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Semi Detailed Lesson Plan in Mathematics VII (3rd Quarter)

Date: September 23, 2018

Content Standard:
The learner demonstrates understanding of the key concepts of shapes and sizes , and
geometric relationships
Performance Standard:
The learner is able to create models of plane figures and formulate and solve accurately
authentic problems involving sides and angles of a polygon.

I. Learning Objectives
At the end of the lesson, the students will be able to:
A. Illustrates a circle and the terms related to it: radius, diameter, chord, center, arc, central
angle and inscribed angle. M7GE-IIIh-i-1Gain Self-confident and Appreciate Numbers
II. Subject Matter
Reciprocal Teaching
A. Topic:
B. Sub Topic: Addition and Subtraction of Polynomial  I chose the reciprocal
C. Strategies: Peer Teaching/ Reciprocal Teaching and Lecture teaching strategy because it
allows the students to use
Method their knowledge to teach
D. Materials: Chalks, Laptop for PowerPoint presentation their peers in an attempt to
Class-set of foldables, Ticket-out worksheets cement their learning.
 It is the most effective
E. References: Curriculum guide p 173, Adding and subtracting strategy because it goes
polynomials: Anticipatory set.Creative Commons. Retrieved beyond just explaining the
from: http://www.fishing4tech.com/adding-and-subtracting- steps to solve the problem
but it allows the students to
polynomials.html generate questions and
apply the material to
III. Development of the Lesson situations that matter to
them,
A. Routinary Activity  Con- When students get
a. Classroom Management and Greetings into pairs, it is possible they
b. Checking of Attendance and Grooming may not use their time
effectively and they may
B. Preparatory Activities have conversations that are
a. Drill- Presentation using PowerPoint off topic. I can combat this
Direction: Express the following fractions in lowest term. by providing the students
with a timed guideline of
1. -9 + (-18) 3. 3 + (-8) = how to spend their time.
2. (-9) - (-4) = 4. 7+ (- 5) =
3. 6 - (-4) = 5. (-4) +(-2) =
b. Review (Students will be asked )
1. What is polynomial?
2. What is the root word mono,bi amd tri- means?
3. Students will identify the different polynomial as a monomial, binomial or
trinomial:
1. mn - 3mn + m 6. ax2 + bx – 7
2. 2a - b 7. -3mn + 2m
3. 7abc 8. (x) 1 + a + z
4. 7 + u + v 9. (xi) 1 + a ÷ z
2
5. 2p – p–k 10. a + ab – b2
 Developmental Activities
*State Purpose and Objective of Lesson:(2 minutes)
a. We will be adding and subtracting expressions that have several constants, variables, and even exponents.
b. These expressions are called polynomials.
c. We can use polynomials to solve many real world problems, similar to our drive-thru problem.
d. Overall, this lesson shows us how to combine expressions with several variables.

C. Motivation
a. Students will add and subtract polynomials by taking orders from as a drive-thru
attendant as measured by closing activity.
b. Teacher pretends to be a customer in a drive-thru trying to feed a van of hungry athletes
and the students are the employees taking the order.
c. Give an order and allow the students to calculate the order using their own previous
knowledge.
i. 2 hamburgers, 2 cheeseburgers, 5 double hamburgers, 3 more cheeseburgers, 2
double cheeseburgers, take away one hamburger, add one more cheeseburger,
12 napkins. What is the final order? Motivation
ii. 2 h+2 c+5 h 2+3 c +2 c 2−h+ c +12
iii. 5 h2 +2 c2 +6 c+h +12  Based on the motivation
iv. 5 double hamburgers, 2 double cheeseburgers, 6 the student will realized the
use of polynomial/algebraic
cheeseburgers, 1 hamburger, 12 napkins expression in real life
d. After 3minutes, check the student’s progress. problem. This makes the
e. Once they are finished, discuss how students went about solving lesson more contextualize
and localize
this problem.
f. Solve it as a class on the board.
Facilitated Learning Strata
g. Transition into objectives for the day.
 Teacher act as facilitator
D. Presentation in the learning process and
1. Teacher will present lessons through PowerPoint Presentation. uses varied teaching
approach suited for the
a. Modeling: (10 minutes) learner.
i. During instruction, each student will use a graphic
organizer known as a foldable (strategy #19 from profile)
to answer a set of intentional questions that will be answered throughout
instruction on the projector.
1. The first slide will ask: What is a polynomial?
2. Second slide: How do you add polynomials?
3. Third slide: real world application- Why do we add polynomials?
4. Fourth slide: How do you subtract polynomials?
5. Fifth slide: real world application-Why do we subtract polynomials?
ii. We will go over key terms within the answers to the above questions using an
overhead projector.
1. Standard form of Polynomial
2. Degree of Polynomial
Applied a range of teaching
3. Binomial strategies to develop critical
4. Trinomial and creative thinking, as well
iii. Go over examples on foldable notes along with each key as other higher order thinking
term skills.

