Pamela Chrissis

Standards Quiz Review

Algebra 2 10/11 Grade

65 Minutes

OVERVIEW/ RATIONALE
This lesson, the last in this second section of the unit, reinforces the skills and applications of solving
linear systems by graphing, substitution, and elimination methods, graphing linear systems of
inequalities, and identifying the domain and range of functions. The students will demonstrate their
knowledge of these skills through original work by solving problems. Students will also provide
constructive feedback to their classmates through examination of their written work.
ENDURING UNDERSTANDINGS
Students will understand the importance of clear explanations and justifications of their problem
solving processes.
Students will understand the process of providing appropriate, constructive feedback to their peers.

Pamela Chrissis 11/3/15 5:56 PM

Comment [1]: Identify Desired Results

GOALS/OBJECTIVES
Students will be able to solve systems of linear equations using three methods: graphing, substitution
and elimination.
Students will be able to solve systems of linear inequalities by graphing.
Students will know how to apply their knowledge of solving linear systems of equations and
inequalities to word problems.
Students will know how to identify the domain and range of functions given an equation, graph,
and/or word problem.

Pamela Chrissis 11/3/15 5:53 PM

Comment [2]: Identify Desired Results
Pamela Chrissis 12/1/15 4:44 PM
Comment [3]: Not every student had to
solve by each method, so students may not
have gotten same amount of practice with
each technique. This could be adapted in
the future by requiring students to solve in
all three ways (elimination, substitution,
and graphing) or by lowering the size of
groups and rotations.

STANDARDS
CC.2.2.HS.D.2
Write expressions in equivalent forms to solve problems
CC.2.2.HS.D.7
Create and graph equations or inequalities to describe numbers or relationships.
CC.2.2.HS.D.8
Apply inverse operations to solve equations or formulas for a given variable
CC.2.2.HS.D.9
Use reasoning to solve equations and justify the solution method.
CC.2.2.HS.D.10
Represent, solve, and interpret equations/inequalities and systems of equations/inequalities
algebraically and graphically
MATERIALS
Google Slides Presentation
Large Post-It Sheets
Markers
Post-It Notes
Paper
Cell Phone/Camera
Quiz Review Worksheet

Pamela Chrissis 12/1/15 4:34 PM

Comment [4]: Actually took 20-25
minutes to go through in class.

PROCEDURES

Pamela Chrissis 12/1/15 4:46 PM

Comment [5]: Could adapt in future by
providing the graph and asking for
domain and range. Could also be adapted
by providing the domain and range and
asking to students to graph the system
within the constraints.

OPENER (10-15 min)

Warm-Up: Given a linear system of inequalities word problem, students will first need to
establish the variables and setup a system of equations. Based on this system, students will need
to graph their equations and determine a reasonable domain and range for the solution set.

BODY OF THE LESSON (40-50 min)

After completing the warm-up activity, students will be given instructions for the Gallery Walk
Review Activity. In this activity, students will be assigned a starting problem to complete as a
table group, which will also serve as their first station in the rotation. Each group will be given
approximately 10 minutes at this first station to collaborate and solve the problem posted on the
large poster and write their final step-by-step process on this poster. Once the first station is
complete, students will rotate clockwise one station. At this next station, students will have 3
minutes to examine the posted work for the given problem. Students will provide constructive
feedback comments on the original groups work on sticky notes, and they will place these notes
onto the poster paper. This rotation will continue until all groups return back to their original
station. Once back at their first station, students will review all of the comments on their original
problem. Students will then be asked to take pictures of the comments for each of the problems to
review for the quiz.
CLOSURE (5-10 min)
When students return to their original seats, a list of questions will be projected for them to think
about and comment on. What were some interesting methods that were used to solve the
problems? Did students have any disagreements with the comments made on their original work
or on others work? Were there any common mistakes or misconceptions that other groups had?
Did seeing their peers work help students to clear up any confusion they may have?

Pamela Chrissis 11/3/15 5:55 PM

Comment [6]: Design Learning
Experiences & Instruction
Pamela Chrissis 12/1/15 4:35 PM
Comment [7]: Actually only took about
20 minutes.
Pamela Chrissis 12/1/15 4:36 PM
Comment [8]: Some students felt
anxious because their problem had
multiple steps, and they did not have
enough time to finish the entire problem.

Pamela Chrissis 11/3/15 6:04 PM

Comment [9]: Determine Acceptable
Evidence

ACCOMODATIONS
Students will be completing this activity in groups and will be encouraged to collaborate and seek
help from their peers if they find the material too challenging. The teaching team will also
circulate the room to provide further assistance for any struggling students. Students who find the
problems too easy will be encouraged to work with the members of their group who are not as
confident in the skill. These students will also be asked to provide more detailed feedback to their
peers based on their advanced knowledge.
ASSESSMENT/EVALUATION
Students will demonstrate their mastery of the goals/objectives through their completion of the
starting problem as well as through the complexity of their peer review comments. I will also
determine if the students have ultimately met the goals/objectives through their standards quiz the
following day of this lesson.

Pamela Chrissis 12/1/15 4:41 PM

Comment [10]: In the discussion,
students tended to focus on the specific
critiques a particular peer made as
opposed to what general idea that peer
was getting at (i.e., organization of work,
lacking clear explanations). I think the
discussion could have been framed and
introduced better for more productive
conversation.

Pamela Chrissis 11/3/15 5:54 PM

Comment [11]: Determine Acceptable
Evidence

PERSONAL REFLECTIONS / NOTES

Planning Process:
On a day that would be geared towards a review for a quiz, I wanted to try to vary the activity for the
review. Many times students are given a worksheet containing a sampling from each type of skill
they will be assessed on; I thought it would be engaging and meaningful for students to work
collaboratively around the room on problems that forced them to provide justification for their work.
I thought a gallery walk utilizing student solutions would do just that. Students worked together to
solve a single problem (their home problem), then they rotated to analyze and comment on their
peers work. I thought an activity like this could help the students really focus in on the processes
other students used that may be similar or different than their own, and reflect on what seemed to
work or did not work. I thought that all types of learners could benefit from this activity; the group
aspects allowed students to help each other through their home problem, while the comment aspect
allowed for individually developed feedback. The combination of both calculation and explanation
and at times graphic visualization gave all students a place to shine during this activity.

Pamela Chrissis 12/1/15 4:49 PM

Comment [12]: By providing
constructive feedback to peers, students
will demonstrate their mastery of the
objectives for the day, as well as
solidifying the enduring understandings.
Pamela Chrissis 11/3/15 6:12 PM
Comment [13]: Evidence can explain

Actual Implementation:
When I conducted this lesson in class a few weeks ago, some aspects went according to plan while
others deviated a bit from my original idea. One big difference was with the timing of activities.
Initially, I planned for the warm-up to only take 15 minutes max since it was intended as a hook into
the lesson. However, this activity took about 20-25 minutes due to my students needing some extra
time in the explanation of the problem. I thought that taking the extra time to ensure their
understanding of this problem would help prepare them for the types of problems they would
encounter in their gallery walk in the body of the class. The extra time spent on the warm-up activity
did help immensely moving into the body of the lesson. This portion was allotted 40-50 minutes
initially, and instead only took around 30 minutes; I was worried this part would be rushed for the
students, but I was pleasantly surprised to see their confidence in solving the various problems and
providing meaningful feedback to their peers. Students participated in a debrief discussion for the
last ten minutes of class that focused a lot on self reflection with their original work. Despite the
timing differing than I had originally planned, I felt like the students had a meaningful experience not
only solving application word problems, but they practiced written and verbal justifications of their
solutions while providing meaningful commentary to their peers.