Coleman 1

ED 243 Lesson Plan - Ellei Coleman

Description
Date Class Grade Level

3/29/2024 Algebra I 9/10

Topic Lesson Number Time

Quadratic Formula 1 90 min

Standards Goals

Academic Content Standard(s): Enduring Understandings / Goals (Why):

- AI.QE.3 Solve quadratic equations in one variable by
inspection (e.g., for x2 = 49), finding square roots, using the
quadratic formula, and factoring, as appropriate to the initial
form of the equation.
Mathematics Process Standard(s):
- PS.1: Make sense of problems and persevere in solving them
- PS.8: Look for and express regularity in repeated reasoning
Students will understand that . . .
- the quadratic formula can be used to find the roots of quadratic
equations that are not easily factored.
- the quadratic formula is in a way completing the square
Student (SMART) Objectives(s) with academic language function:
Outcome(s) students will be able to demonstrate . . .
- using the quadratic formula form to find the roots of a
quadratic and show an understanding of the formula itself.
- when is it appropriate to use the quadratic formula instead of
factoring

Purpose
Purpose of Learning Importance to Learning Carried out in other Environments, Settings,
Subjects, and Overall Lifespan
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The purpose of this lesson is to teach students
the quadratic formula with example problems
as well as problem-solving and teamwork
skills.
The quadratic formula is a vital math skill
used in many math courses after Algebra.
Additionally, learning this skill leads to
improved problem-solving, teamwork, and
general math skills.
Other math classes will use this skill and build
upon it. Additionally, problem-solving and
teamwork can be used in every situation and
environment throughout students' lives.

Behavioral Objectives
Student Experience Differences Unique Needs

Cultural Differences Leaner Disability Need

- Students live with grandparents or Student 1 ADHD - Opportunities for

other guardians who are not their 9th Hispanic Male - student gets movements
biological parents distracted easily, - Fidgets
- Students live in two homes patterns of - More time
(divorced/separated parents) inattention and - Clear organization
- Students may be low-income hyperactivity
- Students may have after-school - Supports are needed
jobs to help students
- Parents may work long hours organize thoughts
causing students to do more at and complete
home assignments, plan,
and focus during
Linguistic Differences class time

- Students may be English-language

learners
- Language spoken at home may be
different than language spoken at
school

Gender Differences
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- Students represent all genders

- Don’t include bias and create
problems where all students are
represented
- Create mutual respect inside and
outside the classroom

Behavior Goals and Reflection

Behavior Goal/Objective Reflect High Expectations Developmentally Appropriate

Active class engagement with discussions Student actively participates with peers and In high school, students should be able to
and group work - adds to discussions at least answers any questions asked work with others in the classroom and
3 out of the 5 days of class each week participate in current discussions

Follow the step-by-step instructions and Student follows the instructions given to him In high school, students should be able to
formulas - completes instructions in the and is able to use the formula taught follow instructions and processes given
correct order and uses the provided formulas
90% of the time

Work with small groups calmly and
effectively - works with other students in
small groups to answer all questions quietly
and without distraction at least 3 out of the 5
days of class each week
Student calmly participates in group work In high school, students should be able to
and contributes to the work presented by the work with a couple of other students to
group answer questions and present to the class

Summarize learning and the day and
document/practice learning - fully completes
notes, fills out planner, and attempts at least
half of the extra practice problems at least 4
out of the 5 days of class each week
Student completes the notes sheet to review In high school, students should be able to
learning and completes extra practice review what was taught and learned during a
problems lesson after the fact and continue to practice
the skill

Smooth transitions between activities - Student transitions between discussions, In high school, students should be able to
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calmly and quickly transitions between group work, and individual work calmly and move between activities and topics calmly
discussions, group work, and individual work without protest and effectively
90 % of the time

Materials
Materials and Resources Assistive Technology

- Bell ringer activity

- Whiteboards (at least 4) What Why/For What Needs
- Dry Erase Markers
- Small group practice problems Fidgets It helps with focus and allows small
- The Story of Maths video (min 30) movements during instruction
- Joy of X (Chapter 10)
Labeled Take home folder with homework It helps create organization and
- Exit Ticket
communication with parents
- Practice Problems
- Blank Notes Sheet Behavior Chart It helps encourage good transitions and
- Calculator behavior, document this
- Laptop with Desmos
- Pencils Music/noise canceling headphones during It encourages focus and decreases
- Fidgets individual work time distractions and outside noise

