For the final, I decided to use a lesson plan, which I
previously worked on in my English Language Learners class. This lesson
involved multiplying binomials using the FOIL method. The reason for
incorporating a pre-assessment and vocabulary sheet in the first portion of the
instruction is to get a grasp on what exactly my students need reviewed before
moving along with the remainder of the lesson. During the pre-assessment,
students will each be given a white board on which they could show me their
answers. This way, I can very quickly look around the room and determine
whether or not I can move on. Assuming the students understand this portion of
the exercise, I would then move on to the vocabulary sheet. For this activity,
the students would need an iPad with the app Math Dictionary installed. After
finding the definitions for each of the terms outlined on the worksheet using
Math Dictionary, the students could talk in their small groups, comparing the
definitions they formulated using the app.
After the initial pre-assessments are completed, I could
then introduce the next part of the lesson by modeling a few examples of
multiplying binomials. While modeling, I would use the Think-Aloud strategy,
telling students the steps to multiplying two binomials. After modeling a few
examples, I would then instruct my students to find a video to watch (on the
Pearson website or YouTube), explaining the steps for multiplying binomials.
The reason I would incorporate both my modeling as well as a video modeling the
steps is to provide my students with several ways of explaining the steps in
order to maximize their understanding of the concept. When the students are
finished watching the video model, I would model one more example to the
students, this time using manipulatives. This way, the students who are visual
hands-on learners can relate to the topic easier. Next, the students will be
given a Real-Life Problem worksheet. Using the multiplication of binomials, the
students will need to solve these problems in groups. For the worksheet, they
could use any of the three ways they previously learned (the way I modeled the
problems, the way the video did, or the way we used algebra tiles to solve it).
I can use this time to formally assess the students’ progress by walking around
the room and checking how the students are doing.
The next part of the lesson will give me a chance to more
thoroughly assess the students. The students will work individually, completing
a worksheet using a TI-Nspire calculator to check their answers. Having only
used the calculator one other time, I will review how they could check their answers
by modeling the steps in order to check the answers. By getting together with a
partner, they will collaborate and communicate with their peers to check and
discuss their findings with their peers. After pairing up, the class would come
together and I would check the solutions to the problems, explaining
misconceptions that might’ve lead to incorrect answers. These worksheets,
although not graded, will provide me with a written record of how many students
need more clarification on the topic.
The final part of the lesson involves more communication as
well as producing a short presentation. Because the lesson is packed with many
small activities for the students to get involved, I would assign a homework
assignment. This homework assignment would require my students to prepare a
short PowerPoint presentation about what they had learned about the
multiplication of binomials thus far. This will be the graded portion of the
lesson, for which they will receive formal written feedback. They will have to
solve two real-world application problems using the multiplication of
binomials, which they did as part of the lesson earlier on. In order to
complete the project, they could use any of the sources with which they were
provided during the lesson.
All of the activities in the classroom as well as outside
will allow for my students to use technology in a very effective fashion. Also,
the activities will promote their critical thinking skills and the ability to
make connections between what they had learned in school and the real world.
Most importantly, the students will not only get a chance to practice
multiplying binomials, but also will be able to apply the properties of
operations in order to generate equivalent expressions, and identify when two
expressions are equivalent (part of the objectives for the lesson).
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