Lesson Plan for

Implementing NETS•S
Template with guiding questions
Teacher(s)
Name Stephanie Walker

Position Mathematics Teacher

School/District LaFayette High School Walker County Schools

Grade
Level(s) 9-10

Content Area Algebra 1

Time line 2 90 minute class periods

Standards
● What do you want students to know and be able to do?
● What knowledge, skills, and strategies do you expect students to gain?
● Are there connections to other curriculum areas and subject area benchmarks?
● Please put a summary of the standards you will be addressing rather than abbreviations and
numbers that indicate which standards were addressed.

A.PAR.6.2 Fluently choose and produce an equivalent form of a quadratic, A.FGR.7.5 Rewrite a quadratic to
Content Standards reveal the max or min., A.FGR.7.8 Write a quadratic in different but equivalent forms
1b proficient in the use of technology, 2b practice responsible use of technology systems, information and software
3a use technology to enhance learning and promote creativity 3b use productivity tools to collaborate in
constructing technology enhanced models or other creative works. 4b. Use a variety of media to communicate
NETS*S Standards: information

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

This unit has been on quadratics. Students have been learning how to factor quadratics. During this lesson
students will show what they have learned about factoring. The first part of this project will consist of students
being given a real world application to solve. Students will solve their problems in groups. Students will then
present their problem to the class. Students can use nearpod, canva, powerpoint, google slides or another
presentation of their choice. Students will also create a video of their presentation. Students can use online
platforms to screen record. Students should be creative and use hashtags, edits, and/or music. Students will
create a QR code to their presentation video to be hung around the room for other students to watch and take
notes.

Essential Questions

● What essential question or learning are you addressing?

● What would students care or want to know about the topic?
● What are some questions to get students thinking about the topic or generate interest about the topic?
● What background or prior knowledge will you expect students to bring to this topic and build on?

Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered
with a simple “yes” or “no” and should have many acceptable answers.

● What is factoring, and why is it an important skill in algebra?

● What are the applications of factoring in real-world problem-solving?
● What methods can we use to factor polynomials?

Assessment

● What will students do or produce to illustrate their learning?

● What can students do to generate new knowledge?
● How will you assess how students are progressing (formative assessment)?
● How will you assess what they produce or do? How will you differentiate products?

You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.

Students will produce a presentation and video of the presentation explaining the solution to their problems to
their classmates. Students will collaborate with their groups to solve the problem and produce the presentation.
Students will be assessed formatively with check-ins that assess the progression of the group's project. The
students will be assessed summatively by their completed project. The projects will be graded by the linked
rubric below. Differentiation will be included by allowing students to pick from different ways to present their
project.
Rubric link

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Resources

● How does technology support student learning?

● What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials,
templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact
with the content?
● What opportunities did you have to collaborate with your students to discover and use new digital
resources to meet their learning goals? (Note: This meets part of ISTE standard 4.2)
● What previous technology skills should students have to complete this project?

This lesson with the use of technology allows students to go from just knowing how to factor to teaching
someone else how to factor. To type equations, students will have to use an equation editor add on. Students
will create a presentation and a recording of the presentation with tools of their choice. Students will have
access to their Chromebooksand TI-84 Graphing Calculators. Students can use Canva, Google Slides,
Powerpoint, or other online platforms to create their presentation. Students can use online screen recorders
such as screencastify, screen-pal, or another of their choosing to record their presentation. Once finished with
the presentation students will create a QR code to their video. These will be printed and placed around the room
for students to watch and take notes as stations. Students have created presentations before and as a results
students chose to use the tools they were already familiar with.

Instructional Plan and Preparation

● What student needs, interests, and prior learning provide a foundation for this lesson?
● How can you find out if students have this foundation?
● What difficulties might students have?

The students need to know how to factor in order for this lesson to be successful. Students have been taught
how to factor and have been assessed in multiple ways prior to this lesson. Students were also given a warm-up
on the day of the lesson to review all factoring methods they have been taught. The warm-up was used to
assess the students' understanding before the lesson. No review was necessary. However, in the future a
review may be necessary before implementing the lesson.

This lesson takes into account the students’ needs and interests as well. Students were given a real-world
application of factoring. This allowed for them to see how factoring can be applied in everyday life. They were
also allowed to choose how to present and be creative in their presentations. They are collaborating with their
groups to create a solution and to present the solution to their classmates.

Some students may have difficulties with getting the signs correct. However, since they were working in groups
this shouldn’t be a setback as they can help each other.

Management-- Describe the classroom management strategies will you use to manage your students and the
use of digital tools and resources.

