Teacher: Madison Rhodes Date: 3/05/18
Lesson Idea/Topic and The lesson reviews arithmetic sequences that were covered in algebra 1 and 2, and extends that
Rationale/Relevance: concept to partial sums. Partial sums will open the door to infinite sums which are a bit more
confusing than sums that start and stop at defined places so this is a good first step to the harder
What are you going to teach and why concepts.
is this lesson of importance to your
students? How is it relevant to
students of this age and background?
Student Profile: Most students are in 11th grade, but there are a handful of students in the other three grades
throughout the room. These students are in mathematics that is above the required high school
Write a narrative about your learners. material and therefore are naturally a bit more motivated and engaged than my other students.
What are their special needs?
Exceptionalities? Giftedness? None of the students have 504s or IEPs but many of them are labeled gifted and talented.
Alternative ways of learning?
Maturity? Engagement? Motivation?
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
CCSS.MATH.CONTENT.HSF.BF.A.1
Write a function that describes a relationship between two quantities. *
CCSS.MATH.CONTENT.HSF.BF.A.2
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Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model
situations, and translate between the two forms. *
Understandings: ( Big Ideas)
Partial and infinite sums have real life applications.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
Does every sequence have a sum?
Can I take a partial sum of any sequence?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format, using student voice)
I can:
1) Write arithmetic formulas from a set of numbers, or the form y=mx+b
2) Solve for partial sums using the partial sum formula
This means:
I can rewrite equations
I can find terms of arithmetic equations
I can use information I know or can find and plug it into an equation
List of Assessments: (Write the number of the learning target associated with each assessment)
“You try” ‐ formative, during lesson
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Homework ‐ formative, throughout unit
Test ‐ Summative, end of unit
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Planned Lesson Activities
Name and Purpose of Lesson Name: Arithmetic Sequences and Partial Sums
Should be a creative title for you and the students to Purpose: We are starting with partial sums as a concrete introduction to infinite sums as
associate with the activity. Think of the purpose as jumping into finding the sum of something that never ends can get confusing to
the mini‐rationale for what you are trying to students. We use arithmetic sequences to tie the material back to Algebra 1 and 2
accomplish through this lesson. concepts.
Co‐Teaching Which model(s) will be used?
Will co‐teaching models be utilized in this lesson? One teach / One assist
Yes __x__ No ___ Why did you choose this model(s) and what are the teachers’ roles?
One teach/One observe, One teach/One assist, I chose this model so that Mr Burkett is constantly involved in the class even
Station teaching, Parallel teaching, when I’m the main teacher of the day. The material in this class is very important as it
Alternative/Differentiated/Supplemental teaching, prepares students for calculus and Mr Burkett wants to make sure his students are
Team teaching. prepared. Also it is much easier for us to check understanding and help students when
they are doing examples if there are two people in the room helping students instead of
one.
Approx. Time and Materials The class is 47 minutes long from bell to bell and we need whiteboards, whiteboard
How long do you expect the activity to last and what markers, an 8‐2 packet, computer with the file, promethean board/pen.
materials will you need?
Anticipatory Set The strategy I intend to use is:
The “hook” to grab students’ attention. These are Warm up
actions and statements by the teacher to relate the I am using this strategy here because:
experiences of the students to the objectives of the Students will be reminded of background knowledge and can bring back information
lesson, To put students into a receptive frame of they will be using throughout the lesson. If a student was not exposed to the information
mind. or forgot they can ask the teacher or a neighbor to help them fill the gap in their
● To focus student attention on the lesson. knowledge.
● To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures The strategy I intend to use is:
Include a play‐by‐play account of what students and I do ‐ you do
teacher will do from the minute they arrive to the
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minute they leave your classroom. Indicate the I am using this strategy here because: This allows students to get a feel for what a
length of each segment of the lesson. List actual problem is asking and then doing a similar problem so that they can try it right away
minutes. before forgetting what had happened on the example and why.
