MIAA360: Lesson Study

Team Members: Cassie McLemore, Kara Villalobos, and Aritz Cardenas __ _______________________________________________________
Teaching Dates: _____________April 30, 2014 1
st
and 3
rd
periods _______________________________________________________________
Concept for this lesson: _____actoring Trinomials_________________________ !rade "pan_#
th
!rade $re%Algebra &onors _
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student
Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
!
st
Century
"ngage
Time:
__20__ min'tes
Materials:
$ractice()e*ie+ ,'estions
hando't-
.n/ $ens orgot in/ pens-
&ad st'dents correct their
o+n +or/ in pencil-
Comp'ter
0ideo: Teach me ho+ to
factor on 1o' t'be-
http:((+++-1o't'be-com(
+atch2*34"r.5hf5s6
. noticed(. +ondered
+or/sheet
.ntrod'ction of Teaching Team and the plan for the lesson-
Teacher +rites 4 re*ie+ ,'estions on board for st'dents to
complete +hile e*er1one settles in and gets o't their
home+or/ and s'pplies to begin class-
This too/ too long so +e changed it to onl1 2 re*ie+
,'estion:
After st'dents ha*e finished re*ie+ ,'estions teacher +ill
instr'ct st'dents to 'se a pen to correct their ans+ers and
briefl1 describe +hat 1o' did right or +rong on these re*ie+
,'estions-
Allo+ed st'dent to 'se their o+n pencils beca'se most did
not ha*e an in/ pen- .n second class . modeled a sample
sentence for each reflection beca'se in first class +e got most
one%+ord ans+ers-
Teacher +ill then collect re*ie+ ,'estions for e7amples of
st'dent8s /no+ledge before lesson-
)e*ie+ of ans+ers inbet+een lessons sho+ed that #9: of
st'dents had mastered the pre*io's lessons on 4.;-
Teacher +ill then ta/e ,'estions from st'dents on home+or/
problems and sho+ ho+ to sol*e those problems- Teacher
"t'dents +ill be getting o't
home+or/ and completing the
fo'r re*ie+ ,'estions-
"t'dents +ill be correcting their
ans+ers and then reflecting on
their /no+ledge of the material
and +h1 the1 made the choices
the1 made in sol*ing the
problems-
#-5"-2- Appl1 and
e7tend pre*io's
'nderstanding of
m'ltiplication and
di*ision and of
fractions to
m'ltipl1 and
di*ide rational
n'mbers-
a- <nderstand that
m'ltiplication is
e7tended from
fractions to
rational n'mbers
b1 re,'iring that
operations
contin'e to satisf1
the properties of
operations,
partic'larl1 the
distrib'ti*e
propert1, leading
to prod'cts s'ch
as =>1?=>1? 3 1
and the r'les for
m'ltipl1ing signed
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
1
B*al'ate
Consider Decision Points
Assessments
completed home+or/ problems incorrectl1 and needs to
prepare ans+ers to +ord problems prior to re*ie+ of
home+or/- Classroom teacher had to go o*er correct
ans+ers +ith class the ne7t da1- Cig Mista/eDDD
Teacher +ill collect home+or/ for classroom teacher grading-
Teacher collected home+or/ for first class, b't home+or/
problem +as done incorrectl1- Teacher +as 'nable to collect
home+or/ for second class beca'se +e co'ld not ans+er the
+ord problem correctl1-
Teacher +ill then pla1 a short *ideo on factoring to engage
st'dents in the lesson-
This +or/ed +ell- Most st'dents enEo1ed the *ideo-
"t'dents +ill complete an . noticed . +ondered +or/sheet
d'ring the *ideo-
"t'dents fo'nd lots of math +ords st'dents /ne+ and placed
them 'nder . noticed and +ondered primaril1 +hat
completing the s,'are +as- . e7plain that that +as one
techni,'e of factoring ,'atradics and that toda1 +e +o'ld be
learning another method called the diamond method-
"t'dents +ill be chec/ing their
home+or/ for ,'estions that
the1 had diffic'lt1 in
completing-
"t'dents +ill be re*ie+ing their
ans+ers +ith those
demonstrated b1 the teacher on
the board-
"t'dents +ill pass in home+or/
and get read1 for a short *ideo
"t'dents +ill pass o't +or/sheet
on noticed(+ondered-
"t'dents +ill ta/e notes on a
noticed(+ondered +or/sheet
d'ring the *ideo-
n'mbers- .nterpret
prod'cts of
rational n'mbers
b1 describing real%
+orld conte7ts-
c- Appl1
properties of
operations as
strategies to
m'ltipl1 and
di*ide rational
n'mbers-
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student
Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
!
