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Signature Assignment Week 3

The document outlines a one-day lesson plan for a 9th or 10th grade Algebra 1 class. The plan focuses on teaching students about rational and irrational numbers based on Common Core standard HSN-RN.3. Key activities include a pre-assessment, video introduction, group research project, group presentations, and homework assignment. The teacher will use various formative assessments to evaluate student understanding and tailor instruction throughout the lesson.

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138 views

Signature Assignment Week 3

The document outlines a one-day lesson plan for a 9th or 10th grade Algebra 1 class. The plan focuses on teaching students about rational and irrational numbers based on Common Core standard HSN-RN.3. Key activities include a pre-assessment, video introduction, group research project, group presentations, and homework assignment. The teacher will use various formative assessments to evaluate student understanding and tailor instruction throughout the lesson.

Uploaded by

api-427651854
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Learning Map Design

One Day Plan for Teaching and Learning

R. Scott Sorich

National University
GENERAL INFORMATION
Subject: Algebra I
Grade Level(s): 9-10
Number of lessons: plan is for 1 teaching period
Lesson Time: 56 Minutes
Topic: Number and Quantity - The real number
system
Standard: HSN-RN.3
TEACHER PROFILE
Name: Scott Sorich
Disposition: calm, conscientious, determined,
logical
Educational Philosophy: Essentialism,
Progressivism, and Perennialism
Student Activity Involvement: basketball coach
Expectations of Students: fulfill individual
potential
LEARNER PROFILE
Class Size: 30 students
Gender: 14 female, 16 male
English Learners: 3 (Spanish – 1 expanding, 1
bridging)
Special Education: 2 students (504 plans - extra time
for quizzes & tests)
Motivation: extrinsically motivated
Conceptual Tempo: most reflective, some
impulsive
TARGET

Standard: HSN-RN.3
Explain why the sum or product of two rational
numbers is rational; that the sum of a rational
number and an irrational number is irrational;
and that the product of a nonzero rational
number and an irrational number is irrational.
Unpacked Standard [Nouns, Verbs]: Explain why
the sum or product of two rational numbers is
rational; that the sum of a rational number and
an irrational number is irrational; and that the
product of a nonzero rational number and an
irrational number is irrational.
Essential Question: How do the operations of
addition and multiplication affect the
relationship between rational and irrational
numbers?
Goals: Students will understand why adding and
multiplying rational and irrational numbers
result in either rational or irrational numbers.
Objectives: Students will be able to accurately
write equations that demonstrate the results of
adding and multiplying rational and irrational
numbers.
TARGET (Cont.)

Outcomes: Students can correctly identify


whether expressions that add or multiply
combinations of rational and irrational numbers
will result in rational or irrational numbers.

ASSESSMENT

Pre-Assessment Type: 1-Minute Paper


Purpose: determine students’ current
knowledge regarding the addition and
multiplication of rational and irrational numbers
Measurement: indications that a student
understands that adding and multiplying two
rational numbers results in a rational number,
and that adding or multiplying a non-zero
rational number with an irrational number
results in an irrational number
Evaluation: determine if all, most, some, or
none of the students understand the results of
adding and multiplying rational and irrational
numbers
Use: tailor the lesson plans to meet students’
needs and for assigning partners/groups
ASSESSMENT (ont.)
Formative Assessment Types: 1-minute paper,
journal entry, observation, graphic organizer,
presentation, discussion, homework
Purpose: determine students’ subject matter
competency/learning/comprehension and
engagement/participation
Measurement: answers accuracy, content
quality, extent of communication
Evaluation: learning outcomes achieved or
underachieved by the entire class or individuals
Use: maintain or adjust instructional strategies
for the lesson

INSTRUCTION
Activity 1: pre-assessment
Time: 1 Minute (day before chapter begins)
Resource: N/A
Instructions: Take one minute to write down on
a piece of paper whatever you want to
demonstrate what you know about adding and
multiplying rational and irrational numbers.
Assessment: 1-Minute Paper
UDL: the pre-assessment allows students the
freedom to express their knowledge on their
paper in whatever manner they are most
comfortable
INSTRUCTION (Cont.)
Activity 2: warm-up
Time: 6 Minutes
Resource: Khan Academy video – Intro to
rational and irrational numbers 1 (Khan
Academy, 2020)
Instructions: While watching the video being
shown on the front board, write notes in your
student journal (or online student journal) on
the video content.
Assessment: journal entry
UDL: multimedia presentation has audio,
video, and subtitles and the presenter uses
multiple colors and examples throughout the
presentation and students can use hard-copy
or online journals
Activity 3: group research and project activity
Time: 30 minutes
Resource: multiple (textbook, websites,
internet videos)
Instructions:
1) Working in groups of 4, research the
following topics:
▪ The sum of two rational numbers is:
rational or irrational
▪ The product of two rational numbers
is: rational or irrational
INSTRUCTION (Cont.)

