East Gadsden High School



East Gadsden High School

2010-2011

Lesson Plans-#4

Teacher__Mrs. R. Cunningham_ Subject _Algebra 2/Honors __

Grade:___10th-11th -12th______ DATE: September 20-24, 2010

CIM/Instructional Focus Benchmarks(s):

o Chapter 1 Expressions, Equations and Inequalities

▪ Section 1.4 Solving Equations

▪ Benchmark Projects and Testing /Enrichments

|Benchmark Number |Descriptor |

|MA.912.A.3.3 |Solve literal equations for a specified variable. |

|MA.912.A.3.5 |Symbolically represent and solve multi-step and real-world applications that involve linear equations and inequalities. |

|MA.912.A.10.3 |Decide whether a given statement is always, sometimes, or never true (statements involving linear or quadratic expressions, equations, or |

| |inequalities, rational or radical expressions, or logarithmic or exponential functions). |

Student Learning Outcome(s)/Objectives(s):

(List sub-objectives)

▪ Section 1-4 To solve equations

▪ Section 1-4 To solve problem by writing equations

Bell-ringer Activity and Objectives

|MA.912.A.1.4 |Perform operations on real numbers (including integer exponents, radicals, percents, scientific notation, absolute value, rational numbers, irrational |

| |numbers) using multi-step and real-world problems. |

|MA.912.A.3.1 |Solve linear equations in one variable that include simplifying algebraic expressions. |

Resources used

• Transparency or Smartboard of Problem focus on Objective (5 to 6 problems a day )

• Smartboard Notes to Textbook materials (Monday and Wednesday)

• Online resources

o teachers.henrico.k12.va.us/math/hcpsalgebra1/module4-1.html

o

o

o Tutorials

▪

▪

Lesson Vocabulary:

Section 1-4 Solving Equations

1. equation in one step and multi-step forms

2. solution of an equation

3. inverse operations

4. identity literal equations

5. Properties: reflexive, symmetric, transitive, substitution and addition, subtraction, multiplication and division equality properties

6. literal equations with more than one variable

Focused Questions/Essential Questions:

Section 1-4 Solving Equations

1. What does it mean to solve for a solution to an equation?

2. What does it mean for an equation to be true?

3. How do you solve a literal equation for one of its variables

4. Draw and graph a table of data

5. Find the perimeter, volume and areas of given figures

[pic]

Accommodations for Learners (Gifted, ESE, ESOL, Retainees, Bridged Students, etc.):Revised to fit my class

|General strategy |Specific Strategies for the Objectives Posted on Front page |

|ACCOMODATIONS TO ENGAGE STUDENT |Specific Strategies for the Objectives Posted on Front page |

|LEARNING |Provide temporary support (teacher guidance, peer tutoring and cooperative learning |

|Engaged Student Activities: At least 3|Use conspicuous steps and strategies |

|of the following will be used |Focus on the Essentials (SSS and real world and vocabularies) |

| |Make linkages obvious and explicit (provide prerequisite knowledge and real-world examples) |

| |Instructional Methods and materials are varied (teacher and student presentations of new materials) |

| |Grouping of L-shape desks, pair share and whole group rows |

| |Using student dry erase board in groups of 2 to 3 to solve a set of problems for each group and share procedures in front of the class. |

| |Pair Share assignment in textbook (class period competition) |

| |Classroom discussions after Carousel activities |

| |Clock Appointments to pair students |

| |Use Visual Diagrams to demonstrate steps to the Distribute Property |

| |Providing enriched online colorful text from textbook resources |

| |Study Guide Notetaking/ Discussion Section |

| |Graphic Organizing rules and concepts and problem setups |

| |LESSONS : BUILDING PRIOR KNOWLEDGE USING (2 of the following): |

| |Students use the KWL method Know (K), Want to Know (W) and have learned (L) |

| |Study Guide worksheets |

| |15-minutes check transparencies |

| |Cornell Notetaking (Teacher gives notes and students writes questions in the left side margin of their composition book and a summary of what |

