Common Core Aligned Lesson Plan
Subject: Algebra II
Unit: Arithmetic and Geometric Sequences
Week: 2
Teacher: Mr. Ives
LESSON ELEMENT: Graphing Linear Functions and Arithmetic
Sequences Pt. 1
Common Core Learning Standards Addressed:
Grade:
11-12
Day: 1
Rocinante High School
STUDENT-FRIENDLY TRANSLATION
A-SSE.4 (Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage
payments.*), F-IF.3 (Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is
defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.)
F-BF.1a (Determine an explicit expression, a recursive process, or steps for calculation from a context.)
F-BF.2 (Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★)
F-LE.2 (Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include
reading these from a table).)
Learning Goals and Objectives: (What will students know & be able
to do as a result of this lesson?)
Know what a function is and be able to graph linear equations
Recognize arithmetic sequences and identify the common difference.
Recognize geometric sequences and identify the common ratio.
I can understand the
difference between arithmetic
and geometric sequences.
Vocabulary Support: (What vocabulary will student need for this
lesson?)
Arithmetic Sequence, common difference, Geometric Sequence, common
Ratio.
I understand the terms
Arithmetic Sequence, common
difference, Geometric
Sequence, and common Ratio.
Formative Assessment Criteria for Success: (What does success on this
lesson’s outcomes look like?)
The student will be able to graph linear functions.
The student will complete the assignment with a rubric of 7 or
higher.
All notes and diagrams will be complete in their data folder.
I will pass the assignment
and be able to graph a linear
function given the slope
intercept form.
Activities/Tasks: (What learning experiences will students engage in?)
Video of robotic technology.
Graphing linear functions - graphic organizer
Agile Mind - Unit 1 block 3
Vocabulary Graphic Organizer
Guided / Independent practice Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
A combination of :
Agile Mind software and resources
Technology / Science / mathematics slideshow
Education Youtube videos
Glencoe Geometry textbook and resources
Glencoe Algebra II textbook and resources
Holt Algebra I Textbook and resources
manipulatives and Puzzles
Geometric Templates and drawing tools
laptop computer
pencil and paper
Data folder and formula sheet
Actual Lesson Timeline:
1. Show robotic Technology Video - Discuss linear functions and robotic navigation
2. Prerequisite skills: Graphing Linear functions and the Vertical Line Test
3. Worksheet: Graphing Linear Equations
4. Postrequisite skills: Agile Mind Unit 1 - Overview
5. Six Step Vocabulary - Arithmetic Sequence / Geometric Sequence
6. Student Summary of learning
Modifications/Accommodations: What curriculum modifications and classroom accommodations will you
make for Students with Disabilities in your class?
Extended time for completion of assignments or tests.
Additional time for reading assignments.
Time for repeated drill and review.
small groups.
Data folders with study sheets, vocabulary sheets, and other supplemental aids.
Visual demonstrations which include the presentation of material in small steps.
Multisensory materials and activities (written, spoken, demonstration, kinesthetic.)
Mneumonic devices and aids.
Word processor with spell checker and calculator as well as graphing calculator.
Assisted note-taking and note-taking guidelines.
Credit for participation, effort and attendance as well as completed work.
One-to-one teacher contact daily.
Assistance with organization and planning as well as organized classroom procedures and
materials.
Peer / pair tutoring and cooperative learning.
Emphasis on success.
Seating to reduce distractions.
Clearly defined limits and classroom procedures.
Cooling off periods and concrete, positive re-enforcement.
 Does this lesson reflect one of the Common Core shifts in instruction (See: Common Core Shifts
EngageNY.org)
 In addition, please choose ONE question below to respond to after you have taught the lesson
OR create your own question and respond to it after you have taught the lesson.
1. How did this lesson support 21st Century Skills?
2. How did this lesson reflect academic rigor?
3. How did this lesson cognitively engage students?
4. How did this lesson engage students in cooperative learning and cooperative learning skills?
5. How effective was the work in this lesson?
Common Core Aligned Lesson:
Reflection
∆ It's very apparent to me that I will have to adjust my lessonplans radically to teach the prerequisite skills needed at the same time I am teaching the
Common Core lessons. Common Core assumes skills that these students do not have, therefore I will try splitting the class into two parts:
1. I will teach the prerequisite skills needed for the Common Core lesson first.
2. Followed by some guided practice.
3. Then I will teach the common Core lesson.