Week 1
MondayRational Numbers and Expressions
Benchmark Lesson
Objectives (SWBAT):
Engage: Have a class discussion of rational numbers. Use real world examples of what a rational number is. Then go into what an expression is.
Essential Question: What is a rational expression? Explore:
Students will complete "Serving Starbursts" worksheet with their partner.
Explain:
The class will go over "Serving Starbursts" and discuss what a rational expression is. The class should reach a conclusion that a rational expression is the division of two polynomials Elaborate:
The teacher will show the video "Rational Expressions in the Real World". http://youtu.be/5BVSRj_ZEuM Evaluate:
Always, Sometimes, or Never True The teacher will give questions that have to do with concepts concerning the meaning of rational expressions. Students will stand in the spots of the classroom that corresponds with Always, Sometimes, or Never True depending on their thinking. |
TuesdaySimplifying Rational Expressions
Benchmark Lesson
Objectives (SWBAT):
Engage:
Show “All we wanna do is…rational expressions!” until 0:49. Go over what it means to have common terms. Essential Question: How can we simplify rational expressions? Explore:
Students will complete "Rally Coach" worksheet with their partner.
Explain:
The class will go over "Rally Coach". The class will have a discussion on "cancelling out" and that it means the terms divide to 1. The class will discuss prime factorization as a method to simplify rational expressions Elaborate:The students will complete "Simplifying Maze" individually.
Evaluate:
Matching Cards Groups will be given a set of cards in which they have three rational expressions and three simplified rational expressions. Group members will match the simplified expression to the not simplified expression |
WednesdaySimplifying Rational Expressions with different types of polynomials
Benchmark Lesson
Objectives (SWBAT):
Engage: Polynomial Partners. Go over factoring trinomials. Look at difference of squares.
Essential Question: How can we simplify rational expressions in which polynomials need to be factored? Explore:
Students will complete the "Simplifying Scavenger Hunt" worksheet in their groups of four.
Explain:
The class will go over each station in "Simplifying Scavenger Hunt". The class will discuss the difference between "terms" and "quantities". Elaborate:The students will complete "Riddle Me This..." individually.
Evaluate:
Students will individually complete a short assessment.
|
ThursdayAddition and Subtraction with rational expressions
Benchmark Lesson
Objectives (SWBAT):
Engage:
The teacher will begin a discussion going over examples of rational numbers again. The teacher will then ask the class how to add and subtract rational numbers with the same denominator. Then teacher will lead into how to add and subtract rational numbers in which the denominators are different and students will go into detail of how to find common denominators. Teacher will then propose the idea of adding or subtracting rational expressions in which the denominators are different and give an example that will be answered later in the lesson. Essential question: How can we add and subtract rational expressions? Explore:
Kagan Strategy: Showdown: Teacher will pass out white boards to each team of students. The teacher will put an addition or subtraction problem with rational expressions on the big white board and students will have 2-3 minutes to work on their problem. After everyone has finished, the teacher will say “showdown” and the team will reveal their work and answers. After each problem the teacher will discuss with students how to solve the problem by having a team explain their correct work. Students will record their work on their own paper so they have the notes for their own record. There will be four problems increasing in difficulty (starting with common denominator, two different denominators that are “easier” to manipulate (x and x2), etc.). Each team member will have the chance to record the group’s work and answers on the white board for showdown. Explain:
During "Showdown" the class will have a discussion on how to add/subtract the given rational expressions. After "Showdown" the class will have a discussion on methods for adding and subtracting rational expressions. The teacher will go back and answer the example from the Engage. Elaborate:
The students will complete "Riddle" worksheet individually.
