MIAA360: Lesson Study

Team Members: Cassie McLemore, Kara Villalobos, and Aritz Cardenas _________________________________________________________
Teaching Dates: _____________April 30, 2014 1
st
and 3
rd
periods_______________________________________________________________
Concept for this lesson: _____actoring Trinomials_________________________ !rade "pan_#
th
!rade $re%Algebra &onors_
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student
Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
!
st
Century
"ngage
Time:
__20__ min'tes
Materials:
$ractice()e*ie+ ,'estions
hando't-
.n/ $ens orgot in/ pens-
&ad st'dents correct their
o+n +or/ in pencil-
Comp'ter
0ideo: Teach me ho+ to
factor on 1o' t'be-
http:((+++-1o't'be-com(+
atch2*34"r.5hf5s6
. noticed(. +ondered
+or/sheet
.ntrod'ction of Teaching Team and the plan for the lesson-
Teacher +rites 4 re*ie+ ,'estions on board for st'dents to
complete +hile e*er1one settles in and gets o't their
home+or/ and s'pplies to begin class-
This too/ too long so +e changed it to onl1 2 re*ie+
,'estion:
After st'dents ha*e finished re*ie+ ,'estions teacher +ill
instr'ct st'dents to 'se a pen to correct their ans+ers and
briefl1 describe +hat 1o' did right or +rong on these re*ie+
,'estions-
Allo+ed st'dent to 'se their o+n pencils beca'se most did
not ha*e an in/ pen- .n second class . modeled a sample
sentence for each reflection beca'se in first class +e got most
one%+ord ans+ers-
Teacher +ill then collect re*ie+ ,'estions for e7amples of
st'dent8s /no+ledge before lesson-
)e*ie+ of ans+ers inbet+een lessons sho+ed that #9: of
st'dents had mastered the pre*io's lessons on 4.;-
Teacher +ill then ta/e ,'estions from st'dents on home+or/
problems and sho+ ho+ to sol*e those problems- Teacher
"t'dents +ill be getting o't
home+or/ and completing the
fo'r re*ie+ ,'estions-
"t'dents +ill be correcting their
ans+ers and then reflecting on
their /no+ledge of the material
and +h1 the1 made the choices
the1 made in sol*ing the
problems-
#-5"-2- Appl1 and
e7tend pre*io's
'nderstanding of
m'ltiplication and
di*ision and of
fractions to
m'ltipl1 and
di*ide rational
n'mbers-
a- <nderstand that
m'ltiplication is
e7tended from
fractions to
rational n'mbers
b1 re,'iring that
operations
contin'e to satisf1
the properties of
operations,
partic'larl1 the
distrib'ti*e
propert1, leading
to prod'cts s'ch
as =>1?=>1? 3 1
and the r'les for
m'ltipl1ing signed
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
1
B*al'ate
Consider Decision Points
Assessments
completed home+or/ problems incorrectl1 and needs to
prepare ans+ers to +ord problems prior to re*ie+ of
home+or/- Classroom teacher had to go o*er correct
ans+ers +ith class the ne7t da1- Cig Mista/eDDD
Teacher +ill collect home+or/ for classroom teacher grading-
Teacher collected home+or/ for first class, b't home+or/
problem +as done incorrectl1- Teacher +as 'nable to collect
home+or/ for second class beca'se +e co'ld not ans+er the
+ord problem correctl1-
Teacher +ill then pla1 a short *ideo on factoring to engage
st'dents in the lesson-
This +or/ed +ell- Most st'dents enEo1ed the *ideo-
"t'dents +ill complete an . noticed . +ondered +or/sheet
d'ring the *ideo-
"t'dents fo'nd lots of math +ords st'dents /ne+ and placed
them 'nder . noticed and +ondered primaril1 +hat
completing the s,'are +as- . e7plain that that +as one
techni,'e of factoring ,'atradics and that toda1 +e +o'ld be
learning another method called the diamond method-
"t'dents +ill be chec/ing their
home+or/ for ,'estions that
the1 had diffic'lt1 in
completing-
"t'dents +ill be re*ie+ing their
ans+ers +ith those
demonstrated b1 the teacher on
the board-
"t'dents +ill pass in home+or/
and get read1 for a short *ideo
"t'dents +ill pass o't +or/sheet
on noticed(+ondered-
"t'dents +ill ta/e notes on a
noticed(+ondered +or/sheet
d'ring the *ideo-
n'mbers- .nterpret
prod'cts of
rational n'mbers
b1 describing real%
+orld conte7ts-
c- Appl1
properties of
operations as
strategies to
m'ltipl1 and
di*ide rational
n'mbers-
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student
Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
!
st
Century
"#$%a&n:
Time:
_10__ min'tes
Materials:
Math 5oteboo/
Teacher gi*es the follo+ing notes for st'dents to ta/e do+n
into their math +or/boo/s:
Title: actoring $ol1nomials 'sing the Diamond Method-
1- Ma/e s're the pol1nomial is in a7F2 G b7 G c form-
B7ample 7F2 G 7 % 20
2- Ma/e an H
3- M'ltipl1 a and c and place them in the top of the H
"t'dents +ill be ta/ing notes on
the proced'res for sol*ing
pol1nomials 'sing the Diamond
Method in their math noteboo/s-
#-BB <se
properties of
operations to
generate
e,'i*alent
e7pressions-
1- Appl1
properties of
operations as
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
2
Diamond Method
+or/sheet-
"'a%uate
Consider Decision Points
Assessments
B7ample 1 7 >20 3 %20
4- Arite do+n b in the bottom of the H
B7ample G1
9- Determines the factors for the n'mber in the top of the H
=%20? B7amples 1(20 2(10 4(9
+hose s'm in e,'al to the n'mber in the bottom of the H-
=G1?
