UMF Secondary Education Lesson Plan Template

Name:​​ Aurora Turmelle Program​​: Secondary Course:​​ Practicum (EDU 222,

Education EDU 223, SED 220)

Lesson Topic / Title​​: Completing the Square

Lesson Date​​: Lesson Length​​: 60 Minutes Grade/Grade Range​​:

12/5/2018 - Lesson 1 of 1 (Length of Block on LAW) Algebra II - grades 9-12

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards​ and desired understandings​.

Learning Objective(s) Instructional Decisions / Reasoning

Target:​​ Students will be able to solve quadratics by
completing the square. (​ASSE.3b​​)
Students need to know how to complete
the square as this skill will continue to be
used in later math classes (both in high
school and in college). Further, completing
the square gives students another way to
solve polynomials, which is a skill that they
will need in later math classes.

Content Standard(s) Instructional Decisions / Reasoning

Standard: ​M-CP-18. ​Students will be able to This is where students are, sequentially, in
solve, graph, and create quadratic equations and the subject thus far.
inequalities. ​(A.REI.4)
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.

Assessments Instructional Decisions / Reasoning

FORMATIVE ASSESSMENT - ​In class example Students will be asked to answer example
problems problems during the lesson as a.) a way to
gauge understanding of the material, and
b.) to maintain engagement

The homework will act as a tool for

Homework from Algebra II Textbook - Pg. 288 # 4 -32 students to practice what they are learning,
even and will give the teacher the opportunity to
track understanding through grading the
assignment for correctness and/or
completion (students who don’t understand
the material tend not to attempt and/or
complete the assignment).

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Multilevel and/or Multisensory Materials, Resources, Instructional Decisions / Reasoning

and / or Technology
Expo markers and the whiteboard are
Expo Markers required to give student the notes that they
need for this lesson
White Board
I will be using my pre-written notes over
Pre-written notes - Chapter 4.7 “Complete the Square” the material to insure that students will be
*See below taught the correct information during the
lesson
Algebra II textbook
The textbook will be used to give the
student their homework assignment as well
as example problems.
Calculators
Though I believe the math we are doing is
does not require a calculator (given the
level that the students are at), calculators
will be offered as a way to reinforce
understanding and aid students in their
work.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
 (Include any documents associated with the plan: graphic organizers, sets of questions, sample
problems, activity directions, content knowledge reference notes, etc.)

Teaching and Learning Sequence Instructional Decisions / Reasoning

Start the lesson by asking the students solve a quadratic By starting with finding square roots, this
equation by finding square roots allows students to be reminded on the
5 minutes process for solving for the variable when it
● Example Problem: would have two answers (a + and -).
x^2 - 8x +16 = 25
Further, with the example problem being a
quadratic equation that reduced to a
perfect square, this allows the instructor to
introduce students to the idea of a
perfectly-square trinomial

Lastly, this acts as a great gateway to

introduce students to completing the
square

Lesson on completing the square A lesson is required to teach the students

30 minutes the material of completing the square.

FORMATIVE ASSESSMENT Asking students questions during the

Roughly 2 minutes per question lesson is a way for the instructor to gauge
Throughout the lesson, students will be asked to try understanding, and also acts as a way to
example problems related to completing the square. maintain student engagement. Lastly, it
Problems will include: allows students to practice the material
● Basic Completing the Square Problem: that they are going over. Since these
○ x^2 - 10x + C problems will be gone over, students will
● Solve by completing the Square (where a=1): have access to an “expert” on the material,
○ x^2 - 12x + 4 = 0 and will be able to ask any clarifying
○ x^2 - 14x +7 = 1 questions they may have over the material.
● Solve by completing the Square (where a ≠ 1)
○ 2x^2 - 8x + 14 = 0
○ 3x^2 - 9x + 18 = 0
With the remaining time left in class, students will be able
to begin working on their homework assignment.
Meeting students’ needs (differentiation, extensions,
modifications, accommodations)
If students need, they may be granted access to a
graphic organizer for their note taking and/or a copy of
my personal notes (see Materials and Resources Box)
Graphic Organizer
Individual check-ins with students during in-class practice
and group work
Students will be able to use calculators during the lesson
should they feel they need it.
By giving students time to begin their
homework in class, this allows them to
have access to their teacher to ask any
clarifying questions they may have.
Further, students will be able to collaborate
with their peers to work through and clarify
any questions they may have.
Instructional Decisions / Reasoning
A graphic organizer allows students who
struggle with note taking to have a guided
and organized note-taking system which
they can refer back to later. Further, it
allows students who struggle taking notes
from auditory instruction (such as a
lecture-style) to be able to follow along and
take the appropriate notes. Lastly, it
follows the UbD model, by giving students
multiple means of access.
By floating around the room during in class
practice and during group work, I am giving
students ​opportunity to clarify any confusions
that they have about the material, but as well as
the opportunity to practice the new concepts
while having access to me (a highly
experienced math professional), who is able to
work with and guide students.
Though I believe the math we are doing is
does not require a calculator (given the
level that the students are at), calculators
will be offered as a way to reinforce
understanding of the math that they’re
doing, and aid students in their work.
Field Courses Only – Post lesson

Reflection
Overall, I feel that this lesson went very well. Specifically, as I taught this lesson two seperate
times to two seperate classes, I feel that I experienced a wise-array of outcomes, ranging
from the the worst possible outcome (in the first block I taught) to the best possible outcome
(in the block I was observed in).