● How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.)
● What strategies will you use to achieve equitable access to the Internet while completing this lesson?
● Describe what technical issues might arise during the Internet lesson.
● Explain how you worked with students to resolve or trouble-shoot them? (This meets part of ISTE
standard 4.2.)
● Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the
process. Be sure to indicate how you prepared for problems and work through the issues that occurred as
you implemented and even after the lesson was completed.

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Students will be working in assigned small groups to complete the project in my classroom. Computer use will be
monitored through the use of GoGuardian to make sure that students stay on task. I will also be walking around
the room monitoring the groups’ work.

Equitable access is provided to all students through school internet access on school issued Chromebooks. Most
students also have access to the recommended applications on their personal cell phones.

Technical issues that may arise would be dead Chromebooks and an internet outage during my class. I have
multiple outlets in my room so that students can charge their devices. If the internet goes out during our class,
students can plan their presentation on paper or use their cell phones to access the needed apps.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson.

● How will your learning environment support these activities? What is your role? What are the students'
roles in the lesson?
● How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of
Bloom’s Taxonomy?
● How can the technology support your teaching?
● What authentic, relevant, and meaningful learning activities and tasks will your students complete?
● How will they build knowledge and skills?
● How will students use digital tools and resources to communicate and collaborate with each other and
others?
● How will you facilitate the collaboration?

Research-Based Instructional Strategies:

- To teach factoring in a real-world context, I will employ problem-based learning (PBL) techniques.
Students will be presented with authentic problems that require factoring to find solutions.
- Differentiated instruction will be used, catering to various learning styles and abilities within each
group.
- Socratic questioning will be employed to encourage critical thinking during problem-solving.
- Cooperative learning strategies, such as jigsaw or think-pair-share, will promote peer teaching and
collaborative problem-solving.

Learning Environment:
- The learning environment will be designed to facilitate group work, with flexible seating arrangements
to support collaboration.
- Whiteboards, markers, and technology (computers or tablets) will be readily available for
problem-solving and presentation creation.

Teacher's Role:
- I will act as a facilitator, providing guidance, resources, and support as needed.
- I will assess each group's progress, provide feedback, and offer clarification when required.
- I will ensure that the learning environment is inclusive and safe for all students.

Students' Roles:
- In their groups, students will actively engage in problem-solving, applying factoring to real-world
scenarios.

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- They will take on different roles within their groups, such as researcher, presenter, questioner, and
recorder, to encourage varied contributions.
- Students will also serve as both learners and teachers, as they create presentations to teach their
peers.

Higher-Order Thinking:
- To ensure higher-order thinking, I will encourage students to analyze the real-world problem, evaluate
various factoring methods, and creatively develop unique solutions.
- Socratic questioning will be used to challenge students to think critically and justify their approaches.

Technology Support:
- Technology tools like presentation software (e.g., PowerPoint or Google Slides) and video editing
software will support students in creating their digital presentations.
- Learning management systems or collaboration platforms can be used for sharing resources,
communication, and file exchange.

Authentic Learning Activities:

- Students will work on real-world applications of factoring, such as calculating costs, optimizing
production, or solving practical problems.
- They will build knowledge and skills by applying factoring in meaningful contexts.

Digital Collaboration:
- Students will use digital tools to collaborate on their presentations and provide feedback to their
peers.
- A shared online workspace, like Google Drive will facilitate collaboration.

Facilitating Collaboration:
- I will set clear expectations for collaboration and the use of digital tools.
- I will monitor group interactions and provide guidance to ensure equitable participation.
- Peer assessment and group reflection will be encouraged to enhance collaborative skills.

By implementing these strategies and utilizing technology effectively, the lesson will engage students in
authentic, meaningful, and collaborative learning experiences while promoting higher-order thinking
skills.

Differentiation

● How will you differentiate content and process to accommodate various learning styles and abilities?
● How will you help students learn independently and with others?
● How will you provide extensions and opportunities for enrichment?
● What assistive technologies will you need to provide?)

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To differentiate content and process in the factoring lesson and accommodate various learning abilities
and styles, I would implement the following strategies:

1. Differentiated Content:
- Provide students with a range of real-world factoring problems of varying complexity, allowing them
to choose problems that align with their skill levels.
- Offer supplemental resources, such as video tutorials, textbooks, or online articles, for students who
need additional support or more challenging content.

2. Varied Instructional Materials:

- Incorporate a mix of visual aids, hands-on materials, and interactive software to cater to different
learning styles (visual, kinesthetic, auditory).
- Offer options for students to explore factoring through different mediums, like drawing diagrams,
using algebraic equations, or verbal explanations.

3. Flexible Grouping:
- Create groups with a mix of learning abilities to encourage peer teaching and collaborative learning.
This way, stronger students can support those who need extra assistance.

