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11255 North Torrey Pines Road, La Jolla, CA 92037-1011 Phone (858) 642-8320 Fax (858) 642-8724 www.nu.edu

Subject:

Lesson Topic:

Date:

9-10

Candidates Name:

Site Supervisor:

Grade:

Ashley Baclaan

Larry Soderling

ID #:

NU Supervisor:

xxxxxxxxx

Don Wise

9/23/14

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create

bridges from past learning, behavior expectations)

.

Content Standards:

California Standard 9-12.A-REI: Reasoning with

Equations and Inequalities Solve equations and

inequalities in one variable.

9-12.A-REI.3: Solve linear equations and

inequalities in one variable, including equations

with coefficients represented by letters.

Focus Learner:

The focus learner is an RSP (Resource Specialist Program)

student. She has learning disabilities that cause her to have a

bit more difficulty than other students. She does not have a

high reading level. She is very shy and timid, but is more

productive when working in pairs/groups.

Learning Bridges:

Before learning to solve one-variable equations containing

fractions, the students will have already learned the basic

properties of equality steps.

Behavior Expectations:

The students are expected to:

Listen attentively

Take thorough notes

Maintain a high level of respect for their work and others

around

Rationale:

This section content will take the students

through the various steps of properties of

equality (i.e. addition, subtraction,

multiplication, and division). The students will

learn to:

1. Get rid of fractions by multiplying

the equations by the LCM (Lowest

Common Multiple)

2. Solve a one-variable equation with

fraction difficulty.

A learning technique that will be used help in

developing and understanding one-variable

equations with fractions is:

Pair/Group collaboration Students

will collaborate with their

neighbor/group mates in using the

proper steps and obtaining a clear and

precise answer.

The learning technique is used to help the

students in helping them understand the concept

of working with others and being collaborative.

Hopefully students will be able to become more

comfortable with one-another/other classmates.

The focus student will get the same

learning techniques. She is able to

listen and understand a lecturestructured lesson. What she will need is

extra guidance in making sure she is

applying herself as best as possible

(provided by myself, class teacher, and

her RSP teacher), and assignment

adjustment if needed.

2. Learner Outcome(s) i.e. Objectives: (What will students learn from this lesson? How will you measure

mastery of the outcome?)

Learner Outcome(s)/Objective(s):

The students learning outcomes/objectives for this unit of

study is

To give the students more tools in helping them

understand the foundations of math (algebra).

Exercise their critical thinking skills.

Understand how to develop reasonable and concrete

steps for solving.

Determine/recognize LCM to distribute.

Mastery of Outcome:

Students will be assessed through various assessments that

will help show if the students understand the learning

content.

Assessments such as:

Classwork, Homework, Observation, Quizzes, Tests, and/or

Projects

Rationale:

The students have already learned how to

apply basic steps of properties of equality

with whole numbers. The students will

now learn how to apply this prior

knowledge on the new equations that

contain fractions.

In determining the students level of

understanding, the chosen assessment will

help display each individual students

work, the thought process, points of error,

etc. This will help in knowing what other

adjustments may be needed to help each

student better understand the content.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and prescribe

instruction accordingly. Consider: linguistic background, academic language abilities, content knowledge,

cultural and health considerations, interests and aspirations, physical development, social development,

emotional development. )

Pre-Assessment Activity:

The students will be given a few warm-up questions that

pertain only to the basics of fraction concepts (i.e. how

fractions are dealt with, what an LCM is, how to simplify,

etc.)

Rationale:

This warm-up activity will be a great way

to determine what fine-detail it is that the

students are struggling with. It will help

pinpoint whether the students are having

difficulty with determining the LCM or

maybe the foundational steps of solving

(i.e. addition, subtraction, multiplication,

and/or division property).

Learning Activities based on learner characteristics to meet the needs of ELL & special needs students, highly

achieving students and low achieving students)

Differentiation, Adaptation & Accommodation Strategies:

All students will have the same learning expectations; to all

gain knowledge at their highest ability. Depending on each

students background/situations, there will be specific

adjustments made, that way the student can have a better and

more understanding learning experience.

Rationale:

Learning expectations will not be lowered

due to a students learning ability. Every

student will be challenged and expected to

learn at his/her highest ability. However,

there is always room for adjustments when

to help each student have a succeeding

learning experience.

ELL students are able to go to

their RSP teachers, discuss with

their class aides, and/or attain

proper assistance from

designated/qualified personnel.

Within the classroom, ELL

students will be placed near

students who can help with

translation, that way they can be

given clear instruction and ask

questions with a peer that they

will be comfortable with.

Special needs students will be

able to go to their RSP teachers,

discuss with their class aides,

and/or attain proper assistance

from designated/qualified

personnel.

o For example, the focus

student, might need,

extra time for completion

of assignments, so

assignments will be

adjusted to a more

accommodating

workload.

Highly achieving students can

always be given higher level rated

questions to challenge their

critical thinking skills and

learning content.

