Dakota State University

College of Education  

LESSON PLAN FORMAT

**Be sure to reference the Lesson Plan Rubric for prompts and guidance for each section!**

Name: Kathleen Ballinger

Grade Level: 10th/11th/12th
School: Madison High School
Date: 04/08/2022
Time: 10:30 am
Reflection from prior lesson
● The lesson I taught on Tuesday was using everything they have learned in this chapter in real life
scenarios. With this lesson I let them do the teaching and I was just standing at the podium writing
down their answers. They were talking as a class and discussing why some answers were wrong and
how to get to the right answer. It was not a very long lesson and the students enjoyed that they got
ample time to work on their homework assignment. There were a couple times they did not know how
to start or what formula to use so they asked me and I never gave them the answer, just reworded the
question or told them when we learned the formula they should consider. It was a pretty enjoyable
lesson all around with good feedback from the students.

Lesson Goal(s) / Standards 

● HSF.BF.A.2 - Write arithmetic and geometric sequences both recursively and with an explicit formula,
use them to model situations, and translate between the two forms.
● HSF.IF.A.3 - Recognize that sequences are functions, sometimes defined recursively, whose domain is
a subset of the integers.
● MP.2 - Reason Abstractly and Quantitatively ~ Students are flexible in the use of operations when they
multiply each side of an equation for a geometric series by r.
● MP.3 - Construct Viable Arguments ~ Students use the definition of an arithmetic sequence to identify
and explain the flawed logic that results in a sequence being labeled incorrectly.
● MP.7 - Look For and Make Use of Structure ~ Students look for patterns when they recognize the
common difference in a series by writing out all of the terms in the series.
● HSF.LE.A.2 - Construct linear and exponential functions, including arithmetic and geometric
sequences, given a graph, a description of a relationship, or two input-output pairs ( include reading
these from a table).
They also work with concepts related to these standards: HSF.BF.A.2 , HSF.IF.A.3 , HSA.SFE.B.4

Lesson Objective(s) - (please list corresponding assessment used)

Objectives from all lessons in the chapter except the last lesson.
● Students can use explicit formulas and recursive formulas with sequences.
● Students can identify arithmetic sequences and use equations with arithmetic sequences.
● Students can identify geometric sequences and use equations with geometric sequences.
● Students can use the formulas of arithmetic sequences to find the sum of series.

Materials Needed 
● Computer & Projector
● Review Game Powerpoint
● Answer Key (In case students do not know)
● Premade Groups
● Paper to Track Points
● Timer
● Calculators
● White Boards for groups or Scratch Paper
● Positive Attitude
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English
Language Learners), students on behavior plans, characteristics of the class such as talkative, high-poverty,
etc.)
● Period Schedule (45 min)
● Six boys to Ten girls
● Smaller class
● Not very talkative
● Somewhat attentive
● IEPs: none
● Vision Impairment: none
● ELLs: none

Connection(s) to Research & Theory (what learning theory or research-based method supports your chosen
methodology or assessment?)
● Activity Theory (constructivism):
○ The Actor is the students
○ The Object would be chapter 7 and or the review game as well as their motivation
○ The Community would be their groups.
○ It is all about how the Actor responds to the Object while working or reflecting off of the
Community.
■ Students need a positive attitude going into this in order to gain any knowledge from the
activity.

A.  The Lesson 

 
● Introduction (1-2 minutes)  
○ getting attention: Tell them it is review game day!
○ relating to past experience and/or knowledge: Let them know that this is over everything we
have learned in this chapter and I am going to test their knowledge in teams!
○ creating a need to know: explain the rules of the game and how it is going to work.
○ sharing objective, in general terms: You guys have a chance to earn extra credit points for your
test on Tuesday, let’s get into groups!

 
● Content Delivery (40-45 minutes)  
○ I will have an answer key next to me on the podium to double-check myself and keep on the right
path for the student’s answers.
i. Here is a link to the answers for the game.
○ Click for the Review Game for Sequences and Series (40-45 mins)
i. Students will get into groups and work with their group members to come up with an answer
in 30 to 45 seconds depending on the question.
ii. I will be projecting the game on the whiteboard from a Fujitsu laptop and controlling the
questions and points from the podium.

● Closure (the rest of class)  

○ Asks students for their thoughts and questions. (5 mins +)
○ Let them know they can do the review and if they have any questions they can come in on Monday
and ask!
○ Remind them that their test is on Tuesday and I believe in each and every one of them.

B. Assessments Used
● Review Packet posted on Google Classroom for them to do before the test on Tuesday.
● Review Game
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Blank set of notes to follow along with and fill out
○ OR filled out notes to work with a para if needed
● Adaptations for those exceeding expectations
○ They will be in groups working together to solve the problems and earn points. I hope they help
their group members understand the material better!
● Language Support (IF you have ELLs (English Language Learners))
○ Work with the ELL teachers to develop notes so that they can understand and assist them.

D.  Resources
● enVision Algebra 2 - Teacher's Edition Volume 1
● South Dakota State Standards for Mathematics
● Ms. Weeldreyer
● Google Classroom
● Learning Theories A to Z by David Leonard