Indicate whether each is:
● teacher input Teacher Actions Student Actions Data Collected
● modeling 0‐8
● questioning strategies Attendance Working on the warmup What they remember
● guided/unguided: Walk around and on whiteboards or packets from last lesson and prior
o whole‐class practice check on students doing classes
o group practice warm up
o individual practice 8‐12
● check for understanding Go over warm up ‐ check work ‐ who has qs
● other ‐ Anyone have ‐ ask questions ‐ the students level
questions? ‐ ask to go over a q if of comfort with the
‐ Review answers needed material
‐ Do it fully if anyone
wants
12‐13
Ask students to pass Passing up whiteboards and N/A
whiteboards and markers markers
to front, and students in the Front row putting them on
front to put them on the the table
front table by whiteboards
I’ll come around with
bucket for markers
13‐14
Go over key concepts Ask any questions Any questions students
in packet have
First two are review
from background
Third is new
14‐15
Example 1 Take notes Any questions students
Ask any questions have
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Show how to do
example
Explain thinking
Burkett looking for
confusion/ points to clarify
15‐17
You Try 1 Work on problem Any questions students
Both go around room Ask for help if needed have
to check on student General confusions
progress/work Points of clarity
17‐18
Go over Y.T. 1 Check work
‐ Answer Ask to go over it if needed
‐ How to if asked
18‐19
Example 2 Take notes Any questions students
Show how to do example Ask any questions have
Explain thinking
Burkett looking for
confusion/ points to clarify
19‐23
You Try 2 Work on problem Any questions students
Both go around room to Ask for help if needed have
check on student General confusions
progress/work Points of clarity
23‐25
Go over Y.T. 2 Check work
‐ Answer Ask to go over it if needed
‐ How to if asked
25‐27
Example 3 Show how Take notes Any questions students
to do example Ask any questions have
Explain thinking
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Burkett looking for
confusion/ points to clarify
27‐29
Example 4 Take notes Any questions students
Show how to do example Ask any questions have
Explain thinking
Burkett looking for
confusion/ points to clarify
29‐32
You Try 4 Work on problem Any questions students
Both go around room to Ask for help if needed have
check on student General confusions
progress/work Points of clarity
32‐34
Go over 4 Check work
‐ Answer Ask to go over it if needed
‐ How to if asked
34‐36
Example 5 Take notes Any questions students
Show how to do example Ask any questions have
Explain thinking
Burkett looking for
confusion/ points to clarify
36‐38
Go over recursive Take notes Any questions students
formula Ask any questions have
Recursion = concept
from algebra 1
Burkett looking for
confusion / points to clarify
38‐41
Example 6 Take notes Any questions students
Show how to do example Ask any questions have
Explain thinking
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Burkett looking for
confusion/ points to clarify
41‐45
You try 6 Work on problem Any questions students
Both go around room to Ask for help if needed have
check on student General confusions
progress/work Points of clarity
45‐47
Go over 6 Check work
‐ Answer Ask to go over it if needed
‐ How to if asked
Closure The strategy I intend to use is:
Those actions or statements by a teacher that are I am using this strategy here because:
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring I’m not really sure what strategy I should be using here as all the important concepts are
things together in their own minds, to make sense at the beginning of the lesson and then there are examples and problems throughout the
out of what has just been taught. “Any Questions? rest of the period.
No. OK, let’s move on” is not closure. Closure is
used:
● To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
● To help organize student learning
● To help form a coherent picture and to
consolidate.
Differentiation Content Process Product Environment
To modify: If the activity is too advanced for a child, Modifications: If something is too Work with Have them Have them sit
how will you modify it so that they can be hard for the them on a complete a set in the front so
successful? To extend: If the activity is too easy for a students I’ll add step by step of the problems they have more
child, how will you extend it to develop their more information process they that are the less direct help
to the problem so can do by difficult ones from teacher
emerging skills? What observational assessment
that they can more themselves
easily put the
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data did you collect to support differentiated information into
instruction? the equations
given
Extensions: Ask them to work Ask the Show how they Have them in a
out the answers student to got the space with
without the try to work derivation of others who are
formula for partial out how the the formula in of the same
sums and figure formula was addition to aptitude and
out why the derived solving the have them
formula works. problems given brainstorm
how this could
be used in real
situations.
Assessment There is homework for each section of a unit in a packet that students receive at the
How will you know if students met the learning start of each unit. At the end of each unit there is a test.
targets? Write a description of what you were Students come in and ask about homework questions and check their work with ours to
looking for in each assessment. How do you see what they have gotten correct or need to work on.
anticipate assessment data will inform your
instruction?
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