# Lesson Title and Grade Level Lesson Title: Module Project Introduction Grade 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 Indicators Benchmarks: Patterns, Functions and Algebra Standards, 8-10 H. Solve systems of linear equations involving two variables graphically and symbolically Grade Level Indicators (Grade 8): Patterns, Functions 5. 3. Solve linear equations and inequalities graphically, symbolically and Algebra Standards and using technology. (Use Algebraic

Representations )

NCTM Content Standards: Algebra (9-12)  Understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on morecomplicated symbolic expressions  Understand the meaning of equivalent forms of expressions, equations, inequalities, and relations  Use a variety of symbolic representations, including recursive and parametric equations, for functions and relations NCTM Process Standards: Problem Solving  Solve problems that arise in mathematics and other contexts Communication  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 on the 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 will have 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 module project

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 and examples to learn mathematics. Give them an outline of what they will be doing over the next ten (10) class days. Write this on the board and have them copy it down. a. Day 1 – Project introduction b. Day 2 – Addition Method c. Day 3 – Subtraction Method d. Day 4 – Systems of Equations e. Day 5 – Project Day f. Day 6 – Calculating Slope g. Day 7 – Slope and Equations of Lines h. Day 8 – Slope i. Day 9 – Project Day j. Day 10 – Project Presentations 4. Now that you have provided the students with the two-week outline, ask the students if they have any questions. Let them know that their will be lecture, group work homework, and a final project for this two-week period 5. Promptly after all questions are answered and the students know what is expected from this module project, begin the reading strategy called Brainstorming 6. Pass out the handout titled Reading Strategy: Brainstorming 7. Talk to the students about the activity. The students need to fill out the worksheet. On the handout there are 5 terms. These terms will be in their reading they have for homework. They need to brainstorm what the terms mean and how they relate to amusement parks. C. Share/Summarize (10 minutes) 8. After the students have completed the worksheet, write on the board the 5 terms and have the students give some of their brainstormed ideas 9. With a few minutes left, remind the students of the homework. The students must read chapter 7 section 1. Student Summative Assessment Since this lesson was mainly about introducing the two-week module project, the only assessment will be student 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 will get a 0 for participation that day. Differentiation/Accommodation  For ELL students, I will make sure that they understand the meaning of the vocabulary learned in class. 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 come talk 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 due tomorrow. References 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. Attachments -Reading Strategy: Brainstorming Method

Name: ________________________ Class Period: _________________

Date: ___________