Teaching Experiment Lesson Plan #2

Formative Assessment Activity: __Passing the problems_(Factoring)____________

Goal(s) of Activity (i.e., Students will be able to or Students will understand thatThese
should include mathematical content and process learning goals.)
Students will use knowledge from previous lessons to solve the problems.
SWBAT write one new step that can be solved with the given equation.
SWBAT exchange their solutions, and modify and critique the groups answers with
appropriate explanations.
SWBAT explain their methods and correct the solutions with reasoning.
I can factor equations with appropriate explanation.
I can work productively with my group members.

How will you elicit thinking from the students?

Students with group of three will be working together for the activity. Each group will have three
problems to start with. Groups will have 5 minutes to discuss about the problem and then work
individually. Each students will have a problem to start with, and will be rotating the problems
after one step is written. The next student will be analyzing the previous step that the group
member did, and either correct the mistake or move on to the next step. Students will remain
silence during this activity where all the reasoning /methods will be written in the paper.
I will walk around and monitor students while they are working in groups. I will ask questions
about what they are doing such as:

How did you determine the first step?

What information will you need to start with?
How can you check if the peers work is correct/ incorrect?
How can you determine the next step?
How can we check if the factored form is correct/incorrect? (This will be asked to the
groups who finished early)

During the short discussion I will lead the discussion with the following questions to the class:
What information did the group start with?
How could they determine if the steps were correct/incorrect?
What are the differences between the first problem and second problem? (there are two
different factor equations)
What are the similarities and differences between the steps compare to your group?

Is this only correct methods? If not, what other methods can they use?
Which methods do you think would work best? Explain.
What questions do you have for this group?
How can I check if I got the correct factored form? (This will be discussed only if we
have enough time. Otherwise we will discuss the next day)

How will you analyze the data you collect (i.e., How will you determine students have
understood the material/content of the activity or reached the goal of the activity?)?
We will have rich discussion after the activity. With this in mind, Ill also provide chance to fix
their answers without erasing their current steps/ reasoning. Even after that if I see more
mistakes, will be provided a written feedbacks on the next day.
Students will turn their work sheets with their names on to tray. I will be recording the video and
also will be writing notes of what I hear carefully. I will go back to the video about how I lead
the discussion, how students responded, and how well students were participating, etc. I will also
check if I missed any parts of their misconception or the questions students had.

How and what kind of feedback will you give students? What is the purpose of your
feedback?
The next day, the class will go over the activity problems that we didnt have chance to go over. I
will start generally with the correct method and share students a right path. And then I will
represent most common misconception. Students will be correcting other groups mistake
similarly from yesterdays work. Also Ill provide a written feedback to the students. At this
point I will mark off where students made mistake. If it is a concept matter mistake (unlike 23=5, algebraic mistakes) I will write a comments on how we can approach from each steps to
build a right path. This feedback will be given to the groups and the group will have about five
minutes to discuss and fix their misconceptions to receive the full credits. Students will be
defending their mistakes to the group such as, I thought this, thus I made a mistake here. The
purpose of fixing their mistake with the group is to prevent the next mistakes when we move on
deeper in factoring topics.

Problems: What is ____________ factored form? Write all steps needed with appropriate
explanation.

#1 x2+ 6x + 8

#2 2x2 - 11x +5

#3 x2+ 30x + 225

Factoring quadratic expressions/ perfect square trinomials

If needed, the groups finished early will have few more examples. These will be considered as
enrichment problems (harder)

#4 3x2 + 2x -8

#5 -16x2 - 24x -9