Lesson Plan-Valdez-8th-Math Week 15 5

LESSON PLAN TEMPLATE
Teacher’s Name: Valdez Grade: 8th Grade Subject: Math
Week of: November 12- November 16

In this small group instruction method, I am dividing students up into groups based on their test scores from the previous week. By
splitting up students into groups, I am able to differentiate instruction with those students who still struggle with the concept of
DMonday rational and irrational numbers.
Content Focus : Approximating Square roots
Common Core Standards & Objectives Instructional Strategy
8.NS.A.2 Small Group Instruction
Use rational approximations of irrational numbers to compare the size of irrational
numbers, locate them approximately on a number line diagram, and estimate the
value of expressions (e.g., pi^2). For example, by truncating the decimal expansion of
?2, show that ?2 is between 1 and 2, then between 1.4 and 1.5, and explain how to
continue on to get better approximations.
Objective:
Spiral Review: Set 1b and 2
Lesson Vocabulary: Guided/Critical Thinking Questions
Square roots
How can you order square roots on a number line?
Approximation
Number Line
Lesson Outline—What learning activities will students do?
Time Sequence Description of Learning Activity

5 mins Get Started/Engagement TSW
(Bellringer) Students who scored less than an 80% will do set 1b students who pass above an 80% will do set 2.
Introduction/Motivation:
Tell how you will introduce TTW 5 mins
the lesson and motivate the Watch the following video:
students to want to learn the https://www.youtube.com/watch?v=5sKah3pJnHI&t=28s
new skill.
Fluency:
Teacher Content (Input): I DO

Describe what you will do to
20 mins
present the content students
Project the following on the board.
will learn. including
vocabulary, procedures,
directions, etc. Approximating Square Roots and Cube Roots
Ask students where to put the following number on the numebr line sq rt of 7.
Show students that irrational numbers have a decimal expansion, just like rational numbers.
Anchor Video:
Watch the following video:

https://www.youtube.com/watch?v=5sKah3pJnHI&t=28s
Guided Practice: Provide WE DO

opportunities to practice TSW
independently or in groups Put sticky notes onto the number line where they think the number should go.
with the assistance of the
teacher.
Independent Practice: TTW

The teacher w
ill monitor
what is being learned;
Put up Chart paper with number line 1-24. Give each group of students a stack of sticky notes: Tell them to do the
students are demonstrating
their understanding of the following:
lesson. Approximating Square Roots:
Level A
2 times sq root 3
3 times sq root 5
6 times sq root 9
10 times sq root 6
Level B * H
Approximating Cube roots
5 times cube root 7
6 times cube root 4
7 times cube root 45
Level C Using your calculator approximate the following numbers:

Square root of 18
Square root of 145
Square root of 400
The important aspect of this activity is that students understand that square roots can fit onto a
Extension: number line because they have a decimal extension.
Why are cube roots smaller compared to square roots of the same value?
Culmination: Summarize, TTW
check, and answer questions What did you learn today about approximating square roots on a number line? Write down what you learned on one sticky note.
TSW
Answer whole group.
Materials and Resources—What do you need to assemble and prepare before the lesson?
Worksheets
Technology Usage
ProC
Remediation and Enrichment
Teacher Reflection—Did the students learn the content outlined in the lesson focus? Why or why not?
(To be completed after the lesson has been taught)
In previous lessons, students have learned the basic concept of square roots. In this lesson, they will visually associate square roots with
the area of a square and solve for the side lengths? They will also learn that square roots cancel out exponents to the second power.
Tuesday
Content Focus : Rethinking Square Roots
8.NS.A.2 Whole Group Instruction
value of expressions (e.g., pi^2). For example, by truncating the decimal expansion of Whole Group Instruction-
Spiral Review:
Set 1 and Set 2b
Lesson Vocabulary Guided/Critical Thinking Questions
Square roots How are square roots and exponents related?
Rational
Irrational

(Bellringer)
Bell Ringer:
Fluency:
Introduction/Motivation: Pearson Realize

Tell how you will introduce
the lesson and motivate the How many ways can you get 4 using multiplication?
students to want to learn the 4= 4*1 and 1 * 4
new skill.
Can you think of any other kinds of numbers?
Teacher Content (Input):

Describe what you will do to Activity
directions, etc.
Main Concept: To undo exponents, you need to take its root to reverse exponents.
Example: 22 = 4 ← To undo this answer we use the square root.
Right, but here’s a trick with square roots. Square roots have two answers!
Remember, sq.rts are asking us what two numbers when multiplied together will gets us the number under the radical.
This includes positives and negatives!
Thus, -2 x -2 = 4, but so does 2 x 2 = 4.
The good news is that if you can figure out the positive root for square roots, the negative root is the same answer but
with a negative sign on the outside of the radical.
This actually works with other even number powers, but that is a lesson for high school mathematics.
How many solutions does the following question have? List them
X2 = 36
Take the square root on both sides:
X = 6 and -6
But if square roots undo exponents to the second power, then does that mean exponents undo roots?
Why would I not want to use the negative answer for this problem?
Guided Practice: Provide

opportunities to practice
independently or in groups Solve the following problem
teacher. X2 = 144
x= +/- 12
Independent Practice: Kahoot Quiz

