Algebra I Videos and Software

· Adding and Subtracting Algebraic Expressions /Multiplying Polynomials, Coronet/MTI

· Alge-Blaster Plus , Davidson (software)

· Algebra Animator , Logal (software)

· Algebra Xpresser , William K. Bradford (software)

· Algebra Concepts , Vol. 1, Ventura Educational Systems (software)

· Algebra for Everyone , NCTM

· Algebra Plotter Plus , McDougal-Littell

· Becoming Successful Problem Solvers , HRM Video

· Chance Look, A. Sunburst (software)

· Connecting to Algebra, Prometheus Software ( software - Macintosh only )

· Coordinate Math, MECC (software)

· Data Insights, Sunburst (software)

· Geometric Connectors: Coordinates, Sunburst (software)

· Getting Acquainted with Algebra/ Order of Operations , The Wisconsin Foundation for Vocational, Technical, and Adult Education, Inc.

· Green Globs and Graphing Equations, Sunburst (software)

· How to Take the Mystery Out of Algebra, Learning Forum

· Kemeny-Kurtz Algebra, William K. Bradford (software)· Laws of Algebra, The/Solving Equations I , Coronet/MTI

· Linear Systems, Films for the Humanities & Sciences

· Math …Who Needs It? FASE Productions

· Math Connections : Algebra I , Sunburst (software)

· Mathematics Assessment : Alternative Approaches, NCTM

· Mathematics Curriculum and Teaching Program, NCTM (software)

· Mathmedia, ITSCO

· Mathwise, ITSCO

· Personal Algebra Tutor , CyberEd (software)

· Polynomials, Dale Seymour Publications

· Probability Constructor, Logal (software)

· Quadratics, Films for the Humanities & Sciences

· Secondary Math Lab Toolkit, Prentice-Hall (software)

· Solving Equations 1, Coronet, MTI

· Solving Equations 2, The Wisconsin Foundation for Vocational, Technical, and Adult Education

· Solving Simultaneous Equations and Inequalities Algebraically and Geometrically , Nasco

· Statistics Workshop, Sunburst (software)

· Stats, Logal (software)

· Taking Chances. Sunburst (software)

· Teasers by Tobbs with Whole Numbers, Sunburst (software)

· Theorem of Pythagoras, The, California Institute of Technology

· Tobbs Learns Algebra, Wings for Learning, Sunburst (software)

· Tools of Mathematics: Algebra, William K. Bradford (software)

· Topics in Discrete Mathematics : Computer-Supported Problem Solving , Dale Seymour Publications (software)

· Virtual Tiles, William K. Bradford (software)

· Visualizing Algebra: The Function Analyzer, Sunburst (software)

Concepts in Algebra

Course Description:

What do driving a car, listening to music, building a tree house , and using a computer all have in common? All use algebraic theorems and formulas . The general rules of algebra, working with equations as inequalities , exploring the ideas of graphing linear equations, and studying the complicated concepts of polygons are among the topics to be explored. In this course, students
participate in a series of lessons, problems, and algebraic analysis as well as engage in an environment of cooperative learning and discussion bringing algebra to life . This course is designed for students wishing to gain an understanding of algebraic concepts prior to taking Algebra I during the school year.

Outcomes:

Upon successful completion of this course, students will:
• Understand and apply concepts in Algebra including slope , solving equations for unknowns , graphing equalities and inequalities, and quadratic equations .
• Students will gain comprehension of the relationship of independent and dependent variables, equations with multiple solutions, and recognize graphical representations of these relationships.
• Solve and graph equalities and inequalities, demonstrate the concept of slope and realize its application to everyday problems.
• Distinguish between expressions and graphs of functions and non-functions. Use a graphing calculator to graph expressions .

Student Evaluation and Grading Policies:

As this course is designed to prepare the student for Algebra 1 in the fall , assessments will be utilized to gauge student comprehension and progress. A narrative evaluation will be prepared at the end of the course regarding student progress.

Instructor Biography:

Joseph Hull has a Master of Management degree from the Northwestern Kellogg School, and a Master of Education degree from Barat College of DePaul University. He is a Mathematics instructor on the northwest side of Chicago, and is in his first term with the CTD program.

Schedule:

Square Root

Objectives:
Student will understand the concept of square
Root.
Student will use a calculator to find the square
root of a given number.
Student will use the application of square root to
solve problems.
Student will confirm answers using reverse
Operation.
Student will classify and order real numbers

New York State Performance Indicator: A.N. 2 Simplify
radical
terms (no variable in radicand)

Target Group:
Algebra 1 students (generally 9th grade)
Special education students required to
obtain a Regents Diploma as per their IEP.
“15:1” Meaning a ratio fifteen students to one
teacher.
Curriculum is modified to student needs.

Materials:
Texas Instruments Graphing Calculator TI- 82
Texas InstrumentsTI-84 Plus Silver Edition
Overhead projector/ screen
Overhead films
TI View Screen™Panel
Teacher created note sheets
Transparency markers
Pencils/pens
Notebooks
Glencoe Algebra 1 Resource masters
Pages as indicated per session
Glencoe Algebra 1 textbook

Session one

Prior Knowledge:
Student will recognize the square root symbol.
Student will square a given number

Objectives:
Introduce math language for unit .
Introduce the procedure for finding square root
using a TI -82.

