Getting Students Ready for an End-Of Course Assessment in Algebra I

The lesson plan and strategy is built for a block scheduling mathematics course.  Throughout the school year students are given baseline and quarterly assessments. I will identify the questions that students scored the lowest on the assessments and allow students to work on one question for the first 10-15 minutes of each class period.  The bell ringer will be labeled as the Problem of the Day (P.O.D).  Students will have a section in their binder labeled P.O.D, where the questions will be stored and used as a reference prior to the end of course assessment.  Due to the correlation between the Florida Comprehensive Achievement Test (FCAT) and the district assessments, the questions used in the P.O.D will be a phenomenal resource for the students and teachers.  While students work on the P.O.D., I will have a data chat with a group individuals each class period. The data chat will open a line of communication and act a source of motivation between the teacher and their students.  Students’ will view their progression or digression through the school year.  Identifying their own strengths and deficiencies allows students’ to become accountable for their performance.

After the P.O.D. is completed and reviewed, I will play a video correlating what is going to be taught that day to a real life situation or supplemental learning video.  All type of learning styles will appreciate the video.  Then I will start the topic lecture, using multi-color markers, smart board, and examples that will engage the novice, intermediate and mastery students.  In addition, I will provide students opportunities to complete more rigorous mathematical problems and the appropriate test taking strategies to answer those questions. Students will also be given additional instruction in writing, interpreting, using mathematical expressions, equations, and inductive reasoning strategies that include discovery learning activities.  The learning activities develop students’ understanding of rationales, radicals, quadratics and linear equations arithmetically and graphically.  The lecture will not be more than 20-30 minutes, allowing for flexible grouping to be introduced.

I would introduce a math manipulative to strengthen all levels of learners.  When students manipulate objects, they are taking the first steps toward understanding math processes and procedures.  With the use of manipulatives, I will definitely use a flexible grouping to assist me in promoting a positive and productive learning environment. The group setting will allow students to learn how to collaborate to solve problems. Not to mention, the interaction the students will have with each other enhancing their social interaction skills.  The most important step, in my opinion in any lesson plan is closure.  I will recap and go over any doubts a student may have before we leave the class. Also, I will make the connection to what we practiced to the video, manipulative or class work done that day.