Lesson plan 2

Solving Rationals

Teacher: Grant Collier

Subject Area: Algebra III

Grade/age level: 10-11-12

SOL:

KNOW, UNDERSTAND, and DO (AKA – OBJECTIVES)

K- The students will know about trigonometric functions. The students will know how to use basic algebraic properties like distribution and foiling, as well as basic math axioms like adding fractions.

U- The students will understand how to use trigonometric identities to simplify and solve trigonometric identities.

D- The students work with equations and expressions and use the trigonometric identities to manipulate information into more manageable expressions. Students will solve open ended problems, open ended simplifications, will verify additional identities.

Essential Questions: What are some typical solving strategies as we look at these problems? What kind of clues can we get from a problem when we first start it? How can we manipulate the identities to fit this problem? Are there more than one way to work these problems?

Differentiation: Differentiation for this unit is mostly focused on allowing students the option of problems to work because students typically don’t initially comprehend the solving strategies. Students will also become familiar with how we can solve a problem more than one way.

Friday

Lesson Title: Continuing to simplify trigonometric expressions

Time Frame 50minutes

Instructional Method: Student group work, direct instruction (closure)

Materials: white board

Technology: none,

Anticipatory set/Advance Organizer/Introduction: Start by introducing how sometimes a problem looks difficult for us from the start, and how we don’t need to solve these problems in order. After that mention how in order to help with knowing when to finish, these problems will have their answer provided as well. Lastly discuss how to handle having the answer on the board and how to use that appropriately and effectively for learning.

Content: Friday’s lesson will be a continuation of the rest of the week. Using trigonometric identities to reduce or solve equations.

Four problems, simplifying expressions

• Answers will be on the board as well as worked through instructions.

Modeling: At the end of the period we will solve the equations. Emphasis on what clues are giving me ideas about where to take the problem

Guided practice: Class will structured mostly on guided practice today.

Checking for understanding throughout the lesson I will be monitoring and roaming and helping with predictably frequent road blocks.

Closure: When we come back next week we will continue with the chapter and begin to introduce new material. I will create an email list for anyone interested in receiving links to youtube videos for additional practice. This is a tough unit near the end of the year, and it may require you to work appropriate to you level of understanding.

Independent practice:

Weekend J

Procedure 42minutes

Introduction/anticipatory set

Pattern

Clues

Discussion

Connection to material

Lesson

Draw a picture with symmetry

Only one minute

Letters

Using plickers

Talking about symmetry in math

“what is essentially a picture of math?” GRAPH

Demonstration of symmetric graphs

Y=5

Y=

What does this mean algebraically?

Using transparencies to discover transitions

Using these transitions for algebraic confirmation of symmetry.

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