|
Title |
The Linear
Equation |
Grade |
10 |
Date |
13 Nov 2020 |
|
TC |
Cheryl, Annie,
Ben, Marius |
Subject |
Math |
Time |
20 min |
|
Learning Intentions (SWBAT) |
Understand (big
ideas) |
Know (content) |
Do (skills) |
|
Linear
relationships can be identified and represented in many connected ways to
identify regularities and make generalizations. |
- Meaning of
slope and y-intercept in the context of word problems. |
- To create a
linear equation for a given situation. - To solve a
linear equation with one variable. - To show a
formal check for a solution. -Identify linear
equation |
|
|
Essential
Questions |
|||
|
Factual |
Conceptual |
Debatable |
|
|
- What is the
graph of a linear equation? - How many
solutions can a linear equation have? -What’s the
definition of a linear equation? -What’s the
definition of a function? |
- How to
interpret the symbols in a general linear equation? -How does slope
and y-intercept affect the graph of the linear equation? -How did ancient
mathematicians solve linear equations? |
- How many
variables can a linear equation have? |
|
|
Preparation |
Materials/Resources |
Organization (setup, pre-made
things, classroom management, etc.) |
|
Powerpoint
Presentation Internet
connection |
Google slides Zoom |
|
Learning Engage- ments |
Opening (provocation,
APK/S, mental set) |
Time |
|
|
Set the tone for
the lesson - Introduction - Share agenda :
Overview - Warm-up: The
importance of the graph |
3-5mins |
||
|
Strategy |
Time |
||
Provide a brief example of how functions work. Provide the definition of a function. 2. Definition of a
line Provide intuition on the definition of a line. 3. Introduction to
linear equations Provide brief examples, introduce y=mx+b and its graph. Solutions to linear equations. Special cases. Quick knowledge check. 4. History False position and double false position. 5. Class Activity Playing with Desmos. Get students to explore in real
time the parameters “m” and “b”. |
15 mins |
||
Thanks Annie, Cheryl, Ben and Marius! Looks like lots of interesting activities and ideas in your lesson.
ReplyDeleteSome suggestions:(a)You have not broken the 15 minutes of the main lesson into times for each part. This is essential, so that you know whether you're allowing enough time (and not too much time) for each section. (b) Since you are co-teaching, you need to indicate what each person's role will be in different parts of the lesson. (c) Using slides? You should share these as well! (d) Using a Desmos game? Please describe it! (e) Think about a brief assessment of learning near the end, and how you will wrap things up. (f) Throughout the lesson plan, it would be very helpful to add a column that says/ considers what the students will be doing, as well as what you'll be doing!
Generally, some great large-scale ideas that are not defined well enough in your lesson plan. If I were your SA, I would ask you to hand in a more detailed plan so that I could picture more clearly what you were planning for the class!
ReplyDeleteAh, and now I've seen the slides via Ben's blog -- thanks Ben! Comments: You have TOO MUCH in this lesson -- all of it fascinating, but way too much for a 20 minute lesson! 22 slides with so many new ideas is overloading the time and the students' ability to understand.
I suggest dropping the definition of functions (that's another lesson) -- ditto the idea of linear functions in one, two and three variables. I love that you're using the ancient Egyptian idea of false position, but do make sure that it is essential to the lesson you want to teach. Otherwise, it can be confusing or distracting. When you say that y=mx+b is the 'mother of all functions', remember that the students have NEVER seen this before, and they don't know what this equation signifies at all! Help them learn what this means... I think that might be part of the essential learning here. Overall, beware of trying to 'tell' everything very fast. It's not about you saying it -- it's about the students learning something meaningful, and encountering new ideas for the first time. The teacher saying something does NOT mean you've 'covered' the topic!!
Thank you for your constructive comments, Prof Gerofsky. I agree with you on these points. I will think about them in my future teaching practice.
DeleteAnd another good thing I want to say is that my SA is also teaching me Team-teaching now. I think today's microteaching experience will help me in the future.
Delete