Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to factor a quadratic trinomial with any number as the coefficient of the term. They can then use this information, along with the zero product property, to find the zero values of the quadratic equation.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should understand the labeling of the coefficients of the terms of the quadratic expression/equation.
Students should be able to multiply binomials using FOIL or an alternate method.
Guiding Questions: What are the guiding questions for this lesson?
- We have used the FOIL or box method to multiply 2 binomials. What did the end result look like?
- What are the factors of a number?
- What is the difference between a factor and a product?
Teaching Phase: How will the teacher present the concept or skill to students?
The lesson will begin with the students taking the formative assessment. If clickers are available this can be done at the beginning of the class period when the power point is presented. If there is no clicker system available, it could be done at the end of the period the previous day so the teacher has time to check it and get the information necessary to help form the groups for independent practice.
Then the teacher will hand out the Tic-Tac-Toe factoring guide. It can be printed out either on one page or two pages depending on teacher discretion. The students can use the factoring guide as a reminder where to put numbers as they learn this process.
Students can follow along with the power point and put the numbers from the example lesson into the guide or they can just watch as the teacher goes through the presentation the first time and work through the guided practice with the teacher when the presentation is finished.
The teacher will go through each slide of the power point presentation checking for understanding after each slide. Some students will get frustrated with this process until they have practiced several times, so reassure them as the presentation moves along that it will become clearer as they practice.
The teacher will then go through the guided practice activity with the students, working through 2 or 3 problems together and then assign students to groups or pairs based on the results of the formative assessment.
Tic Tac Toe Powerpoint #1
Tic Tac Toe Powerpoint #2
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students will work on the Tic-Tac-Toe Guided Practice together as the teacher works through the problems.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students will work in pairs or groups of 3 to complete the Tic-Tac-Toe Practice sheet. There should be some initial data from the formative assessment completed prior to the start of the lesson as well as data from previous lessons on quadratics. There should be one stronger student paired with one or two weaker students for this activity.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Teacher will link multiplying binomials with this lesson. They should also link with the graphing aspect of quadratics.
Students will complete a teacher made assessment to determine if they are able to successfully factor quadratic trinomials.
Using a clicker system students will identify the "a", "b", and "c" values in quadratic expressions and equations. This can be assessed through a paper/pencil version if clickers are not available. They will begin with simple expressions and move to more complex equations where terms need to be moved across the equal sign. They will find the GCF of groups of numbers. Students will have a paper copy of the formative to work from regardless of the method of data collection.
The key is on the formative assessment
Feedback to Students
Students will get immediate feedback from the formative assessment if a clicker system is used. They can track their own progress as each question is completed if the teacher chooses that method, or they can be given the results in the form of a report if the teacher prefers. Students would receive the graded formative back from the teacher the following day if a clicker system is not used to allow time for the teacher to review the formative assessment.
The teacher will answer student questions during the power point and the guided practice sections of the lesson. During the independent practice part of the lesson the teacher will walk around observing and giving feedback.