ED 285 Lesson Plan Template

Name: Thea Patterson Date Submitted:

Projected date to teach: 11/28/16

Title of Lesson: D3C0D3 Content Area for Lesson: Math

Length of lesson: 1 Class period Grade Level: Algebra 1 Honors,

(i.e. 57 minutes) Sophomores

Content: Matrix Multiplication. This Routine/Strategy used:

lesson will be used as a refresher Connect-Extend-Challenge
after Thanksgiving Break. It is a
fun, interactive way to use matrix
multiplication to decode messages.

Literacy component: This lesson Disciplinary Literacy: This lesson is

involves writing, visually
representing thinking, and
decoding.
showing students a very real way matrices
have been used in the past as well as
different ways we are applying it to our
future (i.e. decoding messages, passwords,
etc.).

Context of lesson: This lesson is
coming after the students have
taken the test on matrices the
Lesson creation: This lesson was created
in conjunction with myself and Mr. Nate
VanPutten (my mentor teacher). It is based
on a lesson and prezi presentation given by
Professor Vicki Lynn Holmes.

Core Components

Audience: This lesson will be given to two different sections of Algebra 1 honors.
Both periods have similar approximate demographics. 72% of students are white,
13% are Asian Americans, 7% are African American, and 8% of students come from
other backgrounds. In these classes, 65% of students are female and 35% are male.
These classes are 30 and 31 students respectively. To my knowledge, none of the
students have IEPs or special needs within the classroom.
Learning Objectives:
Through this activity, students will review and apply matrices to represent and
manipulate data in real life situations.
After this activity, students will be able to apply matrices to real life examples.

Common Core or other State Standard(s): Through this lesson, I will fulfill these
Michigan State Standards listed below.
Perform operations on matrices and use matrices in application.
(+) Use matrices to represent and manipulate data, e.g., to represent payoffs or
incidence relationships in a network.
(+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the
payoffs in a game are doubled.
(+) Add, subtract, and multiply matrices of appropriate dimensions.
(+) Understand that, unlike multiplication of numbers, matrix multiplication for square
matrices is not a commutative operation, but still satis es the associative and
distributive properties.
(+) Understand that the zero and identity matrices play a role in matrix addition and
multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a
square matrix is nonzero if and only if the matrix has a multiplicative inverse.

Assumptions that you have regarding your students prior knowledge or

understanding regarding the content of your lesson and the use of your
strategy/routine: Since they have studied this material and taken a test on it, I am
assuming that the students will know, remember, and apply the rules of matrix
multiplication, as well as the tips they have learned from previous lessons. Although I
think that these students have encountered this strategy, I dont know if they would
ever know it by name.

Accommodations/Modifications:
Student Needs How I will address the Need

A student forgets matrix rules The videos from the previous section
will still be available for review.
Students will also have a note packet
they can refer back to as well.

A student forgets his/her calculator Wolfram-Alpha will be made available

to students to use their
matrix-multiplication calculator.
Assessment (formative and summative):I will formally assess students when the
students decode the message. If they have done the problem wrong, they will know
since they will not get a coherent messages. Additionally, many times throughout the
class period, I will ask what they got for a specific question. This will only be done
after I have walked around and noticed that everyone is done with that specific
problems.
The summative assessment of this material will have taken place the week prior with
a test on matrice applications.

Use of technology AND how it contributes to effective instruction: To ease the

matrix multiplication, students will be able to to use their calculators. Even though
students will learn matrix multiplication, using the calculator will speed along the
process. Also, matrix multiplication for matrices with dimensions higher than 2 is
impossible to do without a calculator.

Materials/Resources used: For this lesson, I will need the worksheet (with the
answers). The students will need a graphing calculator and the worksheet.

