Lesson Plan 1

Signature Assignment BLE 407

Teacher: Ms. Pacheco

Subject: Mathematics/Algebra 3-4

Grade: 10th & 11th
Two day lesson

Standards:
Geometry: Circles (G-SRT): Apply trigonometry to general triangles
HS.G-SRT.D.9. Derive the formula A = ab sin(C) for the area of a triangle by drawing an auxiliary line
from a vertex perpendicular to the opposite side.
HS.G-SRT.D.10. Prove the Laws of Sines and Cosines and use them to solve problems.
HS.G-SRT.D.11. Understand and apply the Law of Sines and the Law of Cosines to find unknown
measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
Connections: 11-12
Mathematical Practices:
HS.MP.1. Make sense of problems and persevere in solving them. HS.MP.4. Model with mathematics.
Objective:
Students will be able to comprehend the Law of Sines by generalizing the area of a triangle given sideangle-side information and finding side lengths and angle measures of a triangle.
Evidence of Mastery (Measurable):
- Summarizing chart
- Exit ticket
- Partner work
- Aligned homework assignment
- Strategies
Sub-objectives:
How? Students will have already have learned how to use this formula and I will build off that knowledge
and given reason on how the formula of the area of a circle works by proving it. I will use prior knowledge to
compare back and forth to a problem and give them a sense of understanding. They know already who to find
the area of a triangle and the missing degree.
What? The formulas are needed to ultimately master this lesson objective and the knowledge of determining
the area of a triangle using the law of cosine.
How? This is relevant to students lives and/or real world if students were taking measurements from three
different positions to a particular location.
Example: Tara wants to fix the location of a mountain by taking measurements from two positions 3 miles
apart. From the first position, the angle between the mountain and the second position is 78 degrees. From
the second position, the angle between the mountain and the first position is 53 degrees. How can Tara
determine the distance of the mountain from each position, and what is the distance from each position?

Key vocabulary:
Area
Sine
Triangles
Proportion
Degree
Angle, Angle, Side (AAS)
Side, Angle, Side (SAS)

Materials/Technology Resources to be Used:

Notebooks
Pencil
Highlighters
PowerPoint
Index Cards

Using SIOP Model:

Supplementary Materials:
PowerPoint slides
Pictures, visuals and colors
Demonstrations such as visual support and modeling
Adaptation Of Content:
After 15 minutes into lesson students will turn to their partner and summarize our notes to focus on the
key points of information. This will help students clear up a confusion or main points by speaking with
their partner and asking questions.
Meaningful Activities:
Presenting Objective to the class.
Building Background:
Including techniques that students have already learned and will be using again in this lesson. My warm
up activity in the beginning of class is being used to get students thinking of the technique and background
knowledge.
Strategies:
Students will be asked to highlighting and underline notes to identify important information.
Identifying key vocabulary
Predicting and inferring (when asked to predict what they think they will be learning today by reading the
objective)
Interaction:
Students will interact as the end of the lesson in a groups of 4 on one problem from their homework
having to complete a chart summarizing the steps to solving the area of a triangle using the law of sines.
Language Skills:
Breaking words into component parts
Paraphrasing
Making logical guess based on contextual and syntactic information.
Group interaction
Assessment:
Warmup
Exit ticket
Thumbs up/Thumbs down
Homework
Cooperative learning activities

Opening: Day One

Students will first start off with a warm up on prior knowledge of finding the area of a triangle using base
times height, and solving proportions. This is something students have already learn, but will be used in
today lesson.
Warm up: (10 mins)
Think back when you applied the formula to find the area of a triangle, when you solved for x in a
proportion, and then finding the missing angle measurement.
Students will be given a warm up with the following problems.

Answers: #1. 35 units #2. 18.4 units #3. x = 28.5 #4. x = 10 #5. c = 41 degrees
After warm up, students check their work as I complete the problems on the board

After warm-up: (5 mins)

Teacher will present the objective to the class and then do a Think-Pair-Share, asking students to predict
some of the things they think they will be doing for the lesson that day.
Students will be able to comprehend the Law of Sines by generalizing the area of a triangle given side-angleside information and finding side lengths and angle measures of a triangle.

