Lesson+Plan

SUBJECT: Operate (addition, subtraction, scalar multiplication) with matrices to solve problems. NAME: Magdalena Gaspar

Rationale for selecting the learning outcomes: To teach them how to add, subtract, multiply matrices and how to properly understand the right way to do it. Understanding the dimensions (rows, columns) and the elements.

DATE: Oct 1, 2011 TIME ALLOTTED: 30-45 Minutes ORGANIZATION: small group/whole class

__ Objectives __ (from NC Standard Course of Study): 3.02 Operate (addition, subtraction, scalar multiplication) with matrices to solve problems.

__ Student Learning Outcomes __ : At the end of this lesson, students __will__: 1. to understand the purpose of the matrix concept. 2. Be able to determine dimensions especially when it come to multiplying. 

__ Teaching Mode __ : Direct

__ Provision for Individual Differences __ : Students will be given worksheets having a few problems based on each operation. Information will be given out verbally and visually on the white board before the worksheet, each student will do it individually then as a group. __ Teaching Strategy(ies) __ (list) -Make sure all students are involved in their groups. -Make sure your instructions are clear for all students. -Make sure each student actually tries each problem and knows how to solve it.

__ LESSON ACTIVITIES __ (COMPLETE 1-8) STEP 1. Anticipatory Set: (Motivation/Assessment of Prior Knowledge) How to add, subtract, multiply? Show demonstrations to link to the operations of matrices. Each students could give an explanation on how they think each matrices is going to be solved.

STEP 2. Overview of learning outcomes to pupils: By the end of the day, each of you guys should be able to use the operations in matrices in easy and complex problems.

STEP 3. Input of information: Lecture using the white board showing how to properly solve matrices.

STEP 4. Modeling/Examples: Examples of various problems and showing each step so the students can look back at, then have a few students work a few to the class.

STEP 5. Checking for Understanding: answer any questions that students might have after the first example.

STEP 6. Guided Practice: Give out the worksheets to the class with different problems using the operations and maybe a few problems that can be interpret in real life situations. Students will try to work out the problems based on the information given from the lecture. After that they will get in their groups to discuss what they each got and how they got their answer.

STEP 7. Independent Practice: (Assignment may be part of closure - Step 8) Have the students take home the worksheet from class and finish it if they did not complete in class and ready for a mini discussion the next day.

STEP 8. Closure/ “Opensure”: talk about a certain problem the class may have struggled with in class to be sure they have complete clarity on it.

Given;

4 -1 4
 * A**=2 6 7

6 1 4 5 0 −3
 * B** =3 2

2 0 4 4 0 3
 * D** =1 0

4 7 -3 Without a calculator, find Justify each result. A + C; 4B; 3C - 2A; C - B; 2B + 5D.
 * C**=5 8 -4

__ Materials: __ -White board -Worksheets -Paper -Pencil -Computer