Defining Variables/Showing the Relationship by Emily Harper https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9 This is section 2.1 of chapter 2; high school en-us 2024-09-06 23:19:02 UTC 2024-09-07 02:45:36 UTC hello@padlet.com Defining Variables/Showing the Relationship emilyharper2304 https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898237 Goals:

  • Define variables to represent unknown quantities in word problems

  • Write equations that show the relationships between quantities

  • Solve basic equations using defined variables

  • Understanding the relationship of mathematical terms

  • Able to dictate how an equation translates to english from math

Content Standards:

COMMON CORE: use variables to represent quantities in the real-world and construct equations/inequalities to solve problems.

Target Students: Typically underclassmen in high school (possibly some advanced 8th grade) 8th-10th grade range

]]> 2024-09-06 23:29:09 UTC https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898237 Engage emilyharper2304 https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898300 Activity: Provide a real-world example to the students. Show them why it is worth their time to learn about this topic. I never want students to feel as if a lesson is a waste of their time.

Time: 10 min

Materials: Real-world scenarios


]]> 2024-09-06 23:29:21 UTC https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898300 Explore emilyharper2304 https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898386 Activity: Have students gather into groups and explore different ways this topic will be applicable to their life. The purpose of this is to have them engage with the content and figure out how they might use it in their personal lives so it applies directly to them.

Time: 5 min

Materials: N/A

]]> 2024-09-06 23:29:33 UTC https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898386 Explain emilyharper2304 https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898436 Activity: Teacher-Led Instruction

In this section is where I will begin to define terms properly and walk through examples on the board. A key element as well during this part will be to make sure students understand how all the notation reflects to everyday life.

Time: 20 min

Materials: Lesson plan, examples, projector

]]> 2024-09-06 23:29:43 UTC https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898436 Elaborate emilyharper2304 https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898487 Activity: Guided Practice

In this phase, students will gather back into groups and begin working on a worksheet with similar example problems to what was done in class. However, this will most likely not be enough time for them to finish all of them so the rest will be done on their own. This will then give me the ability to see what they know as a group compared to just the individual. During this time, I will also be able to straighten out any misconceptions that were missed during the main lesson.

Time: 10 min

Materials: Worksheet, notes taken during class

]]> 2024-09-06 23:29:47 UTC https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898487 Evaluate emilyharper2304 https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898564 Activity: Class Discussion/Exit Ticket

In the final phase, I will highlight different solution strategies that students found during the time that they had working in groups. I will ask one group to explain the steps taken to solve their problem. Once this is done I will hand out an exit ticket with a question from the lesson. This is to acquire quick data as to how the students understood the topic initially.

Time: 10 min

Materials: Exit Ticket worksheet

]]> 2024-09-06 23:29:56 UTC https://padlet.com/emilyharper2304/pld3k4j74pd9zxh9/wish/3106898564