Description
This is a comprehensive resource designed to be accessible for all students regardless of disability status, English-language proficiency, and/or previous grade-level proficiency. The scaffolds are gradually reduced as the lesson continues in order to promote student independence. The lesson is structured in the following manner:
Page 1 Vocab Warm-Up: Activates background knowledge and sets the students up for the day. I used this section as a "Do Now"
Page 2 Foundational Skills: Used to close gaps that directly align to accessing the grade-level content of the day. Depending on my students, I usually guided the first problem and released for the rest before "stamping" with the Key Point.
Page 3 Lesson Task: In order to increase student thinking and provide "productive struggle," this page helped me determine what students could do before instruction! I used the Key Point at the end to firmly stamp the learning before moving onto Guided Instruction.
Page 4 Guided Instruction: I typically guided 1 to 2 problems on this page before releasing and giving feedback on student answers. This was my most "active" teaching, and relied heavily on questioning and concepts my students reviewed on the first few pages.
Page 5 Practice Problems: This page provides more at-bats on the grade-level skills with scaffolds reduced in order to promote student independence. Sometimes I used this page as an "exit ticket," or partner practice, or a group project!
I taught this lesson over the course of two days in order to maximize processing time, but pacing is flexible!
This particular lesson is aligned to CCSS A.APR.3, F.IF.4 and F.IF.7 of introducing polynomial functions with a focus on the degree of the polynomial (written in standard form) and the number of "turns" the nonlinear curve will make. The lesson blends procedural and conceptual understanding. An answer key is included, enjoy!
Highlights
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Description
This is a comprehensive resource designed to be accessible for all students regardless of disability status, English-language proficiency, and/or previous grade-level proficiency. The scaffolds are gradually reduced as the lesson continues in order to promote student independence. The lesson is structured in the following manner:
Page 1 Vocab Warm-Up: Activates background knowledge and sets the students up for the day. I used this section as a "Do Now"
Page 2 Foundational Skills: Used to close gaps that directly align to accessing the grade-level content of the day. Depending on my students, I usually guided the first problem and released for the rest before "stamping" with the Key Point.
Page 3 Lesson Task: In order to increase student thinking and provide "productive struggle," this page helped me determine what students could do before instruction! I used the Key Point at the end to firmly stamp the learning before moving onto Guided Instruction.
Page 4 Guided Instruction: I typically guided 1 to 2 problems on this page before releasing and giving feedback on student answers. This was my most "active" teaching, and relied heavily on questioning and concepts my students reviewed on the first few pages.
Page 5 Practice Problems: This page provides more at-bats on the grade-level skills with scaffolds reduced in order to promote student independence. Sometimes I used this page as an "exit ticket," or partner practice, or a group project!
I taught this lesson over the course of two days in order to maximize processing time, but pacing is flexible!
This particular lesson is aligned to CCSS A.APR.3, F.IF.4 and F.IF.7 of introducing polynomial functions with a focus on the degree of the polynomial (written in standard form) and the number of "turns" the nonlinear curve will make. The lesson blends procedural and conceptual understanding. An answer key is included, enjoy!