G9(%4
I- $lace these factors that satisf1 J9 into the empt1 spaces on
the H =left and right?
#- These are 1o'r factors
B7ample =7G9? =%4?
These notes +ent +ell and +ere repeated for second class-
Teacher +ill then hand o't the Diamond Method +or/sheet
and +e +ill do 4 e7amples together +ith all fo'r possible
t1pes-
1- 72 G 107 G K
2- 72 % 117 G 1L
3- 72 G 47 > 49
4- 72 G #7 G 12
"t'dents follo+ed along and ans+ered ,'estions posed to
them d'ring g'ided practice on the ne7t steps to ta/e- D'ring
second class beca'se so m'ch time +as lost +ith the incorrect
home+or/ problem +e +ere not able to finish all fo'r +e
onl1 go to three-
Teacher +ill chec/ to ma/e s're all st'dents ha*e completed
all fo'r of the practice problems-
Teacher circ'lated and chec/ed that all st'dents +ere
completing the practice ,'estions and 'nderstood the process
of the diamond method for factoring- Ae ran o't of time in
second class and r'shed thro'gh lesson- Classroom teacher
had to repeat the lesson the ne7t da1 for the second class-
"t'dents +ill cop1 do+n the
trinomial and then +e +ill
disc'ss the steps +hile +or/ing
the problems together for the
fo'r t1pes-
"t'dents +ill fill o't the
diamond method +or/sheet +ith
the fo'r practice ,'estions-
strategies to add,
s'btract, factor,
and e7pand linear
e7pressions +ith
rational
coefficients-
2- <nderstand that
re+riting an
e7pression in
different forms in
a problem conte7t
can shed light on
the problem and
ho+ the
,'antities in it are
related-
or e7ample, a G
0-09a 3 1-09a
means that
Mincrease b1 9:N
is the same as
Mm'ltipl1 b1
1-09-N
A-""B-3 Choose
and prod'ce an
e,'i*alent form of
an e7pression
to re*eal and
e7plain properties
of the ,'antit1
represented b1 the
e7pression-
a- actor a
,'adratic
e7pression to
re*eal the Oeros of
the f'nction
it defines-
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
3
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student
Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
!
st
Century
"'a%uate:
____9_____
Teacher +ill hand o't tic/et o't the door problem and e7plain
that the1 are to factor the trinomial 'sing the diamond method
and then in their o+n +ords describe +hat the1 did at each
step to get the ans+er for each part of the H and the final
factors-
.n first class the problem that +e ga*e st'dents +as
impossible- This +as not planned o't correctl1- "t'dents
+ere 'nable to complete- .n the second lesson +e did not get
this far-
Teacher +ill e*al'ate pre*ie+ ,'estions for benchmar/
'nderstanding before ne+ material lesson on factoring-
.n class one #9: of st'dents had mastered pre*io's lessons-
.n class t+o L9: of st'dents had mastered pre*io's lessons-
Teacher +ill also e*al'ate notes ta/en d'ring instr'ction-
Coth classes too/ the notes on the diamond method and had
them for home+or/ practice that night-
Teacher +ill also e*al'ate 'nderstanding d'ring practice
problems-
Coth classes 'nderstood the +or/ being done and +ere able
to ans+er ,'estions d'ring e7planations that assisted them in
mastering the diamond method-
Teacher +ill also e*al'ate tic/et o't the door and e7planation
of ho+ ans+er +as achie*ed-
Tic/et o't the door +as ineffecti*e in first class and did not
happen in second class-
Teacher +ill e*al'ate progress on home+or/ d'ring +or/
time at end of period- This did not happen in either class-
"t'dents +ill factor the
trinomial and e7plain the steps
the1 too/ to get the ans+er-
A-)B.-4b
"ol*e ,'adratic
e,'ations b1
inspection =e-g-,
for 723 4K?, ta/ing
s,'are roots,
completing the
s,'are, the
,'adratic form'la,
and factoring, as
appropriate to the
initial form of the
e,'ation-
)ecogniOe +hen
the ,'adratic
form'la gi*es
comple7 sol'tions
and +rite them as
aP bi for real
n'mbers a and b-
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
4
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student
Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
!
st
Century
"#tend:
Time:
__9_ min'tes
Materials
"'a%uate
Consider Decisions Point
Assessments
Teacher +ill instr'ct st'dents on their home+or/ problems
for tonight and allo+ them to begin their practice-
Ae ran o't of time in both classes before +e got to this step-
"t'dents +ill start home+or/-
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
9