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Dakota State University

College of Education
LESSON PLAN FORMAT
Name: Audrey Kosman______
Grade Level: __8th Grade Accelerated Algebra _______
School: __Blackhawk Middle School_____
Date: ___November 14th, 2018______
Time: __Block 1 - 10:30am – approx.. 11:30_(60 minutes)_____

Reflection from prior lesson: Students have been studying how to solve for the
solution to a system of linear equations by using the graphing method, substitution method, and
the elimination method. Students have an assessment on Thursday and have received their study
guide the previous day. The students are able to post questions online prior to class to address
any and all questions they may have.

Lesson Goal(s) / Standards:


I can analyze and solve pairs of simultaneous linear equations with two variables .using the
graphing method, substitution method and elimination method (8.EE.C.8, A.REI.6)
I can solve systems of linear equations exactly and approximately, focusing on pairs of linear
equations in two variables. (A.REI.6)
I can engage effectively in a collaborative discussion and critique the reasoning of others.
(SL.8.1 and MP3)

Objectives:
Students will create their own systems of linear equations in standard form and slope
intercept form that have one solution, no solution, or infinite solutions.
Students will solve systems of linear equations using the substitution method.
Students will solve systems of linear equations using the elimination method.
Students will identify which method of solving their systems of linear equations will be the
most efficient and be able to provide their reasoning.

“I can with 90% accuracy solve a system of linear equations using the graphing method.”
“I can with 90% accuracy solve a system of linear equations using the elimination method.”
“I can with 90% accuracy solve a system of linear equations using the substitution
method.”
“I can collaborate with my group members and stay on task.

Materials Needed:
Directions at each station
Packet describing Activitis
Writing Utensil
Computer
Contextual Factors/ Learner Characteristics:
This block is our most secure math students. They are the largest class of the day, 27, and the
class is mostly girls. They work well working with each other and have a strong motivation to
learn. They will be coming into this class after an assembly, and it will be a shorter class period,
so they might have more energy than they would normally have. Also, with the break coming up
and the assessment being the following day, they might be a bit anxious.

Brain Activity Allotted time (8 minutes): The brain activity is not so elaborate because we are
on a shortened schedule and I want to ensure that they have time to work through each activity.
Therefore, when they come in, they are asked to immediately find their group where they will be
beginning the activity for the day. Once they find their seats, I will have them check a longer,
more intimidating looking problem to keep practicing the idea of checking solutions. After they
have found their seats and checked the solution, I will ask for feedback “thumbs up if it is a
solution, thumbs down if it is not, thumbs to the side if you did not get the chance to finish”.
After I receive feedback, I will tell them that it is a solution, and if you could check this problem,
that they will be more than ready to check any answer on their assessment.

Learning Targets / Expectations / Introduction to Speaking Listening Standard for


Collaboration (5minutes)

Utilizing the cubes, students will read the learning targets after the brain activity. This is a
routine that the students are accustomed to. The learning targets connect to the past, present, and
future. The students will read aloud:
In the past, we graphed linear equations on a graph in slope intercept form, and standard
form.
Today:
I can analyze and solve pairs of simultaneous linear equations with two variables .using
the graphing method, substitution method and elimination method (8.EE.C.8, A.REI.6)
I can solve systems of linear equations exactly and approximately, focusing on pairs of
linear equations in two variables. (A.REI.6)
I can engage effectively in a collaborative discussion and critique the reasoning of
others. (SL.8.1 and MP3)
In the future, we will fluently solve systems of linear equations by choosing the most
efficient method.

After the learning targets are read, we will continue on to read aloud the Expectations for us in
our class and every class. Students will read this below:
Today, in our class, we will…
...use language of opportunity at all times.
...come to class prepared to learn, help others and be energetic!
...follow instructions the 1st time given and right after being instructed to do so.
...be responsible for your own learning.
...be brave by asking questions, advocating for ourselves and collaborating with other
mathematicians.
...be respectful if a classmate says, “sorry I can’t help you right now”.
...demonstrate continuous respect by actively participating.

The standards are stated in student friendly terms to make them more relative to their learning
and the expectations are restated daily to ensure that students understand what is expected of
them in class.

A. The Lesson – Directions / Modeling


1. Introduction (6 mins)

“Today we have 4 stations; graphing station, elimination station, substitution station, and
efficiency station.”
Each group is about 3 – 4 students that were randomly generated. They begin at the first
station for an allotted amount of time for about 9 – 10 minutes. The directions are in the
packet and at the station. I will model generally, what is expected at each station, but students
are expected to read for clarification exactly what is expected of them. I will be going around
the room looking for collaboration, and distributing cubes. There will be a timer shown on
the screen for the time for each station to keep them motivated and on task.

2.ContentDelivery (include time allotment & instructional


methodologies) (40 MINS)

This is a review activity, so any questions I am predicting would be about the procedure of the
lesson. They are given a set amount of time to work with their groups to complete each of the
tasks. The time is somewhat limited so they might not complete every activity. I will be walking
around the room to answer any question, I will have somewhat of an answer key on hand if they
do have questions to ask me or to check. When the timer goes off, they will rotate with their
groups to the next station.

Closure (include time allotment) (5 MINS)

B. Assessments Used
Collaborative Cubes will be counted
Their packets they were working in will be turned in so that I can see if there are any
misunderstandings that need to be addressed prior to taking the assessment.

Remind Students of Homework being the study guide due on Thursday, which is also the day of
the assessment.
Whole group closure: What did we do today?
Expected answers: Reviewed for our assessment. Solved systems of linear equations. Provided a
reasoning for which method we used.
C. Differentiated Instruction
Remediation – Students will be working in groups or areas that they have proved to be helpful
and useful when collaborating. If I see a student is not engaging because they do not understand
the material, I will have a conversation to do away with any confusion. This is the end of the
Unit, so there is no new material to be covered.
Enrichment – To keep students engaged, they are given a variety of content with different
difficulty. The tasks are somewhat time consuming and they will be working with people they
have not necessarily worked with before, so it might be helpful to have them explain their work
to those that might need more clarification. This also then strengthens their understanding.
Language Support – For language support, each of the station and the packet has a visual aid and
directions to reference if they did not understand something verbally. Also, they will be working
in a collaborative environment to help with understanding.
D. Resources
I created my documents.

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