Problem Based Lesson Plan 2
Problem Based Lesson Plan 2
Problem Based Lesson Plan 2
Nat’l
/
State
Standards
• Create
equations
in
two
or
more
variables
to
represent
relationships
• AL
College
&
Career
Ready
between
quantities;
graph
equations
on
coordinate
axes
with
labels
Course
of
Study
-‐
Common
Core
and
scales.
[A.CED.2]
• Learning
Targets
/
District
• Represent
constraints
by
equations
or
inequalities,
and
by
systems
of
Standards
• National
Standards
(NCTM;
equations
and/or
inequalities,
and
interpret
solutions
as
viable
or
NCTE;
etc)
nonviable
options
in
a
modeling
context.
[A.CED.3]
• Understand
that
the
graph
of
an
equation
in
two
variables
is
the
set
of
all
its
solutions
plotted
in
the
coordinate
plane,
often
forming
a
curve
(which
could
be
a
line).
[A.REI.10]
• Reasoning
with
equations
and
inequalities;
represent
and
solve
equations
and
inequalities
graphically.
[A-‐REI]
• Graph
linear
and
quadratic
functions
and
show
intercepts,
maxima,
and
minima.
[F.IF.7.a]
• Graph
square
root,
cube
root,
and
piecewise-‐defined
functions,
including
step
functions
and
absolute
value
functions.
[F.IF.7.b]
• Graph
exponential
and
logarithmic
functions,
showing
intercepts
and
end
behavior,
trigonometric
functions,
showing
period,
midline,
and
amplitude.
[F.IF.7.e]
• Solve
an
equation
of
the
form
f(x)
=
c
for
a
simple
function
f
that
has
an
inverse
and
write
an
expression
for
the
inverse.
Pre-‐Instructional
Activities
• Bell
ringer:
Ask
students
to
write
down
a
real
life
event
that
requires
• Review
them
to
use
their
math
skills.
Ask
them
if
they
can
think
of
one
that
• Formative
Assessment
uses
the
skills
they
have
learned
in
the
past
nine
weeks.
• Introductory
Set
• Take
attendance.
• Prior
Knowledge
• Essential
Questions
• Check
homework/Question
and
answer
period.
• Problem
Question
• Introduce
learning
targets.
• Writing
Prompts
• Class
discussion
about
the
bell
ringer.
Create
a
list
of
real
life
• Predictions
/
Purpose
scenarios
that
require
students
to
use
their
math
skills.
Ask
students
• Vocabulary
why
they
think
math
skills
are
important
in
everyday
life.
Teaching
• Small
group
activities/problem
solving
activities:
Hand
out
• Direct
Teaching
directions
for
problem
based
lesson
and
walk
through
the
• Graphic
Organizers
information
with
the
students.
Ask
them
to
divide
into
groups
of
3
• Reading
Instruction
or
4.
Each
group
must
have
access
to
graph
paper
or
a
graphing
• Tech
Integration
calculator.
Hand
out
mission
sheets.
There
are
4
in
all.
Each
mission
• Teacher
Demonstration
is
a
real
life
representation
of
one
of
the
following
equations:
linear,
• Guided
Practice
exponential,
absolute
value,
and
inverse
variation.
Each
mission
• Independent
Practice
should
take
approximately
10
minutes.
A
timer
playing
the
Mission:
• Small
Group
Activities
Impossible
theme
will
sound
off
midway
through
the
activity
to
let
• Experiential
Activities
students
know
when
to
look
at
the
possible
solutions.
Teaching
• Research
/
Study
responsibilities
include
walking
around
helping
students,
checking
• Simulations
answers
on
their
assignment
sheets
and
graphs,
and
handing
out
• Problem
Solving
Activities
mission
sheets.
• Differentiated
Instruction
• Accommodations
• Ongoing
Assessment
Closure
• Ask
students
to
summarize
what
they
learned
today.
• Summary
/
Conclusions
• Ask
students
which
task
was
the
most
difficult
to
perform
and
why.
• Ret-‐teaching
• Ask
students
which
task
was
the
easiest
to
perform
and
why.
• Formative
Assessment
• No
homework
assigned.
• Review
• Reflection