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MercyhurstUniversityLessonPlan

PreserviceTeacher_______LexiZappitello_

CooperatingTeacher__________________________

th
School/Grade__9
GradeAlgebraII_______________

DateReceived__________DateReviewed_________
(CooperatingTeacherInitialsRequired)

LessonTitleMultiplying/DividingRationalExpressions

TeachingTime_________90Minutes_____________

LessonConcept:Introductiontomultiplyinganddividingofrationalexpressionsandcontinuationofsimplifyingrationalexpressions.
Standards:
2.5.A1.A:Developaplantoanalyzeaproblem,identifytheinformationneededtosolvetheproblem,carryouttheplan,check
whetherananswermakessense,andexplainhowtheproblemwassolvedingradeappropriatecontexts.
2.8.A1.B:Evaluateandsimplifycomplexalgebraicexpressions,forexample:sumsofpolynomails,products/quotientsof
exponentialtermsandproductofabinomialtimesatrinomaial;andsolveandgraphlinearequationsandinequalities.
A1.1.1.5.3:Simplify/reducearationalalgebraicexpression.
CC.2.1.HS.F.1:Applyandextendthepropertiesofexponentstosolveproblemswithrationalexponents
CC.2.1.HS.F.2:Applypropertiesofrationalandirrationalnumberstosolverealworldormathematicalproblems.
Objectives

(Stateinmeasurabletermswhatthestudentsshould/willbeabletodoasa
resultofthelesson.)SeeBloomWheel.

Assessments

(Theassessmentshouldclearlystatehowstudentachievementofobjectivewill
bemeasured.)SeeBloomWheel.

1.Studentsshouldbeabletoapplythenecessarystepsto
simplifyaproductoftwoormorerationalexpressions.

1.StudentswillcompleteanAccumulationStationactivitythat
hastwosectionsdedicatedtomultiplyingrationalexpressions.

2.Studentsshouldbeabletoapplymultiplicationofthereciprical
andsimplifywhenfindingthequotientoftwoormorerational
expressions.

2.StudentswillcompleteanAccumulationStationactivitythat
hastwosectionsdedicatedtothedivisionofrationalexpressions.

Materials:Smartboard/whiteboard,paper,pencil,threesetsoffourAccumulationStationactivitieshungaroundtheroom,andcopies
foreverystudentofnotes.
AnticipatorySet:Theobjectiveboardintheclassroomwilllistthesectionweareworkingon,aswellaswhattypeofactivityweare
doing.Todaywearedoingindividualactivityaswellaswholeclassroomactivities.
ActivatingPriorKnowledge:Forabellringer,studentswillusepriorknowledgetosolvemultipletypesofmultplyinganddividing
fractions.
Procedure:
TeacherActions
1.PutupBellRingerontheboard:
24
5

15
8

16 8

27 9

35 81 36

18 49 56

2.Setupsmartboardpresentationontheboardwhileinstructing
thestudentstogotothenotessectionoftheirbinder.

StudentActions
1.Studentswillcomeinandcompletethebellringerassignment
astheydoeveryday.Theywillwriteitinsidetheirmathbinder
underthebellringertab.

2.Onestudentwillbepassingouttodaysnotesasothersturnto
thatsectionoftheirbinder.
3.Studentswillbecopyingnotesandkeystepsintotheirprinted
notes.

3.Introducemultiplicationanddivisionofradicalexpressionsand
4.Studentsshouldbetryingtheseproblemsindependently.Ifthey
provideseveralexamplesforthestudentstotakenoteson.
haveanyquestionstheyshouldraisetheirhand.Thenafew
studentswillgototheboardandshow/explaintheirreasoning
4.Providetwothreeexamplesforstudentstotryontheirown

(dependingonhowmuchtimeittakesforthemajorityofthe
classtocompletethemontheirown).Iwillbewalkingaroundto
makesurestudentsarestayingontask,notmakinganycrucial
errors,andansweringquestions.Iwillthenaskstudentsto
volunteertoanswerthesequestionswiththeirsolutionsatthe
board/smartboard.Ifnoonevolunteers,orIcantgetseveral
volunteers,IwillpicknamesoffofpopsiclesticksIhaveofevery
studentsname.

andthinkingtotherestoftheclass.Iftheystruggledwiththe
problem,Icanhelpwalkthemthroughtheprocess.

5.Studentswilltakepencilandpaperandwalkaroundtothe
differentposters.Theywillcopydowntheproblemstheywantto
5.Followinglecturebasedlearning,studentswillcompletean
try.Theywillthenreturntotheirseatstocompletetheproblems.
AccumulationStationactivity.Therewillbefourdifferentposters Iftheyarenotconfidentintheiranswers,theymaygobackand
offourproblemseachvaryingindifficulty.Theymustcorrectly
tryandcompletemoreproblems.Thereisnolimittotheamount
answerfifteenpointsworthofproblems.Themoredifficultthe
ofproblemstheycomplete.Iftheydonotfinishtheproblemsin
problem,themorepointsitsworth(maximumthreepoints).The class,theycanturnthemintomorrow.
onlyrequirementisthatstudentsmustansweratleastone
questionfromeachstation.
6.Studentswillreturntotheirseatsandlistentomysuggestions
fortheirhomework.
6.Iwillgatherthestudentsbacktotheirseatsiftheyarestanding
attheposters.Wewilldiscusswhatwejustdid,aswellas
remindersofkeystepsinsimplifyingtheserationalexpressions.
Closure:Iwilltellmystudentsthatbeingabletomultiplytheseequationsanddividethemwillprovetobeveryusefulforwhenwe
moveontoaddingandsubtractingrationalexpressions.
AdditionalConceptRelatedActivity:IfmanystudentsfinishbeforetheperiodisoverwiththeirAccumulationStations,thenIwill
provideanadditionalbonusAccumulationStationwithinmysmartboardlesson.Itwillbeanadding/subtractingrationalexpression
problemthatwewillbetryinglaterintheunit.

CooperatingTeacherEvaluation:

Pleasemarkappropriateboxandprovidespecificwrittenfeedbackincludingsuggestionsifwarranted.
Excellent

ClassroomManagement

UseofInstructionalTime

FacilitationofLesson

Implementation/

Above
Average

Average

Needs
Improvement

AdditionalComments

FacilitationofClosure

ObjectivesMet

CoopTeacherSignature________________________________________Date__________________________________________
PreserviceTeacherSelfEvaluation/Reflection:
Thoroughlyrespondtothefollowingquestions/prompts.

1.Weretheobjectivesofthislessonmet?HowdoIknowthis?

2.Rateyourmanagementoftheclassroom.Youcanuseascale
of1(low)to5(high)ifyoudlike,andprovidestatements
supportingyourrating.

3.Howwellwastheinstructionaltimeutilized?

4.WhatdidIdowell?

5.Weretherepartsofthislesson,includingmypresentationof
thelessonthatcouldbeimproved?Specificallyexplain.

6.IfIhadachancetoreteachthislesson,Iwould(address
yourcommentsfrom#5).