Evaluate:
Commit and Toss The teacher will put a problem on the board and students will complete the problem and crumple their paper up. The teacher will have the students throw their paper balls around and then call one randomly to go over the answer. |
FridayMultiplication with rational expressions
Benchmark Lesson
Objectives (SWBAT):
Before the Engage:
Go over the Elaboration from yesterday. The teacher will pass out cards each with a rational number on it. Half the cards will be blue and half the cards will be green. The teacher will have students with green cards stand on one side of the room and blue cards on the other. The blue card students will then find a green card to pair with. Each pair will multiply their cards together to obtain a new rational number. The teacher will call on one group to explain what they did. The teacher will call on another group to explain what they did. The teacher will then ask the class what they know about multiplying rational numbers and then introduce the essential question: How can we multiply rational expressions? Explore:
Speed Dating: Teacher will give each student a blue or green card with a rational expression on it. The half of students with green cards will line their desks together and sit on one side of the table. The half of the class with blue cards will be assigned by the teacher who to sit with. When the teacher says go, each pair will write on their own paper the rational expressions they each have and then multiply them. After about 2-3 minutes, the teacher will say to change and the students with the blue cards will stand up and move to the right one person. The students will then write on their own paper the rational expressions they each have and then multiply them. This activity will continue in this manner for 10-15 minutes. Explain:
The teacher will use the "Popsicle Stick Questioning" method to pick a student at random. The student will give their rational expression and one that they were paired with during the activity. The class will go into a discussion of how to solve the problem on the board. The class will discuss how to multiply rational expressions. Elaborate:
White Board Challenge The teacher will give each pair of students a problem to complete. Each pair will go to one of the white boards in the room and complete the problem. Evaluate:
Thumbs Up, Thumbs Down The teacher will put a problem on the board and steps to solving it. The class will then give thumbs up or thumbs down if they agree with the computations. |
Week 2
MondayDivision with Rational Expressions
Benchmark Lesson
Objectives (SWBAT):
Engage:
Each group of four will get poster paper and markers. Students will have 8-10 minutes to create a poster that describes the term "reciprocal". Students will hang their posters around the room and have a discussion on what reciprocal means. Essential Question: How can we divide rational expressions? Explore:
Students will complete the Kagan strategy "Sage and Scribe" with their shoulder partners.
Explain:
The teacher will go over the "Sage and Scribe" worksheet. The class will then discuss how reciprocals are used when dividing rational numbers and expressions. The class will discuss the method of multiplying by the reciprocal when dividing rational expressions. Elaborate:
The teacher will go over a real world example of when the use of division with rational numbers will be used.
|
TuesdayProject Launch and Review of Operations with Rational Expressions
Investigative Lesson
Objectives (SWBAT):
Lesson Outline:
The teacher will show students the Project Launch PowerPoint. The teacher will go over the requirements of the project and what students will be graded on. Afterwards, the class will play a Jeopardy style review game to review the past weeks' lessons.
Evaluate:
Students will complete an exit ticket in which they will write a description of the Rational Roller Coasters Project.
|
WednesdaySolving Rational Equations and Introduction of Solving Rational Inequalities
Benchmark Lesson
Objectives (SWBAT):
Engage:
As students are entering the room the teacher will pass out blue and green cards to each student. The green cards will have equations on them and the blue cards will have solutions. Students will have 5 minutes to find their match.. After each student finds the matching solutions and equations the class will have a discussion on how to solve equations. Essential Question: How can we solve rational equations? Explore:
Think-Pair-Share The teacher will put an equation on the board. Students will then have time to think about how they would solve it, discuss with their partners and find the solution, and then the class will come together and discuss the problem. Questions will being with two-step equations, then equations with rational numbers, and finally equations with rational expressions. Explain:
The class will discuss the steps in solving each equation during the Think-Pair-Share activity. After the activity the teacher will bring in the idea of inequalities and the class will discuss the difference between equations and inequalities. Elaborate:
Students will complete the "Super Secret Number" worksheet individually.
Evaluate:
Create the Problem The teacher will put a solution on the board and students are responsible for creating a word problem which will compliment the solution. |
ThursdayContinuing Solving Rational Inequalities and Review
Benchmark Lesson
Objectives (SWBAT):
Engage:
The teacher will play the video "Inequalities Rap" http://youtu.be/FpWm_wL73LY until 1:09. The class will have a discussion on the difference between equations and inequalities. Essential Question: How can we solve rational inequalities? Explore:
Student's will complete the "What's the Difference" worksheet with their shoulder partner.
Explain:
The class will discuss the answers in "What's the Difference". Afterwards, the class will discuss the form solutions take in an inequality. Elaborate:
Students will complete "Rational Equations and Inequalities Tic Tac Toe" with their shoulder partner.
Evaluate:
Pass the Problem The teacher will put a problem on the board and each pair of students will have 1-2 minutes to collaborate and begin the problem. After time is up pairs will exchange papers and complete their new paper. |
FridayUnit Exam
Test Day
Objectives (SWBAT):
Entire Day:
Students will have the entire 50 minute period to complete a unit exam which will cover all of the student objectives from the prior two weeks (excluding those concerning the project). |
Week 3
MondayRoller Coasters and Rational Equations
Investigative Lesson
Objectives (SWBAT):
Engage:
As students enter the room they will be given a sticky note. Students will be asked to write down what they think a possible connection between rational expression and roller coasters. The teacher will have a "Brainstorm Banner" at the front of the room and when students are ready they will add their sticky note to the banner. The class will then discuss the ideas on the "Brainstorm Banner". Essential Question: How do rational expressions and roller coasters relate? Explore:
Students will complete the "Rationals and Roller Coasters" worksheet with their partner.
