Lesson+2



I. **Heading** Jo Cuppy June12, 2010 Algebra, The Fundamental Properties of Rational Expressions 3 Hours

II. **Rationale and Background** Because this section of the textbook applies the operations used with fractions (already a tough area for both native speakers and ELLs) to polynomial expressions, this is a challenging section for all learners. It may be particularly difficult for ELLs, because their background experience in metric equips them to be far better with decimals than with fractions. The terminology involved with the processes, and practicing those processes, becomes even more important. The initial class that this web resource will be aimed at is very culturally diverse; although the ELLs are advanced speakers, they do come from three different countries and bring different expectations with them. Additionally, the native English speakers are a mix of non-traditional students and students who have had very limited success in a traditional educational setting, including one student who may be classified as having a mathematical learning disability. III. Lesson Objectives After observing and interacting with the teacher modeling problem solving in class, and watching and listening to the PowerPoint presentation uploaded to Blackboard (this can be watched as often as necessary), TLW be able to __generalize__ the rules of fractions as applied to known quantities to polynomial expressions with 70% accuracy.

After meeting the above conditions, TLW be able to use the terms factor, simplify, numerator, denominator, polynomial, and variable with 100% accuracy.

IV. **List of Resources** Textbook Blackboard support (shell available, all students added and demonstrated ability to add thread) PowerPoint presentation (at top of this page) V. Cu**rriculum Analysis and Linguistic Analysis** 1. Students will be able to explain __how__ to perform an indicated operation on a polynomial expression (e.g. "remove the factors that make '1' then multiply straight across") 2. Students will be able to explain __why__ the processes are completed in the specific order. (e.g "if you didn't take out the factors that are in common first....") 3. In addition to the above mentioned vocabulary, students will understand and be able to generalize math terms (e.g. "common factors" are "factors that both share together", "they had a lot in common.") VI. **Procedures** A. Introduction and motivation Students are reminded of how to factor polynomials (the lesson that they just completed) and they are reminded of how to work with fractions that have no variables. A review of these skills is completed. B. Lesson Body Side-by-side comparisons of multiplying, dividing, adding and subtracting fractions with known quantities is demonstrated with those operations being performed on polynomial expressions. 1. What do I mean be "common factors make '1'"? Can you give an example of "have in common" used in 'real life'? 2. When you make your life simpler, what do you do? Is "simplifying" in math anything like the term you use when talking about other subjects? After going over several examples in the textbook, answering questions, having students complete problems on their own and in small groups, students will be asked to log onto Blackboard and access the PowerPoint relating to this subject. Under "discussions," they will post a response to the PowerPoint. Did any of the slides make the process more clear? What areas of confusion are still troublesome? Each student will read other student's posts and if they understand something their fellow class-mates do not, they will 'reply' with an explanation. C. Lesson Closure 1. Students who were unable to 'reply' to another student will be asked to create a visualization of their own to help present one aspect of this chapter (students who were able to explain will get credit for that effort) 2. The day prior to the Test date, all students will work together to create a "Notebook" of how-to-solve tips 3. Students will be asked to continue to post sentences that they hear where "math" words are used in everyday language, (e.g. "all things being equal, ...") VII. **Evaluation** A. Students will be assessed formally via a chapter test, in addition they will be assessed informally based both on classroom feedback and Blackboard posting.


 * //Reflection: There are two things that I plan to focus on in the very near future: Discovering how to re-arrange the pages on a wikispace (I could not get Lesson 2 out from under "Resources" on the Left Side menu.) Secondly, I want to convert this PowerPoint to a Youtube video, I have read that it is possible but haven't had time to figure it out yet. I think it would be a lot more accessible as a video.//**