Lowndes County Public Schools
LESSON PLANS
Teacher: Floyd
Date: 3/9-3/13/15
Subject: Pre-Calculus
Blocks: 1 & 4
Alabama COS: standards
(+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular
and polar forms of a given complex number represent the same number. [N-CN4]
2. (+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this
representation for computation. [N-CN5]
(+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers
at its endpoints. [N-CN6]
(+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with
coefficients determined, for example, by Pascal’s Triangle. [A-APR5]
ACTIVATING LEARNING STRATEGY:
KWL
Word Splash
Survey
Possible Sentence
COGNITIVE TEACHING STRATEGIES:
Anticipation Guide
X Lecture
Think-Pair-Share
X Reading
X Graphic Organizer
Poem, Rhymes, etc.
Pictograph
Acronyms/Word
X Writing
First Word
Concept Map
Word Map
Frayer Model
Vocabulary Overview
Daily
Engagement Strategies:
X Collaborative Group Work
X Questioning Techniques
Language
Model
Other: Flow Chart
Practice
(DLP)___________________
Writing to Learn
Scaffolding Text
Diagram
Hands-on
Literacy Groups
Classroom Talk
Mind Map/Visual Guide
X TWIRL
Other: I do, We do, Y’all do, You do
Technology Integration: X Smart board
Document Camera
IPADS
Mac Books
Computers
Kindles
Interactive Tablets
Clickers ACCESS
Computer Program:__________Kuta Software_________ Other:_____ Khan academy _ PowerPoint __X___
Digital/ Video Camera
This Week’s Vocabulary: Imaginary Number, Modulus, Complex Plane, Polar, Binomial Theorem, Pascal’s Triangle
PROCEDURAL CONTENT (application)
Essential
Question
Objective(s)
Preview
(Before)
TWIRL
(Writing and
Reading)
You Do
Instruction
(During)
Include small
Monday
What is function composition
and how is it used?
Tuesday
How do I find the inverse of a
function?
Thursday
How do we define complex
numbers and use them to
perform operations?
read a passage which is
displayed on the smart board.
Students will answer the
question following the
passage by the instructions
following the question.
Students will have ten
minutes to complete the
assignment.
Wednesday
How do I use distance and
midpoint formulas to define
functions on the coordinate
plane?
Students will be able to use
distance and midpoint
formulas to define functions
on the coordinate plane.
Strategy: Bell Ringer
Procedure: Students will
read a passage which is
displayed on the smart board.
Students will answer the
question following the
passage by the instructions
following the question.
Students will have ten
minutes to complete the
assignment.
Students will be able to
define function composition
and use compositions to
solve problems.
Strategy: Bell Ringer
Procedure: Students will
read a passage which is
displayed on the smart board.
Students will answer the
question following the
passage by the instructions
following the question.
Students will have ten
minutes to complete the
assignment.
Students will be able to find
the inverse of a function.
Strategy: Power Point
Strategy: Power Point
Presentation
Procedure: Teacher will
present power point
Presentation
Procedure: Teacher will
present power point
Strategy: Bell Ringer
Procedure: Students will
Students will be able to
perform operations with
complex numbers.
Friday
How do we define
complex numbers and use
them to perform
operations?
Students will be able to
perform operations with
complex numbers.
Strategy: Bell Ringer
Procedure: Students will
Strategy: Bell Ringer
Procedure: Students
read a passage which is
displayed on the smart board.
Students will answer the
question following the
passage by the instructions
following the question.
Students will have ten
minutes to complete the
assignment.
will read a passage which
is displayed on the smart
board. Students will
answer the question
following the passage by
the instructions following
the question. Students will
have ten minutes to
complete the assignment.
Strategy: Power Point
Strategy: Power Point
Strategy: Power Point
Presentation
Procedure: Teacher will
present power point
Presentation
Procedure: Teacher will
present power point
Presentation
Procedure: Teacher will
present power point
group plans
TWIRL
(Talking,
Investigating,
and Listening)
Y’all Do
annotating slides to build
understanding of the concept.
Strategy: Small group
instruction.
Procedure: Teacher will
pass out work sheets to each
student. Students will work in
groups of two to complete the
assignment while the teacher
moves from group to group to
answer questions and to
insure understanding.
Unit one test one review
Students will copy the
vocabulary for the week.
Strategy: Ticket out the
door
annotating slides to build
understanding of the concept.
Strategy: Small group
instruction.
Procedure: Teacher will
pass out work sheets to each
student. Students will work in
groups of two to complete the
assignment while the teacher
moves from group to group to
answer questions and to
insure understanding.
.
annotating slides to build
understanding of the concept.
Strategy: Small group
instruction.
Procedure: Teacher will
pass out work sheets to each
student. Students will work in
groups of two to complete the
assignment while the teacher
moves from group to group
to answer questions and to
insure understanding.
annotating slides to build
understanding of the concept.
Strategy: Small group
instruction.
Procedure: Teacher will
pass out work sheets to each
student. Students will work in
groups of two to complete the
assignment while the teacher
moves from group to group
to answer questions and to
insure understanding.
annotating slides to build
understanding of the
concept. Strategy:
Small group instruction.
Procedure: Teacher will
pass out work sheets to
each student. Students will
work in groups of two to
complete the assignment
while the teacher moves
from group to group to
answer questions and to
insure understanding.
Functions Test 2
Vocabulary Test 8
Strategy: Ticket out the
Strategy: Ticket out the
Strategy: Ticket out the
Strategy: Ticket out the
door
door
door
door
Procedure: Teacher will
Procedure: Teacher will
Procedure: Teacher will
Procedure: Teacher will
display the exit problem on
the smart board. Students will
copy the problem and solve.
Student will turn in to the
teacher as they exit.
Individual instruction from
the teacher.
display the exit problem on
the smart board. Students will
copy the problem and solve.
Student will turn in to the
teacher as they exit.
Individual instruction from
the teacher.
display the exit problem on
the smart board. Students will
copy the problem and solve.
Student will turn in to the
teacher as they exit.
Individual instruction from
the teacher.
Procedure: Teacher will
display the exit problem on
the smart board. Students will
copy the problem and solve.
Student will turn in to the
teacher as they exit.
Individual instruction from
the teacher.
Students will complete class
assignment for homework.
Students will complete class
assignment for homework.
Students will complete class
assignment for homework.
Students will complete class
assignment for homework.
(After)
You Do
Extension/
Refining
Homework
Assessment (formal or informal): X class work
Other:___
Summarizing:
3-2-1 X Ticket out the Door
notebook X homework quizzes X tests
The Important Thing
Cue Cards
computer activities
X Teacher Questions
X collaborative work
Student Summary
display the exit problem on
the smart board. Students
will copy the problem and
solve. Student will turn in
to the teacher as they exit.
Individual instruction from
the teacher.
Students will complete
class assignment for
homework.
project based
Other:_______________________