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Steven LaMaita

10/5/15

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

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

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.

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.

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

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

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,

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

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

questions will be given.

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

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

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.

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

clarifying questions

throughout the lecture.

put one more challenge problem on the

board, and let the students work

the same from part 2 but just with

writing the homework equation on the

students active in their

learning

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.

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.

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