edTPA Lesson Plan

Name Nathaniel Miller

Lesson #, Lesson Title Solving quadratic equations by completing the square

Date and Day of the Week

Grade Level and Class Algebra 1
Period and Length
Materials Needed Workbook
Projector
computer

Standards and Objectives

Standards:
A.SSE.3.a - Factor a quadratic expression to reveal the zeros of the function it defines.
A.SSE.3.b - Complete the square in a quadratic expression to reveal the maximum or minimum value of the function
it defines.
A.REI.4.a - Use the method of completing the square to transform any quadratic equation in x into an equation of the
form (x p)2 = q that has the same solutions. Derive the quadratic formula from this form
Learning Objectives:
SWBAT rewrite quadratic expressions given in standard form, ax2 + bx + c (with a = 1), in the equivalent completed-
square form, a(x - h)2 + k, and recognize cases for which factored or completed-square form is most efficient to use.

Central Focus: To understand that they are multiply ways to solve quadratic equations

Academic Language Demands:

Binomial
Coefficient

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale

Launch (Motivation)

In the previous lesson, we looked at different methods to solve

quadratic expressions such as using the Square Root strategy
and also using the Factoring Method.
5 mins What does it look like when you square a number? A term? An
expression? An can you give us an example?
(you multiply the term or expression by itself)

Addition and subtraction are opposite operations, what is the

opposite operation of squaring a number or expression?
(square root)

When I say I will give you 10 seconds to turn and talk to your
Investigation groups to answer the following question

What is the difference between an expression and an

equation? And can you give us an example
(an equation has an equal sign, an expression does not)

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 Our goal today will be a little different as we will not be trying
to solve quadratic equations.

Today, we will look at a different way to re-write quadratic

expressions that include a perfect square binomial

Can I have a volunteer read the opening exercise for us?

Okay when I say go, take the next 4 mins with your groups and
complete the table

10 mins I also want you guys to describe a pattern of the coefficents in

the factored form, and standard form
Ready Go!

-Circulate as students work on Exercise

Okay so will one group share any pattern they recognize in the
coefficients of the expressions in factored form and standard
form?
(Will cold call on one group based off data tracker while
circulating)

The coefficient in factored form is half of the coefficient in

standard form.

Does anyone have the same answer but a different way to

explain it?
(Wait time)

Okay so lets try working backwards. When I say go, work

independently rewriting the standard quadratic expressions as
perfect squares?
(Cold call on student to have them restate directions)
Ready GO!

Okay so how do we know what should go in the parenthesis?

(wait time)

Now we will look at the Exploratory challenge and write a

equivalent expression that includes a perfect square binomial.

Can we factor X2+8x+3? If not can you explain why?

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 So based on what we did in the previous exercise, what do we
know the coefficient must be in perfect square form? (Wait
time)

Okay so when we distribute (x+4)2 we get x2+8x+16

We want to write a expression that includes that perfect square

binomial but is also equivalent to the original.

So what do we have to add or subtract to that perfect square

binomial to make it equivalent to the original?
(Turn and talk to your groups for 10 seconds)
Ready GO

[Assessment during Instructional Procedure]

Refer to Lesson Plan Guide for clarification.

Structured Practice and Application

Students will work on Exercises 1-10 on their own

I will circulate as they work.

20 mins
Questions to illicit student thinking?
- How did you come to your answer?
- Describe the steps you took to rewrite the expression that
includes a perfect square binomial.
Does anyone agree or disagree as to how we rewrote this
expression?

[Assessment during and/or after Structured Practice]

Refer to Lesson Plan Guide for clarification.

Closure

5 mins - Will go over exercise #1-4 as time allows

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 - -Students will share out any possible misunderstandings
they have

So today we learned a method of rewriting quadratic

expressions by completing the square.

In what cases do you think this method works the best?

(wait time)

PLANNING COMMENTARY

Describe your students. (What they know and can do related to the Central focusinclude students culture,
experiences, language background, practices and interests This is your context for learning.

How does this lesson connect to and build on prior learning or previous lessons?

How will this lesson prepare students for subsequent lessons?

Teacher Self-Assessment and Reflection

Explain how your lessons build on each other to facilitate student understanding
Describe how you meet the needs of your diverse learners.
Predict areas where you might have problems in the lessons. Explain how the scaffolds and strategies work to mitigate
misunderstandings.
Discuss the research and/or theories that support your learning tasks. CITE your sources.
Explain how your assessments and activities are differentiated and provide evidence of learning objective (goal).

edTPA Lesson Plan Guide

Name
Lesson # and Lesson Title
Date and Day of the Week
Grade Level and Class
Period and Length
Materials Needed

Standards and Objectives

Rubric 1 CCSS (list number of the standard(s) and write out the portion of the standard(s) addressed in this
lesson)

Rubric 5 List concrete, specific and measurable (observable) learning objectives for the lesson [what will
be learned]

edTPA 12/15/16 p. 4
Rubric 1; Central Focus
Glossary What is the big idea (or central focus) for the content of the learning segment?

