Sei sulla pagina 1di 13

Lesson Plan Revamp

EDUC 150 Section 113


Steven LaMaita
10/5/15

Lesson Plan Revamp Template


Grade Level(s): 7-9
Subject area: Algebra
Focus Topic: Quadratics/Completing the Square
URL for the original lesson plan: http://www.teach-nology.com/lessons/lsn_pln_view_lessons.php?
action=view&cat_id=5&lsn_id=25047
Technology resource that you are adding: Interactive White Board

Item
Learning
Objective

Materials
Needed

Step 1
Original LP Online
1) Students have a
beginning understanding of
completing the square. 2)
Students will begin to be
able to solve quadratic
equations by completing
the square. 3) Students will
build on their knowledge
of complex numbers as
they complete the square
and solve.
overhead, overhead
markers, transparencies,
whiteboard, whiteboard

Step 2
Modified to Fit Template
By the end of this lesson, students will restructure quadratic equations into the
correct format and solve all basic quadratic
equations using the Completing the Square
technique 4 out of 5 times.

White board
Markers
Worksheets/Practice Problems

Step 3
Improved with New Technology
Same from step 2

This lesson no longer needs the white


board or markers or the worksheet, only
need a pencil and paper for students to

markers, calculator
The Hook
5 minutes

- Teacher reminds
students about what
they did in the
previous lesson Teacher gives
students the
definition of
completing the
square - Teacher tells
students that
completing is when
you can't factor or
find the square root
easily.

Pencils

- This lesson will start with a combined


refreshment of the previous factoring
techniques mixed with learning how to
identify equations to factor using
completing the square. Students will sort
different given equations into groups of
equations that they know how to factor, and
equations that they have not yet learned.
After a complete list of the completing the
square factorable equations have been
made, a quick definition of completing the
square will be introduced.
For reference, the form of a completing the
square equation is when the variable terms
on the left with the constant number on the
right or with a non-perfect square factorable
quadratic equation.

copy the equations from the interactive


white board.
The lesson will start with a combined
refreshment of the previous factoring
techniques by displaying a file on the
interactive white board with all of the
previously learned formulas in the class.
We will highlight the ones learned most
recently using the enhancing
magnifying feature to focus on the ones
about factoring. We will then open up
the vortex program which will have
previously been filled by the teacher
with equations set up in factorable
forms previous to the completing the
square method and quadratic equations
that are disguised or obviously in a
newer form that are solved using the
completing the square technique.
Students will come up one at a time and
place an equation into the correct
category. This will lead with a new
interest in these different equations,
using the vortex to not only reinforce
prior knowledge but to make it clear
what these new quadratic equations look
like. The vortex will also condense a
new list of equations that will be used
for the next step in the lesson.
With an interactive white board the
teacher needs to go over with the class
the responsible use for the white board.

Only one student at a time, using only


the correct materials for the board in the
software with only their own
information correlating t the subject.
They may not use profanity, put up any
personal information, or touch anything
on the screen that is not theirs. The
vortex program may be new and may be
the teacher should complete the first two
equations and show what happens when
they are right and wrong.

Direct
Instruction
10-15
minutes

-Teacher has students


factor, then learn how to
complete the square so that
they can factor - Teacher
shows students how to
solve quadratic equations
when solutions are real,
complex,and when a is not
1 -Teacher shows students
how to complete the square
in vertex form

At this point we are going to factor


2
x +10 x +16
Students are not allowed to use
quadratic formula for any of these
examples, they either have not
learned it yet or it will make the
problem much more difficult.
Show step by step in process below,
how to do completing the square.
Since this is factorable by grouping
and perfect squares, this is an
example that works to show that
completing the square and perfect
squares give us the same answer.
First prove the 2AM rule,

For reference, the form of a completing


the square equation is when the variable
terms on the left with the constant
number on the right or with a nonperfect square factorable quadratic
equation.
After the vortex activity, the students
will all sit down and regain focus back
to the teacher. The teacher will then use
the different magic pens to show a more
animated presentation of the formula
and process of completing the square.
This can be done by writing out one
problem, the example on the left in Step
2, showing how to do it difficultly in
grouping methods, and then use the
enhanced pen to shadow out the
background and zoom in on the changes
being made in the completing the square
method. At this point, a basic
introduction to the method will have

(squared(2), Add the middle,


Multiply the third) to show that 8+2
= 10 and 8*2 = 16. So the factors are
x=-8, and x=-2, from prior class
knowledge.
Now show the same thing by
completing the square

occurred and the formula to solve these


questions will be given.

A step by step process seen to the left in


step 2 will be completed on the
interactive white board using the pen
features to give the students the
information necessary to succeed at this
new method of factoring. Different color
x 2+10 x= -16
2
coding and using the blank/white cover
1
b
Formula for completing square is
up features on the interactive white
2
and then add that number to both sides since board will help this process go by
the leading factor ( x 2 ) has no coefficient. smoother and hopefully keep the
students engaged and organized. The
entire step by step process and
x 2+10 x +25=16+ 25=9
presentation will be recorded on the
Now the left side of the equation is
interactive white board so that it can be
factorable by grouping.
referred to later by students when
( x+5 )2 Due to the perfect square of 25.
studying, if they need extra help, or if
they are absent.
Now routine algebra functions are done to
find the factors.

