KY Hybrid Algebra I Instructional Planning Template
STANDARD
S
PROGRAM of STUDIES, SKILLS & CONCEPTS:
MA-HS-AT-S-VEO1 Students will write expressions, equations, inequalities and
relations in equivalent forms.
MA-HS-AT-S-VEO2 Students will use symbolic algebra to represent and explain
mathematical relationships.
MA-HS-AT-S-EI3 Students will solve one-variable equations and inequalities using
manipulatives, symbols, procedures and graphing, including graphing the solution set
on a number line.
KVHS LESSON(S) #:
INSTRUCTIONAL PLAN
ACTIVATIN
G PRIOR
KNOWLEDGE
:
515
Lesson 4.3 (Solving Equations with
variables on each side)
SpotLight on Algebra: ACT
2,Scene 3 (Solving multistep equations)
1. Pose the question: “What do we mean by Sum?” Whole group share
out/write
a) Give examples of consecutive integers.
b) What pattern do you see? How can consecutive integers be
expressed using variables?
c) What does it mean to simplify?
d) How can the associative property assist in simplifying:
such as, grouping like terms for X + X + 4 while for X + 4
+ X one would have to use the commutative property first
and then the associative property. Also, can
Model the associative property by using a set of objects that
can be added using different examples such as 3 + (2 + 4) or (3
+ 2) + 4, have students create an example of their own, share
two volunteers from the class to show their example and draw
their model.
(3 + 2) + 4
(3 + 2) + 4
5 +4
9
2. Discussion connections to previous experiences: Prior to today’s
The Effects of Kentucky Virtual High School’s Hybrid Course in Algebra on Teaching Practices, Classroom Quality, and Adolescent Learning
Prepared by The Collaborative for Teaching and Learning, June 2009 for Cohort III 2009-10
KY Hybrid Algebra I Instructional Planning Template
Lesson 4.3, students have been solving equations with the variable
on one side of the equal sign. In today’s Lesson 4.3, the variable
will be on both sides of the equal sign. Do you think the
rules/structures/properties will change? Will you still have to
isolate the variable?
3. Discuss expectations while in the lab or what they may encounter
in the lab:
What to expect in the lesson: there are two examples to
complete, there is one balance scale to manipulate I expect
that you understand the connections between the algebraic
manipulations and the actions on the balance scale, I would
like you to attend to the word problem.
My expectations for you are to complete the tracking tool, to
show your work, and to capture any
questions/observations/thinking/connections that you come up
with, remember that you can use your text codes to help you
capture your connections.
NEW
LEARNING:
1520
Lesson 4.3 of KVHS Algebra I
1. Attending to critical vocabulary: equal (the same as), variable,
associative property, equation, additive inverse property,
subtraction property of equality, distributive property,
multiplication property of equality, solve, solution, expressions
2. Students work their way through the lesson individually taking
time to interact with the guided notes, focusing on the
expectation that they will be able to discuss what they
experienced and ask questions when they are finished.
- See Above & Tracking Tool.
- What are the different ways to solve the problems in the
lesson? Can you find more than one way to solve this problem?
Does it matter which method you choose?
3. Possible homework:
The Effects of Kentucky Virtual High School’s Hybrid Course in Algebra on Teaching Practices, Classroom Quality, and Adolescent Learning
Prepared by The Collaborative for Teaching and Learning, June 2009 for Cohort III 2009-10
KY Hybrid Algebra I Instructional Planning Template
-
REFLECTIO
NS:
510
ASSESSMENTS/SOURCES OF
EVIDENCE
Find 2 relationships that you can express algebraically, such
as the amount of money in your pocket compared to your
friend/sibling.
Write an equation modeling your age compared to one of your
classmates (see if you can use multiplication on one side of
the equation and still keep the equation balanced or equal)
Share what you thought was interesting about today’s lesson that
helped you understand solving equations with variables on each side
of the equal sign and how to set up an algebraic equation based on a
word problem.
– set the two sides equal to each other
– find out which one is bigger and make the other one the same
size
– if two things are the same size then they are equal to each
other
– the variable is hard to figure out (needs support in being more
precise about what they mean, what do you mean by hard to
figure out? do you mean what it stands for?)
– I thought it was important when I realized if you don’t take the
same amount of weights off of each side of the balance scale it
won’t stay balanced, which means that you have to do the same
thing to both sides of the equation or it won’t stay balanced.
Discussions – where all students are required to respond at least
once to questions posed.
Tracking tool information as well as notes taken.
Homework results.
The Effects of Kentucky Virtual High School’s Hybrid Course in Algebra on Teaching Practices, Classroom Quality, and Adolescent Learning
Prepared by The Collaborative for Teaching and Learning, June 2009 for Cohort III 2009-10
KY Hybrid Algebra I Instructional Planning Template
RESOURCES & MATERIALS
KVHS LESSON(S) #: LESSON 4.3
SpotLight on Algebra: ACT 2, Scene
Other URLs:
3
Using virtual manipulatives:
INSTRUCTIONAL NEXT
STEPS
1. Model more multi step equations, have students create their own
comparisons that can be quantified and turned into equations.
2. Use of NAGS
3. Encourage checking your solution by making sure that the story in
the problem is satisfied.
4. Discuss substitution, laying the foundation for solving systems of
equations.
The Effects of Kentucky Virtual High School’s Hybrid Course in Algebra on Teaching Practices, Classroom Quality, and Adolescent Learning
Prepared by The Collaborative for Teaching and Learning, June 2009 for Cohort III 2009-10