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-236220-18288000GCU College of Education LESSON PLAN TEMPLATE03/2014Teacher Candidate:Grade Level:Date:Unit/Subject:Instructional Plan TitleEmily Fitzgerald9th GradeNovember 12, 2018Math/Algebra IStructure of ExpressionsI. PlanningLesson summary and focus:Students use the structure of an expression to identify ways to rewrite it. Students use the distributive property to prove equivalency of expressions. Classroom and student factors:This lesson will be conducted in the general education classroom during the designated Math period. Maria is a student in the class who is evaluated at two grade levels below her actual grade in math skills. She attends all core subject classes in the general education setting.National / State Learning Standards:Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials (CCSS.MATH.CONTENT.HSA.APR.A.1).Specific learning target(s) / objectives:Students will use and understand the distributive property to multiply a monomial by a polynomial and understand that factoring reverses the multiplication process.Students use polynomial expressions as side lengths of polygons and find area by multiplying.Students recognize patterns and formulate shortcuts for writing the expanded form of binomials whose expanded form is a perfect square or the difference of perfect squares.Teaching notes:This lesson will address students’ comprehension of polynomials and the numerical operations.This lesson will offer differentiated instruction for Maria to help her meet her first instructional goal:Simplify addition, subtraction, multiplication, and division equations (e.g., (2x + 6) (4x + 7) = 6x + 13)Agenda:Introduce the lesson to the students by having them recall their previous knowledge of binomials and polynomials. Opening exercises will be given to the whole class by drawing and reviewing four-sided shapes on the white board. Teacher will guide students through this process.Have students answer these questions and write them in their notebooks or a graphic organizer.After students have completed the graphic organizer, students can sequence the steps for solving.Allow students adequate time to complete the assignment.Conclude the lesson by allowing students to complete the problem set.Formative assessment:Students will be assessed on their accuracy of identifying the variable in an expression and calculating the expression thoroughly. Students will be assessed based their written work and steps taken to solve the expressions. Partial credit will be given to students who have shown correct attempts on the steps.Students will also be assessed based on their participation in the lesson discussions.Academic Language:Key vocabulary: SequenceFactor/FactoringVariableGreatest Common Factor (GCF)Distributive PropertyCommutative PropertyBinomial PolynomialLinear TermsFOIL methodFunction: Students will use their previous knowledge basic algebraic concepts to process multi-operational expressions. Form: Students will identify these key vocabulary terms throughout the lessons and during their independent seat work.Instructional Materials, Equipment and Technology: Paper, pencils, notebooks, personal whiteboards, dry erase markers and erasers. List or chart of prime and composite numbers. Copies of problem set and exit tickets. Copies of graphic organizers.Maria will be allowed access to a all these materials. She will also be allowed to utilize a StepPad to assist her with processing expressions step-by-step.Grouping: The lesson will be completed with the teacher as a group. Students will work independently on this assignment in the classroom. Teacher and teaching assistant in the classroom will check on Maria’s progress periodically throughout the math period.II. InstructionA. OpeningPrior knowledge connection:Students will apply their prior knowledge of numerical operations and the order of operations (PEMDAS) to begin processing simpler expressions.Anticipatory set:As students’ progress through this lesson, they will gain skills in identifying and processing the distributive properties of addition and multiplication in binomial and polynomial expressions.B. Learning and Teaching Activities (Teaching and Guided Practice):I DoStudents DoDifferentiationIntroduce the lesson to the students by drawing rectangles on the classroom white board with binomials to represent the length of the sides. Ask students to write expressions to find the areas of the two rectangles.Ask students how to find the area and then ask how they found the area for the rectangles.Discuss property of operations with students and have them identify the property of operations. Demonstrate distributive property.Ask students if there is another way to find the total area of the rectangles.Discuss Greatest Common Factors (GCF) among numbers and how it applies to solving the examples. Understand that Factoring is the reverse process of multiplicationMake sure students have a clear understanding of the vocabulary terms and use them appropriately during instruction. Scaffold this section of the lesson instruction as needed.Demonstrate that the product can be found by applying the distributive property (twice) where the first binomial distributes over each of the second binomial’s terms. Incorporate the mnemonic device FOIL in this directive.Discuss and show examples of binomial and polynomial expressions in expanded form.Conclude directions and review and scaffold any steps as needed.Hand out problem set worksheets to students.Walk around the room to assist and answer questions for students.Students will answer questions and provide the teacher with their prior knowledge of algebra based on the key vocabulary terms.Students will give their inferences on how to solve for the area of a rectangle given binomials.Students will solve for area.Students will participate in discussion about distributive property. Students will identify alternative methods for solving for area.Students will identify GCF for the integers provided in the examples. Students will understand that Factoring is the reverse process of multiplicationStudents will express their understanding of key vocabulary terms again.Students will apply their understanding of FOIL method for solving expressions.Students will write expressions in expanded form.Students will begin working on problem set worksheets.Students will hand in completed problem sets.Allow students extra time to process the expressions.Model examples of polynomial multiplication for students who need to review.Some students may benefit from relating multiplication of polynomials to multiplication of numbers in base 10.If students struggle to include every step in the process, pause at each step so that they have time to comprehend the operations that took place.Maria will be provided a personal whiteboard to write answers. Maria can also “map out” her steps on a graphic organizer. An index card with the mnemonic device FOIL will be laminated and taped to the corner of Maria’s desk as a visual cue to use this method when processing algebraic expressions.Maria will have access to a StepPad to record the steps to the process. The steps can be played back to her and she can have the steps repeated as needed.Maria can have access to a multiplication chart and calculator if needed.Maria will have frequent status checks to monitor her processing of expressions for understanding and accuracyIII. ASSESSMENTSummative Assessment:Students will be assessed based on their accuracy of completing and properly computing the steps to solve expressions. A problem set and exit ticket will be used to determine students understanding of these concepts.Differentiation:Maria will be assessed based on her understanding of key ideas and vocabulary and her ability to identify the terms in an expression. She will be assessed on her ability to write expressions in expanded form and her accuracy of writing out the steps to solve an expression.Maria can be given the option to complete her problems on a graphic organizer in lieu of the worksheets.Closure: Students will be able to recognize and understand patterns and formulate shortcuts for writing the expanded form of binomials. Upon completion of this lesson, students will be able to solve expressions by adding, subtracting and multiplying terms and variables.Homework: This lesson will be completed during classroom time. Unfinished problem sets will be sent home for completion, to be returned the following school day.Additional practice assignments will be provided and sent home with Maria for extra practice. These extra worksheets will not be counted towards her grade; however, they will count towards extra credit as she masters the skills. ................
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