CEP Lesson Plan Form

Teacher: Kendra Gardner Date: 9/21/2017

School: Rocky Mountain High School Grade Level: 9-12 Content Area: Algebra 2

Title: Completing the Square Activity Lesson #: 1 of 2

Lesson Idea/Topic and I will be teaching a mini-lesson of completing the square with the
Rational/Relevance: What are students. Completing the square is one of the many techniques the
you going to teach and why is students will learn throughout the quadratic unit. They have learned
this lesson of importance to to factor and graph quadratics. They have found how to find the
your students? How is it
vertex with the formula = 2. Now they will be able to complete
relevant to students of this age
the square to find the vertex and solve for x with algebra tiles.
and background? Why are you
teaching this lesson now (what
came before/what will come
after)? What teaching
methods/strategies will you use
and why?

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard 2.3b- Write expressions in equivalent forms to solve problems. (CCSS: A-SSE) i. Choose and produce an
equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
(CCSS: A-SSE.3) 1. Factor a quadratic expression to reveal the zeros of the function it defines. (CCSS: A-SSE.3a) 2.
Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
(CCSS: A-SSE.3b)

Understandings: (Big Ideas)

Look for perfect squares. Find the vertex of a parabola by completing the square. Find zeros when functions cant be
factored.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions
from standard)

What would some advantages to knowing a variety of ways to solve and graph quadratic functions be?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: Solve for zeros and the vertex by Completing the Square.

This means: The students will be able to find the vertex in another way besides using = 2 . By using algebra tiles,
at least 75% will learn to complete the square and find the vertex.

List of Assessments: (Note whether the assessment is formative or summative)

Summative- Completing the square activity and mini exit ticket.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Completing the Square with Algebra Tiles
Should be a creative title - Think of the
purpose as the mini-rationale
Approx. Time and Materials ~20 minutes. Square manipulatives and worksheet.
How long do you expect the activity to last
and what materials will you need?
Anticipatory Set How would you factor this equation: 2 + 6 + 1?
The hook to grab students attention. To
put students into a receptive frame of mind. Let them try to factor with the methods theyve been taught over the past week. This
To focus student attention on the will show them that sometimes factoring will not work when trying to solve for x.
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your students The strategy I intend to use is discovery.
in thinking during the Anticipatory Set? I am using this strategy here because: it allows them to see that some quadratic
Why are you using it at this point in your expressions cant be factored.
lesson?
Procedures Teacher Actions Student Actions
(Include a play-by-play
Indicate whether each is: account of what Show one guided example as a class for each Have them follow along with
-teacher input
students and teacher will do from the minute scenario. their partner.
-modeling Allow them to work in pairs/groups to solve similar Have them work with partner to
they arrive to the minute they leave your
-questioning strategies
classroom. Indicate the length of each question and grasp the question. let them discover the
-guided/unguided:-whole-class practice, group
segment of the lesson
practice, individual practice,incheck
minutes. Indicate
for understanding,
completing the square
other process.

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CEP Lesson Plan Form
How do you intend to engage your students
in thinking during the PROCEDURE?
Why are you using it at this point in your
lesson?
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things together
in their own minds, to make sense out of
what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure
is used:
To cue students to the fact that they
have arrived at an important point in
the lesson or the end of a lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your students
in thinking during CLOSURE?
Why are you using it at this point in your
lesson?
Differentiation:
Differentiation should be
embedded throughout your whole
lesson!!
This is to make sure you have met
the needs of your students on IEPS
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The strategy I intend to use is algebra tiles.
I am using this strategy here because: its something different they havent seen
before. It also allows them to have a visual and why completing the square works.
Throughout the lesson I hope to ask the class thought provoking questions to keep
them on track. Some of them include asking them:
Do you notice anything in common about the b term and the term that
completes the square?
Ask them what form completing the square is in.
Have them check their answer by redistributing and combining like terms to
make sure their new equation matches the old one.
At the end ask them how they could solve for x to show that besides vertex
form, completing the square can provide the x values as well.
The strategy I intend to use is an exit ticket.
I am using this strategy here because: I would like to see what they learned and if they
understand the concept.
I will be providing visual examples on the smart board while I walk them through the
process. Having manipulatives is another form of differentiation to show them a visual
example. I will also go around and answer any questions while I give them time to
solve a problem with their partner.
To help a student in which this activity may be too advanced, I would give them
simpler problems or see if they could just complete the square by finding perfect
square trinomials.
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CEP Lesson Plan Form

or 504 To help a student in which the activity may be too easy for, I would ask them to solve
To modify: If the activity is too advanced for the problem without using the manipulatives or give them more complicated
a child, how will you modify it so that they examples. ie. What if a>1 or negative.
can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop their
emerging skills?
Assessment Reflection: (data
I will provide an exit ticket that consists of 1 problem in which theyll have to
analysis) complete the square. Ill ask them to draw out their completing the square method so
How will you know if students met the
I can see their thinking.
learning targets? Write a description of what
you were looking for in each assessment.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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