Lesson plan 1
DATE: 10-5
TEACHER: Mr. Collier
SUBJECT AREA: Algebra III
UNIT TITLE: Transformations and Variations
LESSON TITLE: Review
SOL:
OBJECTIVE(S): the student will be able to identify parent functions
The student will be able to identify components of graphs
The student will be able to determine if a function has symmetry
The student will be able to interpret variation word problems
The student will be able to solve variation problems for k
The student will be able to interpret a direct or inverse variation logically
OBJECTIVE(S): The student will be able to simplify using 5 different factoring skills
Greatest Common Factor
Grouping
Trinomials
Difference of Squares
Sum and Difference of Cubes
RATIONALE: One final quiz before the test to check for understanding
MATERIALS/RESOURCES NEEDED: quiz, question corrections, unit 3 study guide
TECHNOLOGY: n/a
ANTICIPATORY SET: Quiz today, test tomorrow. Here’s how the quiz will work. Work out quiz. Turn in to Mr. Collier to be graded. Quiz graded quickly, returned with a small preprinted piece of paper detailing how to correctly solve problem in which students lost points. Quiz returned, look over and study error correction sheets. Spend any extra time in class working on non-mandatory unit 3 study guide. Completion for 5 points extra credit on test.
MODELING: Each question will have a preprinted “solving mini guide” that will be stapled to any student’s quiz who missed points on the problem. This will supply students with instant feedback on errors that they are making and also accessible correct procedure to solve each problem.
CHECKING FOR UNDERSTANDING: summative assessment quiz
ESSENTIAL QUESTIONS: What are good quiz/test taking strategies? What are a few different kinds of problems we might run into on the quiz? What are a few of the flags that should go off in our head when we see a certain type of problem? What are vocab that are essential to our understanding for the quiz? Extrema, absolute min/max, critical points. How can we use the calculator to solve for max/min
GUIDED PRACTICE: n/a
CLOSURE: Test tomorrow. Factoring review sheet turned in for 5 points extra credit on test
INDEPENDENT PRACTICE: Unit 3 study guide
Input: intro (8m)
Quiz expectations review
Quiz/test taking strategy review
take your time
work slowly, revisit trouble problems
think back to notes
double check work
PUT SOMEHTING DOWN FOR EVERY QUESTION.
Quiz (30m)
Turn in to my desk when down
Quickly graded
Worked out problems attached to quiz
Take time to look over mistakes and correct misunderstandings individually
Any extra time after the quiz should be spent finishing test review
5 extra points on test
Extra time – review any problems that students struggle with OR are intimidated by on review
DATE: 10-5
TEACHER: Mr. Collier
SUBJECT AREA: Algebra III
UNIT TITLE: Transformations and Variations
LESSON TITLE: Review
SOL:
OBJECTIVE(S): the student will be able to identify parent functions
The student will be able to identify components of graphs
The student will be able to determine if a function has symmetry
The student will be able to interpret variation word problems
The student will be able to solve variation problems for k
The student will be able to interpret a direct or inverse variation logically
OBJECTIVE(S): The student will be able to simplify using 5 different factoring skills
Greatest Common Factor
Grouping
Trinomials
Difference of Squares
Sum and Difference of Cubes
RATIONALE: One final quiz before the test to check for understanding
MATERIALS/RESOURCES NEEDED: quiz, question corrections, unit 3 study guide
TECHNOLOGY: n/a
ANTICIPATORY SET: Quiz today, test tomorrow. Here’s how the quiz will work. Work out quiz. Turn in to Mr. Collier to be graded. Quiz graded quickly, returned with a small preprinted piece of paper detailing how to correctly solve problem in which students lost points. Quiz returned, look over and study error correction sheets. Spend any extra time in class working on non-mandatory unit 3 study guide. Completion for 5 points extra credit on test.
MODELING: Each question will have a preprinted “solving mini guide” that will be stapled to any student’s quiz who missed points on the problem. This will supply students with instant feedback on errors that they are making and also accessible correct procedure to solve each problem.
CHECKING FOR UNDERSTANDING: summative assessment quiz
ESSENTIAL QUESTIONS: What are good quiz/test taking strategies? What are a few different kinds of problems we might run into on the quiz? What are a few of the flags that should go off in our head when we see a certain type of problem? What are vocab that are essential to our understanding for the quiz? Extrema, absolute min/max, critical points. How can we use the calculator to solve for max/min
GUIDED PRACTICE: n/a
CLOSURE: Test tomorrow. Factoring review sheet turned in for 5 points extra credit on test
INDEPENDENT PRACTICE: Unit 3 study guide
Input: intro (8m)
Quiz expectations review
Quiz/test taking strategy review
take your time
work slowly, revisit trouble problems
think back to notes
double check work
PUT SOMEHTING DOWN FOR EVERY QUESTION.
Quiz (30m)
Turn in to my desk when down
Quickly graded
Worked out problems attached to quiz
Take time to look over mistakes and correct misunderstandings individually
Any extra time after the quiz should be spent finishing test review
5 extra points on test
Extra time – review any problems that students struggle with OR are intimidated by on review