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You are on page 1of 16

Class and Grade Taught: 12th Grade/ Precalculus

Lesson Date: November 20, 2015

Lesson Logistics and Setting

Unit Topic:

Previous Lesson Topic: Distance, Midpoint, and Circles

Current Lesson Topic: Finding Solutions by Graphing

Next Lesson Topic: Test #6

Lesson Objectives:

Students will be able to:

Algebraically prove if two equations have shared solutions, as well as explain why this process works.

Graphically demonstrate whether or not two equations intersect and describe what this intersection means in terms of

the equations.

Make connections between the algebraic, graphical, and table representation of functions and how to find their

intersection in all three of these models.

Construct a graph using given equations (lines, quadratics, absolute value) using a table, graphing calculator, or by

identifying different key points on the graph ( y-intercept, slope, max/min., x-intercepts, etc.).

Articulate their thoughts and processes on the paper as well as productively communicate with their groups.

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08.27.07

Standards Addressed:

o CCSS.Math.Content.HSA.REI.C.7: Solve a simple system consisting of a linear equation and a quadratic

equation in two variables algebraically and graphically.

o CCSS.Math.Content.HSA.REI.D.11: Explain why the x-coordinates of the points where the graphs of the

equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g.,

using technology to graph the functions, make tables of values, or find successive approximations.

Mathematical Practices Addressed:

o MP1: Make sense of problems and persevere in solving them.

o MP2: Reason abstractly and quantitatively.

o MP3: Construct viable arguments and critique the reasoning of others.

o MP4: Model with mathematics.

o MP5: Use appropriate tools strategically.

How will I know students have met the objectives?

I will know students have met the objectives by their communication on the work paper for each group. More

specifically I will be looking for accurate graphs clearly demonstrating the point of intersection as well as clear algebraic work.

I will look at the graphs and see that they labeled their intersections or realized the equations they chose didn't work.There

should be multiple graphs that don't intersect and 2 that do. I am also looking for them to check their methods for creating the

graph.Mainly, I will be looking for students verification of the original method they used. The reasoning behind this is that this

will hopefully show me what connections the students are making between the different representations. It will be important to

note if students are commenting possible different strategies and how they are thinking about HOW to verify their

answers.Students will also be demonstrating what they know about switching between different representations.

I will also be looking for clear explanations of students work and what they were thinking while they were doing the

task. Since it is a goal of ours to see if Let The Chalk Do the Talk actually does give us a good look into how students are

thinking about and processing the material, I will be looking for clear writing and discussion on students paper in order to get

a better insight on how students process identifying which equations will produce systems out of a list of equations. In

addition, I will be walking around writing questions on groups' papers to address their thinking and get a written response

about why they are thinking the way they are.Furthermore, I will be looking for clarifying questions and responses amongst

TE 407 Fall 2007

2/16

08.27.07

groups. In doing this I can see who still has misconceptions as well as those who understand. It would also be possible to see if

those who are struggling are gaining more understanding throughout the task via their responses.

Finally, not only will I be asking questions on their thinking, I will be making note of facial expressions, body

language, and student interactions. There will also be another person walking around and monitoring for a closer perspective

on how the students are interacting with each other and with the content. In addition, the students will be able to engage in self

assessment. After the discussion, I will ask the students to put their heads down and I will ask a series of question in regards to

their understanding of the lesson. These questions will include the following:

definitely no

course

How confident do you feel about the material? 1 being not confident and 5 being super confident.

Do you feel like this activity was successful at helping you understand solving by graphing? 1 being

and 5 being a lot

Do you feel more comfortable solving by graphing? 1 being definitely no and 5 being a lot

Do you know this information well enough to be successful on a test? 1 being definitely no and 5 of

If they agree with the statement, they will raise their hands. Finally, students will have an exit slip asking them to verify if x24=5 is a system and if so, what is its solution. (Ans: (-3, 5) and (3, 5) )

Materials Needed:

Chart paper

Colored pencils

Marker

Calculator

Ruler

PowerPoint

Document Camera

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08.27.07

Introductory Routines (announcements, homework review, etc.)

