Vous êtes sur la page 1sur 2

# Sierra Nevada College Lesson Plan

## Teacher Candidate: Briana Parish Lead Teacher: Brenda DaSilveira

Grade/Subject: 11th/ Algebra 2 District: Washoe
Lesson Content: Rational Function School: Hug HS
SNC Supervisor: Ron Seckler Time Allotted: 50 minutes

## Materials, including technology:

Powerpoint, TV, paper, poster paper, pens, and pencils.

## Standard(s), including literacy for all content areas and/or SMP

Multiplying & Dividing Rational Expressions (A.SSE.1A, A.SSE. 1B, F.BF.1B, A.APR.7)
Solving Rational Equations (A.CED.1, A.REI.2, A.REI.11)

How will learning be assessed at the end of the unit/learning cycle (summative):
There will be a cumulative assessment at the end of the unit to determine student understanding. There
are weekly quizzes that are given so we can assess how students are understanding these concepts.

Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK or Bloom’s)
1.By the end of the period I will be able to multiply rational expressions DOK 3
by factoring and cancelling

## 2. I will demonstrate my understanding of this skill by analyzing and DOK 3

fixing errors made in these types of problems.

## Connections to past learning or experience, building background

Students have been learning how to reduce rational fractions, multiply & dividing rational fractions for

## Essential Vocabulary Definitions

Factor (with reference to a number) resolve or be resolvable into
factors.

## Cancel (of a factor or circumstance) neutralize or negate the force

or effect of (another).
Multiple a number that can be divided by another number without a
remainder.

## Reduce make smaller or less in amount, degree, or size.

Strategy for teaching new vocabulary
Students already know and understand these vocabulary words.

## Sequence and Scope of Instruction (include instructional Instructional Strategy estimated

strategies, questions, opportunities for meaning making time

## through discourse and other engagement strategies,

formative assessments, opportunities for metacognition,
grouping, differentiation and transitions)
Stacking activity as a warm-up. Student will practice multiplying/ 7 minutes
dividing rational fractions.

Hang two sets of 4 posters (You will have to make the Students will walk around and
posters. I have attached the problems I will be using. I determine what is wrong with the 35 minutes
gave Brenda my poster paper if you want to use it). Each problem and write it down.
team should be given a set of stickies. They will start at
a poster and see if they can find the error in the
problem. They will write suggestions on a stickie about
how the problem can be fixed and stick it to the
poster. They will rotate to the next poster. At the next
what the previous team(s) have written and write a
stickie using one of these sentence stems:
Sentence stems:
 This is incorrect because....
 I agree with this because...
 I would add to this because...
 I disagree with this because...

## Complete one problem (see Powerpoint) Students will

give themselves a rating (1-5) on how they are doing on
this skill and why they have given themselves that Students will complete the exit 8 minutes
ticket for a formative assessment.
rating. I will be having them put their rating on a poster
on their way out the door in bar charts of their level of
understanding.

## Closure : specific activity to review content

Complete one problem (see Powerpoint) Students will give themselves a rating (1-5) on how they are
doing on this skill and why they have given themselves that rating. I will be having them put their rating
on a poster on their way out the door in bar charts of their level of understanding.

[Type text]