*Šv’@6†äšHHš@’ģ’ōXe(üżHH° @ü'’ģ’ōXxxxx6 ’£d£ . «  ,žFF œ^  åņK^@KZT>(O /@€š K“v(O  .I–h@ˆD@€š K_(P`K ž II–h’’’K žK ž IK^¼INL>’’’K žK žIMā>’’’K žK žIJąLź’£ddh’’’ųāOār §’£dd°’’’ų2’õ²% Ø’£ddh’’’ų3MÆM ©€6LŌ`6’APPLIED MATH`6  ’UNIT 12`6 ’€6LŌ.`6 ’1. KEY CONCEPTS`6( ’ REFER TO UNIT OBJECTIVES (PAGE 1) 6# REVIEW NEGATIVE / POSITIVE NUMBERS 6' RULES OF EXPONENTS (SEE STUDENT GUIDE) 6`6$ ’2. VOCABULARY (UNIT EMPHASIS )`6) ’ REVIEW NEGATIVE/POSITIVE (UNIT 11) 6 REFER PAGE 47 63 REVIEW METRIC/SCIENTIFIC PREFIXES (CHART* PAGE 28) 6`6 ’3. PRACTICAL EXAMPLES `6& ’ *SEE ATTACHED (VIDEO WORKSHEET) 6, NUMBERS TOO LARGE ON YOUR CALCULATOR SCREEN 6: MAKES THE MANIPULATION OF VERY LARGE/SMALL NUMBERS EASIER 6" YOUR CHANCES OF WINNING THE LOTTO 66 THE IMPORTANCE OF SMALL AND LARGE NO.# IN OUR SOCIETY 6* (I.E. YOUR CALCULATOR, COMPUTERS, ETC.) 66 **TRY TO TIE IN WITH SCIENCE TEACHER FOR INTERGRATION 69 FIND NUMBERS WRITTEN IN SCIENTIFIC NOTATION IN USA TODAY 6`6 ’4. STUDY GUIDE `62  ’CREATE GUIDE FROM TEXT PAGES T-34-37, 6, 28 6' -CUT AND PASTE FROM PAGES, ALSO ADD:`6' ’ ’RULES FOR EXPONENTS ’ 6B RULES EXAMPLES 6@ b c b+c 3 5 3+5 8`6N ’ A X A =A  ’ ’10 x10 = 10 = 10 6 `6S  ’ b b-c 6 6-4 2’`6W ’A ’ = A ’ 10 ’ = 10 = 10`6B c  ’4’ 65 A 10 6< o o 6: A = 1 10 = 1 6 `6H  ’-b -3’`6_ A = ’1 ’ ’10 =’ 1’`6\ ’  ’b 3 ’`6F’ A 10 6 6 `6 ’ 6`6 ’5. LABS ’ 6 ALL LABS SEEM SATISFACTORY 68 LAB NO.#3 WILL REQUIRE A WATER SUPPY AND DUMPING SIGHT 69 LAB NO.#3 DOESN'T NEED A MICROMETER IF YOU DROP PART "E" 6! **SEE FOLDER FOR ADDITIONAL LABS 6`6 ’6. RESOURCE PERSON(S)`6  ’ SCIENCE DEPARTMENT PERSON 6 ELECTRONICS/ELECTRICAL PERSON 6 ASTRONOMER 6`6' ’7. GAPS / POSSIBLE PROBLEM POINTS`67 ’ NEED TO INTRODUCE KIDS TO SCIENTIFIC CALCULATORS 65 STUDENTS WILL NEED TO BE RE-TAUGHT THE METRIC SYSTEM 6! (AND BEYOND!) *SEE STUDY GUIDE* 6`6& ’8. RECOMMENDED STUDENT EXERCISES`66 ’ SEGMENT #1 - PROBLEMS 1, 10,13,21,26,31 EASIEST 6/ SEGMENT #2 - PROBLEMS 3, 11, 24, 29, 35, 38 OK 63 SEGMENT #3 - PROBLEMS 5, 15, 20, 23, 30, 39 HARDER 69 BONUS EXERCISES- PROBLEMS 6, 8, 25, 40 HARDEST/CONFUSING 6`67 ’9. TEACHING SCHEDULE (NOT BY DAYS....BY SEQUENCE)`6) ’  ’PASS OUT UNIT BOOKLETS ’ 6 `6  ’INTRO TO UNIT ’ 6 -STATE UNIT OBJECTIVES 61 -GIVE EXAMPLES (SEE PRACTICAL EXAMPLES/PAGE 5) 6 `6  ’SHOW VIDEO ’ 6* -HAVE STUDENTS COMPLETE VIDEO WORKSHEET 6" -SOLICITE ANSWERS FOR WORKSHEET 6 `6$  ’COMPLETE VIDEO PROBLEM  ’ 66 -WALK STUDENTS THROUGH PROBLEM (WORK COOPERATIVELY) 6 `63  ’HAND OUT READING ASSIGNMENT WORKSHEET ’ 62 (SEE FOLDER/INPUT INTO SCHEDULE AS YOU SEE FIT) 6 `6E  ’DEMONSTRATION ’ ON CHANGING POSITIVE POWERS OF TEN TO NO.