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Content Lesson Plan #1

Paige Needham
Specialized Methods/ Practicum
03/16/2014






The standard from the common core state standards that my lesson will
focus on will be Model With Mathematics. This standard focuses on the students
ability to apply the mathematics they know to solve problems arising in everyday
life, society, and the workplace. They are able to identify important quantities in a
practical situation and put together their relationships using such tools as a graphic
organizer. The graphic organizer is a great tool to use in this class because it shows
the students the kind of questions they should be asking themselves every time they
work a problem like this and what things they should be looking for when reading
through the problem.

Learning Objectives for this Lesson
The student will be able to read in their textbooks to come up with a solution
to a problem.
The student will be able to fill out a graphic organizer.
The student will be able to know how a graphic organizer works.
The student will be able to pull out information while reading through their
word problem to appropriately fill in the graphic organizer.
The student will be able to model exponential growth.
The student will be able to model exponential decay.
The student will be able to write the general form of an exponential function
(y=ab^x)
Assessing Student Learning
Observation during Exponential model lesson and graphic organizer handout
Taking questions before, during, and after the lesson.
Graphic organizer handout
Discussion with class after graphic organizer activity
Materials, Equipment, and Resources Necessary to Teach this Lesson
Graphic Organizer Worksheet (attached)
Algebra 2 Teachers Edition
Real world word problem
White board and marker
Notes I have taken to teach lesson
Adaptations and Modifications
Students move into small groups to work on assignment
Evidence-Based Instructional Strategies
Graphic Organizer
Questions Considered During the Lesson
Reading and writing skills required for understanding
Check for understanding by allowing students to ask questions before,
during, and after lesson.
Check for understanding by reviewing worksheets after class.
Check for understanding by listening to students answers for why they put
the answers they did and where they put them.
Lesson
I will begin my lesson by teaching section 8-1 Exploring Exponential Models.
This consists of modeling exponential growth and decay, understanding what an
exponential function is (y=ab^x), understanding what a growth factor is,
understanding what decay factor is, understanding what an asymptote is, and many
examples and question answering of all of this material. I will encourage the
students to follow along in their textbooks with me, as it will help them with their
graphic organizer activity. Once I consider the class to be ready to move on I will
hand out the graphic organizer and explain to them how it works. In the What do I
already know box, they need to put any numbers they pull out from reading
through the word problem that they already know represent a specific thing in the
problem and also any formulas that can be used in this problem. In the what do I
need to find out box the students need to put what variable is undefined in the
problem, in other words what is it that they are solving for. In the what operations
will I use box they need to circle any and all operations they will use to solve the
problem. The solve box is where they solve the problem step by step. Answer is
the answer they have arrived at. Throughout this assignment I will encourage them
to read in the text to help better understand what they are looking for. After I
explain how it works, I will move the class into small groups to work together. Any
questions they have they may ask and I will assist them the best way that I can.
When everyone has finished filling out the organizer I will have everyone move back
to his or her seats and we will discuss the class answers and why they put what they
did. I also will encourage them to give me a reference page for their answers. After
the discussion ends I will collect their assignment and review them so that I can get
a better understanding of who is grasping the material and who is not.
The word problem: The number of flowers in a large garden is decreasing at a rate
of about 2% every year. If in one year there are 5 million flowers in the garden, how
many will there be in 5 years? Round to the nearest hundredth.

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