Brice Christian 2013-2014 10th Grade Algebra 1 Unit Plan Fall 2013 Houston Baptist University Education 4311

Dr. Busiek Resources: Intermediate Algebra (Gustafson Karr Massey) Unit: Expressing and Solving Equations

Rationale The rationale for Algebra 1 is typically, You need it for college or Its required on the SAT and ACT. However, the rationale for Algebra 1 goes far beneath that. First of all, in order to advance and understand the ideas presented in chemistry, physics, economics, business psychology and many other areas, Algebra 1 is required; most of which involve formulas. In the world around us, formulas surround us in every walk of life and Algebra 1 is responsible for creating those formulas. When it comes to calculating how much fence you need for your yard, calculating a batting average for a baseball player or calculating discounts and taxes, formulas are required and thats where Algebra 1 comes in handy. One day when students get on their own and have to pay for a car or a house, calculating interest rates and loans requires formulas to determine how much the payment each month would be. The topic of exponents and exponential growth in Algebra 1 can show us how compound interest grows over time, populations grow and how diseases grow and change. Quadratics in Algebra 1 can help us determine the paths of comets, meteors, soccer balls kicked and other objects traveling. Even in looking at things like gambling and the chances of winning the lottery can be expressed in terms of an Algebra 1 equation. Algebra 1 is very beneficial for students who are looking to get jobs in nearly every field of work.

Non-Traditional Teaching Aids Algebra and many math courses have done a poor job of incorporating non-traditional teaching aids into their lessons. However, in my unit and lesson plans, Ive made it a priority to change up the way Algebra 1 is given to these students so that they can receive it in a fresh new way. In my unit, I plan on using many non-traditional teaching aids like instructional videos, math games, songs, whiteboards, relay races and board games. The instructional videos add an element to the classroom by introducing another way of teaching the topic and it allows the students to learn from someone else. I used math games twice and Im really excited about the effect itll have on students because it really makes math fun and transforms how students view it in their minds. On YouTube, theres an awesome song that teaches math concepts to a modern song high-school students know and love to dance to. Students would now be able to do their favorite dances, while having math concepts stuck in their head while doing it! Its a win-win situation! The whiteboards in my opinion arent too non-traditional, but they are a nice change up for teaching and are great tools for formative assessments. Relay races are another great tool to involve students knowledge of the subject with their energy and competitiveness. And finally creating a board game that requires math problems to be solved is another tool similar to math games that can make math fun and exciting! Being able to incorporate many non-traditional teaching aids in a unit can be what separates a student from missing out on a lesson because their attention wasnt grabbed, and having that student excel beyond expectation.

Houston Baptist University

School of Education and Behavioral Sciences Lesson Plan Format _____________________________________________________________

Subject: Algebra 1 Grade Level: 10th Time Estimate: 30 min. Topic: Writing & Evaluating Expressions

Unit: Expressing and Solving Equations Goal(s): TLW understand how to write expressions.

Objective(s): TLW be able to write and evaluate expressions at specific values of their variables. TEKS: 111.32.1A, 1D, 3A, 4A, Materials/Resources/Technology needs: Textbook p.14, Worksheet with Notes, YouTube, Computers/Laptops _______________________________________________________________________ Instructional Procedures Focusing Event: How many of you guys have ever tried saving up for something? At some point were you ever a certain amount of money away from achieving your goal? Today were going to engage in situations like that using variables and numbers to express scenarios that involves a number being less than, added on, multiplied or divided by which we will then call expressions. Teaching/ Learning Procedures: An introduction YouTube instructional video on how to write and evaluate expressions with guided notes and practice problems. Students will then pair up and play Algebraic Expressions Millionaire on www.math-play.com

Formative Check(ongoing or specific): The practice problems and the paired up online game will aid students in grasping the material. Reteach (alternative used as needed):

Students who aren't understanding the topic can sit down with me and any other students in a small group to cover the material instead of playing the Algebra Millionaire game. Closure: Answer any questions that the students may have. Assessment/Summative Evaluation: Take a Unit test over the unit in 11 days. ________________________________________________________________________ Modifications/Notes: Have a secondary worksheet that's more difficult for the gifted and talented students.

Houston Baptist University

School of Education and Behavioral Sciences Lesson Plan Format _____________________________________________________________

Subject: Algebra 1 Grade Level: 10th Time Estimate: 45 min. Topic: Combining Like Terms

Unit: Expressing and Solving Equations Goal(s): TLW understand how to combine like terms.

