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Published by Bethani Scott

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Published by: Bethani Scott on Dec 07, 2011
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Lesson Title and Grade Level
Lesson Title: Module Project IntroductionGrade Level: 8-9
Lesson Objectives
The student will be able to use the substitution method to solve for two variables using two equations
The student will know how to properly use the reading strategy Brainstorming
Ohio Standards, Benchmarks, and Grade Level IndicatorsBenchmarks:
Patterns, Functions and Algebra Standards, 8-10H. Solve systems of linear equations involving two variables graphically and symbolically
Grade Level Indicators (Grade 8):
Patterns, Functionsand Algebra Standards(
Use Algebraic Representations ) 
 3. Solve linear equations and inequalities graphically, symbolicallyand using technology.
NCTM Content Standards:
 Algebra (9-12)
Understand and perform transformations such as arithmetically combining, composing, andinverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions
Understand the meaning of equivalent forms of expressions, equations, inequalities, andrelations
Use a variety of symbolic representations, including recursive and parametric equations, forfunctions and relations
NCTM Process Standards:
Problem Solving
Solve problems that arise in mathematics and other contextsCommunication
 Analyze and evaluate the mathematical thinking and strategies of others
Materials, Technology, and Resources
If you have a Smart board you may use it or you can use a whiteboard. You will need to write onthe board when completing the reading strategy.
Every student will need a pencil, their binder, loose leaf paper, and a positive attitude
The Reading Strategy Handout titled: Brainstorming Method
 Algebra 1 textbook 
Prentice Hall Mathematics Algebra 1
Lesson Procedures (Launch, Explore, Share/Summarize) A. Launch
(10 minutes)1.
Once attendance is taken, review what you did the previous day. Most likely the students willhave just finished a unit so do a quick review on it.2.
Once the review is finished, have students clear off their desks so you can introduce the moduleproject
B. Explore
(35 minutes)3.
This is where you introduce the module project. Tell them the module project is about Amusement Parks and mathematics. You are going to use amusement park situations andexamples to learn mathematics. Give them an outline of what they will be doing over the nextten (10) class days. Write this on the board and have them copy it down.a.
Day 1
Project introductionb.
Day 2
Addition Methodc.
Day 3
Subtraction Methodd.
Day 4
Systems of Equationse.
Day 5
Project Dayf.
Day 6
Calculating Slopeg.
Day 7
Slope and Equations of Linesh.
Day 8
Day 9
Project Day j.
Day 10
Project Presentations4.
Now that you have provided the students with the two-week outline, ask the students if theyhave any questions. Let them know that their will be lecture, group work homework, and a finalproject for this two-week period5.
Promptly after all questions are answered and the students know what is expected from thismodule project, begin the reading strategy called Brainstorming6.
Pass out the handout titled Reading Strategy: Brainstorming7.
Talk to the students about the activity. The students need to fill out the worksheet. On thehandout there are 5 terms. These terms will be in their reading they have for homework. Theyneed to brainstorm what the terms mean and how they relate to amusement parks.
C. Share/Summarize (10 minutes)
 After the students have completed the worksheet, write on the board the 5 terms and have thestudents give some of their brainstormed ideas9.
With a few minutes left, remind the students of the homework. The students must read chapter7 section 1.
Student Summative Assessment
Since this lesson was mainly about introducing the two-week module project, the only assessment will bestudent participation. If the student seemed engaged and gave ideas during the brainstorming activity,he/she will receive all of their participation points for that day. If the student is not engaged, he/she willget a 0 for participation that day.
For ELL students, I will make sure that they understand the meaning of the vocabulary learned inclass. If necessary, create a short document that includes the key terms for this module project.That way if the ELL students get stuck on a term, they can refer back to that sheet.
If a student does not understand what we will be doing for the next two weeks, he/she may cometalk to me about it. I will sit down with them and explain it further.
Homework Options and Home Connections
The homework for tomorrow is to read chapter 7 section 1 in their textbook. The reading is duetomorrow.
This lesson comes with support from “Subject Matters: Every teacher’s guide to Content
 Area Reading.” 
Daniels, H., & Zemelman, S. (2004).
Subject matter: Every teacher's guide to content-area reading 
.Portsmouth, NH: Heinemann.
-Reading Strategy: Brainstorming Method

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