Explain:
The class will go over the "Rational and Roller Coasters" worksheet. The teacher will allow students to come to the board to begin a discussion about the relationships they found during the Exploration. Elaborate:
Students will complete the "Math Coaster Investigation" worksheet with their partner.
Evaluate:
Sticky Note Students will get a sticky note and will write something they learned from the day. On their way out of class they will stick it on the door. |
TuesdayResearch Day
Work Day
Objectives (SWBAT):
Engage:
The teacher will show the class the website www.http://rcdb.com/87.htm where students will collect their information for the day. Entire Day:
Students will have the day to complete the "Roller Coaster Facts" worksheet individually.
Evaluate:
Students will complete the "Top 3 'Coasters" worksheet.
|
WednesdayContinuing Research and Field Trip Prep
Work Day
Objectives (SWBAT):
Engage:
Teacher will display the rules for the field trip. The students will "popcorn" read the rules out loud. Entire Day:
Students will have the day to work in their project groups. They will create a data sheet which they will use to collect data at Busch Gardens. They will also create a survey to conduct while at the park on which roller coaster park guests like best. Evaluate:
Student Checkpoint: The teacher will initial group's plan for the field trip. Students will also turn in their "Roller Coaster Facts" worksheet and explain to the teacher the roller coaster they'll be focusing on at Busch Gardens. |
ThursdayField Trip to Busch Gardens
Investigative Lesson
Objectives (SWBAT):
Entire Day:
Students will have the day to collect data that they planned to collect during the field trip prep day. Students will conduct the survey they created. Students will have to check in with their chaperones every 2 hours. Evaluate:
Students will submit their survey for "What's your favorite roller coaster?" that they created and conducted during the field trip. |
FridayField Trip Debrief
Work Day
Objectives (SWBAT):
Engage:
The teacher will play "Phineas and Ferb: Roller Coaster" video http://youtu.be/7-cv0WpF73M from 6:53 until 8:28. Explain:
The class will have a discussion on what in the video was plausible in a real roller coaster and what was not. The class will have a discussion on what it means for a roller coaster to "physically make sense". Entire Day:
Students will have time to organize the data they collected with their group. Students will begin making an outline for their project and will be able to ask the teacher if they have any concerns about the project. Evaluate:
Student Checkpoint: Students will write a one page reflection on what they accomplished on the field trip and how they think it will be useful as an aid in the project |
Week 4
MondayProject Work Day
Work Day
Objectives (SWBAT):
Warm Up:
Teacher will show the video "How to Give an Awesome Presentation" http://youtu.be/i68a6M5FFBc Entire Day:
The students will have the day to work with their groups on their project. They have to create a blueprint for the roller coaster, find calculations of speeds, forces, etc. of their roller coaster, and work on a presentation to show the class. Evaluate:
Fist To Five The teacher will go over requirements for the project and use Fist To Five to gauge students' progress. |
TuesdayProject Work Day
Work Day
Objectives (SWBAT):
Warm Up:
Students will complete the "Goals" worksheet. Entire Day:
The students will have the day to work with their groups on their project. They have to create a blueprint for the roller coaster, find calculations of speeds, forces, etc. of their roller coaster, and work on a presentation to show the class. Evaluate:
Agreement Circles The teacher will use Agreement Circles to gauge students' progress and problems they're having with the project. |
WednesdayProject Work Day
Work Day
Objectives (SWBAT):
Warm Up:
Students will complete the "Checklist" worksheet. Entire Day:
The students will have the day to work with their groups on their project. They have to create a blueprint for the roller coaster, find calculations of speeds, forces, etc. of their roller coaster, and work on a presentation to show the class. Evaluate:
Peer Evaluation The teacher will give students the "Peer Evaluation" sheet to fill out for each group member.
|
ThursdayPresentations
Investigative Lesson
Objectives (SWBAT):
Entire Day:
Groups will present to the class their roller coaster. Evaluate:
Two Stars and a Wish After each presentation each student in the class not presenting will complete a "Two Stars and a Wish" worksheet.
|
FridayPresentations
Investigative Lesson
Objectives (SWBAT):
Entire Day:
Groups will present to the class their roller coaster. After all the groups are done presenting, the class will vote on whose roller coaster was the best. A group cannot vote for their own roller coaster. Evaluate:
Two Stars and a Wish After each presentation each student in the class not presenting will complete a "Two Stars and a Wish" worksheet. |