Algebra 1 3/6/19

Subject: Algebra 1 Activity: Review Absolute Value Graphing Setting: High School # of Students: 6

Statement of Objective: Students will solve absolute value equations algebraically. Accommodations
*Observable/Measurable (A,B,C,D)
*GLCE/IEP Standards:
CCSS.MATH.CONTENT.HSA.REI.A.2
Solve simple rational and radical equations in one variable, and give examples showing how
extraneous solutions may arise.
Materials: Solving absolute value worksheet, white board, expo markers Student calculators
*Prepared and organized
*Available for all
Opening: “what is the topic we have been working on this week in math?” “what is an absolute value
*Gain attention/motivate function? What does the absolute value sign do? What were the steps in solving an absolute
*Activate prior knowledge value equation?”
~link/relate; assess; prepare for new
learning (e.g. vocabulary) 2 min
*State goals/set purpose
~explain task: why, what, how, and when
for strategies
*Clear directions
Presentation: Review solving absolute values If students have not
Teacher: Model on the board 4 problems grasped the concept yet
*Variety of learning (T/S, S/S, S/T) While modeling, think aloud to explain the steps from the previous two
*Organizational framework days, pull those
~construct, clarify, and link concepts in a 5 min students aside and
meaningful context provide more problems
modeled
Guided Practice: Independent work time
*Activity related to presentation/objectives Instruct students to complete all other assigned problems on the worksheet on their own Write assigned
*Active student participation “If you get stuck, raise your hand so I know to come and help you. We are going to be playing a problems on the board
~provide rationale for assignment game with our worksheet answers, so you want to make sure that you are working hard to
~multi-sensory and real world finish the worksheet.”
~instructional dialogue
*Transfer of control 15 min
~students explain, justify, clarify, think
aloud Tic tac toe Teams have a range of
*Check for understanding Split the class into two teams. abilities, to allow
~ensure high success rate Team 1: Ramiro, Garrett, Donny students to support one
~appropriate feedback: praise, prompt, Team 2: Bella, Sarah, Joe another
probe/question (in ZPD) “We are going to play a game of tic tac toe. Each of the boxes is going to be a problem from the
Individual Practice: worksheet. Instead of putting an X or an O in a box, you’re going to put the answer to a Explain how to play tic
~assess/error drill problem with all of your work shown. (give example of what they would write in the box). Your tac toe for ELL
~monitor and adjust instruction work and your answer needs to be correct otherwise your answer will be wiped away and your
*Management/monitoring team will lose their turn. I will pick who from your team will come up to the board to show
~scan, circulate, assess, support, praise their answer. You will have the next 10 minutes to work together to go through the answers
you have for the worksheet. But remember that if I call you, you need to show all of your work,
so you have to know how to do the problem.”

Tic Tac Toe board drawn on the whiteboard: 

11 4 8

6 21 9

30 13 14

If students answer incorrectly, talk about what they did wrong and have them erase their
answer. When students are writing their answer on the board, ask questions to gauge their
understanding.

20 min
Closing: Remind students of quiz tomorrow.
Write problem on the board. How could we solve this graphically? How could we solve it
algebraically? How are the two methods similar?