Lesson Design Plan GU Secondary Education Teacher Candidates
Name: Marissa Koon Grade Level:Algebra I (mostly 9th) Date: 12 February 2013
Subject: Math Lesson Title: The Zero-­‐Product Property: Solving Quadratic Equations by Factoring (text-­‐based)
1. Context for Learning: (Fill out the TPA context for learning form for the targeted class period. Submit with the lesson plans.) 5th Period Algebra -­‐ CFL on separate document
2.
Standards: EALR’s, GLE’s, PLE’s, Common Core (as appropriate) – (No more than two – write out the standard) A1.2.E Use algebraic properties to factor and combine like terms in polynomials.
A1.5.C Solve quadratic equations that can be factored as (ax+b)(cx+d) where a, b, c , and d are integers
3.
Learning Targets: Write out the objective(s) and/or “I can” statements for this lesson in specific and concrete terms. What do you want students to be able to do? (No more than three targets) Content: SWBAT solve quadratic equations by factoring.
AL: SWBAT use and name the Zero Product Property to explain how to solve a quadratic equation by factoring. 4.
Academic Language: What academic language will you teach, support, and provide opportunities for students to use? •
Language Function – What thinking/academic task will my students be accomplishing through language? (e.g. analyze, explain, describe, evaluate, etc. This verb will probably be found in a learning target.) Solve
•
Key Language Demand/Learning Task – What is the specific activity in the lesson where students will be using the language function above? Students will use their knowledge of factoring polynomials and the Zero Product Property to solve quadratic functions on a hand out. Prior to this, students will work through a guided reading handout to read a page from the textbook in order to learn the Zero Product Property and how It can be used to solve certain types of equations. •
Additional Language Demands – What language do students need in order to accomplish the learning task above? o Key vocabulary words (no more than 7) Product, Quantity, Factoring
o
Plus at least one of the following: syntax (grammar & mechanics) and/or discourse (text and/or sentence structure) discourse -­‐ how to decode a math text to gain information or learn a new skill
•
Language Supports – How will you teach and support students’ language use before, during, and after the learning task? (Note: These supports must show up in the lesson outline!) While reviewing the warm up problems, students will be reminded of the meaning of the terms product and quantity. Before delving into the text based Zero Product Property activity, I will lead a tutorial on how to approach reading a textbook to learn a new skill. While working through the Zero Product Property handout students will read and interact with the AL from this lesson by reading an excerpt from their textbook and answering accompanying questions I have included. In the next lesson which will include a segment on writing to show learning, students will continue developing their language use in a writing activity.
5.
Prior Knowledge: How does the content build on what students already know and are able to do? •
Prior knowledge from classroom instruction: Students have spent the past week and a half learning how to factor quadratics and practicing this skill. In this lesson they will be asked to apply this skill in order to solve quadratic equations using the Zero Product Property. •
Prior knowledge/connections from students’ out-­‐of-­‐school lives, experience, interests, and communities: (Note: This connection should show up in the lesson outline!) Students will have deciphered a text to learn a new skill in other aspects of their lives; following a recipe from a book, learning the latest music video dance moves from youtube, or reading a blog to figure out how to fix the error message on their ipod are all examples of this. In this lesson, they will work on deciphering a type of text that they will have not worked with heavily in the past: their textbooks (usually these are just used a problem sets). 6.
Lesson Rationale: Why are you teaching this particular lesson to these particular students? (Think beyond “this is required curriculum.”) Connecting how to use factoring and the Zero Product Property to solve a quadratic equation is a step that students are capable of making on their own. This lesson is designed to guide them to the right conclusion, but give them some autonomy in their learning and to help them to think critically. 7.
Evidence of Student Learning: How will you know students reached the learning targets? Describe ideas for summative and formative assessment(s). Student’s written work on the text handout and the solving by factoring worksheet will serve as evidence of student learning. A student voice handout will also be collected. 8.
Instructional Strategies and Learning Activities: What instructional strategies and learning activities will you use to help students reach the learning targets? Text-­‐based, interactive lecture, and individual practice will all be used as instructional strategies and/or learning activities in this lesson. 9.