Rubric 4 and Identify Academic Language Demands (vocabulary, symbols, syntax, and discourse) and Language
14 Functions (students will analyze, define, explain, justify, etc.) [the how]

Identify and list academic language, particularly words/phrases that are essential to understand the
context of this lesson.
What language function do you want students to develop in this lesson? Keep Blooms Taxonomy in
mind.
What must students understand to be intellectually engaged in this lesson?
What content specific (vocabulary) do students need to support learning of the objective(s) for this
lesson?
What specific way(s) will students need to use language (reading, writing, listening, and/or speaking) to
participate in learning tasks and demonstrate their learning for this lesson?
What are your students abilities with regards to the oral and written language associated with this lesson?
How will you support students so they can understand and use the language associated with the language
function of this lesson and other demands involved in meeting the learning objective(s) of this lesson?

You should write in a general way about your methods and strategies

Assessments Related to this Lesson

Context for The Assessments
Learning; Provide evidence of full range of subject specific understanding
Are differentiated for all learners, IEP/504 Plans, Struggling Students, Gifted and
Rubric 5 Talented, ENL
Allow for meaningful student feedback (rubrics, self-assessment, teacher feedback)
Should be based on research

Assessment Type Purpose/Objective

(formal/informal)
Rubric 5; Description of What evidence of student
Task 3 Assessment learning (related to the learning
Modification to the objective(s) and central focus)
assessment so that all does the assessment provide?
students demonstrate Evaluation criteria/rubrics
their learning related to this lesson (Rubric
will be the one you develop to

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 Tools/Procedures used make sure that students have
in this lesson to met your learning goal.)
monitor students How will you know whether
learning of the lesson your students are making
objective(s) progress toward your learning
Is this assessment for goals(s), and/or how will you
instructional strategy assess the extent to which they
or structured practice? have met your goal(s)?

Thread these assessments throughout your lesson plansuse at least 2 per lesson.

Instructional Strategies and Learning Tasks that Support Diverse Student Needs
Context for Activities are sequenced (This is where you plan, step by step, what you will be doing in
Learning; the classroom)
Rubric 2 Explicit questions for students are carefully worded to facilitate high-level inquiry and
discussion. Write out the questions the way you would ask them.
Planned supports are evident (if students do not understand this, then I will)
Scaffolds address varying students language needs
Infuse Technology to promote engagement and support various learning modalities
Diversity is acknowledged. Measures are developed to meet the needs of the students
Diverse students include: ICT/SPED, ENL, SES, College and Career Ready, Gifted and
Talented, races/ethnicities, religions, sexual orientation, etc.
Time Instructional Strategies and Learning Tasks Rationale

Launch (Motivation) Why have you chosen the motivation

that you have chosen? It should be
How will you start the lesson to engage and motivate students based in research.
in learning?

Rubric 3 Instructional Procedure (Explore) How will you engage students to help
them understand the concepts?
What will you do to engage students in developing
understanding of this lessons objective(s)? How linking new content (skills and
What will you say and do? concepts) to students prior academic
What will the students do?
learning and their person/cultural and
What questions will you ask? (Make a list of the questions you
are going to ask and phrase the questions as you would ask community assets facilitate learning?
them).
What are the learning tasks for this lesson that are appropriate
for your students?
Assess learning!
How are you supporting your diverse students?

Think about theoretical principles and/or research-based best

practices and explain more fully in the Planning Commentary.
Cite the research that best supports your pedagogical
decisions.

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 How will you determine if students are meeting the intended
learning objective(s)? (Before you move onto structured
practice, you must make sure that your students are getting
the learning objective. You need to do a check for
understanding.)

Structured Practice and Application

How will you give the students the opportunity to practice so
you can provide feedback? (Create an activity where students
work individually, in pairs, or in a group).
How will students apply what they have learned?
How will you determine if students are meeting the intended
learning objectives?
How will you structure opportunities for students to work with
partners or in groups?
What criteria will you use when forming groups?
Discuss the rationale for your
methods (i.e. group work, text
rendering, accountable talk, etc.)
Discuss the reasoning for how you
structured the activity (individual
work, pair work, or group work). (If
group work, what kind of grouping
procedures did you use? Base in
research.

Make sure you include supports and

strategies for whole class,
individuals, and/or groups of students
with special needs.

Assess learning of objective!

Closure Sometimes its good to revisit the

objective and reframe it as a closing
How will you end the lesson? question

Complete this portion before and after lesson planning:

PLANNING COMMENTARY

Rubric 2 Describe your students.

How can you relate your students experiences, culture, language background, practices and interests to
the Central Focus of your lesson?

Rubric 1 How does this lesson connect to and build on prior learning or previous lessons?

What knowledge, skills, and/or academic language must students already know to be successful with this
lesson? (What do your students know and what can they do that is related to the Central Focus?)

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 What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the
learning of the objectives, skills, and concepts for this lesson?

What are the common errors or misunderstandings of students related to the central focus of this lesson?

How will you address them for this group of students?

What supports and strategies have you planned that are appropriate for whole class, individuals, and/or
groups of students with specific needs?

Rubric 5 & How will this lesson prepare students for subsequent lessons?
15

How do these lessons connect with and build on the previous lesson(s) and succeeding lesson(s)?

How do you expect to build on these lessons in subsequent lessons?

Rubric 5; Teacher Self-Assessment and Reflection

Task 1
Explain how your lesson activities build on each other to facilitate student understanding.

How did you meet the needs of your diverse learners?

Predict areas where you might have problems in the lesson. (Problems may include but is
not limited to slow or fast pacing). Explain how your scaffolds will help you respond to
potential misunderstandings.

Discuss the research and/or theories that support your learning tasks. Cite.

Explain how your assessment(s) and activities are differentiated and provide evidence of
addressing the learning objective (goal). (Use research-based practices and cite them.)

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