We will review a small assignment from the day before and then move into the activity. I will also introduce our visitors for the

day. After this, I will present a brief PowerPoint explaining the activity for the day. This slideshow will highlight that the task for

today is to be done silently and each of them must communicate via writing on their chart paper. It will also include the significance of

this task, which is being able to communicate in a different way with their peers in order to complete a task. This is not meant to

embarrass anyone or make anyone feel slighted. The activity is in place to strengthen the way we speak about our understanding of the

math content.They will also be told that they are to use colored pencils as writing utensils for the day so I can follow the flow of their

work/ conversations. On their table, there is 1 maker. They can only use that marker to write their absolute final answer to each

question and to write their answer large so everyone can read their work. They are to do this so a) everyone can clearly tell what their

answer is and b) the answer seems like it is a group effort instead of an individual answer. If the students decide to graph, they will

need to show each of their graphs on the back of the chart paper. To conclude the slideshow, I will briefly talk about the group roles

that we will use today (since we have never used them) and that slide will be left up for the remainder of the day. The roles that we

have decided upon are:

Facilitator Makes sure that everyone is participating and is contributing. Asks questions like: What do you think?, Should

we start with this piece of information/ question?

Time Manager Keeps track of time within the group. Uses phrases such as: We only have 3 minutes left, lets make sure

were on task

Resource Manager The one person that can ask the teacher the question and more importantly, they are in charge of all of

the resource (the calculator)

Reporter- Speaks for the group during the discussion. Uses phrases such as: We decided this because of ________, We

were wondering ______, what do you guys (the whole class) think?

Recorder Keeps track of lingering questions that were not answered and brings them up within the group to ensure no one is

left behind.checks to be sure that ideas are clear and accurate.Asks Questions such as: We forgot about this question, what do

you guys think? What if we followed through with ____ &______s idea?

4/16

08.27.07

In doing these group roles, we hope to see more participation amongst the students. During the last lesson study, we noticed that there

was one group that was led by one student and another group that worked solely on their calculators. We were not able to fully

explore what every member in those groups were thinking due to those circumstances. For this lesson study, we hope to change that.

We are implementing a resource manager as to limit the use of calculators and not having work written down. As for the other roles,

the are in place to keep everyone in the group accountable for each other and engaged throughout the entire lesson.

Lesson Activities

(Attach any handouts you will use)

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08.27.07

Lesson

(details about how students are

configured, what work they are

doing and how they are recording

their work)

Launch

Configuration:

Students will be placed in groups

of 5. The lead teacher will make

these groupings. These groups

will have a mixture of students

with varying math levels.

However, the goal of the seating

will be to help every student learn

for the other. And this will allow

students to work with students

they dont normally talk to.

Materials Distribution:

Each group will receive a large

sheet of grid chart paper with the

task attached. In addition to that,

each member in the group will

have different colors pencil so it

Anticipated Student

Thinking/Questions

upset to know that they cannot

talk during this task. To remedy

this, it would be good to

reassure them that this is a good

opportunity to see how their

peers think. It would also be

good to point out that spelling is

not the purpose of this activity.

The main goal is to see HOW

everyone thinks.

What if I dont understand the

question?

"What if I don't spell something

right?"

6/16

Teacher Moves

directions so we know they

understand and hear the

instructions in a different way.

Activate prior knowledge in

terms of content. I will ask the

students several question and

some include identifying the

shape of the graphs based on the

equation,

If we have a

linear equation what

does that look like?

How about a

quadratic? Can you show

me with your hands?

And what about

absolute value? Is it a

08.27.07

is easy to identify their work.

participating in my group?

Class Expectation:

The room is to be completely

"What if we need help?"

silent and students are expected to

write out their thinking as much

"So we're graphing?"

as possible. This activity will

continue to use our classroom

"Can we use the calculator?"

norms of everyone participating

and being heard in their groups.

