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It outlines daily Do Now activities, lesson dates, and practice, assessment, remediation, and further application supports. The guide specifies standards and learning objectives for rearranging formulas, solving inequalities in one variable, interpreting solution sets, and identifying true or false inequality statements. 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ADJEI, J. DOMFEH, S. ANYIMADU | Grade: Algebra 1 |\n| --- | --- |\n| Week of: August 26 to August 30 | Unit: Solving Equations and Inequalities\u003Cbr>Lesson Numbers: 1-4 and 1-5 |\n\nPurpose: The Weekly Lesson Preparation Guide is to provide a structure that encourages teachers to think through and internalize the daily/weekly instructional expectations.  \n\n| Planning Questions | Lesson 1-4 | Lesson 1-5 |  |\n| --- | --- | --- | --- |\n| Do Now:\u003Cbr>Topic Readiness Assessment can be given as well for the Do Now. | Date: 8.26-8.27\u003Cbr>What is the 1st step when solving A= bh for b? Explain your answer. | Date: 8.28-8.29\u003Cbr>What is the first step when solving x+2 > 5? Explain your answer. | Date: 8.30\u003Cbr>Practice\u003Cbr>Assessment\u003Cbr>Remediation\u003Cbr>Further Application |\n| Standard(s):\u003Cbr>What is the focus of this lesson? Which specific Tennessee standards are being addressed in this lesson? | A1.A.CED.A.4 | A1.A.CED.A.1\u003Cbr>A1.A.CED.A.3\u003Cbr>A1.A.REI.B.2 |  |\n| Objective(s):\u003Cbr>What is the purpose of this lesson and how will this lesson prepare students for success on the unit assessment? How does it coherently connect to previous lessons and build to future ones? | Students will rearrange formulas and equations to highlight a quantity of interest by isolating the variable using the same reasoning used to solve equations. Students will use formulas and equations to solve problems. | Students will be able to create and solve inequalities in one variable, interpret solutions to inequalities within the context, and Identify inequalities as true or false based on the number of solutions. |  |\n\nAdapted from TDOE Unit and Lesson Preparation Guides  \nClick here to access 2023 Revised Math Standards Resources: [https://bestforall.tnedu.gov/](https://bestforall.tnedu.gov/)  \n\n| How will this learning contribute to deep understanding of the essential ideas of the unit?\u003Cbr>What are the mathematical learning and performance goals of this lesson? | Students will understand that a relationship between two or more quantities can be expressed in multiple ways by writing equivalent equations. | Students will understand that relationships between quantities can be represented not only by equations but also by inequalities, which allow them to express a range of possible solutions. This deepens their understanding of how mathematical models can describe realworld situations with constraints and variability. |  |\n| --- | --- | --- | --- |\n| Modeling:\u003Cbr>Complete all tasks included in the\u003Cbr>lesson and review the sample/anticipated student responses.\u003Cbr>For each task consider:\u003Cbr>• What are the multiple solution paths students might take to solve this problem?\u003Cbr>• What is the purpose of this task? Specifically, which aspect(s) of rigor are being addressed (conceptual understanding, procedural fluency, and/or application)? How does this differ based on the solution path\u003Cbr>• Given this purpose, what key concepts and vocabulary might students need to understand to access the task?(Consider concepts and vocabulary from the prior | Model and Discuss\u003Cbr>Nora drew a nonsquare rectangle. Additional Practice \\#11 and \\#12\u003Cbr>Procedural Skill & Fluency, Application\u003Cbr>Like terms\u003Cbr>Properties of Equalities Solution of an Equation Identity | Model and Discuss\u003Cbr>Skyler competes in the high jump event at her school.\u003Cbr>Additional Practice \\#1 and \\#4\u003Cbr>Procedural Skill & Fluency, Conceptual Understanding,\u003Cbr>Inequality Solution set Boundary Less than (\u003C)\u003Cbr>Greater than (>)\u003Cbr>Less than or equal to (≤)\u003Cbr>Greater than or equal to (≥) |  |\n\nAdapted from TDOE Unit and Lesson Preparation Guides  \nClick here to access 2023 Revised Math Standards Resources: [https://bestforall.tnedu.gov/](https://bestforall.tnedu.gov/)  \n\n| grade that might need tobe re-addressed) |  |  |  |\n| --- | --- | --- | --- |\n| Check For Understanding:\u003Cbr>What evidence of student learning will you look for to reveal understanding of the grade-level st","cbCaibLfwJoqCmwA","https://ap.wps.com/l/cbCaibLfwJoqCmwA","pdf",397154,"English","# Do Now\n## Lesson 1-4\n## Lesson 1-5\n# Standards and Objectives\n## Standard(s)\n## Objective(s)\n# Learning Contributions and Modeling\n## Deep understanding of essential ideas\n## Modeling and discussion prompts\n# Checks for Understanding and Engagement\n## Evidence of learning\n## Engagement with Standards for Mathematical Practice\n## Student supports and anticipated struggles","[{\"question\":\"What is the weekly focus for Algebra 1 in this guide?\",\"answer\":\"The guide focuses on solving equations and inequalities, including isolating variables, rearranging formulas, and creating and interpreting inequalities in one variable.\"},{\"question\":\"What does the guide include for daily instruction beyond the lessons?\",\"answer\":\"It includes Do Now readiness assessments and planned activities such as practice assessment, remediation, further application, plus modeled and discussed example responses.\"},{\"question\":\"How does the guide address inequalities and solution sets?\",\"answer\":\"Students create and solve inequalities in one variable and interpret solutions within context, including identifying when inequalities are true or false based on the number of solutions.\"}]","Math Weekly Lesson Preparation Guide - Week 4 | PDF",1790876204,15]