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# LESSON PLAN 2: Distributive Property Introduction

GENERAL INFORMATION

## Lesson Title & Subject(s): Math

Topic or Unit of Study: Multiplying a monomial with a binomial using the distributive property

Instructional Setting: The instructional setting includes four walls and one door. The students
are seated at 10 small tables with 4 chairs each. There is one smartboard at the front of the
class surrounded by whiteboard on each side. A desk with a computer sits opposite the
smartboard. The classroom includes 40 chromebooks and a set of 20 TI84+ calculators.

## STANDARDS AND OBJECTIVES

equations by . . . factoring. . . Also, A.SSE.3.a, A.CED.1, F.IF.8a

Lesson Objective(s): Using a graphing calculator, students will be able to multiply polynomials
with 70% accuracy

## Resources: Pearson Integrated High School Mathematics, Mathematics 2, Volume 1

INSTRUCTIONAL PLAN

## Sequence of Instructional Procedures/Activities/Events (provide description and indicate

approximate time for each):
Identification of Student Prerequisite Skills Needed for Lesson: Students have
taken pre-test before beginning the unit. The test is designed to identify prerequisite skills of
each student as they move into the unit and activate prior knowledge regarding the subject.
Presentation of New Information or Modeling: Students are asked to multiply
monomials as a warm-up. Simple monomial x binomial are demonstrated to the class.

Guided Practice: Students are handed cards that contain a monomial, binomial and an
answer. The students must search the class in order to find the complete problem. After the
students find their match, each group will present their question to the class.

## Independent Student Practice: Students are given 15 questions on a web-based

program. The students will work independently on problems for the remaining time in the class
period. Class instruction will be given if common problems arise during independent practice.

## Culminating or Closing Procedure/Activity/Event: Student sare given an exit ticket

with two problems. The students must complete the problems on the way out the door in order
to help guide future instruction.

## Pedagogical Strategy (or Strategies): Direct instruction, cooperative learning groups

Differentiated Instruction: Students who have learning challenges (ADHD, Autism, slow
processing) will be partnered or grouped with students who can help and support them in the
learning activity.

## Student Assessment/Rubrics:Students will be able to multiply polynomials using the

distributive property with 70% accuracy.

Lesson Plan Summary: Students are able to build on previous knowledge by multiplying
monomials. During guided instruction they are shown that the process just repeats itself through
the distributive property. Having students play the matching game, gets them out of their seats
and raises engagement. It also provides clear feedback of the students progress up to that
point. The exit ticket gives another way to measure the effectiveness of the lesson.