| |they learned) |

| |Student will produce Post-It Notes reminders about rules and place in textbook or on their Class Word/Data Wall |

|Strategies that help students take in |Use visual diagrams (Goldberg, 1983). |

|representations of knowledge or |Visualize content of text (Fink, 1992). |

|understanding. |Use subvocalization when reading (Cowen, 1988; Poljanec, 1991). |

| |Listen to audio recordings of text, lecture notes (using Computer lab and/or home computer) |

| |Use motor behaviors to reinforce learning (Goldberg, 1983). |

| |Use mnemonic techniques for memorization (Poljanec, 1991). |

| |Prime background knowledge |

| |Connect new information or skills to what students have already learned. Provide additional instruction or support to students who lack |

| |necessary background knowledge. |

| |Techniques: |

| |Ask questions to prompt student recall of relevant prior knowledge. |

| |Make comparisons between the new concept and things students already know. |

| |Relate the topic to current or past events that are familiar to students. |

| |Relate the concept to a fictional story or scenario known to the students. |

| |Use instructional materials that provide easy access to critical background |

| |Provide temporary support for learning |

| |Provide support (scaffolding) while students are learning new knowledge and skills, gradually reducing the level of support as students move |

| |toward independence. |

| |Techniques: |

| |Provide verbal or written prompts to remind students of key information or processes. |

| |Physically assist and guide a student when learning a new motor skill, such as cutting. |

| |Provide study or note-taking guides to support learning from text or lectures. |

| |Use commercial materials that have been specifically designed to incorporate supports for learning. |

| |Use mnemonics to help students remember multiple steps in a procedure. |

| |Use conspicuous steps and strategies |

| |Teach students to follow a specific set of procedures to solve problems or use a process. |

| |Techniques: |

| |Model the steps in the strategy, using a think-aloud process. |

| |Name the strategy and give students prompts for using it such as posting steps on the board, providing an example of a problem with the |

| |strategy steps labeled, or using memory strategies like mnemonics to help student recall the steps. |

| |Prompt students to use the strategy in practice situations. |

| |Reduce prompting as students become proficient in applying the strategy. |

| |Explicitly teach students the organizational structure of text and prompt its use. |

| | |

| |Listen but don't take notes -1st then after the 2nd example let student try the problem ( |

| |Use flashcards |

| |Highlight used books (Cowen, 1988). |

| |Attend class regularly (Cowen, 1988). |

| |Provide extra practice/More time on assignment or tasks |

| |Provide peer tutoring to students |

Reteach/Reinforce Activity: (one of the following will be used)

• Partner Practice (Group 2 to 3 students) to work on intervention skillbuilder sheets

• Power Point of the Lessons

• Charts and Graphic Organizers in note form

• Differientiated Instructions (Teacher Wrap Around Edition text )

• Dry erase student board teaching

• Mini – Quiz & Discussion

• Peer teaching/Modeling

Materials Using

• Overhead for reinforce of study guide notetaking

• Student Dry Erase boards

• Student Textbook or CD textbook

• Student Study Guide packets (supplementary for vocabulary/reading strategies)

• Skills Practice sheets copied for Intervention (reteaching/reinforce)

HONOR STUDENTS ESPECIALLY:

• Group hands-on teaching through construction ideas

• Student needs supplies: paper, pencil

• POST-IT NOTES( question inquiries and explanations)

• Graphic calculator for Graphic calculator Exploration exercise

Homework/Reinforcement of Lesson:

• Section workbook

• Worksheet or workbook problems

o Think-About –A-Plan

o Practice worksheets

o Standardized test prep

o Textbook problems

Assessments:

• Teacher-made & Teacher Works CD (Math online )

• Oral participation/Discussion/Notetaking

• Partner Practice Activities and Skillbuilders

• Section Open Ended Assessments from Online Resources

• Chapter Tests

• Computer Center

• Teacher-led Centers or student stations

• Daily monitoring of progress through warm-ups/pop quizzes and homework assignments

Makeup Weekly assignment

Algebra 2 -HONORS

|Monday |Tuesday |Wednesday |Thursday |Friday |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download