Series: Algebra Team
Math.Practice.MP1
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Math.ASSE.3a
Common core State Standards
 Math: Math
 ASSE: Algebra  Seeing Structure in Expressions

3a: Choose and produce an equivalent form of an expression to reveal and
explain properties of the quantity represented by the expression.
a. Factor a quadratic expression to reveal the zeros of the function it
defines.
b. Complete the square in a quadratic expression to reveal the
maximum or minimum value of the function it defines.
c. Use the properties of exponents to transform expressions for
exponential functions. For example the expression 1.15t can be
rewritten as (1.151/12)12t â\x89\x88 1.01212t to reveal the approximate equivalent
monthly interest rate if the annual rate is 15%.
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Thought starters
 How has the two teachers collaboration impacted their algebra program?
 How does the warmup prepare students for the lesson?
 How do students "tiger up" and learn that struggle is a good thing?
School Details
Longfellow Arts And Technology Middle School1500 Derby Street
Berkeley CA 94703
Population: 510
Data Provided By:
Teachers
Marlo Warburton
Math / 8 / Teacher
Juliana Jones
Math / 8 / Teacher
Candice Meyers Jul 27, 2011 12:20pm
Marie White Jul 27, 2011 4:06pm
Suzanne Goff Jul 29, 2011 7:09pm
Nadine Herbst Aug 2, 2011 11:20am
Christine Lewis Aug 14, 2011 1:41am