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    Lesson Plan For Weebly

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    Lesson Plan For Weebly

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    lesson plan for weebly

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    97 views3 pages

    Lesson Plan For Weebly

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    © All Rights Reserved
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    of 3

    Teacher Education Lesson Plan Template

    Teacher: Anna Switzer Date: 03-25-2019

    Title of Lesson: Solving Rational Cooperating Teacher: Mr. McMillen


    Equations

    Core Components
    Subject, Content Area, or Topic
    Math, Algebra, Equations
    Student Population
    14 students, 6 males, 8 females, 1 African-American, 11 Caucasian, 2 Asian

    Learning Objectives
    The student will solve equations containing rational algebraic expressions.

    Virginia Essential Knowledge and Skills (SOL)


    AII.3 The student will solve a) absolute value linear equations and inequalities; b) quadratic
    equations over the set of complex numbers; c) equations containing rational algebraic
    expressions; and d) equations containing radical expressions.
    VDOE Technology Standards
    Khan Academy
    English Language Proficiency Standards (ELPS)
    NA
    Materials/Resources
    Algebra 2 textbook, notebooks, pencil

    High Yield Instructional Strategies Used (Marzano, 2001)

    Check if Used
    Strategy Return
    Identifying Similarities & Differences 45%
    Summarizing & Note Taking 34%
    Reinforcing Efforts & Providing Recognition 29%
    Homework & Practice 28%
    Nonlinguistic Representations 27%
    Cooperative Learning 23%
    Setting Goals & Providing Feedback 23%
    Generating & Testing Hypothesis 23%
    Questions, Cues, & Advanced Organizers 22%
    DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
    RETURNS YOU WANT FOR YOUR STUDENTS?
    Check if Used Strategy Return
    Teach Others/Immediate Use of Learning 95%
    Practice by Doing 75%
    Discussion 50%
    Demonstration 30%
    Audio Visual 20%

    McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
    Revised August 2015
    Reading 10%
    Lecture 05%
    Safety (if applicable)

    Time
    (min.) Process Components
    *Anticipatory Set
    TTW hand out the 9A red to review for the test. TTW quickly review how to solve
    problems 14, 16, and 17. For 14, TTW ask students for the formulas for difference of
    cubes and sum of cubes. TTW remind students that they need to memorize these
    formulas for their test. For 16, TTW ask students what parts to simplify first. TTW help
    students see each step. TTW ask students what they do with exponents when
    multiplying (add) and when dividing (subtract). For 17, TTW ask students to solve each
    step of the equation. TTW ask what the opposite operation is for each step. TTW ask
    what they should do after solving (check).
    TTW have the assignment written on the board. TSW write down the assignment for the
    day in their notebooks as they come into class. TTW start the class with prayer. TTW
    ask the students what they think rational equations contain (rational expressions,
    fractions, variables). TTW write the equation = on the board. TTW ask the
    students how they would solve this equation (cross multiply). TTW ask the students
    what the LCD of the two fractions is (8x). TTW also ask for the GCF of x and 8 (to
    remind students of the difference between LCD and GCF). Then, TTW show the
    students that multiplying by the LCD gives the same answer as cross multiplying.
    *State the Objectives (grade-level terms)
    I can solve equations containing rational algebraic expressions

    *Instructional Input or Procedure


    TTW ask students what they should do with equations once they get a solution (check).
    TTW write number five from section 9.4 in the Algebra 2 textbook on the board. TSW
    copy it in their notes. TTW ask how we can solve this problem (cross multiply or
    multiply both sides by the LCD).
    *Modeling
    TTW model how to cross multiply with number five from section 9.4. TTW ask
    students for each step to solve the equation.

    *Check for Understanding


    TTW ask students to raise their hands if they know what they need to do after solving
    the equation (check). Once most or all students raise their hands, TTW call on a student
    to answer the question. TTW call on a second student to check the answer.
    *Guided Practice
    TTW guide the students through problems 7, 13a, and 13b. After students finish 13c
    and 13d, TTW guide students through 15, 17, and 19. TTW ask students for each step.
    TTW ask students what they need before they can add or subtract rational expressions (a
    common denominator). TTW ask students to find the LCD. TTW ask what they need to
    do with the LCD once they find it (look at each fraction to find the missing parts of the
    McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
    Revised August 2015
    LCD and then multiply the missing parts by the numerator and the denominator of that
    fraction). TTW ask students what they need to do after they solve each equation.

    *Independent Practice
    TSW work independently on 13c, 13d, and eventually 21 as the teacher walks around to
    check their work. TTW have students work in groups and have students explain how to
    solve a rational equation to each other.
    Assessment
    TTW take an informal assessment by walking around to check that students get the
    correct answer for 21.
    *Closure
    TTW challenge students with problem 27. TTW guide them by telling them to find each
    rate. TTW also remind them that they need to find the LCD. Once they finish the
    problem, TTW ask students to find the GCF of the three rates so that students are
    reminded of the differences between the GCF and the LCD.
    Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
    Asking questions before starting the problem,
    Reminding students of previous knowledge,
    Reviewing the previous knowledge throughout different problems,
    Having students explain how to solve problems to each other
    Classroom Management Issues (optional)
    If some students are answering more questions than others, TTW make sure to give other students
    extra time to think and specifically ask them questions.
    Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
    part of the lesson would you change? Why?

    *Denotes Madeline Hunter lesson plan elements.

    Intern Signature Cooperating Teacher Signature Date

    McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
    Revised August 2015

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