East Gadsden High School

East Gadsden High School 2010-2011 Lesson Plans-#4

Teacher__Mrs. R. Cunningham_ Subject _Precalculus __ Grade:___10th-11th -12th______DATE: September 20-24, 2010

CIM/Instructional Focus Benchmarks(s): . Chapter P.2-Cartesian Plane  Distance Formula  Equation of a Circle  Project Chapter Tests P2 Benchmark Number Descriptor

MA.912.A.5.7 Solve real-world problems involving rational equations (mixture, distance, work, interest, and ratio).

MA.912.A.6.1 Simplify radical expressions . Chapter P.3-Linear Equations and Inequalities  Equations  Solving Equations Benchmark Descriptor Number

MA.912.A.3.1 Solve linear equations in one variable that include simplifying algebraic expressions.

Identify and apply the distributive, associative, and commutative properties of real numbers and the MA.912.A.3.2 properties of equality.

MA.912.A.3.3 Solve literal equations for a specified variable.

Solve and graph simple and compound inequalities in one variable and be able to justify each step in a MA.912.A.3.4 solution.

Symbolically represent and solve multi-step and real-world applications that involve linear equations and MA.912.A.3.5 inequalities. 2

Student Learning Outcome(s)/Objectives(s): (List sub-objectives)  To be able to solve the distance between two points given to points or a midpoint of two points  To be able to solve equation of circles using a Cartesian plane

Bell-ringer Activity : MA.912.A.5.7 Solve real-world problems involving rational equations (mixture, distance, work, interest, and ratio).

MA.912.A.6.1 Simplify radical expressions

MA.912.A.3.1 Solve linear equations in one variable that include simplifying algebraic expressions.

Identify and apply the distributive, associative, and commutative properties of real numbers and the properties MA.912.A.3.2 of equality. Resources to be used:  Overhead projector with Transparency  Smartboard of Problem focus on Objective (5 to 6 problems a day )  Textbook Quick Review  Precalculus Worksheet Activity  Smartboard Notes to Textbook materials

 Online Quick Review (Math XL CD by Pearson) 3

Lesson Vocabulary : Part 2 of P2 words Section P.2- The Cartesian Plane 1. Equations of circle formula 2. Distance point formula 3. radicand 4. radical expressions

Section P3 – Linear Equations and Inequalities 1. equation 2. solution of an equation in x 3. Properties of Equality a. Reflexive b. Symmetric c. Transitive d. Addition e. Multiplication 4. solve an equation in x 5. linear equation in x a. Given equation b. equivalent c. Operation : 1. combine like terms, reduce fractions, and remove grouping symbols 2. Perform the operations of addition, subtraction, multiplication and division 6. linear inquality in x 7. solve an inequality in x 8. solution of an inequality in x 9. solution set 10. solve an inequality a. Properties of Inequalities 1. Transitive property If u0 then ucvc. 11. double inequality 4

Focused Questions/Essential Questions: P2 Questions 1. Model Equations of Circles and right triangles using dryerase board 2. Apply formulas to solve for the distance of two ordered pairs

P3 Questions 1. Find which values of x that are solutions of the given equations 2. Model and analyze the steps to solving equation and inequality problems 3. Apply concepts of properties to solve equations and inequality problems 5 6

Accommodations for Learners (Gifted, ESE, ESOL, Retainees, Bridged Students, etc.):Revised to fit my class

General strategy A. Specific Strategies for the Objectives Posted on Front page

ACCOMODATIONS TO B. Provide temporary support (teacher guidance, peer tutoring and cooperative learning ENGAGE STUDENT LEARNING C. Use conspicuous steps and strategies Engaged Student D. Focus on the Essentials (SSS and real world and vocabularies) Activities: At least 3 of the following will be used E. Make linkages obvious and explicit (provide prerequisite knowledge and real-world examples)

