Lesson Plan Sample Algebra Lesson

# Lesson Plan Sample Algebra Lesson - Understanding...

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Understanding “Completing the Square”: From an Algebraic and Geometric Perspective A Lesson Plan developed by Luis A. Leyva December 5, 2008 © Luis Leyva, 2008 Lesson Plan Contents I. NJ Content Standards II. Resources Needed III. Prerequisite Knowledge and Formative Assessments IV. Objectives V. Important Ideas in the Subject Area RealLife Connections VI. Students’ Potential Difficulties VII. Instructional Modifications VIII. Lesson Description 1) Introduction 2) Lecture A. General Case B. Concrete, Representative Example 3) InClass Group Activity: What is “Completing the Square”? A. Introducing the Activity B. Completing and Discussing the Activity 4) Application of “Completing the Square”: Equation of a Circle in Standard Form 5) Conclusion IX. Time Table X. Homework © Luis Leyva, 2008 Understanding “Completing the Square”: From an Algebraic and Geometric Perspective I. NJ Content Standards 4.1.12 B(1) Extend their understanding and use of operations to real numbers and algebraic procedures. 4.2.12 A(1) Use geometric models to represent real‐world situations and objects and to solve problems using those models. 4.3.12 D(2) Select and use appropriate methods to solve equations and inequalities Quadratic equations – factoring (when the coefficient of x 2 is 1) and using the quadratic formula 4.5 A(1)

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Learn mathematics through problem solving, inquiry, and discovery. 4.5 B(1) Use communication to organize and clarify their mathematical thinking. Reading and writing Discussion, listening, and questioning 4.5 B(2) Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing. 4.5 B(3) Analyze and evaluate the mathematical thinking and strategies of others. 4.5 C(6) Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. 4.5 E(1) Create and use representations to organize, record, and communicate ideas. Concrete representations (e.g. base‐ten blocks or algebra tiles) Symbolic representations (e.g. a formula) Graphical representations (e.g. a line graph) II. Resources Needed Teacher Use : 5 pieces of colored chalk (each of a different color), handouts (in‐class activity instructions, homework assignment) © Luis Leyva, 2008 Student Use : 2 pieces of 12” x 12” green construction paper, 2 pieces of 12” x 12” red construction paper, pencils, rulers, scissors III. Prerequisite Knowledge and Formative Assessments Prior to this lesson, students should be proficient with the following mathematical concepts: ‐ arithmetic operations with rational numbers ‐ combining like terms ‐ factoring techniques (greatest common factor, grouping, and trial‐and‐error) ‐ solving linear equations containing radicals ‐ using algebraic manipulatives to construct equations and expressions ‐ basic geometry of circles on the xy ‐coordinate plane To assess students’ competence with these prerequisite concepts, students will
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## This note was uploaded on 11/16/2011 for the course EDUCATION 341 taught by Professor Luisleyva during the Fall '11 term at Rutgers.

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Lesson Plan Sample Algebra Lesson - Understanding...

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