4. the Overview (Agenda) for Your Lesson s1

Subject / Course: Math (MPM 1D) TC Name: Steven Riche, Victoria Lyttle Grade Level: 9 Date: November 15, 2010 Topic: Algebra Time of Class: 70 mins AT Name: Robin Kay Room # / Location: 213

1. Instructional Expectations and Opportunities a) Expectations:

– rearrange formulas involving variables in the first degree, with and without substitution (e.g., in analytic geometry, in measurement) (Sample problem: A circular garden has a circumference of 30 m. What is the length of a straight path that goes through the centre of this garden?); b) Goal(s) for the lesson:

1) Students will be able to rearrange formulae using the operations of addition and subtraction 2) Students will be able to rearrange formulae using the operations of multiplication and division

2. Preassessment and Accommodations/Modifications

Preassessment: Accommodation/Modification Preassumption: Students are already familiar with rearranging polynomials, collecting like terms, and the concept of variables

Academic Needs: Finish Early: Have them work on their consolidation piece or read silently Cannot Understand: Try explaining concept again using a different angle (easier terminology, gestures, diagrams)

Behavioural/Social/Emotional Needs: Easily Distracted: Engage students who are easily distracted; Keep class flowing so things don’t stay the same too long. Don’t Participate: Think-Pair-Share Talk Out: Don’t take their answers unless they raise their hands.

Physical Needs N/A

Diversity Needs: N/A 3. Learning Environment

- Basic classroom set-up - Should be set in such a way to facilitate group work

4. The Overview (Agenda) for your lesson:

Minds on Examples Algebra Tiles Application Non-Algebra Tile

5. Resources and Materials for your class

o Smartboards o Whiteboard/ Chalkboard o Dry Erase Boards/ Chalk o Algebra Tiles o Class set of activity hand out

6. Content, Teaching Strategies, for Lesson

Time Teaching or Detailed Description Assessment Strategy Introduction

5 min Minds On Post on board: The sum of 3 consecutive numbers is 105. What are the numbers?

Instruction

12 Examples Have students use Smartboard Algebra Tiles to work through examples: mins x + 4 = 8 x – 6 = 3

2x = 10 5x = 5 2x + 6 = 12 3x + 2 = 14

2 mins Distribution Have students come get Algebra Tile sets and activity question sheet.

20 Student Tile Work though questions using Algebra Tiles min Time

Non-Tile Introduce non-Algebra Tile way 6 min Introduction Application 10 Application question – modelling equations on board min “Let x Equal” The goal is to get students to be able to recognize and identify the variable (Let X Equal)

Examples:

You want to buy an iPod for $300. You have $120 now and can earn $20 per lawn you can mow. How many lawns do you have to mow in order to be able to afford an iPod?

Let x represent the number of lawns that need to be mowed.

20x + 120 = 300 20 x = 300 – 120 20 x = 180 x = 9

A pen costs is three times as much as a pencil. You buy 5 pens and 10 pencils for $8 (800 cents). How much is a pencil?

Let x represent the cost of a pencil in cents

10x + 5(3x) = 800 10x + 15x = 800 25x = 800 x = 32

Consolidation

8 mins Minds On Have students try to solve Minds On problem using tiles Revisited

2 mins Post Sol’ns Have students record their solutions up on the board

5 mins Take Up Take up Minds On Problem Problems Algebra Tile Activity Sheet

1) x – 6 =3 5) 2x = 10 9) 2x + 6 = 12

2) x + 25 = 36 6) 5x = 5 10) 3x + 2 = 14

3) x – 1 = 6 7) 12x = 144

4) x + 3 = 7 8) 10x = 100