Planner with clear opportunities to fill it out It helps students organize what needs to be
done, have a plan, and be aware of upcoming
events, assignments, and tests

Timer It clearly shows students how much time is

left before the next transition

Methods and Strategies


Time Teacher will Be
0-10 min Greeting students, taking
attendance
10-15 min Going over the two problems
based on student answers and
guidance, asking if anyone was
able to solve the third one and if
Students Will Be
Completing 3 Start thinking
problems as a bell ringer as students
come in. The first two are
factorable based on past lessons.
The third is not factorable.
STUDENT 1: Calmly walk into the
classroom and sit in his seat.
Complete bell ringer problems
listed on the board with whiteboard
and marker found at his desk and
update planner based on upcoming
assignments/tests listed on the
board. The expectation is that at
least the first two problems are
completed. This can be done with
the help of previous notes and
problems.
Explain answers and guide the
teacher’s work based on their
processes
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Why
Academic Objectives: Students will begin to
get in a math mindset
and review past factoring
lessons
Behavioral Objectives: Student calmly walks
into the classroom and
sits in his seat, following
a step-by-step process
Differentiation (Content, Process: student has the
Process, or Product): opportunity to use notes
and problems from
previous classes to help
answer questions
Cognitive, Cultural, Students can use
Linguistic, and Gender thinking to help them
Differences: start thinking about the
topic
Inclusion: All students complete
bell ringers and planners
during this time.
Rationale: (Based on The new lesson connects
Research/theory) to the current past lesson
HLP 7, 11, 12
Academic Objectives: Students will discuss
answers and how those
answers were achieved

so how
15-25 min At one of the boards, explain that
there is another method of finding
the roots that is not factoring
called the quadratic formula, Write
the formula on the board
STUDENT 1: The student will
actively follow and participate in
the discussion. Add input about
personal answers from the bell
ringer when comfortable. The
student has the opportunity to use a
fidget during discussion.
Standing around the board
STUDENT 1: Student will stand
with classmates and listen to the
instructions on the board. Student
may stand in the back to move a
little more and/or use a fidget.
Student will be given a paper with
the formula to reference later on.
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Behavioral Objectives: Students will participate
in the discussion and add
to the discussion based
on personal answers
from the bell ringer
Differentiation (Content, Content: the student was
Process, or Product): not required to complete
the third problem that
was discussed
Cognitive, Cultural, The student uses a fidget
Linguistic, and Gender to help focus thinking
Differences:
Inclusion: The student adds to the
discussion and explains
his work
Rationale: (Based on Students understand the
Research/theory) why behind the process
when explaining
processes and answers
HLP 7, 12, 16, 19
Academic Objectives: The student will learn a
new formula (the
quadratic formula)
Behavioral Objectives: The student will calmly
listen and follow the new
formula given
Differentiation (Content, Content: The student

25-40 min Guides groups when struggling
and wanders the room to observe
Attempt the third problem again in
teacher-assigned small groups
checking their work with Desmos
STUDENT 1: Student will be
placed in a heterogeneous small
group with students he works well
with. They will attempt the third
problem. He will have the job of
putting it into Desmos. The student
continues to have a fidget if needed.
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Process, or Product): will have a formula
given to him
Cognitive, Cultural, Students think better
Linguistic, and Gender when standing
Differences:
Inclusion: The student is included
in instruction but has the
opportunity to step back
and move
Rationale: (Based on Students learn and focus
Research/theory) more when standing
HLP 7, 12, 15, 16, 18,
19
Academic Objectives: Students will practice the
new formula taught and
given
Behavioral Objectives: The student will actively
participate in small
groups and work as a
team.
Differentiation (Content, Process: Student is given
Process, or Product): the job of checking
answers with Desmos
Cognitive, Cultural, Students are in
Linguistic, and Gender heterogeneous groups
Differences: with all types of students
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Inclusion: Groups are

heterogeneous

Rationale: (Based on Students are in

Research/theory) heterogeneous groups
that allow for different
levels of understanding
and skill
HLP 7, 8, 15, 17, 19, 22

