Project STAR Training on Designing Assessment for Blended Learning

Lesson Plan for Blended Learning (Grade 8, Q1)

Name of School MSU-IIT, CED-IDS

Members Marino O Dal
Joan Rose T Luib
Grace P Liwanag
Mary Joy F Luga
Joneil B Medina
Amelia T Buan

Topic Illustrating and Simplifying Rational Expressions

Total Time Allotment 1 Week; 3 Face to Face Sessions, 2 Home-based Sessions
Learning Targets/Specific Objectives
A. Content Standards The learner demonstrates an understanding of key concepts
of factors of polynomials, rational algebraic expressions,
linear equations and inequalities in two variables, systems of
linear equations and inequalities in two variables and linear
functions.
B. Performance Standards The learners are able to formulate real-life problems
involving factors of polynomials, rational algebraic
expressions, linear equations and inequalities in two
variables, systems of linear equations and inequalities in two
variables and linear functions, and solve these problems
accurately using a variety of strategies.

C. Learning Competencies The learners illustrate rational algebraic expressions and

simplify rational algebraic expressions.
Learning Content ● Identifying Rational Expressions
● Illustrating Rational Expressions
● Simplifying Rational Expressions
● Solving problems involving rational expressions
● Creating problems involving rational expressions
Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learners’ Materials Pages
3. Textbook Pages
4. Additional Materials from LR
portal
B. Other Learning Resources 1. Larson, Ron. Algebra and Trigonometry Ninth Edition;
2. Chua, Simon L., et.al. (2014). Mastering Intermediate
Algebra II, Quezon City: Phoenix;
3. Diaz, Zenaida B. (2013). Next Century Mathematics.
Marikina City: Phoenix Publishing House, Inc;
4. Alferez, Merle S. and Duro, Ma. Cecilia, (2011).
 Intermediate Algebra: MSA Academic Advancement
Institute;
5. www. purplemath.com;
6. www.mathanalyze.com
The following elements are expected in the “Procedure” section:
1. The teaching-learning activities for all modes of delivery should be interchangeable; both
teacher and student should be able to shift mode without losing the flow of the lesson or
decrease in the achievement of outcomes.
2. Steps or modes in the procedure may be merged where applicable.
3. Assessment activities in the procedure must be indicated in bold red.

MODEL: Flip Classroom

Schedule and Modality (5 Days)

Procedure M T W Th F

A F2F/Online Sync

B F2F/Online Sync

C F2F/Online Sync

D Online Async/
Canned Video

E F2F/Online Sync

F F2F/Online Sync

G Modular/
Online Async

H Modular/
Online Async

Mode of Delivery
Procedure Face to Face Modular Online
A. Reviewing previous lesson Introduce a word (4 π r + 4 π ) Introduce a word
or presenting the new problem that will problem that will
lesson lead to using lead to using
factoring of factoring of
polynomial polynomial
expression expression
(Synchronous)
Group Work
Small group and Breakout Rooms
whole group Group Work
discourse + Jam Board
Small group and
whole group
discourse
 Review Problem

The area of the

shaded region is
(4pi*r + 4pi) units
squared, given that
the radius of the
smaller circle is r
units. What is the
radius of the bigger
circle?
Diagnostic /
Formative
Assessment: Collab
problem and
solution
presentation
B. Establishing a purpose for Students must Students must
the lesson express that express that
factoring of factoring of
rational/algebraic rational/algebraic
expressions is the expressions is the
inverse process of inverse process of
multiplication. In this multiplication. In this
case, factoring the case, factoring the
area can lead to area can lead to
finding the radius. finding the radius.

Key Guide Question: Key Guide Question:

How did you come How did you come
up with your up with your
solution? solution?

Identify parts of Identify parts of

your solution that your solution that
express a ratio express a ratio
between two between two
algebraic algebraic
expressions. expressions.

Draw from student Draw from student

answers a synthesis answers a synthesis
 to define the rational to define the rational
expression. expression.
C. Presenting examples or Identify if a given Identify if a given
instances of the new lesson expression is expression is
rational or not. rational or not.
Firming Up Firming Up
(1) (1)

(2) (2)

(3) (3)

Assignment: Assignment:
Simplify a rational Simplify a rational
Expression Expression
(Summative) (Summative)
(1) (1)

(2) (2)

(3) (3)

(4) (4)

D. Discussing new concepts Canned Video in Asynchronous

and practicing new skills #1 presentation: Flip Video:
Different Cases of Different Cases of
Simplifying Rational Simplifying Rational
Expressions: Expressions:
https://youtu.be/7U https://youtu.be/7U
os1ED3KHI os1ED3KHI

Self-assessment Self-assessment
 (Formative, printed (Formative):
with Answer): https://
https:// www.khanacademy.
www.khanacademy. org/math/
org/math/ precalculus/
precalculus/ x9e81a4f98389efdf:r
x9e81a4f98389efdf:r ational-functions/
ational-functions/ x9e81a4f98389efdf:r
x9e81a4f98389efdf:r educing-rational-
educing-rational- expressions-to-
expressions-to- lowest-terms/e/
lowest-terms/e/ simplifying_rational_
simplifying_rational_ expressions_1
expressions_1
E. Developing mastery Problem Solving Note: Problem Solving
(Individual) on (Individual) on
Simplifying Rational Simplifying Rational
Expression Expression
(Summative) (Summative)

Similar to this.