st
Century
"#$%a&n:
Time:
_10__ min'tes
Materials:
Math 5oteboo/
Teacher gi*es the follo+ing notes for st'dents to ta/e do+n
into their math +or/boo/s:
Title: actoring $ol1nomials 'sing the Diamond Method-
1- Ma/e s're the pol1nomial is in a7F2 G b7 G c form-
B7ample 7F2 G 7 % 20
2- Ma/e an H
3- M'ltipl1 a and c and place them in the top of the H
"t'dents +ill be ta/ing notes on
the proced'res for sol*ing
pol1nomials 'sing the Diamond
Method in their math noteboo/s-
#-BB <se
properties of
operations to
generate
e,'i*alent
e7pressions-
1- Appl1
properties of
operations as
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
2
Diamond Method
+or/sheet-
"'a%uate
Consider Decision Points
Assessments
B7ample 1 7 >20 3 %20
4- Arite do+n b in the bottom of the H
B7ample G1
9- Determines the factors for the n'mber in the top of the H
=%20? B7amples 1(20 2(10 4(9
+hose s'm in e,'al to the n'mber in the bottom of the H-
=G1?
G9(%4
I- $lace these factors that satisf1 J9 into the empt1 spaces on
the H =left and right?
#- These are 1o'r factors
B7ample =7G9? =%4?
These notes +ent +ell and +ere repeated for second class-
Teacher +ill then hand o't the Diamond Method +or/sheet
and +e +ill do 4 e7amples together +ith all fo'r possible
t1pes-
1- 72 G 107 G K
2- 72 % 117 G 1L
3- 72 G 47 > 49
4- 72 G #7 G 12
"t'dents follo+ed along and ans+ered ,'estions posed to
them d'ring g'ided practice on the ne7t steps to ta/e- D'ring
second class beca'se so m'ch time +as lost +ith the incorrect
home+or/ problem +e +ere not able to finish all fo'r +e
onl1 go to three-
Teacher +ill chec/ to ma/e s're all st'dents ha*e completed
all fo'r of the practice problems-
Teacher circ'lated and chec/ed that all st'dents +ere
completing the practice ,'estions and 'nderstood the process
of the diamond method for factoring- Ae ran o't of time in
second class and r'shed thro'gh lesson- Classroom teacher
had to repeat the lesson the ne7t da1 for the second class-
"t'dents +ill cop1 do+n the
trinomial and then +e +ill
disc'ss the steps +hile +or/ing
the problems together for the
fo'r t1pes-
"t'dents +ill fill o't the
diamond method +or/sheet +ith
the fo'r practice ,'estions-
strategies to add,
s'btract, factor,
and e7pand linear
e7pressions +ith
rational
coefficients-
2- <nderstand that
re+riting an
e7pression in
different forms in
a problem conte7t
can shed light on
the problem and
ho+ the
,'antities in it are
related-
or e7ample, a G
0-09a 3 1-09a
means that
Mincrease b1 9:N
is the same as
Mm'ltipl1 b1
1-09-N
A-""B-3 Choose
and prod'ce an
e,'i*alent form of
an e7pression
to re*eal and
e7plain properties
of the ,'antit1
represented b1 the
e7pression-
a- actor a
,'adratic
e7pression to
re*eal the Oeros of
the f'nction
it defines-
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
3
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student
Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
!
