NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom:
This is an Algebra I class with students ranging from 9th to 10th grade. There is a high possibility that there will be a number of ELL students.

Background:
Students should know the prerequisites of this activity which include adding, subtracting, multiplying, dividing, and logical reasoning. This will be a three day lesson. Day 1: Introduction and grouping. Day 2: Group work and collaboration. Day 3: Presentations.

Content Objective(s):
SWBAT design a courtyard that is to their like using their basic math skills, but it must be within a budget and represented as a model using clay to try and sell it to the class.

Language Objective(s):
SWBAT communicate their mathematical and creative ideas with their teammates in order to create a courtyard that is within their budget. They will create a selling speech to sell their model to their classmates. Their speech must describe their budgeting ideas and design.

Nevada Standards:
1.8.6 Use estimation strategies to determine the reasonableness of an answer in mathematical and practical situations.

Key Vocabulary:
Budget, add, subtract, multiply, estimate, divide, design

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Grouping, guided discovery, scaffolding,

Warm Up Activity:
Take students into the courtyard and explain how math was used to build the courtyard.

Lesson Sequence:
Engage: Place students in groups of four and take them out to the courtyard. Have students bring notebooks to collect information for a project. Once in the courtyard, explain how math was used in every aspect of building their courtyard and how they will design their own. They will be using previous knowledge of math and clay to design the dimensions of the new courtyard. The catch is they will have a budget and qualities that must be satisfied. When we walk as a class I will tell them the different prices of things in the courtyard, dimensions, and their purpose. Explore: The students will have one day to meet in class to investigate and plan how they will put together their courtyard to stay within their budget of $10,000. The more money the students have left over will give them extra points towards their project grade, they must plan wisely. The courtyard must seat 100 students and have a combination of the objects on the spreadsheet. The students will spend this day in the computer lab and they will be able to look at blueprints on the internet for support on their plans and they will also be able to use programs such as paint to help them design the courtyard before constructing it with clay. Explain: Students will have to write their sells pitch to sell their project to the rest of the class. This must involve their reasoning for their project design. I will monitor their findings and plans by providing constructive feedback. Elaborate: Students may now begin to put together their models to see if their plans unfold the way they expected them to. Many students will have to use their critical thinking and math skills to solve the problems that may arise while putting together their findings. Evaluate: The students will be evaluated when they present their final project to the class. They will be assessed on their reasoning, whether the budget was met, how much money was left over, and if the courtyard they have created is enjoyed by their classmates.

Accommodations:
Each ELL student will be placed in a group with their cooperating buddy. The clay is to help our kinnesthetic and visual learners get involved with designing the project and our auditory learners will get introduced to the project as we discuss it around the courtyard and they will also be able to communicate their ideas verbaly when they are pitching their project to the class.

Supplementary Materials:
Clay, graph paper, computer lab

Review/Assessment:
Evaluation section in lesson sequence.

Reflection:

If given the opportunity to teach this lesson in an Algebra 1 class, I would want to make sure that Form: 005 groups are chosen to satisfy the learning needs of one another. I would want to pick the groups so that the different types of learners are evenly distributed. Also, this is a project that takes three days to JDC get 4/22/08 through. Timing might be something that needs to be taken into consideration to make sure that this project does not go over the three day limit.