Error Analysis Error Analysis

Joneil simplified the
expression <insert
Expression> as
shown below. Is
Joneil right that the
Think Pair Share
simplified form is
(Formative?)
6/x^2? Explain to
(Peer Feedback)
your pair.
(Whole class
(Remove X)
feedback)

Think Pair Share

(Formative?)
(Peer Feedback)
(Whole class
feedback)
F. Finding practical Problem Choice Problem Choice
applications of concepts (1) Motion Problem (1) Motion Problem
and skills in daily living A boat that can A boat that can
travel fifteen miles travel fifteen miles
per hour in still per hour in still
 water can travel water can travel
thirty-six miles thirty-six miles
downstream in the downstream in the
same amount of same amount of
time that it can time that it can
travel twenty-four travel twenty-four
miles upstream. Find miles upstream. Find
the speed of the the speed of the
current in the river. current in the river.

(2) Probability (2) Probability

Larson (2011) Larson (2011)

G. Making generalizations and Self Reflection Self Reflection
abstraction (Formative, (Formative,
Metacognitive): Metacognitive):
How do you How do you
determine whether a determine whether a
rational expression is rational expression is
in its simplest form? in its simplest form?
H. Evaluating Learning Individual Work: Group Work:
Create a word Create a word
problem problem
Individual Work: Individual Work:
Problem Set (1) Problem Set (3)
I. Additional activities for * * *
application and remediation

ASSESSMENT PLAN

Assessment Purpose and Intended Assessment Tool Mode of Delivery

Activity Learning Target
Collaborative Purpose: Face to Face Face to Face
Problem Solving - Checking Understanding of Past - Group White Boards OR
Lesson; - Peer Assessment Online Synchronous
- Determining students’ Needs Rubric
- Encouraging Collaboration and
Self-direction Online
Intended Learning Target - Virtual Meeting
- Recall Special Products and - Jamboard
Factoring - BOR
- Peer Assessment
Rubric
Discussion Purpose: Face to Face Face to Face
- Checking for Understanding - Class Discourse OR
- Monitoring Progress Online Synchronous
Intended Learning Target Online
- Define Rational Expression - Virtual Meeting;
whole-class discourse
Drill Purpose: Face to Face Face to Face
- Checking for Understanding - Show of hands OR
- Demonstrating for Online Synchronous
Understanding Online
Intended Learning Target - Poll/Menimeter/etc.
- Identify Rational Expressions
Assignment Purpose: Modular Modular
- Demonstrating Understanding - Printed Assignment OR
Intended Learning Target (no answer key) Online Asynchronous
- Simplifying Rational Expression
Online
- Google Form/ LMS
Quiz
Self-Check after Purpose: Modular Modular
Video - Checking Understanding - Canned Video (in USB, OR
- Monitoring Progress (student etc.) Online Asynchronous
part; also teacher part) - Printed Self-Check
- Encouraging Metacognition (with Answer Key)
Intended Learning Target
- Simplifying Rational Expression Online
- YT Video
- Google Quiz with
(immediate feedback)/
Khan Video Lesson with
Practice Quiz (with
feedback)
Problem Solving Purpose: Face to Face Face to Face
AND Error Analysis; - Encouraging Self-Direction and - Individual Worksheet OR
and Think Pair Collaboration - Think-Pair Share Online Synchronous
Share - Demonstrating Understanding - Peer Assessment
- Encouraging Metacognition
(error analysis) Online
Intended Learning Target - Digital Worksheet
- Simplifying Rational Expression (PDF/Word)
- Break-out rooms
(think-pair-share)
- Recorded Video of
discussion (by pair)
- Peer Assessment
(GForm)
Problem Choice Purpose: Face to Face Face to Face
 - Demonstrating Understanding - Quiz OR
(in a new context) Online Synchronous
Intended Learning Target Online
- Illustrating rational expressions - Quiz (Google Quiz);
- Solving problems involving LMS Quiz etc.
simplifying rational expressions
Self-Reflection Purpose: Modular Modular
- Encouraging Metacognition - Journal Entry OR
- Demonstrating Understanding - Reflection Rubric Online Asynchronous
Intended Learning Target
- Simplifying Rational Expression Online
- Google Form exit
ticket
- Reflection Rubric
Option 1: Purpose: Online Online Asynchronous
Summative Group - Demonstrating Understanding - Digital Worksheet
Work- Create a - Encouraging Collaboration (G) (PDF/Word)
word problem with or Self-direction (I) - Problem-Solution
solution Intended Learning Target Rubric
Option 2: - Creating problems involving Modular Modular
Summative simplifying rational expressions - Printed Worksheet
Individual Work- - Printed-Solution Rubric
Create a word
problem with
solution
Summative Purpose: Modular Modular
Individual Problem - Demonstrating Understanding - Printed Module (no OR
Set Intended Learning Target answer) Online Asynchronous
- Illustrating rational expressions
- Simplifying Rational Expression Online
- Solving problems involving - Google Form/ LMS
simplifying rational expressions Quiz
REFLECTION:

Task

/ 1. All objectives are assessed appropriately.

/ 2. All assessment purposes are addressed:

/ Gauging student needs

/ Encouraging self-direction and collaboration

/ Checking understanding

/ Encouraging metacognition

/ 3. A variety of assessment methods are used.

/ 4. Assessment is integrated into instruction at all stages of the unit.

/ 5. Students assess each other and themselves:

X Self-assessment

/ Peer assessment

6. Both content and learning processes are assessed:

/ Content assessment

/ Learning processes assessment

Note: Collaboration; Problem Creation

/ 7. When necessary, summative assessment(s) assesses individual and group learning.

/ 8. Higher-order thinking is assessed.

/ 9. Online and face-to-face assessments are used effectively.