Classroom Management strategies used/planned: Because of the nature of this

exercise and the fact that they are working in pairs, the Rally Coach strategy will be
used. With this strategy, one student completes the problem while the other
encourages that student. Additionally, the encouraging student checks the work of the
first student. The students then switch roles with each problem. It it interesting how
this inevitably happens without prompt in this classroom. Since they are honors
students not only do they hope for the best of each other, but they also encourage
each other.
Throughout the lesson, I (and my mentor teacher) will be walking around to check for
correct phrases and correct application of matrices.

Description of Handouts/Supplementary Material included with this lesson: The

handout will consist of a brief description of cryptograms, where they were used, how
we can use them today. Then, each problem will consist of a decoding matrix, a string
of numbers, an area to write their work, and an answer blank.

Overview of lesson with approximate times for each process component:

Orientation (with expected length): The lesson will begin with a quick review of
matrices. This will be done as a whole class by asking leading questions and waiting
for a shoutout answer. (This is the normal way the classroom is run.) This will take
approximately 7 minutes.
Lesson Sequence (with expected length, with bullet points for each step in the
sequence):
First students will organize into groups of two.
Students will receive their worksheet.
Students will work through the worksheet.
This will take the majority of class time, 40-45 minutes.
Closing of Lesson, to include Transition to next part of student day (with
expected length): To end the lesson, we will talk through the answers and other ways
that matrices can be used for decoding. I am allotting 5 minutes for this, usually the
five minutes they are talking or packing up anyway.

Process Components (detailed description of each part of the lesson)

Orientation: I anticipate that this day, it will be a little harder to get everyones
attention and focus since it is right after the break.The lesson will begin with a quick
welcome back to the students and then a brief review of matrices. This will be done
as a whole class by asking leading questions and waiting for a shoutout answer.
Some of the questions I will ask will be:
How do the dimensions of matrices correspond to rows and columns of the
matrix
When can we add two matrices together
When can we multiply two matrices together

While passing out the worksheets, I will explain the objectives of the lesson and the
purpose of the worksheet.
Approximate time required: 7 minutes

Steps in Lesson Sequence:

First students will organize into groups of two. This will require minimum time,
since they sit at desks of two. Some people might need to be moved since they
sit alone at a desk. (I also believe this is the first day in new seats, so this
activity will help them become more comfortable with their deskmate.)
Students will receive their worksheet. Again, this will take minimal time.
Students will work through the worksheet. Each problem is going to consist of
a string of numbers, a decoder matrix, a place for work, and a place for their
answer. Students will have to take the string of numbers and develop 1x2
matrices. They will then multiply these matrices with the decoder matrices to
get a number that corresponds to a letter. The letters will then be arranged to
 create a phrase.
Since I will be circulating the classroom, when students get off task, I
will be there to encourage them to focus back on the worksheet.
Additionally, since this is an honors class and this worksheet is a grade,
they take it very serious and use the class time to finish it.

Approximate time required: 40-45 minutes

Closing of Lesson: To end the lesson, as a class, we will review the uses, rules,
and consequences for matrix multiplication and using matrices to manipulate real
world data. To do this, we will talk about how they manipulated the matrices and how
they could tell that their multiplication was correct or incorrect. When they were
incorrect, how did they figure out the correct way to do the problem. What were
common mistakes? How do we remember those rules?
Approximate time required: 5 minutes

Bloom Levels / Depth of Knowledge / Thinking Routines employed in this

lesson: During this lesson, students will be asked to remember previous knowledge,
use this knowledge to create matrices, apply the rules of matrix multiplication to a
problem, and evaluate if they did the problem correctly based on the letter they get.

These touch on these levels of Blooms Levels of knowledge: remembering,

understanding, applying, analyzing, and evaluating.

When talking about Webbs Depth of Knowledge, this lesson corresponds to recall
and reproduction, skill/concept, and strategic thinking.

Checking for Understanding: The nice thing about this lesson is that students can
check their answers themselves. If they dont get the correct letters, they wont get the
correct answer. However, to check for understanding, I will ask how a student got an
answer, if there are other ways to structure the matrices, and why a 1x2 matrix is the
simplest matrix to start with.

Additional Comments (Optionalthis space included only if you have

additional information you wish to provide):