The lead teacher expects to see

everyones color on the paper.

This activity will continue our

previous discussion of solving by

graphing.

Instructions:

The lead teacher will have a

student read the questions given

on the task card. Then, the

students will begin their work.

squiggle or a swirl?

What does it look like?

what information tables give

about the graphs,

What does the

table actually tell us? Are

these just random

numbers?

What's there

meaning?

information we can gather from

the equation

If we look at a

line with the equation y=

mx + b, what

information does the

equation tell us?

What about a

quadratic? What

information can it tell me

about the graph?

What about

absolute value?

To connect to students lives, ask

students if they think all

situations in real life would fit

one particular type of function

(linear quadratic, absolute value,

etc.). Life is not a perfect math

7/16

08.27.07

problem so we have a lot of

overlap of different types of

functions right? The goal of this

is to help students think about

intersections and the meaning

behind them, both algebraically

and graphically.

Ex: Make the connection

between the students lives and

the systems discussed.

Many of the

students play sports so

we can connect any sport

with a ball to the topic of

class (you kick/ throw/

shoot/ toss a ball and it is

represented by one

function and the

opponents height is

related to another

equation, Could they

stop your play)

Others are in

band and their

movements on the field

can easily be represented

by a system of equations.

Have another student revoice

what is going on in the situation

8/16

08.27.07

in order to aid students who may

have been confused by the

wording of the problem to make

it accessible to all students.

9/16

08.27.07

Explore Description of

Task(s)

the task in their groups. They will

begin by answering the question

of which the varying equations

are considered systems and from

that, what is the systems

solution.

Misconceptions:

allowed to use their graphing

calculator to find where the

graphs intersect. We suspect

there may be some

misconceptions with the

This requires them to use their

technology and Kaitlyn will use

graphing technology correctly as careful questioning strategies to

well as their knowledge on

combat these. More specifically,

graphing. Although it may seem

when dealing with calculators,

like there is only one way to go

the students must pay attention

about solving, the students can

to how they are interpreting

use their calculators as well as

what they are seeing. For

their own graphing abilities to go instance:

about answering the questions.

Did they put the

Students will then go on to

equation into the

explain how they used the method

calculator the right way?

they chose. Next, they will be

To

asked how they verified the

remedy this, the

solutions they got. There are also

student can

multiple ways they could do this

verify

as well. Finally they will be asked

algebraically

to consider what that solution

using the original

means in terms of the equations

two equations.

and in terms of the graph. This

Th

question requires that students

ey can also graph

made the connection between

the table by hand

setting the two equations equal to

as well.

each other, graphing them, and

Are they reading

10/16

pose to students to begin the

exploration.

Question:

I want you guys to think about:

What tools do you have that

can help you in this task?

Lead teacher will be monitoring

the room and writing questions

on groups papers regardless if

they are struggling to start or if

they are well into the task. It is

important to monitor what all

the students are thinking. Lead

teacher will pose questions that

will get them thinking about

HOW to solve the problem and

to make sure they EXPLAIN

their work. She will also prompt

them to draw out the graphs they

are working on and will make

sure ALL students are

participating. This can include

write questions regarding

participation to specific

08.27.07

being able to substitute the

solution back into the both

equations ultimately showing

they have a shared solution.

correctly?

if

students misread

the table on the

calculator, they

can check by

making a chart

by hand and vice

versa.

Another potential challenge

would be the drawing of their

graph. Although the students

used the table on the calculator

to get their points, they could

still confuse the x and y portion

of the table and switch the

coordinate points around. Or

they could right the wrong entry

for one of their values.

There are many

ways to remedy this:

if

one is is

incorrect, we can

ask the students

if the graph they

have matches

with the normal

look of the graph.

11/16

would be if writing a question to

a student about what they think

about the groups work, if the

student is not participating.

about how to graphically solve

two equations and verify

algebraically (substituting the

solution into the equations and

making sure they are true). This

graphical representation can be

done by hand (choosing points

to create a table of values) or by

using the graphing calculator.

