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Section 1: Lesson PreparationTeacher Candidate Name: Student SampleGrade Level: 9th Grade, Freshman Unit/Subject: Algebra ITitle of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.Unit 2: Solving Linear Equations and Inequalities—The basics of this unit is to teach the students properties of equality when solving for a specified variable. Lesson 1: Solving Multi-Step—This will be the lesson where students will be using multiple steps of combining like terms, distribution, etc, in order to solve for a given variable. Lesson 2: Solving from Both Sides—The lesson will be building upon the previous but have the students work with variables on both sides of the equal signs. Lesson 3: Solving Literal Equations—The lesson will be using the knowledge from the previous lessons to apply the properties learned to solve for a specified variable in an equation full of different variables. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.In each class, there are at least 4 ELLs, 1 or 2 students with an IEP, 1 or 2 students with a 504, a few students that talk often or are unresponsive or absent often. With each of these factors, guided notes would be best for the array of accommodations. Each lesson will need to consider the level of language development. There are issues with students being unable to do simple operations of add, subtract, multiply, and divide. Day 1Solving Multi-StepDay 2Solving from Both SidesDay 3Solving Literal EquationsNational/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented.A1.A-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented byletters.A1.A-REI.A.1Explain each step in solving linear and quadratic equations as following from the equality of numbers assertedat the previous step, starting from the assumption that the original equation has a solution. Construct a viableargument to justify a solution method.A1.A-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented byletters.A1.A-REI.A.1Explain each step in solving linear and quadratic equations as following from the equality of numbers assertedat the previous step, starting from the assumption that the original equation has a solution. Construct a viableargument to justify a solution method.A1.A-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.Student will be able to describe properties of equality at each step while solving equations and inequalities.Students will be able to demonstrate properties of equality on both sides of the sign by teaching partners how to move the variable and solve.Students will be able to solve literal equations by isolating the variable and describing the properties of equality at each step. Academic Language General academic vocabulary and content-specific vocabulary included in the unit. DistributionCombining like termsLike-termsVariablesEquationInequalitiesAdditions Property of EqualitySubtraction Property of EqualityDivision Property of EqualityMultiplication Property of EqualityDistributionCombining like termsLike-termsVariablesEquationInequalitiesAdditions Property of EqualitySubtraction Property of EqualityDivision Property of EqualityMultiplication Property of EqualityLiteral EquationDistributionCombining like termsLike-termsVariablesEquationInequalitiesAdditions Property of EqualitySubtraction Property of EqualityDivision Property of EqualityMultiplication Property of EqualityUnit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. CalculatorsLaptopsQuizizz CalculatorsLaptopsQuizizzCalculatorsLaptopsQuizizzDepth of Knowledge Lesson QuestionsWhat questions can be posed throughout the lesson to assess all levels of student understanding?Level 1: RecallLevel 2: Skill/ConceptsLevel 3: Strategic ThinkingLevel 4: Extended ThinkingWhen would you use ___ Property?What is the first/next step?What is the variable?Why do you repeat the operation to both sides of the equal sign?How would you explain this to a friend?How do you undo the distributive property?Section 2: Instructional PlanningDay 1Day 2Day 3Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?Students previously combined like terms with different silverware. Since they will need to combine like terms in multi-step equations another question like this could be posed. Since students were already working on multi-step equations, they could review those. Another option is to use a double sided scale to show moving from one side to the other. A good starting point with literal equations is explaining distance rate and time. Most often students understand this concept which is a general literal equation. Presentation of ContentMultiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners.Problems will be modeled with varying levels of complexity. Problems will be modeled with varying levels of complexity.Problems will be modeled with varying levels of complexity.Multiple Means of Representation DifferentiationExplain how materials will be differentiated for each of the following groups:English Language Learners (ELL)Students with special needsStudents with gifted abilitiesEarly finishers (those who finish early and may need additional sources/support)Guided notes will be created with fill in the blank areas for each of the different levels of students. Students will be sitting with partners with different activities presented throughout the lesson for the students to work together. Vocabulary will be repeated over the next few days. Guided notes will be created with fill in the blank areas for each of the different levels of students. Students will be sitting with partners with different activities presented throughout the lesson for the students to work together.Guided notes will be created with fill in the blank areas for each of the different levels of students. Students will be sitting with partners with different activities presented throughout the lesson for the students to work together.Application of ContentMultiple Means of Engagement How will students explore, practice, and apply the content?Students will be working with partners and going around the room in a scavenger hunt for practice. Students will work with partners and teach one another the content of different problems. Students will be selecting different problems to work through and label the steps for each problem. Multiple Means of Engagement DifferentiationExplain how materials will be differentiated for each of the following groups: English Language Learners (ELL)Students with special needsStudents with gifted abilitiesEarly finishers (those who finish early and may need additional sources/support)For ELL and special needs, they will have their notes available. There will be colors used for highlighting or labeling different steps. For those that finish early, there will be challenge questions for them to work on to “earn their points”. Vocabulary will be repeated over the next few days. The students will be able to possibly do an activity with the vocabulary where they match the next step to a problem around the room in a scavenger hunt. For ELL and special needs, they will have their notes available. There will be colors used for highlighting or labeling different steps. For those that finish early, there will be challenge questions for them to work on to “earn their points”.For ELL and special needs, they will have their notes available. There will be colors used for highlighting or labeling different steps. For those that finish early, there will be a quizizz for them to work on. Assessment of ContentMultiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction.Students will be working on whiteboards to see exactly their steps and different properties that are being used. There will also be an exit ticket that will be used to see how to continue on. Students will be working on whiteboards to see exactly their steps and different properties that are being used. There will also be an exit ticket that will be used to see how to continue onStudents will have whiteboards for teaching one another. Different questions will be given for the students to solve around the room. When students are struggling small groups will be pulled. Multiple Means of Expression DifferentiationExplain how materials will be differentiated for each of the following groups: English Language Learners (ELL)Students with special needsStudents with gifted abilitiesEarly finishers (those who finish early and may need additional resources/support)For ELL and special needs, they will have their notes available. There will be colors used for highlighting or labeling different steps. For those that finish early, there will be challenge questions for them to work on to “earn their points”. They will be given the same assessments but will be allowed to use their notes.For ELL and special needs, they will have their notes available. There will be colors used for highlighting or labeling different steps. For those that finish early, there will be challenge questions for them to work on to “earn their points”. They will be given the same assessments but will be allowed to use their notes.For ELL and special needs, they will have their notes available. There will be colors used for highlighting or labeling different steps. For those that finish early, there will be challenge questions for them to work on to “earn their points”. They will be given the same assessments but will be allowed to use their notes.Extension Activity and/or HomeworkIdentify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.Students will be given the different properties and have to demonstrate a time for when they will be used. This will allow for them to think of or create their own problems and essentially “work backwards”. Students will play a hide and seek activity to identify the different instances where there are multiple solutions or no solutions at all. They will continue with their utilization of vocabulary within the context and practicing. Students will be completing a game of a quizizz that they can practice identifying and solving for specified variables. ................
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