5E Lesson Plan Template

Teacher Felisha Cleland

Date April 12, 2021

Subject 9th Grade / Algebra I with Probability

area/course/grade
level

Materials Chromebooks, Phones or Other Video Recording Devices, Video Editing

Software of Student Choice, Video Supplies / Props of Student Choice,
Quadratic Formula Worksheets, Page Protectors, Dry-Erase Markers,
Erasers, Calculators.

Standards (State 2019 Alabama Course of Study Standard for Mathematics: Algebra 1 with
and ISTE Probability #9a. Select an appropriate method to solve a quadratic equation in
Standards for one variable. b. Solve quadratic equation by inspection, taking square roots,
Students) completing the square, the quadratic formula, and factoring, as appropriate to
the initial form of the equation, and recognize that some solutions may not be
real.
ISTE Standards: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats,
and digital media appropriate to their goals. Students: a. choose the appropriate
platforms and tools for meeting the desired objectives of their creation or
communication. b. create original works or responsible repurpose or remix digital
resources into new creations.

Objectives Students will learn the quadratic formula and use it appropriately.

Differentiation This lesson includes activities that cater to visual (written instructions),
Strategies (How auditory (music), and kinesthetic learners (hands-on activity).
will the lesson
address the
various learning A quadratic formula, color-coded support sheet will be provided for students
styles of the to use as they scaffold to not needing the support or for special needs
students and the students who will need the support all the way through the lesson and
needs of those through assessments. This worksheet is free and provided by
with special https://www.tes.com/teaching-resource/quadratic-formula-differentiated-
needs?) worksheets-11238158. This worksheet is printed in color and placed in a
clear page protector. Students are given dry-erase markers and erasers to
help them correctly place the coefficients from a quadratic equation into the
quadratic formula.

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The 5 Es

E Description

Engagement First, I will assess student’s prior understanding of quadratics by asking the following two
questions using JamBoard to show their responses: 1. Give a quick explanation of what a
solution of a quadratic is and 2. List one method of solving a quadratic that you have already
learned about. The most important question is #1. It will be important for me to see responses
such as “where it equals zero”, “roots”, “zeros”, “where the graph crosses the x-axis”, etc. If not,
I will need to take time to review exactly what a solution to a quadratic is algebraically and
graphically. The second question is just to connect previous understanding of how to solve a
quadratic with what they will learn in this lesson.
JamBoard Link: https://jamboard.google.com/d/1ZfXqj3kNzYmLCYbzuw-
RO5apzLOqFmP2jd47dwOveh4/viewer
Once previous understanding is established and needed review is addressed, I will introduce
the quadratic formula by showing a YouTube video of the quadratic formula sung to the tune of
Pop Goes the Weasel. This video is catchy and funny, so it is intended to spark their interest of
the lesson topic. Students will then be given the opportunity to search for other quadratic
formula songs and memorize the formula.
YouTube Video Link:

Engagement Prior knowledge is assessed by me, informally, using JamBoard.

Assessment

Exploration Students will go to the following link: https://www.mathsisfun.com/algebra/quadratic-equation-

graph.html and explore the effect of the changes in a, b, and c to the graph of a quadratic.
Beyond exploration, this activity reinforces the vocabulary involved with quadratics, but most
importantly emphasizes the coefficients a, b, and c that are used in the quadratic formula.

Exploration Students will write down their findings on the effect of the changes in a, b, and c to the graph of
Assessment a quadratic and then pair with another student to compare and discuss what they have learned.

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 E Description

Individual findings will be turned in (points will be assigned for completion, not for accuracy),
and I will walk around the room listening to the discussions and questioning as a form of
informal assessment.

Explanation For this phase, I will go over the quadratic formula with several examples of varying degrees of
difficulty. This video was made by me using Screencastify.
Video Lesson Link: https://youtu.be/VJM-okuNkBA

Explanation The assessment for the explanation phase is built in “You-do’s” for students to scaffold learning.
Assessment Students are to pause the video at a “You-do”, complete the problem, then play the video to see
if they are correct. If they are not correct, they are to try to find their mistake, if they cannot, that
is when they see me for one-on-one instruction. Documentation of all notes from the lesson,
including “You-do’s” will be submitted for points.

Elaboration Students will be challenged to create a “catchy video” like the one in the introduction of the
lesson, but with a more updated, modern tune than Pop Goes the Weasel. [This activity serves
as the required student-created product; however, I felt that an additional activity was needed to
meet both objectives of this lesson.]
A sample video:

Secondly, students will participate in an activity/game to create a chain of correctly solved

equations using the quadratic formula. I hand out strips of paper to each individual or group,
depending on the situation, with equations and QR codes on them. When a student completes
a strip, I scan it with my QR scanning app. If the student found the zeros, then the strip can be
turned into a link on their “correct problem chain” with a stapler or piece of tape. I award one
point for every link. The students will have well-over ten strips available so that they can make a
mistake and still be able to get the full ten points on the assignment. They must show their work
(to be sure they are solving the equations with the quadratic formula) to get their QR code
scanned.
This was not created by me, but I have purchased a license from TpT (Teachers Pay Teachers)
to be able to use this is my classroom. The following is an example of the strips:

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 E Description

Evaluation Rubric for Quadratic Formula Video:

Beyond the assessments included in this lesson, there will be a Unit Assessment that will
include this concept.

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References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

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