Rebandt, Bettelon, Root, Domasicwicz

PRODUCT 1

Red indicates changes made after the lesson

Blue indicates changes made after LS1

LESSON STUDY GROUP INFORMATION

Name of your Lesson Study Team:
Who will teach the lesson: Kevin Root
Who will be observing: Rachel Rebandt, Amber Domasicwicz, Robbie Bettelon
TIME and PLACE of the Lesson Study
- Date lesson will be taught: November 10, 2014 (Tentative)
- Time lesson will begin: 9:29
- School name: Grand Blanc High School
- School address: 12500 Holly Road, Grand Blanc, MI 48439
- Collaborating Teacher Name: Sarah Johnson
- Classroom #:235
- School telephone #: (810)-591-6445
I.

A.

Lesson Study Lesson Information

Brief Description of the Lesson Study

The lesson study will be easily incorporated into two different classes and grades by
having the same activity in both. The activity is called circuit stations and will be taught
in an Algebra 2 class consisting of 10th and 11th graders. The activity has the students
break into groups of 3 or 4 starting at different stations (all posted on the walls
throughout the room). Beginning at their first station, the students will solve its
problem/question, locate the next station with the corresponding answer, and continue
there. (For example, station 2s answer might be at station 14, then they would solve
station 14s question and continue from there). Make sure students know that when they
finish at a station they should look for the next open one and not go looking for which
station has the answer. Let them know they will eventually run into what stations have
the answer they are looking for. The students should be discussing the problems with
their partner and working them out together. This will mean that the expectation is for
students to struggle with some problems initially, but they have group members to
consult with before asking me for help. All groups should be working on the problem
collaboratively in order to talk about the mathematics and to use each other as
resources to answering the stations. This is a review lesson so all students have prior
knowledge of the questions at the stations so all group members should be contributing.
They have a worksheet chart to help them show work and follow through the stations.
After majority of the students appear to be done with all of the stations the class will go
through the answers together and answer any questions they may have. I also want to
take this time to give students the opportunity to show their work from different stations
they completed and explain their reasoning to the class. On their worksheet they should
show their work and when talking in their groups find evidence for why answers at

Rebandt, Bettelon, Root, Domasicwicz

stations make sense. This creates the expectation that all group members need to
have work down on the sheet in order to be prepared to present during the class
discussion. If students finish earlier than rest of their classmates, then they can start
working on their review textbook problems.
Grade and Title of the study lesson: 10th-11th grade, Circuit Stations
Learning Goal(s) of the study lesson:
- Students will be able to explain their reasoning and share their work with their group
members and the entire class.
-Students will be able to find the vertex and axis of symmetry of a quadratic function in
standard, vertex, or intercept form.
-Students will be able to solve quadratic equations using square roots, factoring, and
completing the square.
-Students will be able to factor quadratic and polynomial functions completely.
-Students will be able to analyze a graph of a polynomial function and give
characteristics of it.
-Students will be able evaluate and simplify functions when given inputs for a variable.
-I can state the degree of a polynomial function and interpret what the graph will look
like.
-I can find possible rational solutions for a polynomial function and indicate which
solutions are zeros.
-I can perform basic operations with polynomial functions and simplify them completely.
-I can simplify expressions using properties of exponents.
-I can simplify expressions with radicals or complex numbers by finding the conjugate of
its denominator and express it in standard form.
-I can find factors of a polynomial function using synthetic division or long division.
-I can analyze a graph of a polynomial function and give characteristics of it.
-I can find the vertex and axis of symmetry of a quadratic function in standard, vertex, or
intercept form.
-I can solve quadratic equations using square roots, factoring, and completing the
square.
- I can factor quadratic and polynomial functions completely.
-I can evaluate and simplify functions when given inputs for a variable.

B.

Lesson Study Research Questions (Your Teacher Learning Goals)

-Do stations and working in pairs help students express their understanding to one
another and work out problems they are stuck on?
-Can students identify what topics they dont know/understand?
-Can students express concern when stuck and help one another?
C.