The teacher w
ill monitor
what is being learned; https://create.kahoot.it/kahoots/my-kahoots
their understanding of the
lesson.
Culmination: Summarize, Summarize the lesson

check, and answer questions
Paper,
Pencil
Folders
Homework:
Complete the Activity from above:
Technology Usage
Pro
Chrome Books
Timer
Classworks
In this introduction lesson, students will learn how cube roots are related to exponents to the third power. Students will
make connections between exponents and roots and how they undo one another. This is to help prepare them for solving
for the Pythagorean theorem next week.
Wednesday
Content Focus : Cube roots
Whole Group Instruction
8.NS.A.2
Spiral Review:
Rational How are cube roots related to exponents?
Irrational
Index
Radical
Radicand
Cube Roots
5 mins Get Started/Engagement Bell Ringer:

(Bellringer)
Fluency:
Tell how you will introduce
the lesson and motivate the
students to want to learn the
new skill.
Teacher Content (Input): Key Concepts

Describe what you will do to A Cubed number is a number that is multiplied by itself three times. This comes from finding the volume of a cube. So
for example if I had a cube that has a volume of 8, I know that means the box is 2 by 2 by 2. Make sense?
directions, etc. Finding the Length, Width, and Height of a cube requires you to know how to perform cube roots. Just like how square
roots tell you the side lengths of a square, cube roots tell you the length, width and height of a cube.
However, cube roots and odd power exponents have a special rule. The rule states that you can have negative
radicands for cube roots and odd power exponents. We won’t go further than cube roots, but in high school you will
see this idea again.
Okay, let’s tackle the following problem:
X3 = -8
Take the cube root on both sides to get your answer.
x= -2
Notice here our answer is negative because

-2 x -2 x -2 = -8
Easy way to check your answer makes sense is to multiply it out three times.
x3= -216
Memorize your perfect cubes up to 10.
Guided Practice: Provide
independently or in groups
teacher.
Independent Practice: The Kahoots Exit Ticket: Solving for x3

teacher w
ill monitor what is
being learned; students are https://create.kahoot.it/kahoots/my-kahoots
demonstrating their
understanding of the lesson.
Culmination: Summarize, Summarize today’s lesson.

check, and answer questions
Paper,
Pencil,
Colored Pencils
Calculator
Technology Usage
Pro

Students are tested on the concept that we covered on Monday. This helps me adjust my teaching to see
if more time is necessary or if we can move on as a group.
Thursday
Content Focus : Approximating Square roots.
8.NS.A.2 Whole group instruction
Spiral Review:
Set 1 and Set 2
Rational How do I approximate square roots?

Irrational
Square roots
Approximation

(Bellringer) Fluency:
Tell how you will introduce Today we are going to practice a previous concept: Estimating square roots. You will have a quiz on this concept by the end of the period. Let’s practice
the lesson and motivate the with Pearson 1-3 Additional Practice.
students to want to learn the
new skill.
Teacher Content (Input):

Describe what you will do to TTW will monitor student progress.
present the content students PEARSON 1-3 Additional Practice.
PEARSON 1-3 Lesson Quiz.
directions, etc.
Guided Practice: Provide Teacher will model how to solve #1 on the board.
independently or in groups
teacher.
Independent Practice: 2- 15 on scientific notation.

The teacher w
ill monitor
what is being learned; Fluency
students are demonstrating Write the problem down first then answer the question.
lesson.
Classify the number. Use your calculator to help you determine if the number is rational or irrational.
Pearson 1-3 Math XL modified
15 mins.

check, and answer questions What did you learn today about rational and irrational numbers?.
TSW
Paper, Pencil, Ruler
Colored Pencils/ Markers
Technology Usage
Clear Touch Board
My students need practice on doing performance tasks. They also need strategies to help them decipher lengthy word problems. In
this lesson, students will learn strategies in making word problems more manageable.
Friday
Content Focus : Performance Task- Expressions and Equations.
8.EE.C.7.B Whole group instruction
Solve linear equations with rational number coefficients, including equations whose
solutions require expanding expressions using the distributive property and collecting
like terms.
8.EE.A.1
Spiral Review:
Set 1 and Set 2b
Expression How do I solve “real life” equations? What steps can I use to solve word
problems?
Equations
variable

(Bellringer) Warm Up
Fluency:
Tell how you will introduce TTW:
the lesson and motivate the This is what I am grading this weekend.
students to want to learn the Pearson 1-3
new skill. Your Quiz
Teacher Content (Input): I DO

Describe what you will do to
TTW
will learn. including Performance Task:
directions, etc. You have a coupon worth $18 off the purchase of a scientific calculator. At the same time the calculator is offered
with a discount of 15%, but no further discounts may be applied. For what tag price on the calculator do you pay
the same amount?
The Students will answer the following questions to guide their thinking.
What is going on in the problem?
What is the problem asking us to do?
What numbers stand out?
What operations do we think we are going to use?
What does it mean” no further discounts may be applied?”