4. Learning Independence:
- Provide clear instructions and resources for students to learn independently, allowing them to
progress at their own pace.
- Encourage self-assessment and reflection, helping students identify their strengths and areas for
improvement.

5. Extensions and Enrichment:

- Offer enrichment activities or challenges for advanced learners, such as exploring more complex
real-world problems that require advanced factoring techniques.
- Assign projects that delve deeper into real-world applications of factoring, encouraging creativity
and problem-solving.

6. Assistive Technologies:
- Use assistive technologies such as speech-to-text software, screen readers, or accessibility tools to
support students with diverse needs.
- Provide additional time for students with learning disabilities or offer alternative ways of
demonstrating understanding, like verbal presentations or concept maps.

By implementing these strategies and technologies, the lesson can be tailored to meet the needs of
students with varying learning abilities and styles, ensuring an inclusive and supportive learning
environment.

Reflection
● Will there be a closing event?
● Will students be asked to reflect upon their work?
● Will students be asked to provide feedback on the assignment itself?

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Also answer the following questions:

● How will you know if the students found the lesson meaningful and worth completing?
● In what ways do you think this lesson will be effective?
● Why do you think this?
● What problems do you anticipate and why?
● How would you design and/or teach this lesson differently if you had more time?
Reflection and Closing Event:
- Yes, there should be a closing event to wrap up the lesson. This will involve each student group presenting their
digital presentations to the class.
- Students will be asked to reflect on their work, both individually and as a group, to consider what they learned
and the challenges they faced during the lesson.
- It's beneficial to ask students for feedback on the assignment itself, as this can provide insights into the
effectiveness of the lesson and areas for improvement.

Assessing the Meaningfulness of the Lesson:

- To determine if students found the lesson meaningful and worth completing, I willconduct discussions to gather
their feedback.
- Analyze their engagement levels, the quality of their digital presentations, and their ability to apply factoring in
real-world scenarios.

Effectiveness of the Lesson:

- This lesson was effective because it combines real-world applications, collaborative learning, and technology
integration, making it engaging and relevant to students.
- It promotes critical thinking and problem-solving skills while allowing students to teach and learn from their
peers, which aligns with effective pedagogical practices.

Anticipated Problems:
- Potential challenges may include varying levels of technology proficiency among students, unequal group
participation, or difficulty in managing group dynamics.
- Some students might struggle with the real-world context of factoring problems.

Designing for More Time:

If more time were available, the lesson could be extended to:
- Allow for more in-depth exploration of real-world applications and factoring techniques.
- Include additional opportunities for practice and reinforcement.
- Foster longer-term projects or research assignments related to factoring in different fields, deepening students'
understanding.

The key to success in this lesson is maintaining a balance between the depth of content, the meaningfulness of
the real-world applications, and the engagement of students through technology and collaboration. Adapting to
students' feedback and addressing anticipated problems can further enhance the effectiveness of the lesson.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

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Reflecting on the implementation of this factoring lesson, several key points come to mind. Firstly, it's essential to
acknowledge that every group of students is unique, and their learning experiences may vary. Flexibility is crucial
in adapting the lesson to the specific needs and dynamics of your class.

One valuable lesson learned is the importance of providing clear guidelines and expectations for group work. This
helps in ensuring that all students are actively engaged and contributing to the project. Additionally, it's critical to
monitor group interactions closely to address any issues that may arise, such as unequal participation or conflicts.

Another important aspect is to foster a supportive and inclusive learning environment. Encouraging peer teaching
and collaboration can empower students to take ownership of their learning and develop a deeper understanding
of the subject matter. The use of technology, while beneficial, may require some students to receive extra support
or training to ensure they can effectively utilize digital tools.

I would advise other educators to consider the following when implementing a similar lesson:

1. Understand your students: Get to know your students' learning styles, strengths, and weaknesses. This will
help you tailor the lesson to their needs.

2. Group dynamics: Pay attention to how you form groups. Consider a mix of abilities and personalities to
encourage a positive learning experience.

3. Clear expectations: Set clear guidelines for collaboration, assessment criteria, and deadlines to minimize
confusion and promote accountability.

4. Feedback: Regularly solicit feedback from students during and after the lesson to make necessary adjustments
for future iterations.

5. Embrace technology: Integrate technology thoughtfully, ensuring it enhances learning rather than causing
distractions.

6. Real-world relevance: Continually emphasize the real-world applications of the lesson to motivate and engage
students.

7. If students are not familiar with the technology, teach them how to use the technology before assigning the
project.

In conclusion, implementing this factoring lesson is a valuable opportunity for students to apply their math skills to
practical scenarios and enhance their critical thinking and problem-solving abilities. The journey might have its
challenges, but with proper planning, adaptability, and a focus on student growth, this lesson can be a rewarding
and effective educational experience.

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