Data Collection and Debriefing Plan

Rebandt, Bettelon, Root, Domasicwicz

We will collect the students work to see where the students are having problems and
what they seemed to be okay with working out. We will also have an exit slip asking the
students:
1. What specific topic do you feel you understand better from this activity?
2. What specific topic do you feel you need more work on for the quarterly exam?
3. Did this activity help you learn/review the material? How so?
We will debrief following the lesson where we will talk about what went well and what we
could change so the students would have more opportunities to ask questions or be
challenged more. We will also go over the exit slips and decide what topics the students
seem to understand and not.
GROUP MEMBERS
Project Manager : Organizes the lesson study team so that all aspects of the project are clear,
timeline, deadlines are met, and everyone has a role to play and contributes to the intellectual
work and success of the project Has everyone read the project description? What is clear, not
clear? Who is submitting the project draft ?
Research Plan Facilitator: Reminds the team about the research component of the project. Takes
the lead drafting the research plan and making adjustments based on group feedback. Makes sure
the research plan represents the groups vision of the research goal and plan. What is our
research goal? Lets get clear on our research plan! What data will we be collecting?
Lesson Plan Facilitator: Reminds the team about the lesson planning component of the project.
Makes sure the lesson plan represents the groups vision for the lesson. What is our learning
goal? Is this activity consistent with our learning goal? How are these questions going to
advance / extend students thinking?
Lesson Study Debrief Facilitator: Helps the team organize and facilitate the lesson study debrief.
Helps the team keep an eye on the big picture and the point of the lesson study project What
are we learning about learning to teach? About mathematics? about students? about lesson
study? Etc.
Lesson Study Recorder: Helps the team record all information. They make sure everyone in the
group has easy access to the important information and decisions the group has recorded as well
as making sure that the data collected gets distributed and shared among group members.
Group Role

Name

E-Mail

Cell Number

Project Manager:

Kevin Root

rootkevi@msu.edu

1.
7196

965-

Research Plan
Facilitator:

Robbie Bettelon

rbettelon1@gmail.com

1.
1474

464-

Lesson Plan Facilitator:

Rachel Rebandt

rebandtr@msu.edu

1.
5810

788-

Debrief Facilitator:

Amber
Domasicwicz

ambermdomas@gmail.co
m

1.
1976

660-

Rebandt, Bettelon, Root, Domasicwicz

Lesson Study Recorder:

Product 2
Teacher Name: Mr. Root
Class and Grade Taught: Algebra 2 10th and 11th grade
Lesson Date: November 10th, 2014
Lesson Logistics and Setting
Unit Topic: Review on Quadratic functions, Polynomial functions, simplifying complex
numbers into standard form, factoring, solving using factoring, finding roots of
polynomials.
Previous Lesson Topic: The day before is a lesson on finding nth roots and rational
exponents as the start of our new unit on rational exponents and radicals begins.
Current Lesson Topic: This lesson will be a review for the students on their quarterly
exam that they will be taking in a couple days. They will be working collaboratively to
finish the problem trail task.
Next Lesson Topic: The next day will be more review practice for the students
quarterly exam. I will be giving them a practice test similar to what the exam will be like
and go over the answers to the problems as a class.
Lesson Objectives:
- Students will be able to explain their reasoning and share their work with their group
members and the entire class.
-Students will be able to find the vertex and axis of symmetry of a quadratic function in
standard, vertex, or intercept form.
-Students will be able to solve quadratic equations using square roots, factoring, and
completing the square.
-Students will be able to factor quadratic and polynomial functions completely.
-Students will be able to analyze a graph of a polynomial function and give
characteristics of it.
-Students will be able evaluate and simplify functions when given inputs for a variable.
-I can state the degree of a polynomial function and interpret what the graph will look
like.
-I can find possible rational solutions for a polynomial function and indicate which
solutions are zeros.
-I can perform basic operations with polynomial functions and simplify them completely.
-I can simplify expressions using properties of exponents.
-I can simplify expressions with radicals or complex numbers by finding the conjugate of
its denominator and express it in standard form.

Rebandt, Bettelon, Root, Domasicwicz

-I can find factors of a polynomial function using synthetic division or long division.
-Students will be able to work cooperatively to get through the problems explaining their
reasoning for their answers while leaving no student behind in the group.
-I can communicate clearly using my own mathematical thinking towards the review
topics in order to help my group succeed and complete the task.
-I can analyze a graph of a polynomial function and give characteristics of it.
-I can find the vertex and axis of symmetry of a quadratic function in standard, vertex, or
intercept form.
-I can solve quadratic equations using square roots, factoring, and completing the
square.
- I can factor quadratic and polynomial functions completely.
-I can evaluate and simplify functions when given inputs for a variable.

