Brigid Houlihan

April 2, 2015
Subject/Skills:
Mathematics/Algebra 2
Grade Level:
10 & 11
Number of Learner(s):
8
Curriculum
Frameworks

Time of Lesson (Period):

Period 6
Length of Lesson:
50 minutes (12:29-1:19)
Lesson # in Unit of Study:
#2 in the Word Problems Unit

Grade Level:
9-12
Subject:

Mathematics
Strand:

Algebra 2- Number & Quantity

Standard N-VM 6:
Use matrices to represent and manipulate data,.
(Massachusetts Curriculum Framework for Mathematics, March 2011, page 125).
Grade Level:
9-12
Subject:

Mathematics
Strand:

Algebra 2- Algebra
Standard A-SSE 1A:
Interpret parts of an expression, such as terms, factors, and coefficients.
(Massachusetts Curriculum Framework for Mathematics, March 2011, page 125).
Grade Level:
9-12
Subject:

Mathematics
Strand:

Algebra 2- Creating Equations

Standard A-CED 2:
Create equations in two or more variables to represent relationships between
quantities.
(Massachusetts Curriculum Framework for Mathematics, March 2011, page 125).
Grade Level:
9-12
Subject:

Mathematics
Strand:

Algebra 2- Creating Equations

Standard A-CED 3:
Represent constraints by equations or inequalities, and by systems of equations
and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context.
(Massachusetts Curriculum Framework for Mathematics, March 2011, page 125).
Grade Level:
11-12
Subject:
English Language Arts and Literacy
Strand:
Speaking & Listening
Standard SL 1:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
(Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011, page 63).

Purpose

As a result of this lesson, students will be able to

categorize word problems into one of three categories: Total-Value, Total-Clue, or
Value-Value
identify pertinent information in word problems in order to set up a system of equations
set up a system of equations from word problems
input data from systems of equations into matrices
solve systems of equations using matrices

Objectives
&
Function

CURRENT:
Students will build on their knowledge of word problems and methods of solving
systems of equations.
FUTURE
: Students will work towards demonstrating their ability to use known information about
word problems, systems of equations, and matrices to solve complex word problems.

Pre-requisite
Skills &
Knowledge

Students have the knowledge that

word problems typically fall into one of three categories:
Total-Value, Total-Clue, or
Value-Value
a system of equations consists of 2 or more equations
systems of equations can be solved using any 1 of 4 methods: graphing, substitution,
elimination, or matrices

Schedule/Pacing
Review of Agenda
1 minute - 12:30
Warm-up/Activator

Homework Check

15-20 minutes 12:45-12:50

Content Activity
15 minutes 12:55-1:00
Guided Content
Practice
15 minutes 1:10-1:15
Homework
1 minute
Lesson Closure
5 minutes - 1:19

Description of Lesson

Materials

Teacher reviews/explains the daily agenda.

N/A

Students will highlight pertinent information in

word problems
Students will then sort the word problems into
categories (hanging them on the board in the
correct place)
While students are working, teacher will check
HW for completeness and accuracy and record
grades in gradebook
Once students have sorted cards into three
groups, the class will review the groups for
accuracy/errors and make necessary changes

Word Problems Card Sort

Highlighters
Word Problems Template HW

Students will work in teams of 2-3

Each team will create the equations for several
problems in each category, moving through the
categories one by one

Word Problems Card Sort

Whiteboard & Markers

Teacher will demo how to use matrices to solve

systems of equations
This will serve as an example for students to
complete homework

Matrix Notes Template

Student Notebooks

Teacher will assign students to use matrices to

solve the systems of equations set up in class.

Systems of Equations Matrix

Worksheet

Students will complete an exit ticket and place it

in the appropriate bin to self evaluate (got it,
almost got it, kind of got it, nope)

Exit Ticket

IEP Goals
Objectives/Benchmarks

Student 1

Student 1

VERBATIM

RE-WRITE

INSTRUCTIONAL
IMPACT

Student 1
will appropriately
use mathematical
vocabulary orally during
class and within written
work with at most 1 prompt
from the instructor on 4 out
of 5 measured occasions.

When engaging in class

discussion and within
written work,
Student 1
will
appropriately use
mathematical vocabulary
with no more than 1 teacher
prompt, on 4 out of 5
measured occasions over
the fall semester.

Teacher models the

appropriate use of
thematic vocabulary.
Teacher provides
frequent opportunities
for review and
integration of thematic
vocabulary.

With increasing
independence
Student 1
will
use his own notes as
reference material to
complete class assignments
with increasing
independence.

When questions arise during

the completion of class
assignments,
Student 1
will
refer to his own notes as a
resource before asking for
teacher assistance on 4 out
of 5 measured occasions
over the fall semester.

Teacher will encourage

student to go to his
reference section and
use resource materials
before answering a
question from the
student.

Modifications/Specially Designed Instruction

Student 1 VERBATIM
CONTENT:
The content of the general curriculum will be modified through the provision of key concepts and the
accompanying elimination of extraneous detail.
METHODOLOGY/DELIVERY OF INSTRUCTION:
1:1 and small group instruction
thematic approach
provide graphic organizers/templates
provide cueing strategies for language and attention
hands-on activities
visual models, charts, or diagrams
highly structured approach
provide kinesthetic techniques
multisensory approach
teacher modeling
extra processing time
additional wait time for processing and responding
PERFORMANCE CRITERIA:
daily homework & classwork performance

Accommodations & Adaptations

Student 1 VERBATIM

Student 1
will be provided with extra time to complete tasks
Student 1
will be provided organizational strategies, such as charts, timelines, compensatory strategies
provide frequent practice and review of skills
provide predictable class routines
give clear and concise directions
provide nonverbal cues to help maintain focus
ask to have student reverbalize directions prior to attempting tasks
provide clear expectations for performance
convey immediate feedback on performance
introduce material in small steps with frequent review
use a slow deliberate rate of speech when presenting material orally

Possible Problems

Possible Solutions

Student(s) get through the warm-up activity quickly OR

need more time.

Teacher adapts lesson as necessary (allowing more time for

the warm-up, or adding in additional guided or independent
practice throughout the lesson).

Student(s) have a difficult time sorting word problems.

Teacher has students refer to notes and write schema

diagrams on the board.

Student(s) have a difficult time setting up word problems.

Teacher checks to see if students have identified important

information in the problem and the category it falls into.
Teacher has students refer to notes and write schema
diagrams on the board.

Student(s) have difficulty following calculator procedure

instructions.

Teacher has student break into small groups, choosing a

leader for each group and helps students in a small group
setting.

Assessment

Teacher will record data from HW check.

Teacher will record data as students complete warm-up, content activity, and
guided practice.
Teacher will review exit slips for accuracy and note students self-evaluation level.
Students homework will be checked the following day for accuracy. This will ensure
students met the following lesson purpose statements.

Extension of the Lesson

Tomorrow:
Students will complete similar in-class activities for additional skill
practice as a continuation of the lesson.
Next Week:
Students will have a quiz on word problems, systems of equations, and
matrices.
Unit of Study:
In this unit, students will apply their knowledge of solving systems of
equations to word problems.