<p>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</p><p>1. Instructional Expectations and Opportunities a) Expectations: </p><p>– 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: </p><p>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</p><p>2. Preassessment and Accommodations/Modifications</p><p>Preassessment: Accommodation/Modification Preassumption: Students are already familiar with rearranging polynomials, collecting like terms, and the concept of variables</p><p>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)</p><p>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.</p><p>Physical Needs N/A</p><p>Diversity Needs: N/A 3. Learning Environment </p><p>- Basic classroom set-up - Should be set in such a way to facilitate group work</p><p>4. The Overview (Agenda) for your lesson: </p><p>Minds on Examples Algebra Tiles Application Non-Algebra Tile</p><p>5. Resources and Materials for your class </p><p> o Smartboards o Whiteboard/ Chalkboard o Dry Erase Boards/ Chalk o Algebra Tiles o Class set of activity hand out</p><p>6. Content, Teaching Strategies, for Lesson </p><p>Time Teaching or Detailed Description Assessment Strategy Introduction</p><p>5 min Minds On Post on board: The sum of 3 consecutive numbers is 105. What are the numbers?</p><p>Instruction</p><p>12 Examples Have students use Smartboard Algebra Tiles to work through examples: mins x + 4 = 8 x – 6 = 3</p><p>2x = 10 5x = 5 2x + 6 = 12 3x + 2 = 14</p><p>2 mins Distribution Have students come get Algebra Tile sets and activity question sheet.</p><p>20 Student Tile Work though questions using Algebra Tiles min Time</p><p>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)</p><p>Examples:</p><p>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?</p><p>Ans: </p><p>Let x represent the number of lawns that need to be mowed.</p><p>20x + 120 = 300 20 x = 300 – 120 20 x = 180 x = 9</p><p>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?</p><p>Ans:</p><p>Let x represent the cost of a pencil in cents</p><p>10x + 5(3x) = 800 10x + 15x = 800 25x = 800 x = 32</p><p>Consolidation</p><p>8 mins Minds On Have students try to solve Minds On problem using tiles Revisited</p><p>2 mins Post Sol’ns Have students record their solutions up on the board</p><p>5 mins Take Up Take up Minds On Problem Problems Algebra Tile Activity Sheet</p><p>1) x – 6 =3 5) 2x = 10 9) 2x + 6 = 12</p><p>2) x + 25 = 36 6) 5x = 5 10) 3x + 2 = 14</p><p>3) x – 1 = 6 7) 12x = 144</p><p>4) x + 3 = 7 8) 10x = 100</p>