In the first block I taught, Block 3 Blue, I struggled a lot. The class is made up of a wide
variety of kids, most of whom are not on level with the math class that they are in. With that in
mind, this class tends to struggle in math, and the students often become overwhelmed by
the new material Specifically, at the beginning of the block, I feel very discouraged, as the
class made it seem like they did not understand the concept of completing the square. Yet,
after talk with Ms. Arnold over lunch, she explained that I seemed to be making things harder
for myself by over explaining a topic that the class already knew, therefore, making the
students confused. Further, Ms. Arnold explained that the 3B class knew that, should they
make a big deal of not understand the foundational piece, they would cause the lesson to run
long, and make it so they would not have homework. Therefore, after lunch, I “laid down the
law” and pushed through to get to the meet of the lesson. After doing that, things went much
smoother, and I was able to complete the lesson before the end of the block.

In comparison, in Block 4 Blue (the block in which I was observed), I felt that the beginning
went very smoothly. As this class is comprised of students with a stronger mathematical
foundation, I was able to move quickly and smoothly through the beginning portion of the
lesson, and therefore was able to easily transition from the old material into the new material.
Block 4, overall, is a much easier group to work with and to introduce new material to. Thus,
when I began my lesson over completing the square, the students were attentive, focused,
and easily followed along.

I did notice, however, that in block 3B, I had made a mistake on the graphic organizer that I
had handed out to students. Unfortunately, neither myself nor Ms. Arnold caught the mistake,
and I taught the lesson using the typo. The equation I wrote was x^2 + 12x + 36 = 0, when I
meant for the equation to be written as x^2 + 12x + 6 = 0. Though it does not seem like a
huge error, the problem that I originally wrote was a perfect square before, and therefore did
not line up with the following example problem that I had written for the students to try. Since
it was a perfect square, I accidently forgot to teach the material of what to do when you don’t
have a perfect square when the expression equals something. Therefore, after discussing the
issue with Ms. Arnold, I let the 4B class know of the mistake, and asked them to change the
equation to be the x^2 + 12x + 6 = 0 I originally wanted. Though it was a simple mistake and
easily corrected for the next block, this issue create massive amounts of confusion in 3B,
which derailed the learning that would happen. Therefore, this experience taught me to
double check any handout that I make for my students.
Since I had the opportunity to teach this lesson twice, I really feel that that benefitted me and
my approach to the material. Having the chance to teach it once gave me the opportunity
reconsider what went well, what didn’t, and gave me the opportunity to change how I
approached parts of the lesson. For my students, I feel thankful for the opportunity teach this
lesson twice, as it gave me the experience to determine what went well, and how I can best
support my students who may be struggling with the subject.

Teaching Standards and Rationale

Standard 4: Content Knowledge:

The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these
aspects of the discipline accessible and meaningful for learners.
4(j) Understands major concepts, assumptions, debates, processes of inquiry, and
ways of knowing that are central to the discipline(s) s/he teachers.

This lesson meets Standard 4, indicator 4(j) because ​as I am someone who hasn't taken
Algebra II since my sophomore year of high school, I found myself refreshing myself over
the material by taking ​a lot​ of notes about what I was going to be teaching. Further, since I
took notes over the material, I found myself basing my lesson plans over the notes that I
took. By actively refreshing myself over the content for the Algebra II course that I was
suppose to be teaching, I am actively trying to improve myself and my understanding so I
am better able to teach my students the material.

Standard 7: Planning for Instruction:

The teacher draws upon knowledge of content areas, cross-disciplinary skills,
learners, the community, and pedagogy to plan instruction that supports every
student in meeting rigorous learning goals.
7 (d) Plans for instruction based on formative and summative assessment data,
prior learner knowledge, and learner interest.

Given that my mentor teacher’s teaching style is one based loosely on lecturing and
student engagement, I have noticed that over the semester that most of her students
struggle with note taking, as they are unable to identify the key information of the lesson.
As note-taking is an essential skill needed for math classes, I decided to create a handout
(see below) for students to use when taking notes, as it allows them to see the basic
structure and outline needed to take effective notes. Further, as I chose to provide all of
my students with the handout, I chose to base my lesson around it, therefore giving
students a chance to further Lastly, given that are so many of the students have
intelligence-styles that lean more towards visual-spatial and bodily-kinesthetic learning
styles, I feel that proving a handout accommodates the wide-range of learning styles that
are in the class.

Standard 8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage
learners to develop deep understanding of content areas and their connections, and to
build skills to access and appropriately apply information.
8 (e) Provides multiple models and representations of concepts and skills with
opportunities for learners to demonstrate their knowledge through a variety of products
and performances.

By providing different modes for students to demonstrate their understanding of the material I
taught (through taking notes using a graphic organizer, by answering questions I am asking during
class, in one-on-one check-ins, discussions, and by applying what they’ve learned to solve in-class
problems), I have given all students the opportunity to find an instructional strategy that allows
them to develop a strong understand of the mathematical concept I taught, and I have given them
the skills needed to for them effectively apply their understanding of the concept to practice
problems.
Pre-Written Notes
Graphic Organizer - Teacher Copy with Notes