Low achieving students will be offered

extra assistance (i.e. tutoring, assignments,

etc.) that can help them learn and

understand the content more. Also, sitting

them near those who do understand will

help them in having someone nearby to

help clarify any misunderstandings.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Resources:

Proper resources that is needed are:

Textbook

Notebook/Paper and Pencil

Calculator (if necessary)

Rationale:

Students will need the basic of school

supplies for this learning content. Paper

and something to write with is always a

must-need tool; the students are expected

section readings, etc., and so they can

complete their assignments properly.

Textbooks/Notes are great references for

the students to look back to for solving

techniques/process; also, there are a lot of

good examples that show step for step

solving and reasoning that can help each

students understanding. Calculators can be

used if instructed due to level of difficulty

with numbers used.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for

Understanding)

Lecture Method A traditional lecture presentation will

be used. Thorough explanation of the content will be

given. Proper examples will be used to reinforce the

concepts for better understanding.

Check for Understanding:

and/or concerns about what is being presented. Maybe

asking for a signal of understanding from the whole

class; such as a thumbs-up.

Rationale:

Useful symbol notations and color

coordination will be used to help the

students learn, visually. This helps them

recognize the process of what is being

used, especially when there are multiple

congruencies. For example, the following

learning techniques are notated

accordingly, to help the students learning:

(1/2)x = 3 [determine the factor

that needs to be multiplied on

both sides]

(2/1)(1/2)x = (2/1)(3/1) [multiply

the factor of 2, to both sides,

which gets x by itself on one

side]

x=6

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide

feedback and re-teaching)

Guided Practice/Collaborative Practice:

Classwork Students will work in pairs/small groups to help

one another determine proper process of solving. Specified

problems will be assigned to the class. The students will be

able to work in pairs or small groups to help one another in

using the new learning content.

Check for Understanding:

Observation of the class as the students work together will be

used to help determine if the students understand the lesson.

Rationale:

When students are given the opportunity to

work together, it helps them learn from the

perspectives of their peers. Sometimes,

students learn better when someone else,

other than the instructor, is explaining their

thought process. Also, group work is a

great way for students to practice their

communication and team skills.

Through observation when there is

collaborative work, it is easy to see, the

students who have thorough understanding

because they are the ones that are

teaching/explaining the concept to their

understand yet, are the ones that either

have the blank/puzzled look, raise their

hand to ask clarification questions, and/or

the ones that are having the assignment

explained to them by their group mates.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities

are assigned assuming that students understand the concept well enough to work on their own.)

Independent Practice:

Homework The students will be able to take home their

unfinished classwork problems to finish as homework.

Check for Understanding:

The next class day, students will be asked if there are any

questions from their homework assignment that needs

clarification on how to solve.

Rationale:

Classwork problems and homework

assignments are good for repetition of the

newly learned content. When learning a

new math skill, repetition is an important

learning tool. Notes taken in class are a

great way for students to construct

concepts physically. This is good for the

students to reference to, as well as their

notes and textbook.

As a class, we can all go over

misunderstood questions that were

assigned. This will help all the students see

how it should have been solved. Either,

students who have solved it, can guide the

explanation, or I can guide the explanation

and the students can fill in their homework

gaps as well as add it to their notes.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.

Describe differentiating assessment strategies you will use for ELL, special needs students, highly achieving

students and low achieving students.)

Assessment and Evaluation:

Observation will be an occurring evaluation for each student

throughout the class day. On classwork, homework, quizzes,

and tests, I will grade each students work individually that

way I can see what each students thinking process is going

towards.

Rationale:

All students will be graded and evaluated

on the same scale (unless certain

accommodations are necessary). All

students can be given an opportunity to

make up points, by turning in late work

and possibly given opportunity of extra

credit work. When grading their work,

necessary comments will be noted on their

homework pages. The comments and

corrections will be aimed towards their

solving errors, and guidance for better

understanding of what they did and what

they should/could do.

Special needs students will be

able to go to their class aides and

RSP teachers when needed.

if necessary.

For example, the focus student, because of

her comprehension level in reading,

assignments can be made smaller if

needed, extended time can be given, and/or

her grading curve may be adjusted

accordingly.

10. Closure: (Describe how students will reflect on what they have learned.)

Closure:

Students can reflect on what they have learned, by

maintaining a summary section at the end of each chapter

section and/or a focus notes (which is labeled properly for

easy referencing within their class binder). Also, class

discussions before and after a new section; the students can

express their thoughts and concerns.

Rationale:

A summary section and/or journal are a

great way for students to reflect on what

they are learning. In math, it is sometimes

hard to express in words, what is being

done/learned. However, if the students can

achieve clear, thorough summary/journal

explanations, it shows that the students

understand what they are learning. Class

discussions are great opportunities for the

students to be able to express what they are

thinking. Sometimes students that

ask/express out loud, are the same

questions/ideas that students who do not

speak as much in class; so it helps those

quiet students get the

clarification/reinforcement that they need.

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