How would you try to solve this problem with an imaginary price?
How could we solve an equation to help us with this problem?
After students complete the performance task, students will then switch their papers with a
partner and discuss what was different about the other person’s paper compared to theirs.
Rubric for grading:
Math Knowledge:
_I completed all parts correctly. (1 pt)

_I showed my work in all steps. (1pts)
_I answered the main question. (2 pts)
Communication:
_I used complete sentences when necessary. (1 pt)
_I used correct terminology and vocabulary in my answer. (1pt)
_I communicated my answer clearly. (2pts)
Organization/ Strategic Knowledge:

_I completed each part with the correct units. (1pt)
_My teacher can follow my work. (1 pt)
_My answer makes sense. (2 pt)
Guided Practice: Provide WE DO
independently or in groups Students who finish early will go over their lesson quiz and go over the anwers they may have gotten wrong.
teacher.
Independent Practice: TTW

The teacher w
ill monitor Students will complete the performance task.
what is being learned;
lesson.

check, and answer questions Did you meet your goal this week? Reflect on your answer and explain why or why not.
TSW
Copies
Paper
Pencil
Highlighter
Technology Usage
Pro
Classworks

Lesson Plan-Valdez-8th-Math Week 15 5

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​LESSON PLAN TEMPLATE

Teacher’s Name: Valdez Grade: 8th Grade Subject: Math

Week of: November 12- November 16

Lesson Outline—What learning activities will students do?

Time Sequence Description of Learning Activity

Teacher Content (Input): I DO

Watch the following video:

Guided Practice​​: ​Provide WE DO

Independent Practice​​: TTW

Level C Using your calculator approximate the following numbers:

​(To be completed after the lesson has been taught)

Square roots How are square roots and exponents related?

Time Sequence Description of Learning Activity

5 min​​s Get Started/Engagement TSW

Introduction/Motivation​​: Pearson Realize

Teacher Content (Input):

Guided Practice​​: ​Provide

Independent Practice​​: Kahoot Quiz

Culmination​​: ​Summarize, Summarize the lesson

Remediation and Enrichment

​(To be completed after the lesson has been taught)

Rational How are cube roots related to exponents?

Lesson Outline—What learning activities will students do?

Time Sequence Description of Learning Activity

5 min​​s Get Started/Engagement Bell Ringer:

Teacher Content (Input): Key Concepts

Okay, let’s tackle the following problem:

Notice here our answer is negative because

Independent Practice​​: The Kahoots Exit Ticket: Solving for x​3

Culmination​​: ​Summarize, Summarize today’s lesson.

Remediation and Enrichment

​(To be completed after the lesson has been taught)

Rational How do I approximate square roots?

Lesson Outline—What learning activities will students do?

Time Sequence Description of Learning Activity

5 min​​s Get Started/Engagement TSW

Teacher Content (Input):

Independent Practice​​: 2- 15 on scientific notation.

Culmination​​: ​Summarize, TTW

Paper, Pencil, Ruler

Colored Pencils/ Markers

Clear Touch Board

Remediation and Enrichment

Lesson Outline—What learning activities will students do?

Time Sequence Description of Learning Activity

5 min​​s Get Started/Engagement TSW

Teacher Content (Input): I DO

What is going on in the problem?

What is the problem asking us to do?

What numbers stand out?

What operations do we think we are going to use?

What does it mean” no further discounts may be applied?”

How could we solve an equation to help us with this problem?

Rubric for grading:

_I completed all parts correctly. (1 pt)

Organization/ Strategic Knowledge:

Independent Practice​​: TTW

Culmination​​: ​Summarize, TTW

​(To be completed after the lesson has been taught)

S-ar putea să vă placă și

LESSON PLAN TEMPLATE

Guided Practice: Provide WE DO

Independent Practice: TTW

(To be completed after the lesson has been taught)

5 mins Get Started/Engagement TSW

Introduction/Motivation: Pearson Realize

Guided Practice: Provide

Independent Practice: Kahoot Quiz

Culmination: Summarize, Summarize the lesson

(To be completed after the lesson has been taught)

5 mins Get Started/Engagement Bell Ringer:

Independent Practice: The Kahoots Exit Ticket: Solving for x3

Culmination: Summarize, Summarize today’s lesson.

(To be completed after the lesson has been taught)

5 mins Get Started/Engagement TSW

Independent Practice: 2- 15 on scientific notation.

Culmination: Summarize, TTW

5 mins Get Started/Engagement TSW

Independent Practice: TTW

Culmination: Summarize, TTW

(To be completed after the lesson has been taught)