Differentiation: What particular students could benefit from differentiation? With your students in mind, brainstorm possible ways to differentiate the lesson. (This should reflect the context for learning template. Any students with specific needs should be listed below.) Though portions of this lesson will be taught via whole class instruction, there are many individual work opportunities including the warm up problems, the text-­‐based handout, and the practice problem worksheet during which students who need extra help can be given more individualized instruction. Name: Marissa Koon Date: 12 February 2013 Class: Algebra I
Objective(s): Content: SWBAT solve quadratic equations by factoring. AL: SWBAT use the Zero Product Property in an accurate explanation of how to solve a quadratic equation by factoring. Materials Needed/Organizational Notes: text handout, practice worksheet, SV exit slips, slides to project: warm up problems, target, text page for mini lesson, Time -­‐
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80 min
Opening
What the students will be doing:
Assessment (Evidence of Student Learning)
Completing warm up problems Informal observation
15min
Prior to class the warm up problems will be put on the board: Factor:
x^2+9x+20
2x^2+4x-­‐6
Evaluate:
2(0)+1
72-­‐14(0)
(2^2+17-­‐4(3)+1)(0)*
Solve for x:
2x=0
6x-­‐3=-­‐3
Entry
(pre-­‐reading: activate prior knowledge)
Lesson Outline
What the teacher will be doing:
7
Walk between students, check progress on warm-­‐up problems. Make note of students who have solved each problem to share solutions later.
7
Calling students to the board to share answers, for the * problem, remind students of vocabulary product, quantity. Note that in factoring we turned the quadratic into the product of two binomials, two quantities.
60 min
Checking work, asking questions
Questions or discrepancies that may or may not come up while reviewing warm-­‐
up problems
Game Plan
5
Mini Lesson: how to read a textbook
(Pre-­‐reading: text structure)
5
Project first page of chapter 1.3. In interactive lecture format, ask students to share what they know about how a textbook is set up and answering questions, fill in the gaps: Title and beginning tell you what the chapter is about and what you participating in discussion, listening
will learn. Sometimes give an example of how this type of math applies to the real world. Important definitions and/or rules are usually in boxes
These are followed by examples of problems like the ones students will be asked to do -­‐ these problems use the important information that preceded them Connect to next task: reading text in order to learn how to solve quadratic equations ( our target)
Introduce the task of deciphering a page of the textbook, with leading questions, in order to learn the necessary information to achieve the days’ target. Pass out handouts. Walk about room and check students’ progress on the text-­‐based activity. Make sure they are connecting the zero product property to the process of solving a quadratic in factored form. Help students who are struggling to understand the text. (pre-­‐reading: establish purpose)
Text-­‐based activity (zero product property)
(during reading: questions)
Introduce target. (Projected on board). Explain this is why we have been learning to factor -­‐ it helps us solve this new kind of equation. We will use the text to learn how to solve by factoring
20
Introduce worksheet. Instruct work on the front side only. lead brief discussion of what to do if quadratic expression is not in factored form. Pass out worksheet. Walk among students and check progress; make sure they are getting both solutions. When most students have completed the front side (after ~10 minutes) stop everyone and introduce the last special case, difference of squares, and how to recognize this form -­‐ show an example, first FOIL, then factoring (~10 minutes). Instruct students to continue on to the back of the worksheet, which includes quadratics with coefficients >1, perfect squares, and difference of squares. Reading through the textbook page handout. Writing their answers to the questions for each section
written responses to questions on the handout. ability to complete the two problems at the end. Practice
(post-­‐reading: application)
Completing practice problems by applying their factoring skills from the past week and their new knowledge of the zero product property.
30
Taking notes in math notebook on difference of squares, asking questions
Closure
5 min
Student Voice Wrap-­‐Up
5
Introduce SV handout. Pass out SV handout. Walk around room, check progress, prompt thoughtful responses. Collect SV handouts as an exit slip.
progress on practice problems from worksheet
questions and participation Completing practice problems by applying their factoring skills from the past week and their new knowledge of the zero product property.
progress on practice problems from worksheet
Completing SV handout. Reflecting on learning for the day and their progress
SV handouts will be collected at the end of class and reviewed. Textbook page to be projected for mini-­‐lesson on how to read a textbook: Text-­‐based Activity handout
Solving Quadratic Equations by Factoring Worksheet