b. Guided Practice: (30 minutes)

i. Give half of the class a problem with adding polynomials
ii. Give the other half of the class a problem with subtracting polynomials.
iii. Give the class time to work on their problems and monitor student’s work and
assist students who have questions.
iv. Instruct students to get into pairs consisting of a student that did an addition
problem and a student who did a subtraction problem.
v. Have them take part in Reciprocal teaching (strategy # 7 from profile) to each
other how they solved their problem.
1. Summarizing: Summarize the process they took to solve the problem
2. Questioning: Ask questions to their partner about their problem.
 3. Clarifying: Respond to any questions or confusion their partner may have.
4. Predicting: Since this strategy is typically used for literary pieces, the
prediction is based on the plot progression. Since there is not a piece of
literature in these problems, the students will try to create a real world
problem using the expression.
vi. Go over both problems on the board, explaining how you would solve it and
asking the class for feedback and questions.
vii. Then split the class in half again but have the half that did an addition problem
do a subtraction problem and the half that did a subtraction problem do an
addition problem.
viii. Repeat steps ii-vi, having students pick different partners each time.
ix. Repeat all steps 2 more times so that each student teaches an addition problem
twice and a subtraction problem twice.

c. Independent Practice: (10 minutes)

i. Students will work on a ticket-out worksheet independently to show their
proficiency over the objectives.
ii. Receiving a “2 out of 3” on the addition problems and a “2 out of 3” on the
subtraction problems will be considered proficient.
IV. Evaluation/Assestment
Formative:
 Informal:
 Observation:During guided practice, I will observe students as they participate in guided
practice and reciprocal teaching to ensure they are understanding the material.
 Each student will teach at least two other peers their process for solving an addition problem.
 They will also teach at least two other peers their process for solving a subtraction problem.
 Formal:
 Ticket-out: Each student will complete a “ticket-out” worksheet at the end of class that they will
turn in before leaving the class. The ticket out will consist of 3 polynomial addition problems
and 3 polynomial subtraction problems. Students will be considered proficient if they are able
to get at least 2 addition and 2 subtraction problems correct.
V. Genaralization/Closure:(Allotted Time: 3 minutes)
a. Restate the objectives: Today we worked on adding and subtracting polynomials.
b. Interview class:
i. Can anyone remind me: what is a polynomial?
ii. Why are polynomials important?
iii. Using a thumbs up/thumbs down, show me how confident you are in adding and
subtracting polynomials.
c. In the next lesson we’ll take what we have learned today and apply it to multiplying
polynomials!
VI. Assignment
Differentiated Consideration
a. Finish quickly: Student may work on a supplemental activity from “Extra Fun!” bin pertaining to
objectives.
b. Struggle to complete activity/assessments: Student will be given extra time to finish after
school, at home, or next class period.
c. Show proficiency early: Pair students that show proficiency early and allow them to reciprocal
teach for more complex polynomial expressions.
d. Still not proficient near end of lesson: Student can work with another student who has shown
proficiency early that can help work through problems with the student. Student may meet with
me after school for supplemental instruction until they reach proficiency. They will be able to
continue working on current objectives until they reach proficiency before moving onto new
objectives.
e. Needs different modes of learning or learn through a different multiple intelligence strategies:
Create open lines of communication in order to be informed of the student’s instructional needs
and adapt accordingly.
i. Provide additional materials that can be used in the classroom or at home that will assist
with the student’s needs
Teacher Reflection- Guide Question

Do I have measurable objectives derived directly from the state expectations?

 Do I have ways for students to create tangible proof or evidence that they accomplished
EACHobjective?What will I do for the students that didn’t? What will I do for the students that did?
 Do I embed in my direct instruction and guided practice as many possible multiple intelligences to reach
as many types of learners as possible?
 Do I have ways to scale-up or scale-back my content, resources, etc. for students functioning on all
levels?