Objective(s): TLW be able to combine like terms in order to later simplify expressions. TEKS: 111.32. 1A, 1D, 3A, 4A, Materials/Resources/Technology needs: Computers/Laptops, Worksheet with notes, textbook pg. 51, Smart Board _______________________________________________________________________ Instructional Procedures Focusing Event: Have you ever grouped things together? What about you and your friends being in a group because you all have common interests? Today we will be focusing on grouping things together that have are similar in a process called combining like terms. Teaching/ Learning Procedures: The students will take guided notes on a worksheet with practice problems from the lecture I give on the smart board. The students will then pair up and play "Like Term Invaders" on www.xpmath.com The students will finally group themselves together by categories to help drive home the idea of combining like terms (closure).

Formative Check(ongoing or specific): The last two activities will provide a way for me to check the students understanding of the concept of combining like terms.

Reteach (alternative used as needed): Since the lesson is a bit longer, I will have after school tutorials to reteach any material that may have been missed. Closure: The students will finally group themselves together by categories to help drive home the idea of combining like terms (closure).

Assessment/Summative Evaluation: The Unit test over the chapter will be in 10 days. ________________________________________________________________________ Modifications/Notes: For the gifted and talented students, I plan to throw in more difficult concepts like combining like terms of variables involving exponents.

Houston Baptist University

School of Education and Behavioral Sciences Lesson Plan Format _____________________________________________________________

Subject: Algebra 1 Grade Level: 10th Topic: Time Estimate: 50 min. Simplifying Expressions: Commutative, Associate and Distributive

Unit: Expressing and Solving Equations Goal(s): TLW understand how to simplify expressions.

Objective(s): TLW be able to simplify expressions by commutative, associate and distributive properties. TEKS: 111.32. 1A, 1D, 3A, 4A, 4B, Materials/Resources/Technology needs: Instructional Online Video, Baton, Guided Worksheet with Notes, Textbook pg. 22, Smart Board _______________________________________________________________________ Instructional Procedures Focusing Event: Has anyone ever tried telling you a problem going on with something, but they used such a large and intense vocabulary that you couldn't tell what they were trying to say? It would've been so much easier if they would just simplified what they were saying to allow you to understand! Today were going to be simplifying expressions that seem difficult, but are actually a lot easier than they appear! Teaching/ Learning Procedures: The students will take guided notes from an instructional video online at learnzillion.com over commutative and associate properties. The students will form teams, then they we will have a simplifying expressions relay requiring them to work the problem on the board correctly, then pass the baton off to the next person on their team.

Formative Check(ongoing or specific): The Simplifying Expressions Relay will allow me to check the understanding of students on this topic. Reteach (alternative used as needed): After the relay, I will have students work with me who aren't quite up to speed to help them catch up. Closure: Students will work on homework in class while I help reteach students. Assessment/Summative Evaluation: The Unit Test will occur in 8-9 days. ________________________________________________________________________ Modifications/Notes: Depending on the teams I will adjust them to make them fair based on the bright students placement.

Unit Plan Grading Rubric EDUC 4311 Curriculum & Instruction in the Secondary School
Name ________________________________________ Score ______________ 5 points ____ Title Page (10 points) Include your name; the semester and year; the unit name; the subject and grade level; the textbook/curriculum guide/pacing guide/other resources used; Houston Baptist University; instructors name; course name. 15 points ____ Rationale Write a few paragraphs describing what you hope to accomplish with this unit. Why should students study this topic? Include examples of how the information and skills learned will be used in life as well as in school. 40 points ____ Unit Time Table - Create a chart listing the day (e.g., Day 1, Day 2), the name of the lesson, the activities, the objectives, the TEKS (referenced by number), and the resources used. Resources include teaching manuals/books, student textbooks/workbooks, math manipulatives, art materials, microscopes, pictures, audio/visual equipment, SmartBoards, document cameras, computers, white boardany tangible item that is used to prepare or execute the lesson. Do this for 10 days, even though you will only write out detailed lesson plans for three days. 10 points ____ Non-traditional teaching aids Explain in a few paragraphs how you will plan to use non-traditional teaching methods in your unit. These may include field trips, guest speakers, drama productions, skits, projects, debates, use of costumes, demonstrations, etc. These will be listed in the activities section of your Unit Time Table. 30 points ____ Lesson Plans - Provide detailed lesson plans for three days of the unit. Think about integrating technology, using some type of cooperative learning, or including inquiry in your lessons. Be sure to include any modifications as needed for special populations in the classroom (English Language Learner, Special Education, Gifted and Talented). General Characteristics [These characteristics are expected as minimal standards for acceptability. Penalties are assessed for their absence.] Neatness; Clarity; Organization; Copy of Unit Plan Grading Rubric submitted with Plan