICING
LOG IN WITH YOUR SCHOOL GMAIL
CLICK ON "PRACTICE" & "MATH"
(FINISH QUIZ 1,2,3, AND 4 FOR MATH AND ENGLISH IF YOU HAVE NOT) *DUE FRIDAY 3/20/2020 AT 9PM *Turn-in all work via email: [email protected] (Take picture or scan document via email) *If you have any questions contact me on google voice or by email. *I'll be available to answer calls, texts and Zoom from 9am-3pm. *Please be safe =)
3/16-3/17Objective: Students will solve linear equations, linear inequalities, and systems of linear equations without a context
Reading Lesson 4- Synthesis/ Paired Passages Objective: Students will synthesize information and ideas from paired texts. Introductory Activity
Explain to students that each version of the Reading Test includes one set of two or more topically related informational passages on a subject in either history/social studies or science. The SAT calls these “paired passages” because in most cases there will be two passages in a set—one labeled Passage 1, and the other, Passage 2. Students will be expected to consider how these passages relate to each other.
Student will read aloud Passage 1 in the Introductory Activity portion of their materials. Students will annotate the text and try to determine the main idea of the passage. Once students have a solid understanding of Passage 1, ask a volunteer to read Passage 2 aloud. Students will annotate the text by identifying similarities and differences between this passage and Passage 1.
Once students have read both passages. Use a Venn diagram to illustrate your responses: a. What would the authors disagree about on the topic of de-extinction? Why?
b. What might the authors agree about on the topic of de-extinction? Why? (Use Textual Evidence)
c. How likely is de-extinction to be in the near future, according to each author? What words or phrases communicate this perspective?
Ask students to consider Questions 45 and 46 that illustrate the kinds of questions they will be asked when they have to compare the passages. Be sure to let students know that they will still have some questions about each individual passage. The rationales for the correct answers are below. Share the correct responses with students and discuss and address any misunderstandings:
Group/Pair Discussion/Activity
Ask students to return to the paired passages that they may have already read about the birds from Lesson 2. With a partner, one student should read or reread Passage 1 and the second should read Passage 2 individually. Both should annotate the text carefully.
After both students have read their passage, ask them to have a dialogue, speaking as if they were the authors. They should use the first person, “I,” pretending to be Susan Milius (Passage 1) and Bernd Heinrich (Passage 2), and answer the following questions: a. What are the most important conclusions about your research?
b. What are some additional research topics you would probably like to explore?
c. What are your attitudes toward the birds you studied?
Once students have discussed the topics above, they should read the passage they had not read, and afterward, with their partner, discuss the following topics, perhaps constructing a Venn diagram or Paragraph(6-8sentences) to help illustrate some of the similarities and differences: a. What are some similarities between the crows and the ravens? (Use textual evidence)
b. What are some things you would not be likely to agree on?
c. How were the “experiments” conducted similarly and differently?
Ask students to write a question modeled on Question 46 that asks them to compare the two passages by considering the intelligence of birds that was observed in both passages. Discuss how this question illustrates synthesis.
Individual Practice
Ask students to answer Questions 21–23 that ask them to compare the two passages they just read and discussed in the activity above. Share and discuss correct answers and the rationales as needed:
Use Textual Evidence to prove why you think you have the correct answer. Afterwards, explain why the other answers are incorrect.
What its the author's purpose? (use textual evidence)
*DUE AT 9 P.M. Tuesday *Turn-in all work via email: [email protected] (Take picture or scan document via email) *If you have any questions contact me on google voice or by email. *I'll be available to answer calls, texts and Zoom from 9am-3pm. *Please be safe =) 3/5-3/6 Reading Lesson 2-Author’s Purpose/Perspective (Shortened Periods) 3/4 Review Linear Equations, Inequalities, and Functions in Context 3/2-3/3 Reading Lesson 2-Author’s Purpose/Perspective (Shortened Periods) 2/27-2/28 Reading Lesson 1- Central Idea and Evidence 2/26 Pre-Teach Key Central Idea and Author’s Purpose/Perspective Vocabulary 2/24-2/25 Math Lesson 2- Linear Equations, Inequalities, and Functions in Context (2 of 5) 2/20-2/21 Objectives: Students will •Identify and implement the steps necessary to use algebra to analyze and solve problems in context. •Define one or more variables that represent quantities in context, and write expressions, equations, inequalities, and/or functions that represent the relationships described in the context. •Solve equations and interpret their solutions in terms of the context. •Recognize that different questions could be asked about the same context.