Procedure:
Students will make a notebook entry containing
the necessary math language for unit . (See
Teacher note sheet)

Review location of keys on TI-82 needed for
finding square root.

Reference the teacher chart located on
front board.

Write five visual prompts on the board to find
their square root. Use Glencoe algebra 1, Resource
Master, 2-7, page 111, numbers 1,3,4,7,12,6
Introduce finding square root on the TI-84 using
the overhead projector connected to
TI View Screen™ Panel
Turn the calculator “on”
Press 2^nd “x “squared to get the radical symbol
, followed by” 64”. Press “enter”. The answer
which is calculated should be “8”

Use the same procedure for the next four
examples. Have a different student volunteer act
as the teacher during this guided practice.
Monitor to ensure proper procedure while using
the calculator/overhead.

Independent practice to be completed during
this period, Algebra 1,page 825 , 1,2,3,4,5,6,7,8

Collect for participation grade.

Time permitting, student volunteers will review
their skill finding square root using the overhead.

Notebook entry

The square root of a number is one of the two equal factors
of a given number.

Perfect square is a number whose square root is rational.

Rational approximation is close to but not equal to the
irrational number.

The radical symbol is .

The is used to indicate the nonnegative square root of a
number.

The - expresses the negative square root of a number.

The ± expresses both positive and negative square roots.

TI-82 work sheet

Turning the TI-82 ON:
Find the “on” button on the bottom left hand column.
Press the “On “ button".
If the last thing on the calculator is displayed, press the
“Clear” button. This will place the cursor at the upper left
hand of the screen to begin.

Finding “Square Root” on the TI-82:

Press “blue second” , then x squared
The radical symbol will appear on the screen.
Press the keys for the number for which square root are
needed.
Press “enter”.
The square root will be shown on the screen.

Session two

Prior knowledge:
Student will use the proper steps to find the square root of
a given number on the TI-82 calculator.
Student can classify the set of numbers to which a real
number belongs. (Rational or irrational)
Student can apply place values to the ten thousandths
place.

Objectives:
Student will determine if square root of a number is
rational or irrational.
Student will display proficiency using TI-82 to find the
square root of a number.

Procedure:

Students will make a notebook entry containing the
necessary math language for the unit (See teacher note
sheet)

Put five square root problems on the overhead, project
on the screen using Resource Master 2-7 Sills Practice
page 113

Students are to independently find the square root of each
to the nearest hundredth.

Ask a student volunteer to choose a problem to answer at
the overhead. Query the class,”Is the answer correct?”
The student volunteer will confirm his/her answer using
the calculator attached to the overhead.

If the student has answered the problem correctly, ask if
the answer is rational or irrational. Note next to answer.

Repeat for all example problems.

For independent practice, use a separate sheet of
paper, include proper heading.
Students will use Algebra 1 page 107,
complete, numbers 38, 41, 43, 46, 49

Collect independent practice to be used as participation
grade.

Notebook Entry

Rational numbers are numbers that can be expressed in the
form of a fraction. (a/b)
A and B are integers.
B cannot equal 0. (B≠0)

Example #1

¼, -¾, ½

A rational number can be expressed as a decimal that
terminates or repeats indefinitely.

Example # 2
.231
Or
.3333

An irrational number can not be repeating or terminating
numbers.

Example # 3

Session Three

Prior Knowledge:
Student will use the proper steps to find the square root of
a given number on a TI-82.

Objectives:
Student will independently find the square roots for given
Numbers using a TI -82.

Student will independently classify the square root of
the number as rational or irrational.

Procedure:
Student will complete independently as per directions
Algebra 1 page 825; lesson 2-7, numbers 1 through 8.
Time limit is to be 15 minutes.

After completing worksheets, students will determine as
Group the values from least to greatest.

Group will confirm answers using the TI-84 Plus Silver
Connected to the overhead using the TI View Screen™Panel.

Collect independent practice work to be used as a
participation grade

Session Four

Prior Knowledge:
Student is able to classify a number as rational or
irrational.
Student will recognize and use symbols of inequalities

Objectives:
Determine the setoff numbers to which each real number
belongs.
Ordering real numbers from the least to the greatest.

Procedure:
Teacher will review using the overhead projector,
Use examples from page 107 Algebra text, numbers 32
through 49. Students are to classify as rational
and irrational numbers.

Solicit responses from students to come and write their
answer for the class on the overhead.

Teacher will give a series of fractions and square roots to
Examine as a group from Resource Master Skill sheet 2-7
page 113, numbers 7 through 12.

Using the overhead calculator, student volunteer will find
the square root and/or the decimal equivalent of a
fraction. The student group will determine the answer as
rational or irrational.

Teacher will demonstrate to students ordering a given set
of real numbers from least to greatest. Using above page

Students are given independent practice to order real
numbers.

Collect as a participation grade.

Session five

Previous knowledge:
Student can round a decimal to the nearest hundredth.
Student can find the square root of a number using a TI-82

Objective:
Given a set of numbers, student will find the square root of
the number and round to the nearest hundredth.

Procedure:
Teacher will use the overhead projector when
demonstrating place value for decimals to the thousandths
place. Teacher created prompts.

Independent practice using page 107 Algebra 1.
Student is to complete problems 20 to 31.

Time permitting, review as a group using the overhead
calculator to find square root of the given.
Nearest hundredth will then be determined.