TEACHER Jennifer Johnson	DATE Tuesday, September 28, 2004
TITLE OF LESSON Addition, Subtraction, and Scalar Multiplicaiton of Matrices	GRADE LEVEL 11^th Grade
CLASS 11^th Grade Honors Algebra II	UNIT TOPIC Matrices

OBJECTIVES AND STANDARDS:

North Carolina Standard Course of Study

COMPETENCY GOAL 1: The learner will perform operations with complex numbers, matrices, and polynomials.

1.04 Operate with matrices to model and solve problems.

COMPETENCY GOAL 2: The learner will use relations and functions to solve problems.

2.10 Use systems of two or more equations or inequalities to model and solve problems; justify result. Solve using tables, graphs, matrix operations, and algebraic properties.

Behavioral Objectives

1. Students, on an individual basis, will be given a bell ringer quiz and will be able to complete the quiz with at least 85% accuracy.

2. Students, on an individual basis, given a worksheet on addition and subtraction of matrices will be able to complete it with 90% accuracy.

3. Students, in groups of three, will be able to complete a worksheet on scalar multiplication of matrices with 95% accuracy.

INSTRUCTIONAL MATERIALS AND RESOURCES

Materials Utilized for this lesson:

Ø Paper and pencil

Ø Worksheets from the teacher

Technology Utilized for this lesson:

Ø TI-83 or TI-83 Plus Graphing Calculator to be given out by the teacher if the students do not have a personal one

Provisions for Learners with Special Needs

This class consists of Honor students, which are known as the top of their class. The only concern I have is that a child in this class should have been put in the academic class but only took the Honors course for a GPA booster. If I do have students such as this, I will have to modify my lesson to accommodate them with more time on some of the activities.

ENVIROMENTAL FACTORS

What student groups will be used?

Ø Students will be grouped based upon the students’ own choice. Since this is an Honors class, I will tend to let them make their own choices when it comes to choosing groups to work in.

Changes to the Classroom:

Ø No changes will be made to the classroom.

ASSESSMENT ACTIVITIES

To assess the understanding of objective 1, the following grading rubric will be used:

	25 points	19 points	13 points	0 points	Totals
Assignment Completeness	All problems completed or attempted	70% of problems completed or attempted	40% of problems completed or attempted	No problems attempted or completed	___/25
Accuracy	All problems are correct	70% of problems correct	40% of problems correct	No problems are correct	___/25
Legibility	Very neat and organized	Half way recognizable	Unreadable to the teacher	Did not write anything at all	___/25
Show Work	All problems have work shown	70% of problems have work shown	40% of problems have work shown	Did not show any work at all	___/25
					____/100

To assess the understanding of objective 2, the following grading rubric will be used:

	25 points	19 points	13 points	0 points	Totals
Assignment Completeness	All problems completed or attempted	70% of problems completed or attempted	40% of problems completed or attempted	No problems attempted or completed	___/25
Accuracy	All problems are correct	70% of problems correct	40% of problems correct	No problems are correct	___/25
Legibility	Very neat and organized	Half way recognizable	Unreadable to the teacher	Did not write anything at all	___/25
Show Work	All problems have work shown	70% of problems have work shown	40% of problems have work shown	Did not show any work at all	___/25
					____/100

If the student completes all four boxes in the 20 points column then they will receive a 100 for that class work grade. The lowest grade that can be received is a zero for doing nothing at all.

To assess the understanding of objective 3, the following grading rubric will be used:

	20 points	14 points	9 points	0 points	Totals
Assignment Completeness	All problems completed or attempted	70% of problems completed or attempted	40% of problems completed or attempted	No problems attempted or completed	___/20
Accuracy	All problems are correct	70% of problems correct	40% of problems correct	No problems are correct	___/20
Legibility	Very neat and organized	Half way recognizable	Unreadable to the teacher	Did not write anything at all	___/20
Show Work	All problems have work shown	70% of problems have work shown	40% of problems have work shown	Did not show any work at all	___/20
Group Participation	Contributed to the group			Copied Group’s Work	___/20
					____/100

If the student completes all four boxes in the 25 points column then they will receive a 100 for that class work grade. The lowest grade that can be received is a zero for doing nothing at all.

LESSON PLAN OUTLINE:

Pacing Guide:

Introduction and teacher presentation	15 minutes
Individual work with adding and subtracting matrices	20 minutes
Teacher presentation	10 minutes
Class work in groups with scalar multiplication	30 minutes
Closing Activity	15 minutes

Introductory Activities: (15 Minutes)

· Quiz on yesterday’s lesson (9 problems)

· Discussion on adding and subtracting numbers like they did in Algebra I

· Discussion on how to add and subtract matrices and make sure the students understand the similarities between the two.

Developmental Activities:

· After I have gone over what they need to know about adding and subtracting matrices, I will give the students a worksheet that gives them a little individual practice. This will be taken up as a grade (20 minutes).

· After they have finished and turned in the worksheet we will move on to a little scalar multiplication. I will recall how they used distributive property in Algebra I and how they had to distribute the number on the outside to every term within the parenthesis which is the same as scalar multiplication. The only difference is that you have to distribute the number on the outside (scalar) through each entry in the matrix (10 minutes).

· Next, the students would get back into their groups from yesterday, or their choosing, and do a worksheet on scalar multiplication. Each student would have to complete the worksheet on their own paper and then one student would have to rewrite the answers on another sheet of paper to hand into me for a grade (30 minutes).

Closing Activity: (15 minutes)

Take up the class work. Show the students how to enter, add, subtract, scalar multiply matrices using the graphing calculator. The homework for that night would be to go home and try the even problems of both worksheets using the calculator, so they will be prepared for their Bell Ringer Quiz for the next day of class. Write in daily journal.

Bell Ringer Quiz

Name ________________________ Date _________________

Match the vocabulary word to the definition:

Dimensions matrices that have the same dimensions and

equal entries in corresponding positions

Matrix number m of rows of a matrix by the number

n of columns of a matrix, written m x n

Equal Matrices the numbers in a matrix

Entries A rectangular arrangement of

numbers in rows and columns

Worksheet on Adding and Subtracting Matrices for Individual Class Work

(Do all of the problems)

Worksheet on Scalar Multiplication with Matrices for Group Class Work

(Do all problems)