CEP Lesson Plan Form

Teacher: Rivers Morgan Date: 09/26/2023

School: Rocky Mountain High School Grade Level: 9/10/11/12 Content Area: Algebra 2

Title: Systems of non-linear equations Lesson #:_1_ of _1_

Identify which part of the lesson meets 1 or more of the 4 part Mission of the National Network for
Educational Renewal (Equal Access and Excellence, Stewardship, Nurturing Pedagogy and
Enculturation.): What are you and your students doing today to advance the 4-Part Mission? Does this
lesson connect to one or more parts of the Mission? Please briefly explain.

Equal Access- This equal access and this worked with the content needed. Since all of the students are
supplied laptops then the calculators and the slides are accessible for all of the students and the supplies
are also given in class!

Enculturation- I was able to use and establish the same rules as the home teacher. This seemed to work
because they stayed engaged and collaborated.

Lesson Idea/Topic and Rational/Relevance: Today I taught systems of non-linear equations. This
What are you going to teach and why is this topic is seen in many different applications and
lesson important to these students? What workplaces. These can be seen in population growth,
has already happened in this classroom nervous systems, cryptography, etc. So, it is very
surrounding the subject you will be relevant in fundamental sciences and needed in many
teaching? What do students already know? places. When talking about this topic, tying into the
Why are you going to teach this topic now things that may interest them will bring them in!
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?

What is the key vocabulary necessary for Linear lines- y=mx+b

students to know in order to learn the
material? Quadratics- y=ax^2+bx+c

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

(CCSS: HS.A-REI.C.7)

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CEP Lesson Plan Form

Understandings: (Big Ideas)-(Learning Target)

I can use substitution and graphing to solve for the two points of intersection of a non-linear system of
equations.

Democracy and 21st Century Skills: Pulling former skills.

Understandings: (Big Ideas) (Learning Target)

Being able to pull from previous models to formulate new ideas and push the limits of the current
concepts.

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

How is the solution to a system of equations related to the graph of the system? What if the system has
no solution? What if the system has infinitely many solutions?

Two lines may intersect in zero, one, or infinitely many points. How many intersections may there be
between a line and the graph of a quadratic equation?

Evidence Outcomes: (Learning Targets) AND (Success Criteria) Next to each Learning Target OR
Objectives, state how you are addressing literacy AND numeracy within this lesson.

I can: Solve a simple system consisting of a linear equation and a quadratic equation in two variables
algebraically and graphically.

This means: I will understand how substitution works with specific variables and how the intersections
come about. I will also understand how to explain the system and its solutions projected to a graph.

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

Formative: Asking for questions that they have and using a 1-5 scale on how they feel.

Summative: Homework quiz the following day

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Systems of non-linear equations
Should be a creative title for you and the students to The goal of this lesson is to show students how to solve a system of equations, using
associate with the activity. Think of the purpose as substitution and graphing to find the two intersection points of the graphs.
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what Approx. time will be about 40 minutes. No materials.
materials will you need?
Anticipatory Set My anticipatory set is going to be on slide one where I speak about the applications of
The “hook” to grab students’ attention. These are these systems. If I can speak about where these systems can be found, then students
actions and statements by the teacher to relate the may connect to the content. This is because students then can make connections to a
experiences of the students to the objectives of the topic or space that they find interesting.
lesson, To put students into a receptive frame of
mind.
 To focus student attention on the 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 in
thinking during the Anticipatory Set? The strategy I intend to use is connection to application.

Why are you using it at this point in your lesson? I am using this strategy here because: connecting to something that students find
interesting will draw them into the content that you are showing them.

Procedures Step one: I speak about the applications and where they lie in these topics.
(Include a play-by-play account of what students and Step two: I start with showing how to solve a system using graphing. Letting them yell out
teacher will do from the minute they arrive to the answers instead of hand raising.
minute they leave your classroom. Indicate the Step three: I then show how to use substitution using the same strategy above.
length of each segment of the lesson. List actual Step four: I set them loose to work alone or with a group to then try a practice problem.

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CEP Lesson Plan Form

minutes.) Step five: After that I bring their attention to go over the practice problem.
Indicate whether each is: Step 6: I then will bring a no solution problem to their attention and show them why it
-teacher input does not work.
-modeling Step 7: Set them loose for the rest of class to work on their homework and worksheets.
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
How do you intend to engage your students in
thinking during the PROCEDURE? The strategy I intend to use is show then try.

Why are you using it at this point in your lesson? I am using this strategy here because: If a student is shown how to do the problem and
then released to try on their own, it gives the student the opportunity to ask questions
and collaborate.

Closure To conclude my presentation, I will ask what burning questions the students may have.
Those actions or statements by a teacher that are Asking what questions, they may have will not give yes or no answers and students will
designed to bring a lesson presentation to an be more likely to ask a question. After that I will let students know that if they feel they
appropriate conclusion. Used to help students bring need more info about the applications or help on the content, they can ask me for
things together in their own minds, to make sense anything they need. I then will set them loose to go work.
out of what has just been taught. “Any Questions?
No. OK, let’s 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? The strategy I intend to use is open minded time.

Why are you using it at this point in your lesson?

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CEP Lesson Plan Form

I am using this strategy here because: it gives the students the opportunity to ask any
burning questions or dive deeper into the topic they find interesting.

I used visuals of graphs to describe the same process as algebra. Using the
Differentiation: two different strategies helps with visual learners and helps those who love
Differentiation should be embedded the algebra see the deeper meaning of what is going on. Also, during the
throughout your whole lesson!! work time, I gave options to do work in any way that the student would
This is to make sure you have met the want to do.
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they 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 analysis)
How will you know if students met the learning I will know if the students are learning the content based on how the homework quiz
targets? Write a description of what you were went the next morning as that is a short and thorough way of assessing them.
looking for in each assessment.

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CEP Lesson Plan Form

Post Lesson Reflection

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

Based on the homework quizzes the day after, most of the students did very well and
understood the content! This means that it had got across to the students and the
lecture worked!

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
When I do this lesson again, I will want to keep in mind the timing of my lesson. I had
run out of time at the end and didn’t leave an efficient amount of time for them to work
on their homework. So, I will have to make sure I keep in mind the timing of my lesson.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
I envision that the content was clear and the process and great connections. So, in the
next lesson I will have to make sure we do a small reminder recap of the system so the
idea sticks in the mind of the student. I can do this by using key words so they can
connect the problem with the key ideas!

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