Joshua Garcia EDRL 427

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Description of Classroom:
Five 9th Grade Algebra classes with 33 to 38 students. Approximately 50% Hispanic, 24% Black, 22% White, the rest mixed. Periods 2, 3, and 4 are about 61% male and 39% female. Periods 1 and 5 are about 66% female and 34% male. Ages 14-15. ELL and SPED students make up approximately 30% of the classes. Class seating is setup as groups of fours, with seating arrangement based on low:middle-high and middle-low:high students being shoulder partners. Periods 3 & 5 have more behavioral issues than the other three classes.

Background:
First lesson on Rational Equations and Functions; which deals with Ratios and Proportions. This lesson will lead into Percentages, Direct & Inverse Variations, and simplifying Rational Expressions. Mixture of existing knowledge on subject from new to review for some students. Lesson consists of homework practice and classroom experiment. 1 day +Homework. Entire unit covers approx. 3 weeks.

Content Objective(s):
Students will be able to solve proportions. Students will use proportions to solve real-life problems. Students will gain practice developing their abilities to pick out key words which they can use to solve proportions.

Language Objective(s):
Students will research information from text books and answer questions in writing. Students will discuss their findings with members of their group listening and speaking during discussions. Results, discussions, conclusions to be noted in a Scale Model log.

Nevada Standards:
The student will isolate any variable in given equations, proportions, and formulas to use in mathematical and practical situations. 2.12.2

Key Vocabulary:
Proportion, extremes, equivalent, means, reciprocal, cross product, extraneous, and scale.

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Students will listen and discuss as a whole class as teacher models and scaffolds verbally and procedurally. Students will individually plan a guide for new students to proportions and ratios that will teach them what key words they should look out for that will indicate they need to use proportions. Emphasis being placed on the word choice of their mathematical ideas in their writing; are the specific descriptive words chosen important to solve proportions? Are they key words that the students chose as important indicators to using proportions to solve the problem? Students will then collaborate with their partners to decide on a method of approach to the same problem, using Kagan Cooperative Learning activities. Students will discuss their reasoning with each other and make a decision to present to the whole class. Results, discussions, and conclusions will be noted on final action plan form.

Warm Up Activity: Find the value of the expression. Write the answer as a fraction or mixed number in the lowest terms. 8/12 + 11/18=? Simplify the expression. (15x+25)/5 Lesson Sequence:
1. Homework assignment from previous class due at beginning of lesson. 2. Warm-up Activity Sample problems & discussion of difficulties on Homework. (5) .. 3. Hook: Present a scale model of a local building/structure to the whole class. Have groups Rally Robin (Kagan Cooperative Learning) as they discuss what scale models are useful for and how they believe it helps people construct the actual buildings. Afterward discuss as a whole class. 4. Present the notes on how to set up proportions, identifying key words that clue us into knowing we need to use a proportion, and solve proportions on paper, based upon the scale model and the real life dimensions of the local building as a visual. Model and scaffold verbally and procedurally. Use Teach!Ok! with shoulder partners to go over the

important key words that useful in proportion problems.(Power Teaching Strategy). 5. Present the Scale Model problem (each group will have a different building & scale model) and have students work in small groups to derive the dimensions of a small scale model that is proportional to the architects building dimensions; labeling the dimensions. Students create the schematics of the scale model based on the proportions of the problem. They can then create, as a group the scale model, which is to be presented to the whole class. 6. Students must write down, individually, the steps taken with their groups to correctly find the dimensions for the scale model; writing down what were the key words that helped them identify which information was important to plug into the proportions. 7. Enrichment: Assign a homework assignment which will require the students to each make a New Student Guide. This guide will be targeted for new students of proportions and will need to explain how to know when to use a proportion and how to go about solving them. This will help me see the word choices by the students, see if the key words they chose are the important words necessary in solving proportions. . 8. Discuss as a group, and then class, key words and clues for when you use proportions. Why should we choose to use certain data to put in our proportions? 9. Allow students time to do individual classwork on various proportions; this time will be used to straighten out any last misconceptions or troubles with choosing an organized way to add and subtract polynomials. . 10. End of class summary discussion and scale model mini-project.

Accommodations:
All necessary accommodations will be made available to support students with learning challenges or students requiring advanced instruction. Identified LD, EMD, ELL and hearing impaired students will be provided the appropriate and necessary accommodations to assure the best learning environment.

Supplementary Materials: Scale Model, crafts and wooden scale model supplies, measuring supplies, paper, graph paper, Wood glue, Scale Model project action plan form. Review/Assessment:
1. Formal - Students will be graded individually on completion of their homework assignment, completed report, and class participation. Answers to discussion questions and conclusions will provide a measurement of the students understanding of the lesson objectives. 2. Informal assessments will come from review of answers to homework and observations during the scale model project. Interaction with individual groups during the group discussion times will allow for evaluation of where additional instructor support may be needed. 3. Homework will be graded based on word choice and understanding of the key words involved with proportions. 4. End of unit quiz or test will test for retention of lesson objectives.

Reflection:
Form: 005 JDC 4/22/08