st
Century
"'a%uate:
____9_____
Teacher +ill hand o't tic/et o't the door problem and e7plain
that the1 are to factor the trinomial 'sing the diamond method
and then in their o+n +ords describe +hat the1 did at each
step to get the ans+er for each part of the H and the final
factors-
.n first class the problem that +e ga*e st'dents +as
impossible- This +as not planned o't correctl1- "t'dents
+ere 'nable to complete- .n the second lesson +e did not get
this far-
Teacher +ill e*al'ate pre*ie+ ,'estions for benchmar/
'nderstanding before ne+ material lesson on factoring-
.n class one #9: of st'dents had mastered pre*io's lessons-
.n class t+o L9: of st'dents had mastered pre*io's lessons-
Teacher +ill also e*al'ate notes ta/en d'ring instr'ction-
Coth classes too/ the notes on the diamond method and had
them for home+or/ practice that night-
Teacher +ill also e*al'ate 'nderstanding d'ring practice
problems-
Coth classes 'nderstood the +or/ being done and +ere able
to ans+er ,'estions d'ring e7planations that assisted them in
mastering the diamond method-
Teacher +ill also e*al'ate tic/et o't the door and e7planation
of ho+ ans+er +as achie*ed-
Tic/et o't the door +as ineffecti*e in first class and did not
happen in second class-
Teacher +ill e*al'ate progress on home+or/ d'ring +or/
time at end of period- This did not happen in either class-
"t'dents +ill factor the
trinomial and e7plain the steps
the1 too/ to get the ans+er-
A-)B.-4b
"ol*e ,'adratic
e,'ations b1
inspection =e-g-,
for 723 4K?, ta/ing
s,'are roots,
completing the
s,'are, the
,'adratic form'la,
and factoring, as
appropriate to the
initial form of the
e,'ation-
)ecogniOe +hen
the ,'adratic
form'la gi*es
comple7 sol'tions
and +rite them as
aP bi for real
n'mbers a and b-
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
4
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student
Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
!
st
Century
"#tend:
Time:
__9_ min'tes
Materials
"'a%uate
Consider Decisions Point
Assessments
Teacher +ill instr'ct st'dents on their home+or/ problems
for tonight and allo+ them to begin their practice-
Ae ran o't of time in both classes before +e got to this step-
"t'dents +ill start home+or/-
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
9
Cassie Mc;emore, @ara 0illalobos Q AritO Cardenas
M.AA 3#0
Dr- "1l*ia T'rner
L R'ne 2014
)eflection of #
nd
!rade ;esson "t'd1
Ahen going into someone else8s classroom and tr1ing not to disr'pt their pacing b1 teaching something that sho'ld be ta'ght
on that da1 in se,'ence for st'dents, its diffic'lt to be as creati*e as +e +o'ld ha*e li/e to be- 4'r lesson did not begin 'ntil 10 to 19
min'tes into a 4L min'tes period, beca'se +e needed to debrief the lesson from 1esterda1 b1 ta/ing home+or/ ,'estions and doing a
+arm%'p designed to chec/ for 'nderstanding- .n the first classroom, this process +ent +ell and +e mo*ed into o'r lesson fairl1
,'ic/l1, b't +e act'all1 performed one of the home+or/ ,'estions incorrectl1- The engage portion of o'r lesson +as appropriatel1
timed and *er1 effecti*e in getting most st'dents engaged and e7cited abo't +hat +e +ere going to teach- Ae /ept st'dents acti*el1
listening b1 as/ing them to complete an M. noticed, . +onderedN +or/sheet- .t +as *er1 nice to ha*e st'dents share o't +hat the1
noticed that the1 alread1 /ne+ abo't +hat +e +ere going to do and it ga*e 's a ga'ge of +hat st'dents also did not /no+ so +e /ne+
+hat +e needed to spend more time co*ering-
The act'al lesson that +e designed +as appropriate for the time frame had +e had then entire period to teach it- . +as the one
deli*ering the lesson and . +as ill prepared for the home+or/ ,'estions that +ere as/ed- . sho'ld ha*e spent some time ma/ing s're
that . /no+ ho+ to sol*e all of the ,'estions from the pre*io's da1s home+or/ or told the classroom teacher that +e +o'ld not be
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
I
able to perform that f'nction of her reg'lar ro'tine- 4ne thing that +as e*identl1 clear +as that /no+ing 1o'r st'dents and deli*ering
lesson to them e*er1da1 gi*es 1o' a gage that someone E'st stepping in to do a lesson cannot hope to e,'al- . realiOed immediatel1
that E'st the simple fact of not /no+ing st'dents names +as a handicap- A lot of thing +ent +rong in this lesson, b't +ith some fine%
t'ning it +o'ld be a great lesson- . feel that more time is needed +ith st'dents in one setting to achie*e the 9 B8s =Bngage, B7plore,
B7plain, B7tend and B*al'ate?- Aith the common core +e +ill need more time for tr'e disc'ssion to occ'r-
Teaching and ;earning Collaborati*e ;esson "t'd1
Adapted from @%12 Alliance(AestBd
#