Benchmark Algebra Unit Plan
.docx
School
Grand Canyon High School**We aren't endorsed by this school
Course
SC 101
Subject
Mathematics
Date
Dec 18, 2024
Pages
10
Uploaded by NiceseNicole
Benchmark-Algebra Unit PlanPart 1: StrategiesFiona requires assistance to help her with the difficulties she has in her algebra class. There are several strategies that can be used to help Fiona achieve her algebraic goals. One of the basic research-based instructional strategies is retrieval practice (Ayua, 2017). This strategy involves helping students to try and recall knowledge from long-term memory instead of just feeding it into the brain (Ayua, 2017). Fiona does have struggles with her reading comprehension however she does understand basic algebra concepts.A strategy that can be used to help Fiona recall her previous learning is to be given mini quizzes at the beginning of each lesson. These mini quizzes can consist of four questions that relate to the learning outcomes of the previous lesson. By doing this Fiona has the opportunity to catch up with other students. Another basic research-based instructional strategy is the use of feedback-driven meta-cognition (Akdeniz, 2016). This approach helps students distinguish between what they know and what they need to learn. By identifying gaps in their knowledge, students can focus on areas they need to improve while recalling what they already understand. I will use mini quizzes to assess Fiona's knowledge and provide feedback. After marking and analyzing her responses, I'll review the questions with her and help her find the correct answers for those she missed. To improve communication with Fiona, I will use various communication aids or assistive technology. First, I'll use pictures to represent different algebraic elements. For instance, I might use images of goats and sheep to show combinations rather than just totals. Second, I will provide a constant explanation of all algebraic concepts (Akdeniz, 2016). I'll have Fiona count the pictures out loud as we sort them into different groups. I'll read the items, check them off with her, © 2021-2022. Grand Canyon University. All Rights Reserved
and let her help organize them. This approach will teach Fiona how to apply algebraic concepts in real-life situations. Additionally, gestures and nonverbal communication will be key in helping her understand algebraic ideas. I'll use pointing, eye contact, and nodding to keep her engaged throughout the lesson.To help Fiona understand algebraic vocabulary, I'll make vocabulary lessons enjoyable and engaging. For example, to explain why x+y=x+yx+y=x+y and not xyxy, I'll use a picture of a goat for xx and a sheep for yy. I'll illustrate why a goat can't become a sheep using real farm animals. This approach will help Fiona think abstractly. She'll be able to visualize graphic organizersand mnemonic devices to grasp algebraic concepts. Perhaps, assistive technologies such as talking calculators and variable speed recorders will be the most critical part of Fiona’s learning experience (Akdeniz, 2016). These tools will make learning enjoyable andengaging for her, ultimately helping her understand important algebraic concepts.Part 2: 3 Day Unit PlanSection 1: Lesson PreparationTeacher Candidate Name:Grade Level:9th GradeUnit/Subject:Mathematics Title of Unit and Brief Summary:Algebra: Writing and solving algebraic equations in a real-life world problem.© 2021-2022. Grand Canyon University. All Rights Reserved GCU College of Education LESSON UNIT PLAN TEMPLATE
Classroom and Student Factors/Grouping:The class includes 21 students, 1 teacher, and 2 paraeducators. (One General Ed Para and an Inclusion Para). 3 of the students receive additional support from the Inclusion teacher, and there are 5 students who are gifted/talented included in this class.Day 1 Day 2 Day 3 National/State Learning Standards RULE §111.48Algebraic Reasoning, Adopted 2015 TEKS MA Number and algebraic methods. The student applies mathematical processes to simplify and perform operations on functions represented in a variety of ways, including real-world situations. The student is expected to: (E) represent and solve systems of three linear equations arising from mathematical and real-world situations using matrices and technology. (Texas Administrative Code, n.d.)RULE §111.48Algebraic Reasoning, Adopted 2015 TEKS MA (4) Number and algebraic methods. The student applies mathematical processes to simplify and perform operations on functions represented in a variety of ways, including real-world situations. The student is expected to: (D) determine the linear factors of a polynomial function of degree two and of degree three when represented symbolically and tabularly and graphically where appropriate. (Texas Administrative Code, n.d.)RULE §111.48 Algebraic Reasoning, Adopted 2015 TEKS MA (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (C) select tools, including real objects, manipulatives, paper and pencil,and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.