DO NOW: FINISH SUBJECT/VERB ACTIVITY SHEET FROM YESTERDAY

1. 10 SUBJECTS

(IN ONE COLOR)

2. 10 VERBS/simple predicates

(IN ANOTHER COLOR)

3. 5 PREPOSITIONS

(IN A THIRD COLOR)

ALSO: TURN IN FREAKONOMICS ACTIVITY QUESTIONS

ANNOUNCEMENTS:1. If you were absent, see me for make up work

after class… Or after school, before school, nutrition, lunch

2. HI, MS. KOENIG! (“KAY-NIG”)

3. ACT PRACTICE UPDATES (AND GRADING)4. WEBSITE

Homework: DUE MONDAY

TAKE HOME MATH SKILLS QUIZ

STANDINGSAS OF 8/23/2012

• 1. BRAZIL - 6 points (2 Wins)

• 2. SPAIN - 3 points (1 Win, 1 Loss)

• 2. ENGAND - 3 points (1 Win, 1 Loss)

• 4. GERMANY - 0 points (1 BYE, 1 Loss)

• 5. ARGENTINA - 0 Points (1 BYE, 1 Loss)

8-28 / 8-30 GAMESWIN LOSS

BRAZIL (5) 68%SPAIN (4) 59%

ARGENTINA (2) 61%GERMANY (3) 62%

ENGLAND BYE 71.3%

AGENDA:

• Word of the Day

• SUBJECT/VERB AGREEMENT ACTIVITY - English 1.5.1: Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a different number for the verb, or in unusual situations

• Math 2.2.1: FUNDAMENTALS REVIEW

• Reading 3.1.1: Identify clear main ideas or purposes of complex passages or their paragraphs

AGENDA:

• Word of the Day• MATH REVIEW• Math 2.2.1: FUNDAMENTALS REVIEW• English 1.5.1: Ensure that a verb agrees with its

subject when a phrase or clause between the two suggests a different number for the verb, or in unusual situations

• Reading 3.1.1: Identify clear main ideas or purposes of complex passages or their paragraphs

WORDS OF THE DAY

NEW ROOT:“ IDIO – ”

Means… “peculiar; personal; distinct”

LATIN ROOT: IDIO –

LATIN ROOT MEANING:peculiar; personal; distinct

Word 1: IDIOSYNCRASY

DEFINITION: A characteristic, habit, or mannerism, that is unique to an individual

Word 2: IDIOM

DEFINITION: Words that cannot be predicted with context clues and are special to a specific culture.

TABLE OF CONTENTS

PAGE NUMBER DOCUMENT NAME DATE

20WORD OF THE DAY : IDIO -

08/30

21 CHAP 10: FUNDAMENTALS08/30

22 FUNDAMENTALS ACTIVITY SHEET 08/30

FUNDAMENTLS REVIEWMINI-AGENDA ROUND I

1. STANDARDS2. ACTIVITY BACKGROUND3. OBJECTIVES4. BRIEF OVERVIEW/SET-UP5. VISUAL GUIDE6. TEACHER EXAMPLE7. DETAILED INSTRUCTIONS8. ROUND I

NORMS/EXPECTATIONS:

• Positive - Especially if you are already comfortable with the material

• Proactive - If there is something you do not understand - ask someone; if there is something you are very clear on – help someone

• Patient - Not everyone is at the same level of understanding, and as a team, we don’t leave anyone behind, nor do we let anyone take all the glory

GROUP ACTIVITY

ACTIVITY SET-UP:

• ROUND I: Work in groups on a specifically assigned section in order to answer questions and create a visual representation of the info

• ROUND II: A representative from every group will switch to a new group in order to teach concepts to classmates

VISUAL: HOW THIS WILL LOOK

1 1

1 1

2 2

2 2

3 3

3 3

1 2

3

1 2

3

21 2

3 3

1

ROUND 2:

ROUND 1:

OBJECTIVES

• For students to … review math concepts they may have forgotten

• … practice reviewing information (studying) outside of teacher direction

• … For students to convey information to their peers

KEEP IN MIND…

• Not only are you accountable for learning the information –

… you are also responsible for 2-3 other people learning that info when you switch groups in round 2

