Description
The Modeling Functions - Optimization Google Form contains 7 optimization word problems that can be scaffolded for students using the Modeling Function Self-Checking Google Sheet.
This activity is part of the Modeling Functions - Optimization FULL LESSON
FULL LESSON PLAN
TIME FRAME
This lesson is designed for one 55-minute class period.
OBJECTIVE
I will be able to draw diagrams and write equations given various word problems.
ESSENTIAL QUESTION
What important information do I need to pull out of the problem?
ASSESSMENT
FORMATIVE: Students will be assessed on their board work and their Google Slides activity.
21-CENTURY SKILLS
- Creativity and Innovation
- Critical Thinking and Problem Solving
- Communication and Collaboration
- Life and Career Skills
TECHNOLOGY INTEGRATION
- Google Classroom
- Google Apps
- Ti-84 Calculators
DIFFERENTIATION
- Process - preferred learning style
- Readiness - content in the student's zone of proximal development
- Choice - activity or learning environment
CHECK-IN (Have the project turned on as students walk into the classroom.)
The check-in slide will be projected on the board for students to begin working on upon entering class. Today's check-in slide will ask students to work with their group and draw a diagram given the following situation: A gardener wants to make a rectangular enclosure using a wall as one side and 120 m of fencing for the other three sides. What dimensions would maximize the area of the enclosure? All work will be completed on the whiteboard in students' designated work areas.
GOALS + OBJECTIVES
Together the teacher and the students will review the lesson topic, objectives, and essential questions so that students have a clear understanding of the lesson expectations.
BUILDING FOUNDATIONS
Together as a class, the students + teacher will review key geometric formulas students will need in order to answer the board work questions.
BOARD WORK (At this time the projector can be turned off to provide an additional workspace for students on the whiteboard if needed.)
- The teacher will project the random group generator so that students can watch the groups be constructed. Once the groups have been generated the teacher will instruct the students to find their corresponding shape on the whiteboard (this is their designated work area).
- The teacher will announce that one student from the group will need to bring a laptop/tablet to access the question slides. All students will need to bring a calculator.
- Students will work with these groups up at the whiteboards to complete the 4 “question slides” in their virtual classroom assignment posted for them on Google Classroom. (The question slides are the ones with the big blue numbers in the top left corner.)
- The teacher will remind students to put the presentation in "SLIDESHOW" mode so that they can reveal the answer after completing the question. If they got the correct answer they may move to the next question being mindful not to erase any of their work along the way. If they did not get the correct answer they are encouraged to try again, ask a group that has the correct answer, or talk to the teacher.
- While students are working on the whiteboard the teacher will circulate the room, question students to deepen their depth of knowledge, and lend assistance as needed.
CONSOLIDATION (the projector should be turned back on, showing the Future Forgetful Selves slide.)
Students will come back together as a class to review the information they just practice on the whiteboards and take notes using the template provided on the "Future Forgetful Selves" slide. The template has been provided to aid students as they developed the ability to identify the critical information from the lesson and to be able to take independent notes in the future.
WRAP UP + REFLECT (After making a copy of the Google Form homework make sure to add the link to your form to the homework slide in the virtual classroom.)
Once students have completed their notes they can use the remainder of the period to review the copy of the teacher's notes in the top right corner of the "Future Forgetful Selves" slide and add to their notes as needed, they can begin their Modeling Functions Google Form homework or work on their journal or daily review. If students need help organizing the word problems on their homework they can use the Modeling Functions Self-Checking Google Sheet which has been created to help them identify key information in the first 3 problems.
Upon turning in their homework students will be asked to take a moment to self-assess and private comment on Google Classroom.
4-Got It: I can do this and I can explain it to someone.
3-Almost: I understand and I can do it myself.
2-Kind of: I need more practice, but will be able to do it.
1- Nope: I need help understanding this.
Highlights
Description
The Modeling Functions - Optimization Google Form contains 7 optimization word problems that can be scaffolded for students using the Modeling Function Self-Checking Google Sheet.
This activity is part of the Modeling Functions - Optimization FULL LESSON
FULL LESSON PLAN
TIME FRAME
This lesson is designed for one 55-minute class period.
OBJECTIVE
I will be able to draw diagrams and write equations given various word problems.
ESSENTIAL QUESTION
What important information do I need to pull out of the problem?
ASSESSMENT
FORMATIVE: Students will be assessed on their board work and their Google Slides activity.
21-CENTURY SKILLS
- Creativity and Innovation
- Critical Thinking and Problem Solving
- Communication and Collaboration
- Life and Career Skills
TECHNOLOGY INTEGRATION
- Google Classroom
- Google Apps
- Ti-84 Calculators
DIFFERENTIATION
- Process - preferred learning style
- Readiness - content in the student's zone of proximal development
- Choice - activity or learning environment
CHECK-IN (Have the project turned on as students walk into the classroom.)
The check-in slide will be projected on the board for students to begin working on upon entering class. Today's check-in slide will ask students to work with their group and draw a diagram given the following situation: A gardener wants to make a rectangular enclosure using a wall as one side and 120 m of fencing for the other three sides. What dimensions would maximize the area of the enclosure? All work will be completed on the whiteboard in students' designated work areas.
GOALS + OBJECTIVES
Together the teacher and the students will review the lesson topic, objectives, and essential questions so that students have a clear understanding of the lesson expectations.
BUILDING FOUNDATIONS
Together as a class, the students + teacher will review key geometric formulas students will need in order to answer the board work questions.
BOARD WORK (At this time the projector can be turned off to provide an additional workspace for students on the whiteboard if needed.)
- The teacher will project the random group generator so that students can watch the groups be constructed. Once the groups have been generated the teacher will instruct the students to find their corresponding shape on the whiteboard (this is their designated work area).
- The teacher will announce that one student from the group will need to bring a laptop/tablet to access the question slides. All students will need to bring a calculator.
- Students will work with these groups up at the whiteboards to complete the 4 “question slides” in their virtual classroom assignment posted for them on Google Classroom. (The question slides are the ones with the big blue numbers in the top left corner.)
- The teacher will remind students to put the presentation in "SLIDESHOW" mode so that they can reveal the answer after completing the question. If they got the correct answer they may move to the next question being mindful not to erase any of their work along the way. If they did not get the correct answer they are encouraged to try again, ask a group that has the correct answer, or talk to the teacher.
- While students are working on the whiteboard the teacher will circulate the room, question students to deepen their depth of knowledge, and lend assistance as needed.
CONSOLIDATION (the projector should be turned back on, showing the Future Forgetful Selves slide.)
Students will come back together as a class to review the information they just practice on the whiteboards and take notes using the template provided on the "Future Forgetful Selves" slide. The template has been provided to aid students as they developed the ability to identify the critical information from the lesson and to be able to take independent notes in the future.
WRAP UP + REFLECT (After making a copy of the Google Form homework make sure to add the link to your form to the homework slide in the virtual classroom.)
Once students have completed their notes they can use the remainder of the period to review the copy of the teacher's notes in the top right corner of the "Future Forgetful Selves" slide and add to their notes as needed, they can begin their Modeling Functions Google Form homework or work on their journal or daily review. If students need help organizing the word problems on their homework they can use the Modeling Functions Self-Checking Google Sheet which has been created to help them identify key information in the first 3 problems.
Upon turning in their homework students will be asked to take a moment to self-assess and private comment on Google Classroom.
4-Got It: I can do this and I can explain it to someone.
3-Almost: I understand and I can do it myself.
2-Kind of: I need more practice, but will be able to do it.
1- Nope: I need help understanding this.