# 65 WORKSHEET ON CHANGING POSITIVE POWERS OF TEN TO NO.# 6 `6E  ’DEMONSTRATION  ’ON CHANGING NEGATIVE POWERS OF TEN TO NO.# 65 WORKSHEET ON CHANGING POSITIVE POWERS OF TEN TO NO.# 6 `6B  ’CHECK FOR UNDERSTANDING QUIZ  ’ON +/- POWERS OF TEN TO 6 NO.# 6`6E  ’DEMONSTRATION  ’ON CHANGING POSITIVE NO.# TO POWERS OF TEN 6 WORKSHEET ON THE ABOVE 6`6E  ’DEMONSTRATION  ’ON CHANGING NEGATIVE NO.# TO POWERS OF TEN 6 WORKSHEET ON THE ABOVE 6`6C  ’CHECK FOR UNDERSTANDING QUIZ  ’ON +/- NO.# TO POWERS OF 6$ TEN AND POWERS OF TEN (+/-) TO NO.# 6`68  ’LABORATORY ACTIVITY  ’NO.#1 (PAPER THICKNESS) 69 (SKIP PART "E" IF YOU DON'T HAVE MICROMETERS/RULERS WILL 6 WORK FOR PARTS "A-D") 6@6C  ’DEMONSTRATION  ’ON USING SCIENTIFIC NOTATION WITH YOUR 6& CALCULATOR / CREATE AND USE WORKSHEET 6`6>  ’DEMONSTRATION  ’ON COMBINING NUMBERS IN SCIENTIFIC 6" NOTATION CREATE AND USE WORKSHEET 6`6+  ’LABORATORY  ’ACTIVITY NO.#2 OR 3 6" ***SEE FOLDER FOR ADDITIONAL LABS 6`6=  ’DEMONSTRATION ’ ON CONVERTING METRIC MEASUREMENTS/ 6 WORKSHEET 6`64 COMPLETE  ’REVIEW ’ OF ALL CONCEPTS /SKILLS 6`6B  ’PRE-TEST  ’/ CORRECT PRE-TEST AND RETEACH PROBLEM AREAS 6`6 UNIT  ’FINAL 6`6 TURN IN UNIT PACKET ’ 6`6 ’UNIT 13`6 ’`6$ ’PRECISION, ACCURACY, TOLERANCE`6 ’`6 ’1. KEY CONCEPTS`6 ’ SEE PAGE NO.#1 63 NEED TO KNOW HOW TO READ A MICROMETER (PAGE 13-14) 6, NEED TO KNOW HOW TO READ A CALIPER (UNIT 3) 6: DEPENDING ON YOUR DEPTH INTO THE UNIT - VOLT METER, DIAL 6 CALIPER 6`6# ’2. VOCABULARY (UNIT EMPHASIS)`6. ’ BE AWARE OF PROBLEM WITH GLOSSARY TERM- 6- ERROR OF MEASUREMENT (POSSIBLE CONFUSION) 67 EXAMPLE ON TERM "TOLERANCE" NEEDS TO BE EXPLAINED MORE 6`6) ’3. PRACTICAL EXAMPLES (VIDEO, ETC.)`6  ’ VIDEO 6 TAX FORMS (TO NEAREST DOLLAR) 63 BOEING ENGINEER NEEDS TO HAVE AN UNDERSTANDING OF 6 TOLERANCE 6+ FRAMING A WINDOW WITHIN CERTAIN TOLERANCES 6`6/ ’4. STUDY GUIDE (WORKSHEET/ REFERENCE AID)`69 ’ CREATE REFERENCE GUIDES USING CUT AND PASTE METHOD 6 (PAGES T-40-43) 64 ADD TO REFERENCE GUIDE FORMULAS FOR AREA AND VOLUME`6 ’ 65. LAB USEFULNESS/APPLICABILITY`61 ’ WE FOUND ALL LABS TO BE LESS THAN EXCITING 6$ SUGGESTIONS (IF YOU USE THESE LABS) 65 - LAB 1 SIMPLIFY THE PROCCESS TO COMPLETE THE LAB 6> (REDUCE THE NUMBER OF MEASUREMENTS/PERCISION) 6= - LAB 2 ADD DIFFERENT OBJECTS TO MEASURE BESIDES THE DESK 6> - LAB 3 THE BEST OF THE LABS IN THE BOOK/ YOU WILL NEED A 6< A CLEARLY SEQUENCIAL WORKSHEET TO KEEP THE KIDS FROM 6" ASKING A MILLION QUESTIONS. 