Guiding Questions to ask during lesson:

What part did you not understand?
Show me how you got that? Explain.
Where did you get stuck?
What would you like me to go over again?
Is there something I could clear up for better understanding?
Would you like me to do more problems?
Does that make sense?

Teacher Will:
Give a list of content vocabulary words for students to learn that way they know the importance
of knowing particular words in order to understand the given topic.
Area
Sine
Triangles
Proportion
Degree
Angle, Angle, Side (AAS)
Side, Angle, Side (SAS)

Then explain and start the lesson with presenting a PowerPoint to the students on a smartboard.
Give time throughout the lesson for students to write down the notes. (Font will be presented in
big letters for those that need a better look.)
Student Will:
Identifying key vocabulary
Write notes down
Be asked to highlighting and underline notes to identify important information

Instructional Input

Use thumbs up/thumbs down tool for clarification.

Teacher will then apply adapting of content by having students turn to their partner and
summarize our notes to focus on the key points of information.

Check for Understanding:

What is my first step to finding the area of a triangle?
What number do you round up to?
How do you find the missing angle measurement?
How do you know the unknown side lengths?
Co-Teaching Strategy/Differentiation:
English Language Learners (ELL):
During instructional input, teacher will provide more time during notes taking giving the students
her ELL students time to write notes down.
Make content comprehensible for all students.
Deliver the content in chunks, so ELL students can digest a little at a time, and then continue to
build their knowledge and understanding of the material.
Provide multiple learning opportunities to reinforce key concepts and vocabulary.
Students with Gifts/Talents:
Students with the special gifts and talents will be the main ones to be called on in front of the
class. (for this reason calling on a student you know will have the right answer will give other
students who do not know the answer a chance to figure it out and understand it better)
These type of students are more advanced and knowledgeable, so giving them more of a challenge
to fast and asking them questions to get them to think critically.
During instructional input, teacher will call on these students the most and ask questions on; how?
What? When? So that way they get more specific with their answer.
Co Teaching:
This lesson would work best by alternating teach amongst two teachers. One teacher can do the

Guided Practice

opening of the lesson, such as the warm up and objective activity. Then the next teacher teach
instructional input while the other walks around making sure students are on track. After these
parts are finished, teachers will come together for the guided practice helping students with the
problems given as they work with their partner. This gives the students more of a one on one
opportunity and a chance to clear up any confusion.
Day Two
Teacher Will:
Have students work in pairs to complete the next examples.

Teacher will then apply adapting of content by having students turn to their partner and
summarize our notes to focus on the key points of information.

Students and teachers will work together on the above problems for more practice.

Independent Practice

Differentiation:
English Language Learners (ELL):
During guided practice, teacher will give more attention towards helping out ELL students and
initiating one on one help.
Deliver the content in chunks, so ELL students can digest a little at a time, and then continue to
build their knowledge and understanding of the material.
Students with Gifts/Talents:
During guided practice, teacher will give less attention to these students since they clearly
understand the lesson, while teacher trusts that they will to help other who need it.
Teacher Will:
Give a homework assignment.

Interaction:
Students will interact as the end of the lesson in groups of 4 on two problems that will be assigned
to them by teacher. They must complete a chart summarizing the steps to solving the area of a
triangle using the law of sines.
Students will explain problems thoroughly using this organizer.

