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Ms.

Chelsea Decker LESSON PLAN/ASSESSMENT #3 FOR THE 9TH GRADE

Ms. Chelsea Decker


Tuesda AEP Gr. 9 (106,108,109)
y
Week of April 13th-17th, 2015
3 Part Objective
Lesson Plan: Quadratic Equations &
Functions
Type of Classroom: 9th Graders
Age Range of Students: 13-14
Subject: Mathematics
Topic: Chapter 9 Review for Quadratic
Equations & Functions
Instructional Arrangement: Group Work
Type of Lesson: Review
Subject: Conditions: After reviewing the rubric for
Honors student presentations,
Algebra
I
SWBAT/GOAL:

Watch their peers teach a short lesson


Take notes and participate with
presenters
Follow directions
Students will be prepared for their
chapter test

Objectives:

Before starting as a class we will read


through the strict rubric being used to
assess them.
Students will introduce there topic and
section to be presented
Detailed Outline will be handed in to

INTERVENTIONS,
ACCOMMODATIONS
& MODIFICATIONS
-Present Warm Up
on the Smart board
from previous
lesson for students
to show complete
understanding.
-Review the rubric
given out before
the assignment
was due.
-Answer any
questions
regarding the
grading process.

Ms. Chelsea Decker LESSON PLAN/ASSESSMENT #3 FOR THE 9TH GRADE

me typed up
Students will gain the attention of the
entire class
Students will use a PowerPoint to
organize their lesson and their
examples used
Students will teach the class in small
groups an assigned section to review
for their chapter test.
We will follow a rubric given out when
project was assigned,
We will practice solving graphing
y=ax^2+c and y=ax^2+2b+c,
We will solve quadratic equations by
solving the square root,
We will solve quadratic equations by
completing the square
We will practice graphing quadratic
functions in the vertex form.
We will practice using the quadratic
formula to solve the quadratic
equations
b b24 ac
x=
2a
We will copy all given terms into our
notebooks,
Have students use the smart board,
power point, and work on completing
problems.

Measure: With 80% accuracy


CCSS#
9-12.A.REI.4b Solve quadratic
equations by inspections for x^2=49
taking square roots, completing the
square, the quadratic formula and
factoring, as appropriate to the initial

Chapter 9

Ms. Chelsea Decker LESSON PLAN/ASSESSMENT #3 FOR THE 9TH GRADE

form of the equation. Recognize when


the quadratic formula gives complete
solutions, and write them as a+- bi for
real numbers a and b
9-12.F.IF.7a Graph linear and
quadratic functions and show
intercepts, maxima, and minima.
9-12.F.BF.3 : Indentify the effect on
the graph of replacing f(x) by f(x)+k,
kf(x), f(kx), and f(x+k) for specific
values of k (both positive and negative)
find the value of k given the graphs.
Experiment with cases and illustrate an
explanation of the effects on the graph
using technology.

Homework:
Study notes taken during all
presentations to prepare for Chapter 9
test.

ASSESSMENT #1:
Performance Tasks: extended projects, and presentations.
After I teach a full chapter a project is assigned to groups of
students. Each group of students is assigned a section of the chapter. They
are responsible for mastering that section. Then they make a presentation
including technology, outlines, and video. They present their section to the
entire class. The students get to teach their friends. They are responsible for

Ms. Chelsea Decker LESSON PLAN/ASSESSMENT #3 FOR THE 9TH GRADE

assigning a few problems for homework, and then they are responsible for
grading the homework. When they grade the homework they make notes
about missing work, or if it is wrong how they correct their mistake. After
each group presents the homework is given out, the homework is collected,
the homework is checked, and then it is handed back to all students. Then
the students can all study from their homework they get back from every
group. The test is distributed the next day. I really enjoy this as an
assessment because they get to make assessments on their own friends.
They really enjoy taking on the role of the teacher. This allows me to make
assessments based off of how hard they worked together in a group setting.
Also during presentations I am sure to ask other members of the group
questions about another members section. I really encourage the students to
master the entire section, and not just there 5 minutes of presentation. One
student usually takes the role of leader, and this person makes sure
everyone gets there part done. This person also makes sure each person in
the group thoroughly knows each others part. Students were all given the
rubric before the project was due so this also allows me to make an
assessment based off of how well they can comprehend the requirements.