Activity 3 Instructions (Cont.):


▪ The sum of a rational number and an
irrational number is: rational or
irrational
▪ The product of a non-zero rational
number and an irrational number is:
rational or irrational
2) For each topic, provide a real-world
example.
3) Represent your findings via a paper,
graphic organizer, poster, slide show, or
multimedia presentation
Assessment: observation, graphic organizer
UDL: students have multiple choices
regarding the methods to research and
document their findings

Activity 4: presentation
Time: 20 minutes
Resource: N/A
Instructions: Four groups will be randomly
selected to present their research findings to
the class, one group per topic. The class will
ask questions and discuss the results for each
topic.
INSTRUCTION (Cont.)

Activity 4 Instructions (Cont.):


Assessment: presentation, discussion
UDL: students have multiple options for
presenting their findings
Activity 5: assign homework
Time: 4 Minutes
Resource: Big Ideas Math Algebra I
textbook, pages 485-486 (Boswell & Larson,
2018) and Khan Academy practice modules
(Khan Academy, 2020)
Instructions:
▪ Option 1: complete textbook problems
#13-35, odd and 45-59, odd from pages
485-486. Be sure to show all work. Due at
the beginning of class tomorrow.
▪ Option 2: complete the following three
Khan Academy practice modules by the
beginning of class tomorrow:
▪ Rational vs. irrational expressions
▪ Simplify square roots (variables)
▪ Evaluate radical expressions challenge
Assessment: homework
UDL: students have options to complete
textbook or online assignments
MANAGEMENT

Materials and Tools: computer, whiteboard,


interactive video projector, textbooks, pencils,
pens (multiple colors), paper (lined and
graph), journals, Chromebook
Materials Location: students’ materials will
be easily accessible on top of a bookshelf at
the side of the room
Structure/Organization: students sit at six-
foot-long tables with two chairs at each table
with all chairs facing the same direction (front
of the class)
Group work: students in the first and third
rows will turn their chairs around to face the
table behind them, joining the two students
already sitting at that table (second and fourth
rows)
Table/Group Assignments: students will be
strategically assigned to tables and groups
using mixed-level grouping, to dissuade
unproductive/disruptive activity, and to
partner ESL students with bilingual students
that can assist with language comprehension
MANAGEMENT (Cont.)

Student Expectations: students are to be in


their assigned seat, remain on-task, contribute,
converse using a whisper or quiet
conversation level, and are encouraged to ask
questions by raising their hand
Expected Positive Behavior: will be
acknowledged verbally
Misbehavior: will be addressed through
proximity, non-verbal cues, and soft-
reprimands
Roll/Attendance: roll be taken, based on the
seating chart, during the first two minutes of
class while students are working on the warm-
up activity
Accommodations/Differentiation: priority
seating, placement in groups with students
that have complimentary abilities/traits,
multiple means of representation (audio,
visual, written text), multiple means of
expression (written, online, dry-erase, verbal),
additional time allowed for 504 plan students
References
Boswell, L., Larson, R. (2018). Algebra 1, a common core
curriculum. Houghton Mifflin Harcourt

Khan Academy. (2020). Intro to rational and irrational


numbers. [video file].
https://www.khanacademy.org/math/algebra/x2f8bb1
1595b61c86:irrational-
numbers/x2f8bb11595b61c86:irrational-numbers-
intro/v/introduction-to-rational-and-irrational-
numbers

Khan Academy. (2020). Simplify square roots (variables).


[video file].
https://www.khanacademy.org/math/algebra/x2f8bb1
1595b61c86:rational-exponents-
radicals/x2f8bb11595b61c86:simplifying-square-
roots/e/multiplying_radicals

Khan Academy. (2020). Rational vs. irrational expressions.


[video file].
https://www.khanacademy.org/math/algebra/x2f8bb1
1595b61c86:irrational-
numbers/x2f8bb11595b61c86:sums-and-products-of-
rational-and-irrational-numbers/e/recognizing-
rational-and-irrational-expressions

Khan Academy. (2020). Evaluate radical expressions


challenge. [video file].
https://www.khanacademy.org/math/algebra2/x2ec2f
6f830c9fb89:exp/x2ec2f6f830c9fb89:eval-exp-
rad/e/simplify-radicals-and-exponentials

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