40-60 min Presents the video from The Story
of Maths (about min 30) and pages
67-74 (Chapter 10) of The Joy of
X to show the background and
reasoning behind the equation
Listen and explore this style in their
small groups with a new problem
STUDENT 1: The student chooses
to either read the chapter or watch
the video clip about the quadratic
formula. Student participates in
small group problem solving done
at whiteboard standing up. The
student continues to use fidget if
needed.
Academic Objectives: The student understands
how the quadratic
formula is completing
the square
Behavioral Objectives: Student is able to
actively participate in
group work
Differentiation (Content, Content: The student
Process, or Product): chooses to watch the
video or read the chapter

Cognitive, Cultural, Students are in

Linguistic, and Gender heterogeneous groups
Differences: with all types of students

Inclusion: Groups are

heterogeneous

Rationale: (Based on Students are able to

Research/theory) understand the why
behind the formula and
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how it was created

HLP 7, 12, 14, 17, 18,
19

60-75 min Guides groups when struggling Attempt more problems in small
and wanders the room to observe groups where the quadratic Academic Objectives: The student continues to
equation must be used, and check practice the formula
work with Desmos given

STUDENT 1: Student will Behavioral Objectives: The student is able to

participate in the problem-solving effectively work with his
of the group. He will have the job small group
of checking problems in Desmos.
Differentiation (Content, Process: Student is given
The student continues to have a
Process, or Product): the job of checking
fidget if needed.
answers with Desmos

Cognitive, Cultural, Students are in

Linguistic, and Gender heterogenous groups
Differences: with all types of students

Inclusion: Groups are

heterogeneous

Rationale: (Based on Students are working in

Research/theory) the same groups
previously created so
they already have a
system and
understanding of skills
and knowledge
HLP 7, 8, 15, 17, 19, 22

75-90 min Documents learning on small Complete the exit ticket with 4
group surfaces and wanders room problems, three quadratic formulas Academic Objectives: Student shows an
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to observe (two where the quadratic formula

must be used, one where it can be
factored if students prefer to use
that method), and a correct the
mistake problem; practice problems
and a blank notes sheet will be
given for students to complete in
and outside of class for more
practice if they would like
STUDENT 1: Student calmly goes
back to his seat. He then chooses
two of the quadratic formula
problems to complete and corrects
the mistake. The student also
completes a notes sheet with the
formula given and at least one
example problem. The student
receives practice problems and puts
them in his take-home folder.
individual understanding
of the skills taught
Behavioral Objectives: The student is able to
calmly transition back to
his seat and summarize
learning
Differentiation (Content, Product: the students
Process, or Product): must only complete three
of the problems instead
of four
Cognitive, Cultural, Student is able to think
Linguistic, and Gender through learning from
Differences: the day and review
Inclusion: All students complete
the same tasks during
this time

Rationale: (Based on The student is able to

Research/theory) show individual
understanding after
working in groups earlier
HLP 7, 8, 12, 15, 22

Strategies - Active Student Engagement

How to Keep Engagement How Teachers Will Model the New Skill

- Students stand when teaching new content - Complete an example problem on the board
- Students have the opportunity to use fidgets to help with focus - Work with groups to help solve problems that they are
- Students work in small groups to work through problems struggling with

- The teacher floats to each group discussing with groups the
why and how of the problems they are solving
Guided and Independent Practice
Guided Practice (Student do and teacher Individualized Feedback
guides)
- Third Bell Ringer problem - Notes on small group problem work
- Small group problems and pictures taken of whiteboards
- Feedback on exit ticket problems
- Answer for extra practice problems
posted, feedback, and help on
problems when requested
Activities Planned to Maintain the Learning Activities Planned to Generalize this into
Students’ Lives
- Bell ringers with future lessons that - Unit Project options that apply skills
review past skills and learning to the outside world
- Extra optional practice problems
- Unit Project choices and/or test
How other Stakeholders will Monitor Progress of Students
Teachers Parents/Guardians
- Review student progress and - Review grades and feedback
performance in discussions, group - Follow and check progress on
work, bell ringers, assignments, tests, assignments, optional practice
and projects problems, and projects
- Track student understanding, - Provide additional support
progress towards behavior goals, and - Communicate concerns with teachers
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Activities used to Guide Students to do the
Work on Their Own
- Small group problems
- Transition to exit ticket problems
- Extra optional practice problems
Strategies/Activities Planned to Integrate
Learning into Other Settings of Life and
School
- Continue to build teamwork skills
- Apply knowledge and experience
from the unit project
School Administrators
- Oversee student progress and the
IEP/504 process
- Review and analyze school-wide
data, records, and reports
- Evaluate teachers, provide
professional development and other