Chapter 9 Review Project Rubric

Due Monday April 13th, 2015


Late Presentations will receive no credit

Ms. Chelsea Decker LESSON PLAN/ASSESSMENT #3 FOR THE 9TH GRADE

A detailed outline with assigned parts to each member typed up to


hand to me
Each member of the group must participate and present
Presentation must be at least 10 minutes, but not longer than 20 minutes.
You must include the class in your presentation, you are the teacher!
Power point is required (Not too little, not too much!)

0-10 points

10-15 points

15-20 points

Teamwork/Ou
tline

No outline was
completed.
Students did not
work well together,
and team work was
not evident.

Outline was clear.


Each person stayed
on topic, and
presented their
section listed on
the outline.

Organized/Us
e of
PowerPoint
Presentation

No PowerPoint
/PowerPoint was
not organized
effectively.

Outline was weak.


All/some students
presented, but it
was unclear what
work was
completed by each
student.
PowerPoint was
completed, but
does not reflect the
pace of the
presentation.

Content/Corr
ect Assigned
Topic

Wrong section was


covered. Content
was not clear.

Correct section was


completed, but
missing some
topics covered in
section.

Correct section was


completed, and the
entire section was
executed.

Accuracy

The math taught to


class was unclear,
and wrong
information was
taught.

Most of the math


taught to the class
was correct with
only a few
mistakes.

The entire math


taught to class was
correct with no
more than one
mistake.

Time
Management
& Class
Attention

Presentation was
too short. Class
was not engaged,
or focused.

Presentation was
too long. It kept the
class focused, but
bored.

Presentation was
executed in a
timely manner, and
students
participated in a
whole.

PowerPoint was
clear, and very
direct.

Assessment #2
Informal Assessments: teacher observations, teacher checklists,
conversations, and interviews.

Ms. Chelsea Decker LESSON PLAN/ASSESSMENT #3 FOR THE 9TH GRADE

A great way to make assessments about your students is paying close


attention to their behavior. They can be surprising sometimes. After I teach a
full chapter a project is assigned to groups of students. Each group of
students is assigned a section of the chapter. They are responsible for
mastering that section. Then they make a presentation including technology,
outlines, and video. They present their section to the entire class. The
students get to teach their friends. The students sitting down watching the
students present must keep the role of being a student. This is the last day
before students will have their test. They already know that this is the last
time they can ask the questions they need to. If something is unclear they
need to ask their peers. As I sit in the room I watch to make sure each
student is asking the appropriate questions. I also watch to make sure if a
mistake is made in a presentation that the students at their desks speak up,
and correct the mistake. This is a learning process for the entire class. This is
also a good way to teach students how you want them to respond when you
are teaching. In future lessons I can go back to my assessments made about
each child, and use that in the classroom. For example Jerimiah remember
when you asked questions during the presentations? You are expected to
speak up if something is unclear just as you would with your classmates. This
allows me to make them feel more comfortable in the classroom. The
informal assessment will be based off of the students and how they react
while the students are presenting.

0-5
Attentiveness
Note Taking

Noticing
Mistakes

Responsivene
ss

Student was not


taking notes, or
paying any
attention to
presenters.
Student did not
notice any wrong
content.
Student did not
ask any questions,
or talked when
spoken to.

5-10

10-15

Student took some


notes, but did not
stay focused for
the entire time.

Student took
notes, and
stayed focused
for the entire
time.
Student noticed
the mistake, and
corrected it.

Student noticed
wrong content, but
did not correct the
mistake.
Student asked
questions, but
some questions
were already
answered.

Student spoke
when spoken to,
and asked
questions.

Ms. Chelsea Decker LESSON PLAN/ASSESSMENT #3 FOR THE 9TH GRADE

Respect

Student was off


task, and did not
show appropriate
respect to his or
her peers.

Student stayed
quiet for
presentation, but
did not seem to
care someone was
teaching.

Student showed
the presenters
respect, clapped,
and gave back
positive
feedback.

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