EDUC 201 Lesson Plan

Name: Tony Arcos

Date: April 7, 2015

Lesson Title: An Introduction to the Matrix

Subject: Math/Pre-Calculus

Age or Grade Level: 11th grade

Number of Students Involved in Lesson: 20

Time Frame: 10:00-10:20 AM

Learning Central Focus

Central Focus
The central focus of this lesson is to understand the concept behind using a
What is the central focus for the content in the learning segment? matrix.
Common Core State Standards
Solving systems of equations
What standard(s) are most relevant to the learning goals?
CCSS.MATH.CONTENT.HSA.REI.C.5
Prove that, given a system of two equations in two variables, replacing one
equation by the sum of that equation and a multiple of the other produces a
system with the same solutions.

Student Learning Objective(s)

Academic Content and Language (if applicable)
Skills
What are the specific learning goal(s) for students in this lesson?

Prior Academic Knowledge, Conceptions and Requisite Skills

What knowledge, skills, and concepts must students already
know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these
students have that are necessary to support the learning of the
skills and concepts for this lesson?

CCSS.MATH.CONTENT.HSA.REI.C.6
Solve systems of linear equations exactly and approximately (e.g., with
graphs), focusing on pairs of linear equations in two variable.
Use the matrix to solve systems of equations.

1) Recall how to solve systems of equations.

2) Given the definition of a matrix, understand the familiarity of using one to
solving systems of equations.
3) Recognize how a matrix can be applied to a real life situation.
Students must have a basic idea on how to solve systems of equations via
substitution, elimination, and rearrangement.

For the sake of this lesson, students prior knowledge regarding the methods of
elimination and rearrangement are necessary to support the learning of the
skills and concepts.

Instructional Strategies and Learning Tasks

Description of what will you be doing and/or what the students will be doing.

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s).

Type of assessment
(Formative/Summative
or Informal/Formal)

Description of assessment progress monitoring

Formative

Handout progress checked via walking around room

Modifications to the
assessment so that all
students could demonstrate
their learning.

Evaluation Criteria What

evidence of student learning
(related to the learning objectives
and central focus) does the
assessment provide?
Understanding the concepts of
elimination and rearrangement and
connecting them with matrices.

Receiving student input in problems setup to be

Informal
walkthroughs
Differentiation/Planned Support
Whole Class: Continuously offer support to help students grasp the concepts.
How will you provide student access
to learning based on individual needs?

Group of students with similar needs: Reveal the answer on the slideshow for self-assessment.
Individual students: Think/Pair/Share in order to gain multiple perspectives on particular problems
Students with IEPs or 504 plans: N/A

Academic Language Demand(s) Math Specific Language:

What academic language (vocabulary) do students need to support
Elimination, rearrangement, coefficients, and like-terms are the main
learning of the learning objectives for this lesson?
vocabulary students need to support learning.
What specific way(s) will students need to use language (reading,
Brief reading will be done from the PowerPoint and handout. Some
writing, listening and/or speaking) to participate in learning tasks and
writing will be done on the handout. The students will be listening to the
demonstrate their learning for this lesson?
instructor use the vocabulary extensively. Students speaking aloud
during participation need only grasp concepts of steps (ie flip those two
in place of rearrangement and cancel that out in place of elimination).
Materials
PC with spare USB slots
What materials does the teacher need for this lesson?
Projector
USB Flash Drive containing the PowerPoint with Lesson
Supplementary handouts with some to spare
Whiteboard + Markers + Eraser
Wireless Mouse

 Clock
Confidence!
What materials do the students need for this lesson?
Writing Utensil
Anticipatory Set
Start off with steamy excitement. It happened to be Spring Break just beforehand.
1 minute
I hope everyone had a good Spring Break. Today, we will be learning a new concept using an old
How will you start the lesson to engage
concept that we learned in the past
and motivate students in learning?
Instruction
1) Review the concepts of substitution, elimination, and rearrangement
18 minutes
a) Explain how each apply to a particular problem
How will you determine if students are
meeting the intended learning objectives?
What will you do to engage students in
developing understanding of the lesson
objective(s)
How will you link the new content (skills
and concepts) to students prior academic
learning and their personal/cultural and
community assets?
What will you say and do? What questions
will you ask?

2) Emphasize the focus on elimination and rearrangement

a) Have students work on a problem on the supplemental handout
b) Be observant and open to students struggling with the problem
c) Think/Pair/Share to get a more common ground
3) Explain that the solution may be written differently, but check for understanding as it crucial
a) Walkthrough the problem with the aim of trying to reach a different, but equal solution
b) Share with the students a few observations of what remained unchanged from start to finish
4) Bring on the matrix
a) Have students guide the instructor on what was done in a particular process using a matrix
5) Explain that a matrix is not limited to systems of two equations
a) Have students work on a problem for a few moments
b) Intervene and ask for guidance from the students to solve the problem one step at a time

What will students do?

Closure
1 minute
How will you end the lesson?

6) Show an example of where a matrix can be applied to

a) Have students read it and ask for which pieces can be made into equations
End it like any other dayrevealing a new beginning.
Thats it for today. For tomorrow, we will go more in depth with vocabulary and see instances of
when a matrix can have many solutions or no solutions at all