Aside from this, the students

have talked about graphing

systems of equations in Algebra

2 as well as graphing absolute

value.

The lead teacher will write to

groups asking if they would be

willing to share their work for

certain sections. She will be

looking for different solution

paths and start sequencing the

discussion from the most

08.27.07

if

its all of the

points, they can

do a table by

hand.

calculator) to the least (graphing

by hand)

question can be found on the

solution sheet for the task card.

For the problem 3, the students

may get confused on how to

verify their answers. The idea of

substituting the solution back

into both of the equations could

be difficult. Students may

switch up the x and y values

because they dont understand

what goes where. Students could

simplify incorrectly. The correct

means for verifying would be

for students to do it

algebraically (plug the solutions

into both the equations and

determine if the statements are

true) or they may also check by

typing in both functions into

their calculators and using the

intersection function.

12/16

08.27.07

For Problem 4: A major

misconception about this

question (what does the solution

tell us about the equations and

graphs used?) may be that the

students don't think theres a

connection. The student should

say that it means the two

equations are equal there or that

they have one shared solution.

13/16

08.27.07

Summarize/Share and

Discuss

solutions, teacher-led discussion,

student led discussion, etc.

Students will share their solutions

with the class in the specified

order by the lead teacher.When

the student presents, they will

either have someone in their

group come up with them to hold

the groups paper or they may

post it on the board. We will

approach the questions in the

order they are presented. We will

sequence answers from

misconceptions to most- least

common methods. This will give

students the opportunity to share

out and verbalize their thinking

about the problems and

demonstrate how their choosing

of a solution path could have

been different than other groups

and the solution path could have

even been much different. The

hope is that students are able to

recognize all the different ways in

which to solve these types of

problems. If student writing is too

small, we will put it on the

document camera .It will also

are that students will be making

connections and recognize

differences and similarities

between their work and the

presenting groups.

up the discussion of the big

math ideas?

include:

"Why did you

decided to graph it that

way?"

"Where did

______ number come

from? We tried the same

one and got a different

answer."

"Did you graph

that by hand or using the

calculator?"

"Did you all

check to make sure the

graph you did by hand

was right?"

"How did you

know to use those points

when you graphed?"

"How did you get

you went about doing it?

14/16

which equations are systems?

Did anyone else think of another

way?

Q: _______, what do you think

of _______s groups strategy?

Q: How do you know that is a

solution? Prove it.

The sequencing of answers will

go from misconceptions to

most-least common approach.

We expect the students to:

1. (Misconception)

Put the equations into the

calculator wrong.

2. Make an

algebraic mistake in

08.27.07

give students the opportunity to

check their groups work and

compare and contrast it. Although

we did not have a problem with

students continuing the task after

time was called, to ensure all

writing stops, the lead teacher

will come around and collect

colored pencils and the marker.

that point of

intersection?"

During the discussion, students

may struggle with justifying

their answers either because

they feel uncomfortable talking

aloud in front of their peers or

they are not certain as to why

something is written as it is.

We hope that the addition of

group roles will lessen the

anxiety for the presentation.

There will be a reporter whose

job will include keeping track of

everything that is being written

and the paths that their group

took in order to effectively

present their work to the class.

15/16

3. (Most Common)

Use the calculator to find

what the graphs look like

then using the table to

plot the points on the

coordinate plane to see

whether or not the

graphs intersect. (This

may include the students

graphing one equation at

a time or graphing the

pair together)

4. (Least Common)

Graphing the equations

by hand using a table of

their own creation.

08.27.07

Summary Statement:

(May change based on what actually happens in class)

We see that there are different ways we can go about finding the solutions for systems. Not only that, but we found that there are other

ways we can go about checking to see if our solutions from are correct. The important part of this whole process is saying that all of

these ways are valid and can be used when graphically solving for a system.

Homework:

There will be no homework.

16/16

08.27.07

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