Problem

 Based  Lesson  Plan  

Name:_Diane  Baker      Grade:    8th    __________        
Subject:      Algebra  I  _                      Planned  Lesson  Date:    November  7,  2013  
 
Lesson  Objectives   • Learning  objectives:    Solve  real  life  problems  by  identifying  the  type  
• 2  or  3  student  outcomes   of  equation  represented,  explaining  how  that  determination  was  
• Begin  with  verb   made,  deriving  the  equation,  and  graphing  it.    Only  linear,  
  exponential,  absolute  value,  and  inverse  variation  equations  are  
utilized.    
• Learning  targets:    I  can  solve  real  life  problems  by  performing  the  
following  tasks:    identify  the  type  of  equation  represented  by  the  
problem,  explain  how  I  made  that  determination,  derive  the  
equation,  and  graph  the  equation  using  graph  paper  or  a  graphing  
calculator.    The  types  of  equations  that  I  am  asked  to  consider  are  
linear,  exponential,  absolute  value,  and  inverse  variation.          

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