Step 1: Create the LP using this template and share with your CMT (in advance of your teaching).

Step 2: Implement
the LP and write a short reflection (see prompts at the bottom of your LP template).

Date: 3/13 Teacher Name & CMT: Ms. Crowe Class: Algebra

Grade Level: 8th Unit Name/Topic: factoring/ quadratic formula Lesson Number: 4 Length: 35 minutes
grade

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

AI.QE.3

Solve quadratic equations in one variable by inspection (e.g., for x 2 = 49), finding square roots, using the quadratic
formula, and factoring, as appropriate to the initial form of the equation.

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand how to approach a problem. Students will keep considering the old rules they have learned with
Students will understand when they need to use the quadratic equation to factoring.
find the roots of a quadratic expression.
Students will keep considering what they have learned and mastered
Students will understand the important reason why when taking a square about addition, subtraction, multiplication, and division.
root you need the +- sign.

Students will understand how to analyze a problem.

Questions to elicit deeper thinking or build upon about the topic...

“Why do we get two answers when we use the quadratic formula?”

“How do we know to use the quadratic formula for this expression?”

Student (SMART) Objectives(s):

Outcome(s) students will demonstrate using the quadratic formula to solve for the function's roots. Students will be able to use their factoring skills.

SMART objectives are:

 Specific: Concrete, detailed, and well defined so that you know where you are going and what to expect when you arrive
 Measureable: Numbers and quantities provide means of measurement and comparison
 Achievable: feasible and easy to put into action
 Realistic: Considers constraints such as resources, personnel, cost, and time frame
 Time-Bound: A time frame helps to set boundaries around the objective

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by being able to use the new information Formative: Students will be formatively assessed by the teacher
and techniques they have learned to solve the problems they are given. when they are walking around the classroom to observe how
the students are handling the work.
Students will show their learning by being able to apply the quadratic
formula to their methods when examining a quadratic expression.
Evaluative Criteria:
Summative (if any beyond the performance task):
Students’ success would look like the students understanding the
information and being able to do the problems in an appropriate time.
Students’ success would look like the students being to independently
work on the problems.

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab Learning

Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop Role Play Game

Other:

Where will this lesson take place? General Education Classroom Resource Room or Other: Classroom

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support and Who will provide that

Use of smart board and iPad.
Why? What’s the intention YouTube video
Needed (Special support?
Education Support (support be provided? and/or accommodations
and modifications):

- Teacher will provide students opportunities to ask questions.

- Teacher will be rotating around the classroom to see if any students need more
help.
- Teacher will show different ways of explaining a specific topic of information
using different learning techniques
- Teacher will break up ideas between different stations so that students can
recognize patterns.

Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Observe (gather specific data)

❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities

 Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect Rationale: (Based
& build in checks for understanding) to prior knowledge & assets): on Research/theory)

3 minutes Observing and making sure students are grabbing their Students will read the board and grab their materials. Students will follow a routine
materials for the lesson. Students will answer the question of the day. that is familiar to them. They
The teacher will go over the question of the day with the class. can read the board to see what
they are doing today, what is
coming up, and the fun
question of the day.

4 minutes Teacher will read the prompt and ask the students to take a few Students will work independently or with their partner Minutes It is useful for the
moments to work the warm-up problem(s) on their own. to do the warmup problem(s). students to be able to work on
problems alone. By having a
warmup this allows the
students to get their minds
flowing on the subject.
Additionally, going over
something they have previously
learned before it is expanded
more in the upcoming lesson
will support their future
learning.

3 minutes The teacher will bring the class back together to go over the Students will be focusing their attention to the front of It is vital a student is seeing a
warmup problem(s). Teacher will work through the problem the classroom to see if they did the warmup problem(s) problem being worked out
with the class if there was confusion or also involve the students correctly or see how it is worked out. Students will correctly to gain more
to come up to the board or use the iPad to write down the contribute to any questions the teacher may ask such confidence in their
solution. as what the next steps are or what the answer is. mathematical skills.

20 minutes Teacher will have the students shift gears to note taking. For this Students will take out their notebooks and begin Having the students work
lesson the teacher will have the students open their notebook writing all the notes that are on the board. Students through problems with the
and have them start to copy the notes that are being written on will be actively listening and participating such as taking teacher is a great way for them
the board. The teacher will talk about main points of the lesson notes, asking questions, and trying the problems they to see patterns and understand
beforehand relating it to old information they have learned. are assigned. Students will participate in listening and concepts. Students are able to
singing the song. Students will be respectful to the ask questions throughout the
The teacher will explain the quadratic formula and then show teacher and the rest of the class when notes are lesson which can be helpful to
the students song that will help them memorize it. happening to ensure everyone is able to focus and clear any confusions students
retain the information being provided. may have. Having students
The teacher will walk the students through the first problem so learn a song to help
they can see the steps and what important information is new. memorization is a very good
Throughout the rest of the lesson the teacher will encourage the method of using different
students to try problems on their own and then come together approaches.
afterwards to go over it. The teacher will even encourage
students to work a problem with information they may have not
learned yet to see if they will pick it up themselves.

The teacher will be walking around during the time given to the
students to work on problems alone to help answer any
questions or see how the students are responding to the lesson.
The teacher will ensure to keep the students reminded of how
much time they have left to work on the problem before the
group will come back together to go over it.

3 minutes Minutes The teacher will go over the main points that were Students will be able to analyze what they learned Recapping what was learned in
learned throughout that specific lesson. The teacher will ask the during the lesson and are given the chance to ask any the lesson is very important as
students if they have any questions or if they may want to see questions they may have. it allows the students to be able
another problem. to hear and see what important
information they should be
pulling away from this lesson.

~ Minutes With whatever time is left the teacher will allow the students to Students will put away their materials and get ready to Minutes Having the students
play a friendly game of silent basketball. go to their next class. Students will be given the choice play a game can be a great way
to participate in a class game before the bell. for them to learn other social
skills or create bonds with their
classmates or teacher.
 Data-Driven Reflection and Decisions
Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Were there any patterns, collective misconceptions/gaps? Who needs
specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you anticipate the
result to be?

The students were able to pick up the information quickly. The students loved the implication of the quadratic formula song. The students
had slight difficulty computing the expression however, with showing how to break it down into little pieces helped them greatly. This lesson
can be extended throughout the week by having the students constantly practice and listening to the quadratic formula song. Ms. Crowe said
she would have the song playing when the students arrive to class or do work to get it ingrained in their heads which is a great method for
memorization.