Lesson Plan 8.2 (Part 2) Grade 9 Math Time 45 min Solving Equations Justin Pilon Stage 1 – Desired Results Content Standard(s): 1. Represent algebraic expressions in multiple ways.
2. Model and solve problems, using linear equations of the
form:
Enduring Understandings/Big Ideas Students should be able to understand how to rearrange or isolate for a variable when the variable is in the numerator or denominator. They should be able to isolate for a variable using both division and multiplication. Students should be able to extract he necessary information from a problem in order to produce a linear equation. Students will then be expect to solve the linear equations they produced and then answer the word problem using complete sentences. Students will learn to identify what certain words mean such as and, of, and is. They will be able to use this information to assist them in solving such problems. Students should be able to use their reading comprehension skills and their math skills together to solve these problems. Let a,b,c,d and e all be elements of the integers. ax + b = c and lastly; (x/a) + b = c where a≠0. Essential Questions: Will students be able to use their previously developed skills to rearrange equations and convert fractions from proper to improper fractional from? Will students recall from earlier lessons “concepts such as taking the reciprocal” when dividing one fraction by another? Why are these important in real life? What kids of applications can one use these sorts of problems for? How useful is it to know how to solver equations? This lesson also tests students on their ability to add fractions. Students should ask themselves why: (a/b)+(c/d)=(ad + cb)/bd Will students be able to extract enough information from a word problem to be able to use their skills of rearranging equations? Knowledge objectives (outcomes): To be able to isolate for a variable using multiplication and division. Also to be able to use previously developed skills to deal with improper fractions and mixed numbers. Students should be able to read a problem and extract the necessary information from it to solve a problem. Students will have to use their knowledge of linear equations to apply them to real life examples. Stage 2 – Assessment Evidence Performance Tasks(s): The lessons content will be posted on: elizabethsetonpilon.wordpress.com The students will be exposed to a light recap of what was covered in chapter 6. This will be followed by a short summary of what we will be covering in chapter 8.1. The lesson will be followed up by a summation everything that we covered. G – Goal What should students accomplish by completing this task? R – Role What role (perspective) will your students be taking? A – Audience Who is the relevant audience? S – Situation The context or challenge provided to the student. P – Product, Performance What product/performance will the student create? S – Standards & Criteria for Success Create the rubric for the Performance Task Student Self-­‐Assessments Students will be invited to check their level of understanding after I check their homework. Stage 3 – Learning Plan Learning Activities: In a few short sentences I will recap on what the students where taught in chapter 8.2 part 1. I will be giving the student a 15 to 20 minute lesson at the beginning with examples. They will then be asked to try questions similar to the ones I did at the beginning of class on their own. The classroom will be a place of heavy interaction. Stage of Learning Cycle Skill objectives (outcomes): Students are to solve linear equations: concretely, pictorially, and symbolically, using linear equations of the form: Students will develop skills such as rearranging for variables in either the numerator or the denominator. Interactive roles, collaboration with their friends, and answering questions in class. Anyone who is interesting in understanding how to manipulate equations and isolate for variables. Understanding how to rearrange and isolate for a single unknowing variable. Solving problems with two variables is beyond the scope of this lesson. Students will be able solve linear equations with rational numbers. They will then be able to check their work using the technique taught in class. See Rubric Below Other Evidence (assessments) Work will be checked before the lesson, during the lesson, and after the lesson. I will ask students to raise their hands when they have a solution, I will then circulate around the room to check if I am seeing correct answers. If not, I will go back over what the students are struggling with. I will also design a check list of all the students. This checklist will be used to assess which students are understanding the information and which ones are not. What the student does… (Include differentiated instruction) What the teacher does… Time Materials Engage Students sit at their desks and listen attentively. Explore Collaborate with their friends to do problems. Explain Students may help their friends. Students should think critically. Elaborate/Extend Review (in reference to the design criteria) Present homework to the teacher. Strengths: Areas needing improvement: Deliver the lecture and complete examples while circulating. Allow students to try examples on their own. Give real authentic examples. Explain how this may be used in real life. Assign and write down homework. 15 min Pencil/Paper, smart board, markers. 10 min Pencil/Paper, smart board, markers. 10 min Pencil/Paper, smart board, markers. Pencil/Paper, smart board, markers. 5 min 5 min Pencil/Paper, smart board, markers. Rubric Criteria Rearrange and isolate for a single variable in an equation. Comfortable with multiplication and division. Can interpret and rearrange equations taken from word problems. Understand how to divide a fraction by another fraction. Can add fractions in either mixed number form or in improper form. Novice (1) Has a great deal of uncertainty when it comes to isolating for a single variable in an equation. Uncomfortable with division and multiplication. Advance Beginner (2) Can rearrange and isolate for a variable some of the time but still has difficulty. Has trouble with division and multiplication. Proficient (3) Can rearrange an equation and isolate for a variable. Can perform operations such as division and multiplication. Has difficulty understanding what the question is asking. Can answer the questions some of the time but still experiences much difficulty. Can take the reciprocal some of the time. Can add fractions some of the time. Can read word problems, extract information from them and solve linear equations. Knows how to divide fractions and take the reciprocal. Can add fractions no matter which form they are in. Cannot grasp the concept of taking the reciprocal. Has a great deal of trouble following the necessary rules to add fractions. Mastery (4) Understand fully how to rearrange an equation and isolate for a variable. Performs operations such as division and multiplication with ease. Has strong reading comprehension skills and can easily produce and solve equations. Can divide fractions with ease. Can add mixed numbers, improper fractions and decimals with ease.