Student Will:
Work on group activity and be ready to present when finished. (This will get students interacting
and be beneficial for those students that do not understand and need some clearing up.)
Differentiation:
English Language Learners (ELL):
During independent practice, teacher will give ELL students a different amount of homework
problems or cut down on the amount to accommodate their needs.
Provide cross-content application of concepts, to help tie learning together, making it more
comprehensible.
Closing:
Exit Ticket:

Students will complete exit ticket on a note card and turn it in to the teacher before they walk out the door.
Reflection:
My first lesson had gone very well for me, since I was able to practice specific teaching
skills for ELL students and non-ELL students. I taught with many SIOP strategies and had to
think of ways to make sure they all walked out the classroom understanding the lesson. I
perceived that the lesson had value to my students since they were all responsive and engaged.
Students were able to complete the activity at the end of class with their classmates and answer
their exit ticket. At first it was something for them to get used to, since they had a different
teacher in front of them. All were very respectful and did not cause any misbehaving.
Throughout my lesson I tried to keep a firm and positive attitude to let them know that I meant
business. When I first started off the lesson, I asked many questions and used checking for
understanding before I moved on. I did not want to work to ahead of myself until I knew they
were all ready to move on. Since I presented my lesson on a PowerPoint, I was able to make sure
each part of my objective was being met. Using an exit ticket at the end of class gave me a clear
and straightforward evidence on whether they were listening or understanding it or not.
There were quite a few times I would get comments from students say what with a tone
of confusion. I would ask them and encourage them to tell me where they got stuck or what they
did not understand. After doing so, I would slowing go over it again and clear up any confusion

till they got it. I was able to tell it clicked in their minds by their reactions and comments of
oooohhh okay I got it now. As it thought about my lesson after it was taught, I realized that
students were so confused at the things I thought were just so small and minor to me. I had to
remember that I have been doing math for a much longer time then them and that I already
learned it, while they were just starting to learn it for their first time.
Since I had taught this lesson to three classes in two days, I knew my second day was the
best. My first day and first class I felt bad, because they do not get the best of me, it is more like
a test run and not sure what to expect from them. Looking back now I wish I would have gone a
little bit slower in my lessons and had better terminology for my explanations. Even though it
may had sounded right to me, it didnt sound right for them and it could have gotten them
confused. For my ELL students I was able to deliver my content in chunks so that way
students can digest a little at a time and build their knowledge and understanding of material. My
PowerPoint was presents with color, big font, clear explanation, and time management for all my
students including ELLs. At the end of my lesson had my students work in groups of four for
interaction. This type of activity give students to help tie learning together and making it more
comprehensive. With working in groups, if one student does not understand it, they may learn it
better with their group members explaining it to them, as where I was not able to maybe. My
entire lesson was a great experience and only getting better each time for me to learn more of
what I can do better for them.

Teacher: Ms. Pacheco

Lesson Plan 2
Signature Assignment BLE 407
Subject: Mathematics/Algebra 3-4
Grade: 10th & 11th

Standards:
Arithmetic with Polynomials and Rational Expressions (A-APR): Perform arithmetic operations on polynomials.
HS.A-APR.A.1. Understand that polynomials form a system analogous to the integers, namely, they are
closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply
polynomials.
HS.A-APR.B.3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros
to construct a rough graph of the function defined by the polynomial.
HS.A-REI.B.4. Solve quadratic equations in one variable. a. Use the method of completing the square to
transform any quadratic equation in x into an equation of the form (x p) 2 = q that has the same
solutions. Derive the quadratic formula from this form.
Mathematical Practices:
HS.MP.8. Look for regularity in repeated reasoning.
HS.MP.2. Reason abstractly and quantitatively.
HS.MP.7. Look for and make use of structure
Objective:
Students will be able to apply the Rational Roots theorem to determine the real roots of a polynomial
equation.
Evidence of Mastery (Measurable):
- Exit ticket
- Checking for Understanding
- Interactive whiteboards
- Partner work/group work
- Aligned homework assignment
- Strategies
Sub-objectives:
How? Students will have already have learned how to use factoring to solve polynomial equations and
identify multiplicity. I will build off that knowledge and give a reason on how to use the rational roots
theorem to the identify all of the real roots of a polynomial Equation. I will use prior knowledge to compare
back and forth to a problem and give them a sense of understanding.
What? The rational roots theorem is are needed to ultimately master this lesson objective and the knowledge
of determining the area of a triangle using the law of cosine.
How? This is relevant to students lives and/or real world.