F. Instructional Methods and materials are varied (teacher and student presentations of new materials)

Specific Strategies for the Objectives Posted on Front page

o Group Activity using pair share, L-shape and groups of 3 to 4 o Using student dry erase board in groups of 2 to 3 to solve a set of problems for each group and share procedures in front of the class. o Pair Share assignment in textbook (class period competition) o Classroom discussions after Carousel activities o Clock Appointments to pair students o Use Visual Diagrams to demonstrate steps to the Distribute Property o Providing enriched online colorful text from textbook resources o Study Guide Notetaking/ Discussion Section  Graphic Organizing rules and concepts and problem setups  LESSONS : BUILDING PRIOR KNOWLEDGE USING (2 of the following):  Students use the KWL method Know (K), Want to Know (W) and have learned (L)  Study Guide worksheets  15-minutes check transparencies  Cornell Notetaking (Teacher gives notes and students writes questions in the left side margin of their composition book and a summary of what they learned) Student will produce Post-It Notes reminders about rules and place in textbook or on their Class Word/Data Wall

Strategies that help Use visual diagrams (Goldberg, 1983). students take in Visualize content of text (Fink, 1992). representations of Use subvocalization when reading (Cowen, 1988; Poljanec, 1991). knowledge or Listen to audio recordings of text, lecture notes (using Computer lab and/or home computer) understanding. Use motor behaviors to reinforce learning (Goldberg, 1983). Use mnemonic techniques for memorization (Poljanec, 1991). 7

Prime background knowledge http://www.cpt.fsu.edu/ESE/in/strmain.html

Connect new information or skills to what students have already learned. Provide additional instruction or support to students who lack necessary background knowledge.

Techniques:

 Ask questions to prompt student recall of relevant prior knowledge.  Make comparisons between the new concept and things students already know.  Relate the topic to current or past events that are familiar to students.  Relate the concept to a fictional story or scenario known to the students.  Use instructional materials that provide easy access to critical background

Provide temporary support for learning

Provide support (scaffolding) while students are learning new knowledge and skills, gradually reducing the level of support as students move toward independence.

Techniques:

 Provide verbal or written prompts to remind students of key information or processes.  Physically assist and guide a student when learning a new motor skill, such as cutting.  Provide study or note-taking guides to support learning from text or lectures.  Use commercial materials that have been specifically designed to incorporate supports for learning.  Use mnemonics to help students remember multiple steps in a procedure.

Use conspicuous steps and strategies

Teach students to follow a specific set of procedures to solve problems or use a process.

Techniques:

 Model the steps in the strategy, using a think-aloud process.  Name the strategy and give students prompts for using it such as posting steps on the board, providing an example of a problem with the strategy steps labeled, or using memory strategies like mnemonics to help student recall the steps.  Prompt students to use the strategy in practice situations.  Reduce prompting as students become proficient in applying the strategy.  Explicitly teach students the organizational structure of text and prompt its use.

Listen but don't take notes -1st then after the 2nd example let student try the problem ( Use flashcards Highlight used books (Cowen, 1988). Attend class regularly (Cowen, 1988). Provide extra practice/More time on assignment or tasks Provide peer tutoring to students 8

Reteach/Reinforce Activity: (At least 3 of the following will be used)  Partner Practice (Group 2 to 3 students) to work on intervention skillbuilder sheets  Graphic models of vocabulary and concepts  Differientiated Instructions (Teacher Wrap Around Edition text )  Dry erase student board teaching  Mini – Quiz & Discussion  Peer teaching/Modeling using Clock appointments

Materials Using or needed for this week’s task(At least 5 will be used)  Overhead for reinforce of study guide notetaking  Student Dry Erase boards  Student Textbook or CD textbook  Student Study Guide packets (supplementary for vocabulary/reading strategies)  Skills Practice sheets copied for Intervention (reteaching/reinforce)  Carousel around the room  Group hands-on teaching through construction ideas  Student needs supplies: paper, pencil  POST-IT NOTES( question inquiries and explanations)  Still need: Access to small Computer lab –near room 332 (internet use- for Regular Precalculus students/Honors)  Graphic calculator for Graphic calculator Exploration exercise Homework/Reinforcement of Lesson:  Precalculus Worksheet or workbook problems  Worksheet Scientific Notation, Multiplying Monomials  Section Quizzes  Partner worksheets

Assessments:  Teacher-made & Teacher Works CD (Math online glencoe.com)  Oral participation/Discussion/Notetaking  Partner Practice Activities and Skillbuilders  Section Open Ended Assessments from Online Resources www.henrico.k12  Chapter Tests  Computer Center  Teacher-led Centers or student stations  Daily monitoring of progress through warm-ups/pop quizzes and homework assignments 9 Precalculus Week of Assignments Monday Tuesday Wed Thur Fri