Subject(s): Mathematics, English Language Arts
Grade Level(s): 11, 12
Computer for Presenter, Internet Connection, Interactive Whiteboard, Basic Calculators, LCD Projector, Adobe Acrobat Reader, Microsoft Office
1 Hour(s) 30 Minute(s)
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: players, quadratic equation, ranking, modeling, integers, average, chart, table, kick, throw, interpretation, football, baseball.
Lesson Plan Template: Model Eliciting Activity (MEA)
The Formative Assessment exercise can be used to test students' prior knowledge.
Readiness Questions (see the Readiness questions section) can also be used as formative assessment. Readiness questions will indicate whether the students understand the problem and the problem context. The readiness questions are asked of students after they read the client letters (see Reading Passage 1 and 2). The teacher can ask the class to respond to these questions and ensure understanding before students begin working with the data.
Feedback to Students
During the lesson, students will receive continuous feedback to make sure they have the knowledge that will allow them to be successful and receive positive feedback during summative assessment. Students will receive feedback before beginning the problem and after completing practice problems via a teacher-led discussion. The teacher will discuss the correct answer and field any questions that may arise. Students will be asked Readiness Questions to ensure they are prepared to begin work on the problem.
A rubric has been included for teachers to use to assess student performance.
- Determine the meaning of symbols, key terms, and other domain-specific words in scientific or technical context.
- Determine a procedure to solve similar problems.
- Factor quadratic equations and find zeros.
- Solve quadratic equations in one variable.
- Work with integers, adding and subtracting.
- Be able to find the average to make a decision on ranking.
- Communicate their reasoning effectively and coherently to peers.
- Present information, findings, and evidence.
- Be capable of performing all basic calculations.
- Have a good knowledge of quadratic equations and factoring them.
- Be able to work with integers.
- Be capable of finding the average.
- Be able to interpret data from a table.
- Be able to explain solutions.
Prior Knowledge should be assessed by the Formative Assessment; see Formative Assessment section.
- If needed, teachers will play the video to ensure that students understand how to factor quadratic equations (see Supplemental Reading).
- Teachers will divide the classroom into groups of 5 and encourage students to name their teams.
- Teachers should then read Client Letter 1 (see Reading Passage 1) together with the students. This activity can be done as a group to save time and allow the teacher to answer any questions that may arise.
- Teachers will lead a question and answer session. Teachers will ask Readiness questions to assess student understanding of the problem.
- Next, students will be provided with Data Set 1. Teachers will give students time to review the data and ensure they are prepared to begin constructing their model.
- Students will work together to design a method for determining best player. Students will compose a letter detailing their rankings and method of determining their answer. (Every detail of the method developed should be included in the response letter. For example, students should describe how they decided on the indicator to determine the best player.) Teachers should circulate through the classroom and ask Guiding/Reflective questions to ensure students are working efficiently and effectively. (A sample letter template has been included in the Accommodations section for students with special needs. The sample letter template should only be provided if needed and after students have attempted to write the letter on their own.)
- (Optional) Upon the class's completion of the letter, each group will read their letter aloud. The teacher will lead a talk discussing the positives and negatives of each solution.
- Each group should turn in response letter 1.
- Teachers will re-divide students into their groups. These should be the same groups as were used the previous day.
- The students will then receive Problem 2 (see Reading Passage 2). After sufficient time has passed, teachers will answer any questions that arise.
- Next students will be provided Data Set 2. Teachers will give students time to review the data and ensure students are prepared to begin reconstructing their model. Students should test their method to see if it holds with the new data.
- Teachers should circulate through the classroom and ask Reflection questions 2 to ensure students are working efficiently and effectively with the "twist."
- Students should complete their second response letter detailing their method for determining best player and providing a ranking of all the players. Students should include information on how and why their method changed. If the method did not change, students should explain why no change was needed.
- Students should turn in response letter 2.
- Upon the class's completion of the letter, each group will read their letter aloud. Teachers should discuss how models changed, as well as the strengths and weaknesses of each model.
(The following video has advertisements.)
How to Solve Quadratic Equations By Factoring by YouTube user mathbff.
To avoid YouTube advertisements, teachers might play the video through SafeShare.TV instead.
- Why do you think that?
- How do you know if you have an answer to the problem?
- Would your solution work in a different situation?
- What are the most important things to consider in your procedure?
- What are the strengths and weaknesses of each?
- Do you agree or disagree with your classmates' ideas? Why or why not?
Reading Passage 1
Reading Passage 1
- What is the problem? (rank the NFL kickers based on their indicators)
- Who is the client? (AFSC)
- What is the client asking your team to do? (rank the kickers)
- What things do you need to include in your solution? (ranking roster and solution method)
- Do you think there is more than one correct answer to what the client is asking? Why or why not? (Yes)
- How can you determine the every player's kick distance? (Solve quadratic equations)
- How can you determine the every player's average kick distance? (finding average of quadratic equations solutions)
Data Set 1
Data Set 1
Data Set 1 Answer Key
Letter Template 1
(See Readiness Questions)
Reading Passage 2
Reading Passage 2
Data Set 2
Data Set 2
Data Set 2 Answer Key
Letter Template 2
Reflection question 2
- Did your method for ranking change?
- Are you able to apply this method to similar situations?
- Do you like the new choices your team made? Why? or Why not?
- Feedback to Students:
During Lesson students will receiving continuous feedback to make sure they understand the knowledge that will allow them to be successful on the summative assessment. Students will receive feedback before beginning the problem and after completing practice problem via a teacher-led-discussion. Teacher will discuss the correct answer and field any questions which may arise. Students will be asked Readiness Question to ensure they are prepared to begin the problem and feedback will be given after completing the problem in the by being graded on results.
- Summative Assessment:
All aligned standards should be assessed by a Practice Test, or is opt to the teacher based Summative Assessment to mathematics standards.
Teacher will place quadratic equations based on students' level.
Reading Passage Summative Assessment
DATA SET Summative Assessment.docx
ACCOMMODATIONS & RECOMMENDATIONS
Letter templates can be provided to students experiencing difficulty writing a response letter. Students should attempt to write the letter on their own before aid is given.
- This MEA can be completed as a class to simplify required calculations.
- Additional discussions can be led by teachers, as needed, to resolve additional issues.
- Instead of watching the video, teachers can work through the problems on the board to allow for student questions, discussion, and pacing.
Additional equations can be used to increase difficulty or to allow for additional practice.
Suggested Technology: Computer for Presenter, Internet Connection, Interactive Whiteboard, Basic Calculators, LCD Projector, Adobe Acrobat Reader, Microsoft Office
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Jorge Martin
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.