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Content Standards:
Literacy Standards:
1. L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) as a clue to the meaning of a word or phrase.
2. W.9-10.2.A Introduce a topic; organize complex ideas, concepts, and information to make im-
portant connections and distinctions; include formatting (e.g., headings), graphics (e.g., fig-
ures, tables), and multimedia when useful to aiding comprehension
Page 1
Approaching On-level Beyond
The students who Students who are on the level The students who are exceeding in
are struggling will where they are supposed to be this lesson will be given the
have to review their will be able to compare and opportunity to make their own
notes from previous contextualize various scenarios, questions and present it to the class to
section. They will which the lesson itself is receive extra credit and will be
be given a sheet complex. rewarded.
with pictures of
graphs where it
shows exactly what
the function is
doing.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Materials Procedures/Strategies
Day 1 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to
get them into the mindset of the concept to be learned)
For the beginning activity students will be at a point where they can
graph any given function such as cubic, square root, and cube roots. I
will give each student a task. On each table there will a paper with a
vocab. word, and the table is in charge of placing the word or graph on a
board in front of the class. The board will have sentences and graphs
where the student will match each word or function given.
Page 2
Anticipatory Set (focus question/s that will be used to get students
thinking about the days lesson)
Page 3
Guided Practice (how students will demonstrate their grasp of new
learning)
Students will work together to complete the work sheet given to practice
, how ever they will be required to independently work on how to they
did each step. Once they are done, we will go over it as a class and each
student will put their answer on the board.
In the closure the students will summarize what they have done for the
lesson as well as present what they have learned in class the next day as
their sponge activity.
References: (https://www.engageny.org/resource/algebra-i-module-4-topic-c-lesson-21,https://cdn.kutasoftware.com/Worksheets/Alg2/Qua-
dratic%20Equations%20By%20Completing%20the%20Square.pdf)
Page 4
Parent Function complete the square
Page 5
standard form cube root
y - intercept x intercept
(h,x) coefficient
Page 6
ax^2 + bx + c GCF
Page 7
vertex
y intercept
x intercept
Page 8
Page 9
Page 10