Lesson Plans m4 Lesson 12

Eureka Daily Planning Questions Teacher Name: N.
Bond
Subject: Algebra IA Module: 4 Topic: B Lesson: 12 (2-3days) Date: 11/18
1. What standard(s) is/are addressed by the lesson? What aspect of rigor is addressed
(procedural fluency, application, or conceptual understanding)?
A1.A.SSE.A.1 Interpret expressions that represent a quantity in terms of its
context.★
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a
single entity.
A1.A.SSE.B.3 Choose and produce an equivalent form of an expression to reveal

and explain properties of the quantity represented by the expression.★ a. Factor a
quadratic expression to reveal the zeros of the function it defines.
All three aspects of rigor, procedural fluency, application, and conceptual

understanding are addressed in this lesson.
2. Skim each section of the entire lesson in order. What is the “path” or “arc” of the lesson
as it is written? Based on how the lesson is structured, how does each section build
towards the intended outcome(s) of the lesson from beginning to end?
Lesson 12 is similar in style and sequence to Lesson 11, except that leading
coefficients for the quadratic expressions are not 1. Because so much of the
groundwork was laid in the preceding lesson, there is more time in this lesson for
covering business applications relevant to quadratic expressions.
3. What content will you use as a focusing activity? How does it relate to the previous or
current lesson?
It will be the Opening Exercise.
4. What are the student objectives/outcomes of the lesson? How do you know they align
with the essential concepts of the standards?
Students rewrite quadratic expressions given in standard form, 𝑎𝑥 2 + 𝑏𝑥 +𝑐 (with 𝑎
≠ 1), as equivalent expressions in completed-square form, (𝑥 − ℎ) 2 + 𝑘. They build
quadratic expressions in basic business application contexts and rewrite them in
equivalent forms.
5. What new learnings are introduced in this lesson? How does it progress from the previous
lesson?
Now that students are comfortable with rewriting expressions by completing the
square, we can introduce expressions with leading coefficients other than 1. Start by
writing the quadratic expression below on the board or screen. Then, walk students
through the process of completing the square.
Since students already know how to complete the square when the leading
coefficient is 1, one way to deal with the leading coefficient is to group the 𝑥-terms
and factor out the leading coefficient. Then, they can proceed exactly as they did in
the previous lesson. Students should be careful to pay attention to the multiplier on
the outside of the parentheses and also to the signs involved.
6. Work through the lesson, answering and completing each question, example, exercise and
challenge.
a. Note the areas in which students will face challenges or may have misconceptions.
Note how you might respond. (Consider writing in the margins of your teacher
guide).
Students who have difficulty seeing the structure of these expressions may
benefit from a written procedure or list of steps they can follow for completing
the square.
Have students graph the quadratic equation to visually represent the function,
y=P(s) , and the maximum profit.
b. The lesson may need to be customized based on time and/or prerequisite skills of
students. Note any questions that are “Must Do” in order to demonstrate mastery of
the standard, and any questions that are “Could Do” or “Extensions” that will further
student learning.
Must Do – Exercise #1-5 (Gradual Release);
Exploratory Challenge #3 (Praise Prompt Leave);
Problem Set #1- 5 Think Write Pair Share
Could Do – Example #2
Extension - Exercise #6
c. What will serve as your lesson ending/closure? How will you adjust your closure if
you do not complete all aspects of this lesson on the day you have planned?
Closure will be closing questions from Eureka and closing activity will be Exit
Ticket.
7. If your lesson contains homework, how will you utilize the work? Will you need to send
scaffolding notes home? Is there a strategy you can use to maximize homework?
If homework is given, it will be used to gauge the mastery of each student.  Power
points, videos, etc.. posted on class website. 
8. Consider any print materials you may need (manipulatives, exit tickets, white boards,
technology).
Whiteboards, white board markers, whiteboards markers, pencils, paper, bell
ringer/exit ticket handouts, promethean board.
9. Reflection on Mastery
Standard: Mastery Notes: (ex. Which concepts
Percentag created the most struggle?)
e
A1.A.SSE.A.1 Interpret expressions that 80%
represent a quantity in terms of its
context.★
a. Interpret parts of an expression, such as
terms, factors, and coefficients.
A1.A.SSE.A.1 Interpret expressions that
represent a quantity in terms of its
context.★
b. Interpret complicated expressions by
viewing one or more of their parts as a
single entity.
A1.A.SSE.B.3 Choose and produce an
equivalent form of an expression to reveal
and explain properties of the quantity
represented by the expression.★ a. Factor a
quadratic expression to reveal the zeros of
the function it defines.

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Eureka Daily Planning Questions Teacher Name: N.

Subject: Algebra IA Module: 4 Topic: B Lesson: 12 (2-3days) Date: 11/18

A1.A.SSE.B.3 Choose and produce an equivalent form of an expression to reveal

All three aspects of rigor, procedural fluency, application, and conceptual

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