(Texas Administrative Code, n.d.)Specific Learning Target(s)/Objectives .Understand the fundamental structure of linear equations. Distinguish between like and unlike terms by defining each variable.Learn to solve linear equations by expanding expressions and combininglike terms.Be able to write and solve algebraic equations in real-life scenarios by reading and interpreting word problems.Academic LanguageValue of xEvaluateExpression Area Length WidthValue of xEvaluateExpression Area Length Width Value of xEvaluateExpression Area Length Width© 2021-2022. Grand Canyon University. All Rights Reserved
© 2021-2022. Grand Canyon University. All Rights Reserved. Unit Resources, Materials, Equipment,and TechnologyGraphic organizerChromebook projector pencil memory aids to help understand the framework of linear equations.math bookmanipulatives Graphic organizerChromebook projector Calculatorpencil math bookGraphic organizerChromebook projector Calculatorpencil math bookDepth of Knowledge Lesson Questions Find the result of:p+p+q+q=?p+p+q+q=?Simplify and solve for pp and qq:3p+2q+p+2q=?3p+2q+p+2q=?Solve for xx:2x=42x=43x−5−2x=03x−5−2x=0Calculate:3(2x+3y)+(3x−y)+4=?3(2x+3y)+(3x−y)+4=?Simplify and solve for xx:2x(3+1)−2(x)=?2x(3+1)−2(x)=?Solve for xx:3(2x+3x)+(3x−x)+4=213(2x+3x)+(3x−x)+4=212x(3+1)−2(x)=122x(3+1)−2(x)=12Ruth has two bananas and three mangoes. She gives one banana to a friend and buys an orange. Write an expression to represent the total number of fruits she has now.John owns six goats and four sheep. If he sells two goats and buys one sheep, how many goats and sheep does he have left?The length of a rectangle is double its width. If the perimeter is 9 units, calculate the area of the rectangle in square units. (Area of a rectangle = length × width).Section 2: Instructional PlanningDay 1Day 2Day 3Anticipatory Set Use images and toys that the student finds interesting to introduce the algebra lesson and engage them.Share stories involving farm animals and use them to introduce algebraic concepts.Purchase Fiona's favorite fruits and offer them as a reward if she answers the questions correctly.Presentation of Content© 2021-2022. Grand Canyon University. All Rights Reserved
Multiple Means of Representation Students will sort manipulatives based on their type and count them.They will also practice using a talking calculator for different calculations.Students will design visual representations to develop algebraic expressions. I will utilize video clips to present different algebraic ideas.Visit a local market to watch people buying goods. Use video clips to demonstrate how equations are formedand solved.Multiple Means of Representation Differentiation ELL students will have access to any necessary assistive technology (AT).Special Needs:Students can use assistive technology (AT) when necessary.Gifted Abilities:Students will work with equations that have multiple variables.Early Finishers:Students will receive extra problems to practice until they fullyunderstand the concept.English Language Learners (ELL)Students with special needsStudents with gifted abilitiesStudents who finish early (Early Finishers)These students will receive extra exercises to work on until they fully understand the concept.English Language Learners (ELL): Students can utilize any necessary assistive technology (AT).Special needs:Students can utilize assistive technology as required.Gifted AbilitiesStudents will encounter equations involving several variables.Early FinishersStudents will receive extra problems to work on until they fully understand the concept.Application of ContentMultiple Means of Engagement Use images and manipulatives that interest the student to introduce the algebra lesson.Share stories and use farm animals to explain algebraic concepts.Purchase Fiona's favorite fruits and offer them as a reward for correctly answering questions.© 2021-2022. Grand Canyon University. All Rights Reserved