learning/application of skills
- Review and communicate student
progress and feedback with students,
parents, and other stakeholders
Special Education Team
- Check progress and review data on
behavior and academic goals
- Provide support and resources for
general education teachers to better
support students
- Create and modify 504 and IEP plans
to ensure students are making
progress, meeting goals, and
receiving accommodations
How Learning Goals will Be Assessed
- Exit Ticket with problems including
the quadratic formula, correcting the
mistake, and finding the roots through
either factoring or the quadratic
formula
- Small group problems of solving for
the root
- Practice problems that can be
completed at the end of the class
and/or outside of class
and the special education team
Support Staff
- Support the general education and
special education staff with
behaviors and social-emotional
concerns
- Provide any necessary interventions
- Communicate with parents and other
educators on each student’s team
- Review data and progress of
student’s behavior and academic
goals
Assessment
How Objectives will be Assessed
- Exit Ticket with problems including
the quadratic formula, correcting the
mistake, and finding the roots through
either factoring or the quadratic
formula
- Small group problems of solving for
the root
- Practice problems that can be
completed at the end of the class
and/or outside of class
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supports
Community Partners
- Collaborate with schools for various
programs and projects that enrich and
connect to student learning and the
community
- Provide various opportunities for
students
- Support the school, students, and
resources through donations,
fundraisers, and various programs
How the Assessment Fits Student
Characteristics (Strengths & Weakness)
- Student has the opportunity to choose
problems on the exit ticket that he
best understands
- The student uses strengths on the
computer to check work during small
group time
- The student is able to work on
practice problems at his own pace
when he has time

Accommodations for Assessment How Evaluation Results will be Monitored
- The student has fewer problems to - Accurately answering 75% of the exit
complete in the same amount of time ticket problems
as other students - Student completes practice problems
- The student has an enrichment block and continues to show understanding
where he can have extended time on future bell ringers
Self Reflection
What Reflection/Thoughts
Lesson Planning The planning process was a little long and scattered.
It did not clearly focus on behaviors, but more on
content and overall learning expectations of the unit.
Instruction The instruction was brief. Most learning happened
during small group time.
Changes to be Made Students have more time to work on small group
problems and then review the learning
How Lesson Modified The lesson did not modified well to give students
more time. Problems given in small groups can be
modified based on skill levels.
Teacher Attitude I spoke to all groups and heard them explain
problems and understanding.
Behaviors Influenced Teamwork and active participation in
problem-solving are strongly encouraged.
Movement between whole group, small group, and
individual work happens.
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Differentiation of Assessment
- Content: problems have been reduced
- Product: student has the choice of a
Unit project
Improvement/Ideas
Create clear sections to detail behavior along with
content. Show the placement within the unit and the
overall unit assessments.
Instruction goes at each student's pace. Groups are
able to get more instruction and support as I wander.
Possibly split the lesson into two days.
Possibly split the lesson into two days. Create
problems at all levels that can be given to students
as they gain understanding.
Clearer explanation and patience to help students
struggling.
Participation and teamwork can always continue to
be improved and practiced. Continue to highlight
small group expectations.

Monitoring Student Progress
How Assessment and Progress are
Conducted
Wandering during small group time allowed quick
assessments of understanding and learning. Exit
tickets showed good individual understanding and
skills after one day of learning.
Students were able to show individual understanding
of exit tickets and complete extra practice problems
at their own pace.
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Small group progress checks to see understanding.
Giving more question choices that students can
choose to answer four of them on the exit ticket.
Students have multiple opportunities to show an
understanding of different exit tickets and correct
mistakes. Students have opportunities to ask
questions on extra practice problems and review
answers.