Lesson+Plan+1+(PPA+1)

Lesson Plan 1 **High School** **Date Taught:** 01 October 2008 **Classroom and Student Characteristics Plan** The physical design of the classroom is one that allows for ample spacing of the students while still providing the instructor with accessibility to each student individually. The classroom was made for use as a science room. There are set desks on the sides of the room which allows for the execution of scientific experimentation when the class curriculum should require. In the middle of the room are several rows of desks for other students to work from. The students are concentrated in the forward sets of desks and work stations. The class is composed of fifteen students ranging from sophomores (grade 10) to seniors (grade 12). In this group of fifteen there are nine male students and six female students. Many of the students are the children of individuals in the United States Air Force and have been assigned to this school for the time that his or her parents are stationed at the nearby base. This group does not contain students with any notable developmentally inhibiting characteristics. Few students have minor medical issues such as asthma. These conditions, however, do not restrict the learning abilities or opportunities of the students. In the class of fifteen there are four students of ethnic minority. One student is from a nation other than the United States making English his second language. On occasion some of the mathematic specific vocabulary is not understood by this student and extra time is required, on an individual basis, to answer and define these words. **Learning Targets:** **Washington State Math Standards:** This lesson is based on fulfilling the following set of items from the Washington State K-12 Mathematics Standards for Algebra 2 A2.2.C. Add, subtract, multiply, divide, and simplify rational and more general algebraic expressions. A2.8.A. Analyze a problem situation and represent it mathematically. **Assessment Strategies:** The students will be provided with exercises related to the new materials of the day to work out in the classroom. The class will discuss these items based on their comparisons to other known expression forms in the light of similarities and differences. Students will be provided with a set of exercises from their text books to be completed on their own following the class hour. **Grouping:** Students will be encouraged to participate in class discussion on the new materials and to ask questions to clarify misconceptions. During the in-class exercises the students will be permitted to work together to solve the problems. The teacher will circulate the room to encourage dialogue and to assist in answering questions. Students will be expected to keep notes for later evaluation and to complete his or her own work for both in-class material and the assigned homework. **Prerequisites:** This lesson is the completion of Section 2.4 from the textbook and is designed to build on the material learned the previous two days. Students will have familiarized themselves with writing equations in slope-intercept form as well as point-slope form and deriving such equations from varying amounts of initial information. This lesson will help the students to be able to derive these forms from the starting point of two points. //Introduction// – Students will be given exercises related to the previous day’s work to bring them into mathematical thinking and to remind them of the material previously covered in class. The class will complete exercises 16 and 17 from page 101 of the text by writing the required lines in both point-slope and standard forms. As the students complete this warm-up exercise their assignment from the previous day will be checked for completion. //Guiding questions// – What types of equations have we studied for straight lines? //All three forms.// What information is needed to write these equations? //Slope and a point.// What other types of lines can be written once a line is given? //Parallel/perpendicular// //Class work// – A brief time will be used to review the previous day’s assignment and allow the students to check their work for accuracy. Questions will be answered in the form of class discussion. Using //Guided Practice// exercises 6-8 on page 100, the method of using two points to create linear equations will be introduced in pieces. The information will be used to find the appropriate slope followed by using this slope to write all three forms of linear equations. //Closure// – Students will be asked for final questions. If none are presented then they will be asked to explain the different forms of the equations and their uses as well as the different two-part information sets that are needed to complete an equation. //Homework// – Students will need to complete the following exercises from page 102 of their textbooks: 28-35 in slope-intercept form, and 40-42 in standard form. // Assessment Rubric // // Learning Targets // The selected learning targets are drawn from the approved Washington state OSPI and have been designed to further the mathematical education and understanding of all students in the state. The learning targets build on prior lessons of the equations of a line. They are designed to allow students to discover and interact with the sources and types of data needed to construct the equations for themselves. This will, as the course of study progresses, provide the students with a foundation for constructing more detailed equations for higher order functions and relations. These learning targets are designed for interactions in the world of mathematics. Many feel and believe that the posits of math are universally used and recognized. The information in the textbook is strictly numerically based. Some students might have difficulty understanding the field specific vocabulary of the lesson. However, since math is a language unto itself this is not limited to native foreign speakers. All students will be required to learn appropriate vocabulary to complete the assigned work. If any student requires further explanation times are provided for them to come and receive assistance individually. // Assessment Strategies // The assessment of this lesson will be of two types. First will be the formative assessment of the in-class discussions. The small class size assures that each student will be given the opportunity to have questions answered and working in small groups allows for the development of ideas in each student’s zone of proximal development as discussed by Piaget. The second assessment, found in the form of the homework, is designed to be evaluated on completion more than accuracy. The homework is merely practice based on the idea that exposure to information is the only way to gain proficiency with it and to then grow stronger. Different linguistic abilities are taken into account by the presence of a glossary of terms in the appendix of the text. All students will be exposed to a degree of new terminology and will be expected to either find the meaning through context, research or direct questioning. // Learning Experiences // The learning goals and objectives for this lesson have been designed to be accommodating to different peoples across cultures. The items that are taught in this lesson and the skills that are refined in the world of algebra do not adhere to any one peoples or ethnic past. The inclusion of math as a staple of learning in every culture is evidence of this pan-cultural aspect of the discipline. The terminology of math is, at times, unique to its own study and will permit both native speakers and English learners to expand their understanding of the language and be better prepared to encounter different terminology out of their time in school. The demands placed in the students for the execution and completion of this lesson and the accompanying assignment should not cause any undo stress on students with learning needs or on 504 plans. The students in the class that do have 504 plans are for minor medical items only. The lesson is designed to teach people of all cultures and linguistic backgrounds how to speak and communicate in terms of mathematics. The example exercises and homework problems create a basis for later exploration in applying the formulaic models into application of actual situations and the ability to discuss these items in mathematical terms. A brief introduction of such application will be provided in the lesson. By encouraging the students to interact through the instruction process and to assist one another in the discovery, the lesson will assist in the development of learning communities in the classroom and will help the students to come to see that they have the ability to do the work and to find results on their own. // Family Interactions // Parents have full access to grades and assignments on the school’s website and have been provided with contact information for the class. Any parents wishing to be so informed is welcome to all materials needed for their child(ren)’s success.
 * Algebra 3**
 * Instructional Plan **
 * Learning Experience: **
 * Students are to be evaluated on the basis of the completion of the work, not on the accuracy. || 5 All assigned exercises are complete with explanations and show care in the work. || 4 Most items are complete or all are complete with short justifications. || 3 Half of the work is complete or all work with only answers and no justifications. || 2 Few items have been attempted and no validation is present. || 1 Minimal work has been done with no explanations. ||
 * Instructional Plan Rationale **