TEACHER EXAMPLE

• “Hi, I’m a student…”

• I pick up my packet• I pick up my worksheet• I read the directions in order, starting with step 1

STEP 1: “Fill out the table below in order to help you teach other group members later”

STEP 1: “Fill out the table below in order to help you teach other group members later”

• Now I take my CHAPTER 10 packet, and I notice at the top of my page it says “PAGES 111-113” so I go to those pages

• I notice there is information I might need, but I’m curious about the definition for exponents…

GLOSSARY

• Sometimes books or documents with vocabulary words will have a “glossary” (like a dictionary) in the back…

The table on the Activity Sheet FOR GROUP 4

What are EXPONENTS? Give 2 examples of an EXPONENT and it’s PRODUCT.

A number that indicates how many times to multiply a base by itself.

2 ^ 2 = 42 ^ 3 = 8

What is MADSPM? What does EACH LETTER in MADSPM mean?

A way to determine how to derive an answer from questions with exponents.

1. When you multiply two numbers with common bases, you add the exponents.

2. When you divide two numbers with common bases, you subtract the exponents.

3. When you raise an exponential number to a power, multiply the exponents.

STEP 2:

• Now that I am done with step 1… I move on to step 2…

STEP 2: “ANSWER QUESTIONS 1-7”

Step 3: Fill out the table below in order to help you teach other group members later

Step 5: Answer questions 1 – 12 on page 112

• Try these out• 5 min• We will go over as a class

Step 4: Fill out the table below in order to help you teach other group members later

Step 5: Answer questions 1 – 8 on page 113

• Try these out• 5 min• We will go over as a class

PER 3 - ROUND I - GROUPS

GROUP 1: LILY, ANTHONY, ANDREA, JOEYGROUP 1: CHRIS, OSCAR E, JACKY, IVAN

GROUP 2: LUPE, STEPHANIE, RYAN, JONATHANGROUP 2: OSCAR M, AVERY, CRYSTAL, CESAR

GROUP 3: ROBERT, GUADALUPE, DANIELGROUP 3: KIEL, KEVIN, SAEED, JENNIFER

PER 5 – ROUND 1 - GROUPS

GROUP 1: JOSE, BEN, DANIELLE, ANGELICAGROUP 1: MARVIN, MARILOLI, JNT, EMILY

GROUP 2: GENESIS, ERIKA, VINCE, LILY, MARJERIGROUP 2: JERRY, JESUS, SAIDE, ANA

GROUP 3: ADRIEL, KATRINA, SIMON, RACHELGROUP 3: CECILIA, BRANDON, TANISONE, NANCY

“WHAT AM I SUPPOSED TO BE DOING?”

1. Using your activity sheet (STEP BY STEP) to complete round one

2. Answering questions in the packet

3. Answering questions on the activity sheet

FUNDAMENTLS REVIEWMINI-AGENDA ROUND II

1. NORMS/EXPECTATIONS2. BRIEF OVERVIEW/SET-UP3. VISUAL GUIDE4. DETAILED INSTRUCTIONS5. VISUAL REPRESENTATION6. ROUND II

NORMS/EXPECTATIONS:

• Positive - Especially if you are already comfortable with the material

• Proactive - If there is something you do not understand - ask someone; if there is something you are very clear on – help someone

• Patient - Not everyone is at the same level of understanding, and as a team, we don’t leave anyone behind, nor do we let anyone take all the glory

BRIEF OVERVIEW

• On the back of the activity sheet, there are more step by step instructions

• Once we switch groups, refer to these questions [STEP BY STEP]

• Make sure to give your classmates time to answer the questions in their packets

VISUAL

1 1

1 1

2 2

2 2

3 3

3 3

1 2

3

1 2

3

21 2

3 3

1

ROUND 2:

ROUND 1:

OBJECTIVE• Once each group member switches, they are

responsible for ensuring that every other member has the background knowledge necessary to answer the questions in the review packet

• The presenter is acting in substitute of their particular group activity sheet

• You are teaching them the concepts so they can answer the questions!

ROUND II: TAKE A LOOK AT THE BACK

Make sure to create a visual representation!