Key vocabulary:
Materials/Technology Resources to be Used:
Rational Roots theorem
Note book
Real roots
Pencil/Easer
Factors
Interactive white boards and marker
Factoring
Quadratic Formula
Polynomial
Using SIOP Model:
Supplementary Materials:
PowerPoint slides
Pictures, visuals and colors
Interactive white boards
Demonstrations such as visual support and modeling
Adaptation Of Content:
Elaborating the text to add information: This approach may make a text longer, but the adapter can embed
definitions of difficult words or provide more background information.
Meaningful Activities:
Number 1, 2, 3 for Self-Assessment of Objectives.
Building Background:
Including techniques that students have already learned and will be using again in this lesson. My warm
up activity in the beginning of class is being used to get students thinking of the technique and background
knowledge.
Strategies:
Students will be asked to highlighting and underline notes to identify important information.
Identifying key vocabulary
Applying basic reading skills, such as previewing, skimming, scanning, and reviewing.
Interaction:
Students will interact throughout the entire class with each other in partners or groups.

Language Skills:
Breaking words into component parts
Paraphrasing
Making logical guess based on contextual and syntactic information.
Group interaction
Assessment:
Warmup
Exit ticket
Thumbs up/Thumbs down
Homework
Cooperative learning activities
Response boards
Opening:
Students will first start off with a warm up on prior knowledge of finding real roots of polynomial
equations using factoring and solving the equation. This is something students have already learn, but this
will be used in today lesson.
Warm up: (10 mins)
Think back when you applied factorization to find the solutions.
Students will be given a warm up with the following problems.

1.

2 y ( y3 )( y +5 )

2.

3(x 24)( x 2+2)

3.

x=3

4.

x=4,1

After warm up, students check their work as I complete the problems on the board

Teacher will present objective to the class and have them write it in their notes.
Students will be able to apply the Rational Roots theorem to determine the real roots of a polynomial
equation.

After warm-up: (5 mins)

Teacher will present the class with a small article on the rational roots theorem.

Students will get into groups and read and discuss the article and try to make sense of what they will be
learning. They will do this using a web chart.

Guiding Questions to ask during lesson:

What part did you not understand?
Show me how you got that? Explain.
Where did you get stuck?
What would you like me to go over again?
Is there something I could clear up for better understanding?
Would you like me to do more problems?
Does that make sense?
Teacher Will:
Give a list of content vocabulary words for students to learn that way they know the importance
of knowing particular words in order to understand the given topic.
Rational Roots theorem
Real roots
Factors
Factoring
Quadratic Formula
Polynomial
Then explain and start the lesson with presenting a PowerPoint to the students on a smartboard.
Give time throughout the lesson for students to write down the notes. (Font will be presented in
big letters for those that need a better look.)
Student Will:
Identifying key vocabulary
Write notes down
Be asked to highlighting and underline notes to identify important information

Instructional Input

Use thumbs up/thumbs down tool for clarification.

Use thumbs up/thumbs down tool for clarification.

Check for Understanding:

By definition what does p and q stand for?
By definition what is the rational roots theorem?
What are my steps to finding all zeros in a polynomial?
What do we graph our polynomial?
How do you know that synthetic division worked?

Guided Practice

Co-Teaching Strategy/Differentiation:
English Language Learners (ELL):
During instructional input, teacher will provide more time during notes taking giving the students
her ELL students time to write notes down.
Make content comprehensible for all students.
Deliver the content in chunks, so ELL students can digest a little at a time, and then continue to
build their knowledge and understanding of the material.
Provide multiple learning opportunities to reinforce key concepts and vocabulary.
Students with Gifts/Talents:
Students with the special gifts and talents will be the main ones to be called on in front of the
class. (for this reason calling on a student you know will have the right answer will give other
students who do not know the answer a chance to figure it out and understand it better)
These type of students are more advanced and knowledgeable, so giving them more of a challenge
to fast and asking them questions to get them to think critically.
During instructional input, teacher will call on these students the most and ask questions on; how?
What? When? So that way they get more specific with their answer.
Co Teaching:
This lesson would work best by alternating teach amongst two teachers. One teacher can do the
opening of the lesson, such as the warm up and objective activity. Then the next teacher teach
instructional input while the other walks around making sure students are on track. After these
parts are finished, teachers will come together for the guided practice helping students with the
problems given as they work with their partner. This gives the students more of a one on one
opportunity and a chance to clear up any confusion.
Teacher Will:

Students and teachers will work together on the above problems for more practice.
Students will use their white boards as response boards to answer the examples. Each student has
a response board and dry erase marker. Teacher asks a question and students respond on their
boards and then turn them face down till teacher says show me.

Independent Practice

Differentiation:
English Language Learners (ELL):
During guided practice, teacher will give more attention towards helping out ELL students and
initiating one on one help.
Deliver the content in chunks, so ELL students can digest a little at a time, and then continue to
build their knowledge and understanding of the material.
Students with Gifts/Talents:
During guided practice, teacher will give less attention to these students since they clearly
understand the lesson, while teacher trusts that they will to help their partner.
Teacher Will:
Students will be given an assignment to work on in class in groups and if not finished it will be
homework.

Interaction:
I allow students to work in groups to work together to critique or analyze material. All students
including ELLs benefit from instruction that frequently includes a variety of grouping
configurations. Flexible small group promotes the development of multiple perspectives and
encouragement collaboration. Partnering encourages success because it provides practice
opportunities, scaffolding, and assistance.
Differentiation:
English Language Learners (ELL):
During independent practice, teacher will give ELL students a different amount of homework
problems or cut down on the amount to accommodate their needs.
Provide cross-content application of concepts, to help tie learning together, making it more
comprehensible.
Closing:
Exit Ticket:

Students will complete exit ticket on a note card and turn it in to the teacher before they walk out the door.
Reflection:
Before the start of class started and as the students were walking into the door, I handed
them all an index card of different colors. I told them this was going to be used at the end of class
and to set it aside of now. Since this was my second lesson being taught to the class and I have
been there for quite a while, I felt more comfortable this time around. Beginning of my lesson I
always start off with a warm up using problems that will be relevant to the lesson and what they
will be using. After doing this, I introduce the objective of the day and getting my students to
think about what they are going to learn. I follow up with a small reading on the rational roots
theorem. I only do this for my students to start processing what they are going to learn and to
predict. I felt that if I give my students a basic to build on that it would make the lesson a lot
easier for me and for them to grasp on. With using a variety of SIOP techniques, I was able to get
through my instructional input with a clear understanding. My students seemed to have got it as I
checked for understanding.
Since this was my second lesson, I prepared myself to ask a variety of questions to get
my students thinking about each step. I learned from my first lesson that I cannot just assume
right away that they understood what I just taught, but I that I need to go over it a couple times
and make sure they it was understood before moving on. It was very useful to use interactive
white boards that way I was able to see their response right away and if they got it right. I think

they enjoyed it as well using white boards because they never used them before in their
classroom, it was something different and entertaining.
The one thing I wish I would have done differently was my explanation and asking my
students even more questions getting them to response back. I always feel like I have a great plan
going into my lesson but as it goes on I tend to forget a few things. I think if I had written some
notes down on a notecard to remind me of things than that would have helped. What I ended up
doing for the students independent practice was providing them with a worksheet to work on in
a group that I assigned. What I liked about my work sheet was that I made it similar to the notes.
They had to fill in certain parts of it, and they would only be able to fill it out if they took their
notes from my lesson. This give them a reassurance and a heads up on why they should be
paying attention and writing notes. At the end of my lesson, I told them to take out their note
cards for an exit ticket. This time around I kind of wanted take advantage of my last lesson being
taught and ask them a question. Depending on the color notecard, it had determined the question
they were going to answer. The students were also going to answer two questions relevant to
what they were taught, that way I can check if my part was done correctly. Not any modifications
had to be done, I only made sure that my presentation was clear and that my font on my
PowerPoint was big enough for all of them to see for all my students.