Multiple Means of Engagement Differentiation ELL: Encourage interaction with peers, boost involvement from ELL parents, and enhance the background knowledge of ELL students.Special needs: Fiona should participate in modeling and utilize various models to understand how algebraic expressions change with different manipulations.Fiona, who has special needs, should participate in modeling activities and utilize various modelsto understand how algebraic expressions change with different manipulations, such as adding or removing models from a group.Encourage peer interaction, enhance involvement of ELL parents, and develop the background knowledge of ELL students.Fiona, who has special needs, should participate in modeling activities and utilize various models to understand how algebraic expressions change with different manipulations, such as addingor removing models from a group.Fiona, who has special needs, should participate in modeling activities and utilize various models to understand how algebraic expressions change with different manipulations, such as addingor removing models from a group.Encourage peer interaction, enhance involvement of ELL parents, and develop the background knowledge of ELL students. Fiona has a talent for drawing and modeling. Use this skill to aid her understanding of algebraic calculations.Encourage her to construct a bridge using mathematical equations or to create a story that explains concepts with pictures.Fiona, who has special needs, should participate in modeling activities and utilize various models to understand how algebraic expressions change with different manipulations, such as addingor removing models from a group.Assessment of Content Multiple Means of Expression If she answers most of the questions correctly, it indicates she has understood the concepts. Additionally, use short exams at the end of the lesson and provide feedback to assess her performance.At the end of the lesson, have her summarize what she has learned. Takea nature walk and ask her to identify things that could help explain the algebraic concepts.Observe her involvement in the group discussion. If she seems engaged, it indicates she has grasped the concepts.© 2021-2022. Grand Canyon University. All Rights Reserved
Multiple Means of Expression Differentiation Make sure she stays involved during the lesson. Provide her with multiple questionsto answer and review the feedback.Develop vocabulary skills by assistingher in pronouncing new words and explaining their meanings.Help Fiona with comprehension skills.Assist Fiona in enhancing her cognitive abilities through reciprocal teaching. Support her vocabulary growth by clarifying the meanings of new words.Part 3: Home ConnectionFiona's parents are essential in supporting her academic success. As noted by Jaiswal (2017), parents are the best advocates for their children. Fiona's parents are eager to see her excel academically and actively engage with her teacher to enhance her math skills. I've developed strategies to involve them in achieving her goals. I'll encourage them to provide valuable insights into the social, physical, family, and developmental factors affecting her learning (Jaiswal, 2017). Together, we'll identify ways to help Fionaovercome challenges based on these factors. Additionally, parents' expertise in other areas can positively influence Fiona's academic progress.I will enlist the parents to act as home ambassadors by overseeing and assisting Fiona with her homework assignments. Parents have a valuable opportunity to work alongside Fiona at home, helping her with her homework. They will provide educational activities outside of school to keep her academically engaged for longer periods. This involvement will also allow them © 2021-2022. Grand Canyon University. All Rights Reserved
to gather feedback from Fiona and relay it to the teacher for prompt action. Additionally, I will have Fiona's parents involved in her IEP process.In this manner, the parents will assist in identifying her strengths and weaknesses at home, as well as the factors that hinder her learning. They will also provide insights into whether the current plans are beneficial for Fiona. Furthermore, the parents will offer suggestions for changes and improvements to help achieve Fiona's academic goals.© 2021-2022. Grand Canyon University. All Rights Reserved
ReferencesAkdeniz, C. (2016). Instructional strategies: Instructional process and concepts in theory and practice. Improving the teaching process, pp.57-105.Ayua, G.A. (2017). Effective teaching strategies: Orientation and Refresher Workshop for Teachers, pp. 1-9.Jaiswal, S.K. (2017). Role of parental involvement and some strategies that promote parental involvement. Journal of International Academic Research For Multidisciplinary, 5(2), 2320-5083.Llamas, A.V. & Tuazon, A. P. (2016). School practices in parental involvement, its expected results, and barriers in public secondary schools. International Journal of Educational Science and Research, 6(1), 69-78Texas Administrative Code. (n.d.). https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=111&rl=48© 2021-2022. Grand Canyon University. All Rights Reserved