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Garden Problem - Michelle Sweeney

Garden Problem - Michelle Sweeney

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Published by gkrall

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Published by: gkrall on Oct 14, 2011
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10/12/2013

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Problem Overview
Problem Title: Garden Kit
 
Course: Algebra 1Author(s): Michelle SweenyFacilitation NotesPhase Anticipated Student Notes/tips
 –
including time forAssessment
Problem
Gardiner’s Garden Supplies
is creating a new garden fencing kit for their catalog. It will have a 4 footgate on two sides of the garden. On each of the other two sides there will be a 2 foot decorativeelement panel. The remainder of the kit will be eight fencing sections of equal length. If the kit isintended for a 250 square foot garden, how long should those pieces of fencing be?
Standards/Big Ideas Addressed
Students graph and solve quadratic functions
 
e)
 
Solve quadratic equations using the quadratic formula
 
f)
 
Apply quadratic equations to physical problems
 
Likely units/big ideas that came before thisproblemLikely units/big ideas that come after this problem
Multiplication of binomials (FOIL, lattice, distributiveproperty)Solving linear equationsSketching graphs of functions (linear, quadratic,exponential, absolute value)Quadratic expressions, equations, functions.Standard format for a quadratic equation.Solving quadratic equations using completing thesquare.Graphing quadratic equations.
Assumptions about Student Prior Knowledge
Students will be able to:Solve linear equationsWrite an expression for a physicalWrite an expression for the area of a rectangleIdentify a quadratic equation
 
Actionphase Roll out (k/ntk/nextsteps)
In groups of 2 or 3 studentslook at problem and make aknow/need to know list.Projected Know/Need toKnowKnow:250 square foot garden2 gates, 4 foot each2 decorative sections, 2 footeachEight equal length piecesNeed to know:How long should the eightpieces be?What should the length andwidth of the garden be?Projected Next steps:Write expressions for thelength and width of thegardenTry different lengths andwidths that create an area of 250 square feet1. Get students into groups of 2 or 3.2. Provide problem. Give students 5
 –
 10 minutes to read problem andrecord knows/need to knows.3. Read problem aloud as a class.4. Share out and record knows/needto knows. (5 min.)Notes on K/NTK:
Students might want to look at  perimeter to try to solve the problem.You may want to insert a discussionabout perimeter and area.
5. Give students 5
 –
10 min. to comeup with next steps. Go to each teamand discuss next steps. Make sureeach group has at least one nextstep.6. Share out of next steps. (5 min)Journal - Knows/Needto Knows or Next StepsCan be assessed forcritical thinking orinformation literacy.
Student work time
Begin next steps, brainstormstrategiesShare strategies.Write an equation for the areaof the gardenDetermine a strategy and beginto solve problem.
1.
 
Let students begin attempting tosolve problem
 ;
it should requireonly 5 minutes
. Circulate around to get a feel. Give hints to teamsthat need it or facilitate a classdiscussion as necessary.
2.
 
When the groups have madesome progress, or some are juststuck, then ask for a volunteer tobriefly explain the
 
group’s
strategy. Ask for at least one othergroup to come up as well, so thatthe class can see a variety of approaches.
Students should beable to write expressions for thelength and width of the gardenand write an equation for the areaof the garden. Students may at  first write an equation with lengthand width as variables. Facilitateclass discussion so students realizethat there is only one variable.
(5
 –
10 min, depending on how muchteams are struggling)
 3.
 
Continue work time. (5
 –
15 min)
 
This is a good place for a review workshop on multiplyingbinomials/polynomials. All teamsshould be able to multiply the
Assess collaborationthrough observation.
 
binomials and come up with aquadratic equation that needs tobe solved. Circulate around to get a feel. Give hints to teams that need it or facilitate a classdiscussion as necessary.
Sharing out
Each team shares out theirprogress and where they are inthe problem. Students shouldhave new need to knows.NTK:How do I solve this equationfor x?Ask for a volunteer team to showtheir work so far and why theyhave a new need to know. Haveclass participate in likes andwonders for their work. Each teamshould leave the share out with aquadratic equation to solve.
The equation will need to be put into ax 
2
+bx+c =0 format. Theteacher should judge whether direct instruction is needed here or if student work time here is moreappropriate.
Informal assessment of 
students’ ability to
multiply binomials tocreate a quadraticequation.
Work time*
Propose solution methods,graphing, trial and error, etc.
1.
 
Let students begin attempting tosolve problem
 ;
it should requireonly 5 minutes
. Circulate around to get a feel. Give hints to teamsthat need it or facilitate a classdiscussion as necessary.
2.
 
When the groups have madesome progress, or some are juststuck, then ask for a volunteer tobriefly explain the
 
group’s
strategy. Ask for at least one othergroup to come up as well, so thatthe class can see a variety of approaches.
Students’ approaches
will depend on the extent of  previous exposure to quadratics.Some options: graph the equation,trial and error.
(5
 –
10 min,depending on how much teamsare struggling)
 
Assess collaborationthrough observation.
Direct instruction *(this can occur atdifferent times, aslong as studentswork on the problemfirst)
Taking notes, participating inclasswork and classdiscussions.Workshop on solving quadraticequations using quadratic formula.Self directionassessment forcompletion of classwork.Informal assessment of 
students’ ability to use
the quadratic formula.
 Work time*
Work on final solution to theproblem.Circulate around while studentsare working on final solution.Offer hints and support asnecessary.Assess collaborationthrough observation.
Final Action onProblem
Students participate in a classdiscussion to come toconsensus about theadvantages of each strategy.Make a class chart of the answersand justifying reasons. Ask clarifyingquestions as necessary. (5 min perteam)Have teams come to aconsensus about the advantages of 
each strategy (“I likes” and “Iwonders” are a good way to get at
Collaborationassessment forparticipation in classdiscussion.

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