Larissa Jakubow Fall 2013 Teaching Associateship, Placement 1: SPED Grade/level: 9th Grade Content: Algebra I/Solving Multi-Step

Equations Child/Group: Self Contained I. SOL A.4 The student will solve multistep linear and quadratic equations in two variables, including a) solving literal equations (formulas) for a given variable; d) solving multistep linear equations algebraically and graphically;

II. Objective(s) III. Materials

Student will be able to solve two-step equations for a given variable. -Graphing Calculator -Pencil -SmartBoard -Cornell Note Sheet -Classwork Do Now (7 Minutes): Students will be given five minutes to work on their warm-up. They will be working on questions that require them to fill in a blank for a number, to help introduce finding a value for a given variable. We will go over the answers together as a class. Class Notes (15 Minutes):- Students will be given Cornell Style note sheet (used by all Algebra 1 classes at CHS). 1. Instructor will continue discussion of finding a value for a given variable by starting with a chart. The chart will include the equation 33 + 4d = 13. The chart will include different values for d, -6, -5. -4, and 3. The instructor will introduce the lesson by saying that we will be replacing the d, with a value from the chart. We will complete the first value together, and determine whether the equation is true. The students will try the other three values individually. The instructor will ask the class to give a thumbs up (true) or thumbs down (false) when going over the remaining three equations in the chart. This way the instructor can determine if a singular problem needs to be worked out and further explained. 2. The instructor will now present the problems in a real world context. Using statements such as, in your work account, you started with x amount, made $35 and ended up with $75, the instructor will guide students through writing equations like this. The instructor will emphasize key phrases to arc back to their knowledge of translating expressions. After modeling the equation set up, the instructor will model the steps for solving each equation, asking the students for input. This is to serve as a review of solving one-step equations in

IV. Presentation

Larissa Jakubow Fall 2013 Teaching Associateship, Placement 1: SPED Grade 8. 3. To illustrate the idea that to solve equations, we have to do the opposite of the operation, in a teacher led discussion, the students will help the instructor fill out the chart regarding opposites. The teacher will say something to the effect of, If Im adding, then to reverse it I would . . subtract. 4. Using knowledge of their one-step equations, we will tackle twostep equations. First, the teacher will solve it the standard way, talking through each of the steps. Then, the teacher will use the box method, an approach introduced to the students at their previous middle school. The teacher will then do the next problem along with the students, having them prompt for the steps. The student will then complete a problem independently using whichever method they prefer. The teacher will then review the problem together as a class, and work on one more problem together. Independent Practice (15 Minutes): Students will be given a worksheet with 2-step equations to work on independently Instructors will be available to give one on one assistance. Instructors will check work once student has completed work. When done, students will practice previous skills of Domain and Range, an area that they struggled with on the unit test. Exit Ticket (5 Minutes): Students will be given three problems to work through involving 2-step equations. Instructors will use this to inform future instruction

V. Assessment Ongoing formative assessment will occur through prompting in the we do as well as their performance on their independent practice. Additional formative assessment will be given through a brief homework assignment reviewing 2-step equations.

VI. Differentiation

By using explicit instruction, it allows the instructor to gauge what is understood in the I do portion of the lesson. Additionally, by providing multiple formats, such as the box method, and the traditional algebraic method, it allows students to choose a method that suits their learning preferences.

Larissa Jakubow Fall 2013 Teaching Associateship, Placement 1: SPED VII. Technology We will be using the Smart Board to fill out the Cornell notes together.