( )

( x +5 ) = 9
2

x+ 5= 3
x=28
This then leaves us with the final answer
and explains the process of completing the
square for a simple factor
Explain that by using the formula above,
you will always make the left side a perfect
square and it will always be factorable by

Guided
Practice
10-30
minutes

grouping.
example 1: (x^2)After giving the first example, the formula,
12x+36=9 (solve and
and the style in which this method should be
check) example 2a:
set up, students will start practicing.
(x^2)+20x+_ (cts) 2b:
Because math, algebra especially, is easier
(x^2)+7x+_ example 3a:
said than done, after one clear easy
(x^2)+4x+1=0 (solve using example, it is better to send the students off
cts) 3b: (x^2)+6x+12=0
to discover on their own the other tricks to
example 4: 2(x^2)=-7x+1(a Completing the Square.
is not 1) example 5:
y=(x^2)+5x+2 (vertex
Students will enter in groups of 3-4
form)
depending on class size and each be given 2
problems to work on. One will be an easier
example and the second will be a challenge
problem including a coefficient in front of
the leading factor. Estimating about 5-7
groups, after 5-10 minutes of working on
these 2 problems, which after mastery of
skill should take under 1 minute each, the
students will regroup as a whole class and
begin observing the board again.
While the students are working on the
problems, the teacher should walk the room
and see how each group is doing, but not
correcting small mistakes. Big errors or lost
students should be assisted by giving them
the first step of using the formula, or
dividing out the coefficient in the challenge
problem.
After the 5-10 minutes are up, 2
representatives from each group will come

The same activity will occur but instead


of giving the students a worksheet, the
different groups will be assigned two
different problems from the vortex
group in the completing the square
section. The teacher will assign the
problems to each group respectively so
that they each get one simple example to
test their understanding of the content,
and then a more difficult problem that is
not as obvious which may involve
applying prior knowledge (an important
skill in math courses) or a different way
of thinking that as a group the different
sets of students may be able to
collectively solve.
Once the groups finish their first
problem, the groups will go up to the
teachers computer and use the
interactive white board software to
record their step by step process for
their problem. There will never be more
than one group up at a time and when
the students are not entering their
solution to the simple problem on the
computer they will be working on the
challenge problem with guided
assistance from the teacher walking the
classroom group to group. Since the
simple problems only take upwards to 1
minute to complete, this will be a great

up to the board and write down the process


for their problems. The teacher will then ask
the students of the whole class if they are
correct, why they are correct, or what errors
they may have run into. A lot of the
problems that go with completing the square
have little nuances that can be caught in this
step of peer review, which the whole class
can discover together.
After each group has presented their
solutions, they should have a clear
understanding of the material.

time frame to make sure all students get


their first problem recorded on the
computer and have enough time to give
a good shot at solving the challenging
problem with the teacher reaching each
group at least once.
The students will then play their
recording and present their solution to
the class. This is a great interactive
whole class participation activity,
because if the students recognize
something they see may be a mistake
they can call out Stop and explain
what the error may be. This is a good
reflecting period to either catch typical
mistakes in the process that students
make or to present a correct logical step
by step process to these examples
instead of just the teacher throwing
information at the student.
The teacher will then always step in and
explain the mistake and the common
errors.
After each group has presented their
solutions, they should have a clear
understanding of the material.

Assessment
5 minutes

-Teacher asks students


clarifying questions
throughout the lecture.

To complete the lesson, the teacher should


put one more challenge problem on the
board, and let the students work

The last conclusion and assessment is


the same from part 2 but just with
writing the homework equation on the

-Teacher tries to get


students active in their
learning

individually to try and set it up or solve it.


The teacher will not assist them, but just
take note of who has grasped it, and if the
class still needs work on this or if they have
a clear understanding. The challenge
problem will be the basis of beginning of
the next class to see how students did as
well as with assigned homework.
Students who do not finish this problem in
class will add it to their homework.
The challenge problem will be:
2

7 x 8 x=3
With a fraction as a solution.

interactive board.

Reflection
Rationale for Technology Integration
By adding the interactive white board into this original lesson plan, it will enhance learning, creating a deeper root and
understanding of the material being taught, as well as being more efficient in time and organization for both the students and the
teacher. By using the white board the teacher can get all different types of learners involved and participating in class in various
different ways. This technology gets the students out of their seats and using the white board to not only display and prove their own
understanding of the material, but also teach the class by association as they watch the student present their understanding. The
technology itself really helps visual, interactive, and immersive learners all at the same time. With the different color coding, blank
cover ups, and calm animations used throughout a presentation it will help the visual learner better see the formula in action. For the
interactive learner who needs to be more hands on, they get to actually go up to the board, complete a problem or an activity and do it
by themselves to prove they understand the process. And for immersive learners who like the whole process of a teacher feeding them
information, it still maintains a small feeling of that with the teacher using the board in a more organized way to present the

