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General Educator: Teacher 1 Special Service Provider: Teacher 2 Co-Teaching Lesson Plan Subject Area: Algebra Grade level: 9th Content Standard: MA 9.2.7 Lesson Objective: Students will to able to find greatest common factor (GCF) Essential Questions: What is Greatest Common Factor, How do you find it in the problem? Key Vocabulary: greatest common factor, fractions Pre-Assessment: day before introduce GCF concept and see who already knows it Materials: task cards, paper, pencil, poster paper Lesson Co-teaching Approach Time General Education Teacher Special Service Provider (can select more than one) Beginning: (may include: Opening; Warm Up; Review; Anticipatory Set) One Teach, One Support Parallel Alternative Station Team 5 min Warm-up (3 problems on identifying factors) Take roll Divide the students into 3 groups randomly by pulling sticks with kids’ names on them Write a definition of GCF on the board. Provide several examples. Considerations (may include adaptations, differentiation, accommodation, or student- specific needs). Explain GCF to Brandon, Ashley, Vicki individually day before General Educator: Teacher 1 Special Service Provider: Teacher 2 Middle: (may include: Instruction; Checking for Understanding; Independent or Group Practice) One Teach, One Support Parallel Alternative Station Team 40 min Teacher 1 will give each station a task card. Teacher (15 min 2 will move between per Stations 1 & 2 station Task card #1: Using poster with 3 paper, write a step-by- step min guide to find the GCF of 50 transitio and 120. (Include both the ns) example and words to describe each step). End: (may include: Closing, Assessments, Extension of the Lesson) One Teach, 5 min One Support Parallel Alternative Station Team Teacher 2 will stay with Station 3. Task card (Station) #3: Act out this scene. The number 50 wants to marry the number 120. 50’s mom thinks that her daughter has nothing in common with that crazy Task card (Station) #2: boy, number 120. They Using poster paper, show all go on Jerry Springer how you find the GCF of 50 /Oprah/Sally to work it and 120 using prime out. The wise Dr. factorization. Do not use Numbers will be there to words- use pictures, help. symbols, and numbers only. Provide each student with one problem related to GCF and have them complete it and turn it in as their “ticket out the door” Provide students with the piece of paper with the problem on it Have Brandon in same group with Chloe and Veronica. He can be timer for entire activity. Groups will only go through 2 of the 3 stations today. Tomorrow they will start in the station they didn’t complete today. Differentiate the problems on the paper (e.g., Brandon’s is “which number is greater – 3 or 6?” whereas Brenda’s is an application problem of GCF)