DO NOW: FINISH VISUAL REPRESENTATION

• Each step on the back of your activity sheet asks you to explain a concept

• Your visual should represent your group’s information and the steps on the back of the activity sheet

• EX: vocabulary; special rules, pictures (if applicable)…

PERIOD 3 – ROUND II – GROUPS

A. LILY (1) ; LUPE (2) ; ROBERT (3) B. ANTHONY (1) ; STEPHANIE (2) ; GUADALUPE (3)C. ANDREA (1) ; RYAN (2) ; DANIEL (3)D. JOEY (1) ; JONATHAN (2) ; MEEKOE. CHRIS (1) ; OSCAR M (2) ; KIEL (3)F. OSCAR E (1) ; AVERY (2) ; KEVIN (3)G. JACKY (1) ; CRYSTAL (2) ; SAEED (3)H. IVAN (1) ; CESAR (2) ; JENNIFER (3)

PER 5

A: JOSE (1), GENESIS (2), CECILIA (3)B: BEN (1), ERIKA (2), BRANDON (3)C: DANIELLE (1), MARJERI (2), TANISONE (3)D: ANGELICA (1), LILY (2), NANCY (3)E: MARVIN (1), ANA (2), ADRIEL (3)F: VINCE (1), JESUS (2), KATRINA (3)G: JNT (1), SAIDE (2), SIMON (3)H: EMILY (1), JERRY (2), RACHEL (3)

VISUAL

1 1

1 1

2 2

2 2

3 3

3 3

1 2

3

1 2

3

21 2

3 3

1

ROUND 2:

ROUND 1:

DURING THE ACTIVITY

• Each member will have 7 min to explain (21min total for everyone)• This includes the time it will take the two other members to

answer the questions in the packet

• DO NOT HAND OVER YOUR PACKET AND LET OTHER MEMBERS COPY– The presenter doesn’t learn how to explain the info– The listeners don’t learn without practicing the

questions

“WHAT AM I SUPPOSED TO BE DOING?”

1. ORDER: Group 1 Group 2 Group 3

2. Follow the instructions on your hand-out step by step

3. Do not move to the next step until everyone in your group is ready

4. Make sure everyone in your group has answered your section’s questions in the packet

FREAKONOMICS: CHICAGO HEIGHTS

• For population 25 years and over in Chicago Heights:– High school or higher:

71.7%– Bachelor's degree or higher:

12.3%– Graduate or professional degree: 4.0%– Unemployed:

11.1%– Mean travel time to work (commute): 25.8

min

EXIT TICKET1. What is the reciprocal of –4?

2. What is the greatest common factor (GCF) of 12 and 48?

3. What is the only even prime number?

4. What is –x^2?(^2 is like saying “squared”)

5. What are two subjects and two verbs in the following excerpt from Freakonomics?

"If you learn how to look at data in the right way, you can explain riddles that otherwise might have seemed impossible. Because there is nothing like the sheer power of numbers to scrub away layers of confusion and contradiction.” - 14

HOMEWORK

• FINISH SUBJECT/VERB ACTIVITY FROM WEDNESDAY

• MATH TAKE HOME QUIZ

Part II: GROUPS: Per 6

• COLLAB 1: Angie, Christian, Victoria, Ar-Ar

• COLLAB 2: Juda, Jennifer, Karina, Jasmine

• COLLAB 3: Owen, Kevin, Julien, Herbert,

Princess• COLLAB 4: Freddy, Mirna, Jeo, Karina

Part II: GROUPS: Per 4

• COLLAB 1: Kenny, Monica, Armando, Tracy

• COLLAB 2: Martin, Erica, Carolina, Erika• COLLAB 3: Julio, Hanns, Jonathan• COLLAB 4: Stephany, Gilbert, Ismael,

Jocelyn

Part II: GROUPS: Per 2

• COLLAB 1: Any, Jose, Miranda, Michelle, Eliza, Xochitl

• COLLAB 2: Kenia, Eddie, Abi, Victor, Katherine, Carlos

• COLLAB 3: Javier, Ale, Alfonso, Sabrina, Leisli, Denzel

• COLLAB 4: Carlos, Deborah, Nancy, Gustavo, Amanda, Edith, Brian