information and having it written on the board. Therefore, the interactive white board clearly meets the needs of all students by
creating different styles of teaching to appeal to all types of learners.
The interactive white board also simply contains a multitude of different functions to help students with learning for math and
especially with calculation lessons like this one. The features like the animations, the charts with the sealed boxes, the magic featuring
pen, and the recording feature all work wonderfully for step-by-step procedural math tactics like completing the square. The
interactive white board can be used to its full potential by having students each make their own small presentation and it does not
require them to speak in front of the class if they choose not to which sometimes frightens students and shies them away from
learning. By recording their own presentation on the computer they can just add comments and prove that they understand or they can
talk as much as they want to give further explanation to their process. This lesson also puts the teacher in a really good role because
they get to oversee and fix bigger glaring mistakes while letting the simple mistakes go and watch them flesh out how to avoid these
simple errors later. This applies to all of the 21st century skills we have been discussing in class including collaboration, critical
thinking, applying previous knowledge, and discovering the tricks to the problems by doing instead of watching.
Overall, my newer lesson is a big improvement to the original plan. The lesson plan from the internet was only helpful to really
give the examples that might be used in the vortex and in the presentations. Other than that there is no real useful material to help the
students actual undedtsand and retain this knowledge. The learning objective is packed with a tough topic, and to achieve this goal
students need a more constructive form of learning. By placing them in groups, perhaps assigned to pair different type of learners or
students on different skill levels, the students can actually apply what they have seen already and what they know to actually make a

discovery. This discovery can then be applied to all of the different completing the square problems, while gaining experience from
other class members. The presentation portion allows students to prove in a different way than just looking at problems over and over
again and trying to solve them, to prove not only to the teacher and class but to themselves that they understand the material. By
adding the interactive white board the students are able to keep these presentation and the original lesson from the teacher and always
refer back to exactly how it was presented if they need to study or to test their understanding. The vortex in the beginning is also a
more fun and interactive to grab the students and keep them interested in the material from the very beginning. It gets the students out
of their seats in a new environment where they will be forced to wake up and be attentive to what is going on which will hopefully
carry them over the period of direct instruction so they fully grasp the material. In conclusion, I strongly feel that this lesson is a big
improvement to not only the original, but my own lesson without technology because it helps students really do the learning
themselves and using the teacher as another resource rather than their sole dependency.

Responsible Use of Technology

With an interactive white board this far into an algebra course, it could be safe to assume that the students have a basic
understanding of how it may work, but in the event the white board is new or the students have never seen it before, there are tons of
different rules and checks that a teacher must apply to the classroom to make sure it is used responsibly. Since the technology is used
from the get-go, the teaching of how to use the technology will be used immediately. First, by using the vortex, the teacher will clearly

demonstrate how it works by dragging either with their finger or the assigned pen the equation to its respective category. The teacher
can show a correct and a wrong answer to show the full features of the vortex program. The teacher will also then show the different
features that can be used in the students presentation during their own direct instruction proving the first simple equation and the base
formula. This will introduce the different pens and the functions, including the recording feature that the students can use in their own
presentation. While the students come up to record, the teacher can of course answer any questions they may have to enhance their
presentation. This gives a good basis of functions the white board has and will allow success in the students work.
With this privilege to go up to the computer as a group and use the software an the interactive white board comes with a lot of
responsibility. The students will be told directly that absolutely no profanity or anything they may find funny may be written on their
slide. There should only be material that is directly presentable and involving the idea of completing the square. There is no need for
any names to be written on their slides so no bullying can occur in any way and no form of privacy will be invaded. They do not have
to give any form of personal information so they do not have to worry about any of their personal information being presented.
There are several other rules that go along with using the software and the smart board. If the students are using the computer
to make their slide, they must stay in only the opened software that correlates with the interactive white board. No other tabs, no
internet browser or any other programs should be opened because it may contain something inappropriate, personal, or off-topic. They
also have to stay on their slide only. It should not take more than one slide to make their presentation so there is no reason to check out
another groups work. This will eliminate the risk of deleting others work or copying something that has already been done. There
should also be no other features used than those presented by the teacher in their first small lesson. This can tackle the issue of

disrupting fonts and crazy animations, it must remain respectful. The students can only use the given materials to write on the board,
whether it is the assigned pen or eraser tool or their fingers. If they use their own fingers they must be sure to clean them so it does not
make the board disgusting. Also make sure that when they are writing using a pen that it is in fact the right pen and not another dryerase or permanent marker. Lastly, the students must understand that only one person should be using the board or the software at a
time. Not to be mistaken that only one student should be accessing the board the whole time, but that when presenting only one should
be using it to avoid damage or miscommunication. Since the teacher is exhibiting in the opening and their direct instruction
appropriate behavior, and after they set these rules, there should be no excuse for a student to not understand what is going on or to
break these rules. If any student misuses the technology they will be asked to sit down and just diligently work on their assignment
instead of aiding their group on the board.