Standards Addressed:
CCSS.MATH.CONTENT.HSA.APR.B.3
Identify zeros of polynomials when suitable factorizations are available, and use the
zeros to construct a rough graph of the function defined by the polynomial.
CCSS.MATH.CONTENT.HSA.REI.D.11: Explain why the x-coordinates of the points
where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the
equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the
functions, make tables of values, or find successive approximations. Include cases
where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and
logarithmic functions
CCSS.MATH.CONTENT.HSA.REI.B.4.B
2
Solve quadratic equations by inspection (e.g., for x = 49), taking square roots,
completing the square, the quadratic formula and factoring, as appropriate to the initial
form of the equation. Recognize when the quadratic formula gives complex solutions
and write them as a bi for real numbers a and b.

CCSS.MATH.CONTENT.HSA.REI.D.10
Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line).
CCSS.MATH.CONTENT.8.F.B.5
Describe qualitatively the functional relationship between two quantities by analyzing a
graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch

Rebandt, Bettelon, Root, Domasicwicz

a graph that exhibits the qualitative features of a function that has been described
verbally.
CCSS.MATH.CONTENT.HSN.CN.A.2
2
Use the relation i = -1 and the commutative, associative, and distributive properties to
add, subtract, and multiply complex numbers.

CCSS.MATH.CONTENT.HSN.CN.A.3
(+) Find the conjugate of a complex number; use conjugates to find moduli and
quotients of complex numbers.
CCSS.MATH.CONTENT.HSN.CN.C.7
Solve quadratic equations with real coefficients that have complex solutions.
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of
others.

How will I know students have met the objectives?

Students will be able to get through all of the stations by answering the questions given
at each
Students will be engaged with their groups comparing answers and explaining their
reasoning to move to the next station.
Students will come in with questions about misconceptions or stations they struggled
with the next day during another review.
Using exit slips we will ask students what topics they feel they have mastered and what
topics they still could use some work on or have certain questions about.
Students will be able to find the vertex and axis of symmetry of a quadratic function in
standard, vertex, or intercept form.
Students will be able to solve quadratic equations using square roots, factoring, and
completing the square.
Students will be able to factor quadratic and polynomial functions completely.
Students will be able to analyze a graph of a polynomial function and give
characteristics of it.
Students will be able evaluate and simplify functions when given inputs for a variable.
Materials Needed:
-Stations (hung on the wall)

Rebandt, Bettelon, Root, Domasicwicz

-Paper to show their work

-Calculators (as needed)
-Previous notes (as needed)
-Document Camera
Introductory Routines (announcements, homework review, etc.)
-Reminder to put their phones away.
-Check in homework from night before during announcements.
-Students will turn in their warm-up sheets and homework checks from the week before.
Lesson Activities
Lesson

Students are working

Anticipated
Teacher
Student
Moves
Thinking/Questions

Launch (10
minutes)

I will introduce the observers to

the class so they feel more
comfortable with having them
in the class. Students will start
the class in their assigned
seats to and be asked to turn
in their warm-ups and
homework checks from the
week before. They will stay
seated while I go around and
check their homework from the
previous night.

Students will
probably have
questions from the
homework,
especially undefined
slopes. To make
more time for the
activity and
discussion on the
activity, we will not
discuss the
homework, but save
it for the next day
when there is more
time.

Starting
Activity

Students will be told to work in

groups of three or four, which
will be selected by passing out
cards and those with the same
card are in the same group.
Each group member is to work
on their own paper, but
Students may think
compare answers and help
that the stations
each other out throughout the
stations. Every group is to start order is 1-2-3-4, etc.
at a different station and work

Ask the
students to put
away their
phones when
the class
starts. This is
to get rid of
distractions
that the
students may
have from their
phone.
Check
students
homework
when they
come in and
have them turn
in last weeks
warm-ups and
homework
checks.
Set the

Rebandt, Bettelon, Root, Domasicwicz

forward from there. They will

also be told that the stations
answers will not be repeated
and they should only go to
each station once.

expectations
and clearly
state the
directions of
the task.
Make sure
students know
that this
activity is
meant to be
done in
groups
collaboratively
and when
they get stuck
at stations
they need to
use their
group
members first
find an
answer. Every
answer may
not come
right away,
but all
members
should
contribute
and talk
through the
problems.

