Lesson 8

Content Standards;
CCSS 2.3.b: Write expressions in equivalent forms to solve problems
CCSS 2.3.f: Rewrite rational expressions.
CCSS 2.3.g: Rewrite simple rational expressions in different forms.

Learning Target;
I can demonstrate my understanding of the topics of Equivalent Forms, Solving
Equations, and Rational Expressions through participation and progress through the
pathways activity.

Vocabulary to Know;
Equivalent, Distribution, Expansion, Factoring, Simplification, Exponent and Root
Simplification, Binomial Expansion, Difference of Squares, System, Variable,
Coefficient, Constant, Term, Expression, Equation, Function, Substitution, Rational
Expressions, Giant One

Materials;
QR Code Papers
Students will need iPads

Preparatory Set (5 min);

Have teams for students on the board for them to organize into when they first get
into the classroom.

Lecture/Group Guided Lesson (40 min);

Students will be split up into 4-5 groups (recommend 3-4 people in a group). Each
group will start on 1 of 5 different pathways and be given a card with a QR code on
it to start off their pathway. The answer to the problem embedded in the QR code
will lead them to their next card which will have the next problem in a QR code at
the bottom. This will continue through each pathway until the group reaches the
end. Given enough time, groups should then start on a different pathway.

35 minutes activity, 5 minutes close out activity

Close Out/Assign Homework (7 min);

Give students ticket out the door in the form of a 3-2-1 reflection
3 activities that you liked or disliked
2 things that you learned
1 question that you still have

Announcements:
Homework will be turned in tomorrow so that questions can be answered on it as
well as the review.
First half of tomorrow will be questions; second half will begin the test.
Remember that one page of notes is allowed on the test.

Reflection;
This activity took a lot of leg work to put together, but it was completely worth it.
Getting the students up and moving around and incorporating technology and a
sense of competition was very beneficial to the type of work that was going on.
Students enjoyed looking around for their next challenge and thinking about solving
problems as a means to get to the next step and eventually the end of the pathway.
If I were to do this activity again, I would come up with some concrete reward for
finishing a pathway and for the group that finishes the most of them. I do not think
students need physical rewards all of the time, but because this was a review
activity of the entire unit, it would have been a good place to do a reward system.