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Name: Kandace Johntry

Week of: 1/5-1/9

Unit Name
Objective(s)

Subject Area: Algebra 2


Instructional Strategies/Lesson Sequence
Monday
Tuesday
Wednesday
Expressions and Equations
Given two rational
Given two rational
Given two rational
expressions I am
expressions I am
expressions I am
learning to apply
learning to apply
learning to apply
long division in
long division in
long division in order
order to simplify 2
order to simplify 3
to simplify 4 out of 5
out of 5 expressions
out of 5 expressions
expressions
accurately.
accurately.
accurately.

Given a word
problem on rational
expressions I will be
able to determine
how to reach the
answer by
accurately listing
ALL the steps
needed to solve the
problem.
A.APR.6

A.APR.6

A.APR.6

Anticipatory Set/
Do Now

Mental Math Monday

Use long division


to simplify.

Bell Ringer Basic


Math Review

101questions

Factor Friday

Learning Activities

Review of
simplifying rational
expressions.

Students will
practice long
division with a
partner. Teacher
mini lesson on
remainder and
quotient. Students
will place answers
in quotient and
remainder form.

Students will create


their own quiz.
Students must
provide 5 problems
with increasing
difficulty. Students
must also provide an
answer key.

Review and Quiz on


Long division.
Students will trade
their made quizzes
with other students.
Then trade back and
use colored pencils
to grade and give
meaningful
feedback to their
'student'

Teacher will
demonstrate
strategies for solving
challenging
problems by having
a class discussion on
how to solve
problems.

Teacher mini-lesson
on long division with
rationals.
Practice Problems &
remediation
5 questions DOL
assessment

5 questions DOL
assessment

For the 5th question


students may pick
up a notecard with
one challenging
problem. they must
solve the problem
on their answer key
for it to be used on
their quiz.
5 questions DOL
assessment

A.APR.6

Friday

CCSS/NJCCCS

Students will recall


long division and
apply this to rational
expressions.

A.APR.6

Thursday
(1)
Given two rational
expressions I am
learning to apply
long division in
order to simplify 4
out of 5 expressions
accurately.

Then groups will pick


from challening
problems to solve,
filling out a guided
worksheet as they
work through the
problems. Problems
are color coded.
Students must
complete four
questions from three
different difficulty
levels.

Essential Questions/
HOTS

How is long division


more useful with
rational expressions
than synthetic
division?

How is it helpful to
know the
definition of
quotient and
remainder when
using synthetic
division?

Why are rational


expressions related
to division?

What are the key


points to look for to
decide if someone
knows how to divide
rational expressions.

When a problem is
challenging, what
strategies can I use
in order to start
solving it?

Assessment of student
understanding/Closure/D
OL

I will be able to long


divide rational
expressions.

I will be able to long


divide rational
expressions.

I will be able to
simplify rational
expressions.

I will be able to
create and solve
long division
problems sing
rational expressions

I will be able to
break down
challenging
questions on rational
expressions into
easier solvable
tasks.

Small group instruction


(Tier 1 or 2)

Pair-and-share.
Students will
practice with
partners

Groups of 4students will pass


problems along in
a group-1 will
answer and
another will check
the solution.

Partners-students
will work with
partner to create a
quiz.

Homework Assignment

Choose 4 from 10

Parcc-aligned Qs (2)

Study for quiz

Administrator Feedback
Name:
Date:
Notes/Comments:

Start study guide

Alignment: Objectives, learning activities, and DOL are aligned and reflect CCSS or NJCCCS

Rigor: Lessons are rigorous, elicit higher order thinking, and allow for conceptual development

Transfer: Lessons facilitate a gradual acquisition of student independence

Application: Students are encouraged to apply knowledge and skills to new situations

Assessments: Uses both formative and summative assessments to inform instruction

Teacher Lesson Reflection: Reflect on the lesson you have developed and rate the degree to
which the lesson strongly, moderately, or weakly meets the criteria below:
Lesson Activities:
Are challenging and require higher order thinking and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate technology, 21st century skills, and global perspectives

Strong Moderat
ly
ely

Weakl
y

Provide opportunities for transfer of knowledge and interdisciplinary


connections
Are differentiated based on student needs
Are student-centered
Provide means for students to demonstrate knowledge of skills and progress in
meeting learning goals and objectives
Provide opportunities for student reflection and self-assessment
Provide data to inform and adjust instruction to better meet the varying needs
of learners
Facilitate a gradual acquisition of student independence
Allow for small group/cooperative grouping to facilitate attainment of learning
goals

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