Make sure
students know
that when
they finish at
a station they
should look
for the next
open one and
not go looking

Rebandt, Bettelon, Root, Domasicwicz

for which
station has
the answer.
Let them
know they will
eventually run
into what
stations have
the answer
they are
looking for.
Tell students
to be
prepared to
share their
work and
explain their
reasoning to
the whole
class.
On their
worksheet
they should
show their
work and
when talking
in their groups
find evidence
for why
answers at
stations make
sense. This
creates the
expectation
that all group
members
need to have
work down on
the sheet in
order to be
prepared to

Rebandt, Bettelon, Root, Domasicwicz

present during
the class
discussion.
Stress to the
students that
these questions
will be on the
quarterly exam
and will be
valuable to
know in order to
do well.
Two of the best
ways to learn
mathematics is
by practicing
and teaching
others what you
have learned.

Have students
ask each other
any questions
they may have
at the stations.
Students will be working in
their groups to solve the
Students will questions given at each
work on the station. They will have their
own paper to work on. They
stations in
will be traveling from station to
groups of
three or four. station based on which station
they start on.
Explore (35
minutes)

Students may have

problems
remembering the
properties, rules,
and equations
needed to solve
each of the stations.

While going to
each of the
stations I want
you to think
about what
topics you
think you need
more work on
Students may not
or are
recognize what an
confused with
expression looks like still.
when it is completely
Let students
simplified or

Rebandt, Bettelon, Root, Domasicwicz

factored.
Students may not
understand why we
cannot have radicals
or complex numbers
in the denominator
of an expression.
Students might not
know how to check
that their answer is
correct or their work
makes sense for
specific stations.
Students may not
see when solving
quadratics why there
can be multiple
solutions that make
sense.

struggle
within their
groups to help
them work on
not becoming
so dependent
upon the
teacher. This
is time for
them to talk
about the
mathematics
and use each
other as
resources to
persevere
through the
stations.

How can
we check to see
if our answer is
correct or makes
sense?
What
mistakes did
you make when
you went back
to a station that
was not in the
correct order?
For groups
that made it all
the way through
with no issues,
what problems
did you rely on
other group
members to help
you with? How
could you go

Rebandt, Bettelon, Root, Domasicwicz

back tonight to
become more
ready for the
test tomorrow?
What
problems didnt
you see in the
stations that you
could use more
work on?
Could there
be more than
one correct
solution to a
station? Why or
why not?
Keep an eye on
the time and
where students
are at on the
task so that
there is plenty
of time for
meaningful
discussion about
the topics.
Summarize/
Share and
Discuss
(15
minutes)

The answers to the order of

the stations will be displayed
on the document camera to
the front of the class. Then we
can discuss any questions or
problems that came up while
working the stations. They
might have skipped the
second part of the question
and gone to the wrong station.

Students will likely

have questions on
analyzing the graphs
of polynomial
functions.
Specifically the
students will have
difficulty looking for
end behaviors of a
graph or
characteristics just

What did you

appear to have
problems
remembering
or working
out?

It would be
good at this
time to remind

Rebandt, Bettelon, Root, Domasicwicz

from looking at the

graph.

students of
I also want to ensure there is
what
enough time for students to
properties and
show their work to the whole
Students will likely
forms they will
class of different answers they struggle with
need to know
got at the stations and have
problems where they for being
the opportunity to explain their need to use
successful
work.
properties of
when taking
exponents in order
the exam.
Students should find a seat
to simplify an
and have their worksheets out expression.
Also stress
ready to check how they did. I
that they will
Students also may
will be running through the
need to know
answers calling on volunteers, confuse between
these different
vertex, intercept, and properties or
and some cold calling since
standard form on
students should be prepared
methods, but
how to find the
with an answer.
that there are
vertex and axis of
multiple ways
Once everyone has the correct symmetry of a
to go about
quadratic function.
answers down we will go
solving a
through suggested problems
problem and
The
students
will
from students as well as
finding a
also
ask
about
what
problems I noticed students
correct answer
of
the
stations
will
struggling on in the stations or
for certain
appear
on
their
good conversations I heard. I
problems.
exam
and
if
a
will have students come to the
board and show their work and specific type of
question will be on
question them through the
their exam, which
steps they chose to solve the
they all will be.
problems. If time is low, it
might be wise to do a few
problems yourself on the
board so they can at least see
the work needed for the exam
tomorrow.

Rebandt, Bettelon, Root, Domasicwicz

Summary
Statement:
All of these
topics will
appear on
the quarterly
exam.
(Giving out
the exit
slips). I want
you to
record what
material you
feel that you
know better
after doing
this activity
and what
you feel you
need more
practice
with. Tell
students to
take the exit
slip seriously
by letting
them know
that the
feedback
gives me an
idea of how I
can help my
students be
successful.
Homework:
They have review homework questions from their textbook and should look back on all
problems they struggled with from the problem trail.