Name ________Michael Talley__________________
Grade Level ___10th Grade_________________
Course: EDU 4339
Subject ______Algebra II_______
1. TEKS: 110.47. Reading I, II, III (
(8) The student formulates and supports responses to a wide variety of various types of
texts. The student is expected to:
(A) respond actively to texts in both aesthetic and critical ways;
(B) respond to text in multiple ways (e.g. discussion, journal writing, performance,
visual/symbolic representation
111.40 Algebra II \
Systems of equations and inequalities. The student applies mathematical
processes to formulate systems of equations and inequalities, use a variety of
methods to solve, and analyze reasonableness of solutions. The student is
expected to:
(B) solve systems of three linear equations in three variables by using
Gaussian elimination, technology with matrices, and substitution;
2. Objective:
The student will critically read a series of word problems, formulate them into sets of
equations, and solve them using Gaussian Elimination.
3. Focus:
Articles will be secured for the students to choose from. Each one will depict earnings,
expenses, and other data. The students will read these articles and group the data for use
in formulation equations
4. Explanation and Monitoring
I will build off the previous day's explanation of systems of equations and discuss
augmentation of equations into matrices. I will do one or two examples of
augmentation and move onto Gaussian elimination. I will do examples on the
board and then give the students a problem to work. If a good grasp of the concept
is observed, then we will move on. Otherwise more examples will be done.
5. Guided Practice
More complicated word problems will be done on the board. I will ask the
students, individually, to read the problems and to interpret the information
stating the resulting equations. Then they will explain the steps I need to take in
order to set up the equations and solve the problem. If they are mistaken, I will
ask questions to lead them to the correct answers.
6. Independent Practice
Groups will be assigned more difficult word problems. They will individually
need to to come up with the equations and compare their answers. Then they will
individually solve the problems by hand and compare answers again. A
spokesperson will be elected to perform the answer on the board.
7. Correctives
If further practice is needed, students will be given worksheets with similar
problems to be completed for a homework assignment. Once they can formulate
the equations and display understanding of how to solve the system, they will be
allowed to move on.
8. Extensions
Students can use the internet or magazines to find real life articles about a
company's cost and profits and interpret the data in a system of equations and
solve.
9. Closure
I will give a quiz to gauge each student's individual understanding of interpreting data
and formulating equations. I will then check to see if students have at least mastered the
process of Gaussian elimination and then check for correctness.
10. Assessment
CATEGORY
Mathematical
Concepts
4
Explanation
shows complete
understanding
of the
mathematical
concepts used
to solve the
problem(s).
3
Explanation
shows
substantial
understanding
of the
mathematical
concepts used
to solve the
problem(s).
2
Explanation
shows some
understanding
of the
mathematical
concepts
needed to solve
the problem(s).
Mathematical
Reasoning
Uses complex
and refined
mathematical
reasoning.
Uses effective
mathematical
reasoning
Some evidence
of mathematical
reasoning.
Mathematical
Errors
90-100% of the
steps and
solutions have
no
mathematical
errors.
Almost all (8589%) of the
steps and
solutions have
no
mathematical
errors.
Most (75-84%)
of the steps and
solutions have
no
mathematical
errors.
1
Explanation
shows very
limited
understanding
of the
underlying
concepts
needed to solve
the problem(s)
OR is not
written.
Little evidence
of mathematical
reasoning.
More than 75%
of the steps and
solutions have
mathematical
errors.
Neatness and
Organization
The work is
presented in a
neat, clear,
organized
fashion that is
easy to read.
The work is
presented in a
neat and
organized
fashion that is
usually easy to
read.
The work is
presented in an
organized
fashion but may
be hard to read
at times.
Working with
Others
Student was an
engaged
partner,
listening to
suggestions of
others and
working
cooperatively
throughout
lesson.
Explanation is
detailed and
clear.
Student was an
engaged partner
but had trouble
listening to
others and/or
working
cooperatively.
Student
cooperated with
others, but
needed
prompting to
stay on-task.
Explanation is
clear.
Explanation is a
little difficult to
understand, but
includes critical
components.
All problems are
completed.
All but one of
the problems
are completed.
All but two of
the problems
are completed.
Explanation
Completion
The work
appears sloppy
and
unorganized. It
is hard to know
what
information
goes together.
Student did not
work effectively
with others.
Explanation is
difficult to
understand and
is missing
several
components OR
was not
included.
Several of the
problems are
not completed.