Teacher Education Lesson Plan Template

Teacher: Anna Switzer Date: 03-25-2019

Title of Lesson: Solving Rational Cooperating Teacher: Mr. McMillen

Equations

Core Components
Subject, Content Area, or Topic
Math, Algebra, Equations
Student Population
14 students, 6 males, 8 females, 1 African-American, 11 Caucasian, 2 Asian

Learning Objectives
The student will solve equations containing rational algebraic expressions.

Virginia Essential Knowledge and Skills (SOL)

AII.3 The student will solve a) absolute value linear equations and inequalities; b) quadratic
equations over the set of complex numbers; c) equations containing rational algebraic
expressions; and d) equations containing radical expressions.
VDOE Technology Standards
Khan Academy
English Language Proficiency Standards (ELPS)
NA
Materials/Resources
Algebra 2 textbook, notebooks, pencil

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set
TTW hand out the 9A red to review for the test. TTW quickly review how to solve
problems 14, 16, and 17. For 14, TTW ask students for the formulas for difference of
cubes and sum of cubes. TTW remind students that they need to memorize these
formulas for their test. For 16, TTW ask students what parts to simplify first. TTW help
students see each step. TTW ask students what they do with exponents when
multiplying (add) and when dividing (subtract). For 17, TTW ask students to solve each
step of the equation. TTW ask what the opposite operation is for each step. TTW ask
what they should do after solving (check).
TTW have the assignment written on the board. TSW write down the assignment for the
day in their notebooks as they come into class. TTW start the class with prayer. TTW
ask the students what they think rational equations contain (rational expressions,
fractions, variables). TTW write the equation = on the board. TTW ask the
students how they would solve this equation (cross multiply). TTW ask the students
what the LCD of the two fractions is (8x). TTW also ask for the GCF of x and 8 (to
remind students of the difference between LCD and GCF). Then, TTW show the
students that multiplying by the LCD gives the same answer as cross multiplying.
*State the Objectives (grade-level terms)
I can solve equations containing rational algebraic expressions

*Instructional Input or Procedure

TTW ask students what they should do with equations once they get a solution (check).
TTW write number five from section 9.4 in the Algebra 2 textbook on the board. TSW
copy it in their notes. TTW ask how we can solve this problem (cross multiply or
multiply both sides by the LCD).
*Modeling
TTW model how to cross multiply with number five from section 9.4. TTW ask
students for each step to solve the equation.

*Check for Understanding

TTW ask students to raise their hands if they know what they need to do after solving
the equation (check). Once most or all students raise their hands, TTW call on a student
to answer the question. TTW call on a second student to check the answer.
*Guided Practice
TTW guide the students through problems 7, 13a, and 13b. After students finish 13c
and 13d, TTW guide students through 15, 17, and 19. TTW ask students for each step.
TTW ask students what they need before they can add or subtract rational expressions (a
common denominator). TTW ask students to find the LCD. TTW ask what they need to
do with the LCD once they find it (look at each fraction to find the missing parts of the
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 LCD and then multiply the missing parts by the numerator and the denominator of that
fraction). TTW ask students what they need to do after they solve each equation.

*Independent Practice
TSW work independently on 13c, 13d, and eventually 21 as the teacher walks around to
check their work. TTW have students work in groups and have students explain how to
solve a rational equation to each other.
Assessment
TTW take an informal assessment by walking around to check that students get the
correct answer for 21.
*Closure
TTW challenge students with problem 27. TTW guide them by telling them to find each
rate. TTW also remind them that they need to find the LCD. Once they finish the
problem, TTW ask students to find the GCF of the three rates so that students are
reminded of the differences between the GCF and the LCD.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Asking questions before starting the problem,
Reminding students of previous knowledge,
Reviewing the previous knowledge throughout different problems,
Having students explain how to solve problems to each other
Classroom Management Issues (optional)
If some students are answering more questions than others, TTW make sure to give other students
extra time to think and specifically ask them questions.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015