6`6 ’6. RESOURCE PERSON(S)`6+ ’ MAINTENANCE PEOPLE FROM THE DISTRICT 6 MACHINIST/MECHANIC 6 CONSTRUCTION SYSTEMS MANAGER 6 PHARMACIST 6`65 ’7. GAPS (MISSING INFORMATION)- NEEDED RESOURCES`6B ’ IT IS QUITE QUESTIONABLE THAT YOU WILL WANT TO SPEND MUCH 65 TIME / IF ANY ON THIS UNIT.(NOT JUST OUR OPINION) 68 THOUGH THE SUBJECT MATTER /CONCEPTS ARE IMPORTANT, YOU 6H MAY BE ABLE TO INTERJECT THE CONCEPTS IN YOUR COVERAGE OF 6 OTHER UNITS. 6> LABS SEEM TO BE LACKING IN THEIR ABILITY TO KEEP THE STUDENTS 6> ENTHUSED. IT WILL TAKE SOME CREATIVITY ON THE PART OF THE 6* INSTRUCTOR TO DEVELOP DIFFERENT LABS. 6`6' ’8. RECOMMMENDED STUDENT EXERCISED`62 ’ SEGMENT #1(EASIEST)1, 7, 11, 17, 21, 28, 34 64 SEGMENT #2(OK,MORE EFFORT) 8,12, 13, 14, 24, 32, 36 6( SEGMENT #3(HARDER) 2, 4, 18, 25, 26, 33 60 BONUS ( HARDEST/CONFUSING) 5, 9, 19, 20, 38, 40 6`6@ ’9. TEACHING SCHEDULE (IF YOU DECIDE TO TEACH THE COMPLETE `6: UNIT/NOT ’  ’BY DAYS ...... BY SEQUENCE) ’ 6 `6,  ’INTRODUCE UNIT/STATE OBJECTIVES ’ 6 `6F  ’SHOW VIDEO ’/COMPLETE VIDEO WORKSHEET(SEE FOLDER)/SOLICITE 6 ANSWERS 6 `6: LEAD STUDENTS THROUGH  ’VIDEO PROBLEM( ’SEPARATE 6 WORKSHEET) 6 `69  ’HAND OUT READING ASSIGNMENT WORKSHEET (SEE FOLDER)`6 ’`65  ’PRE-TEST  ’FOR UNDERSTANDING ON ESTIMATING 6 `68  ’REVIEW ’ ESTIMATING WITH STUDENTS (WORKSHEET) 6 `6?  ’REVIEW  ’2/3 DIMENSIONAL SHAPES (SEE RESOURCE GUIDE) 6 `6>  ’MINI LAB  ’ON USING VERNIER CALIPER/MICROMETER/ETC. 6& (USE VARIOUS OBJECTS TO PRACTICE ON) 6`6?  ’DEMONSTRATION/ LAB NO.#1 ’ (USES MICROMETER/VERNIER 6 CALIPER) 6`6(  ’**SEE FOLDER FOR ADDITIONAL LABS `6 ’`6D  ’RE-TEACH  ’THE USE OF MEASURING INSTRUMENTS IF KIDS HAVE 6 DIFFICULTY 6`65 ’ ***WE FEEL THE BEST WAY TO TEACH THIS UNIT IS 66 THROUGH THE LABS. COMPLETE AS MANY LABS AS YOU DEEM 65 NECESSARY TO ACHIEVE THE DEPTH OF UNDERSTANDING YOU 6 WANT FROM THIS UNIT.`6 ’`6&  ’REVIEW  ’OF CONCEPTS/SKILLS 6`6C  ’PRE-TEST  ’/ CORRECT PRE-TEST AND RE-TEACH PROBLEM AREAS 6`6  ’UNIT FINAL`6 ’`6  ’TURN IN UNIT PACKET ’ 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6