L1+Cobleigh,+Justin


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name****:** Mr. Cobleigh **Date of Lesson:** Self-Knowledge
 * Grade Level****:** 8 **Topic:** Standard Form Linear Equations


 * __Objectives__**
 * Student will understand that** a linear relationship takes the form of y = mx + b.
 * Student will know** what y = mx + b means and what all of its pieces do.
 * Student will be able to** be aware of what each piece of a linear equation does and how to create an equation.

Maine Learning Results: Mathematics - D. Algebra Functions and Relations Grade 8 Students understand and use basic properties of linear relationships using y = mx + b
 * __Maine Learning Results Alignment__**


 * Rationale:** This lesson will introduce students to the standard form of writing linear equations.


 * __Assessment__**


 * Formative (Assessment for Learning)**


 * Students will use a flow chart to see how all of the pieces of a linear equation go together. This flow chart will be a work in progress and can be used in future lessons to pull the content from this lesson in to the latter lessons. Students will also take several minutes to work in a Team-Pair-Share group in which they will talk with groups to see if they understand what makes up a linear equation. Students will also think about different questions such as what each piece of the equation means, such as what is m? What is b? Students would then be able to work individually or in groups to work on some sample problems so that I can check their understanding of the linear equations. They will then continue to work on more sample problems for homework. At the end of some class periods, students will be asked to write a journal entry about the day's lesson. The contents of the journal are free range but must be class related. This is a good way for students to relay messages and questions to the teacher that they may not have wanted said out in front of the entire class. **


 * Summative (Assessment of Learning)**

A group of students will work together to create an iMovie that would tell all of the other students what a linear equation is. In your movie, you need to include what the equation of a line is ( y = mx + b ), what m stands for, and what b stands for. The way you chose to show this to the class in your movie is up to you and your group members but it must remain school appropriate. I encourage students to find new and creative ways of teaching math to their fellow peers. This iMovie will be graded using a rubric. (50 points)


 * __Integration__**


 * Technology:** An iMovie will be used as the final product of this lesson.


 * English** can be used for this class in the final project. When students make their iMovies, scripts will be written.

Students will use Think-Pair-Share to see if they can correctly identify the pieces of a linear equation. Partners will be chosen through a chart of +/-/x/÷ who students will have previously found partners for each symbol. Once students are in their groups, they will be given sample linear equations that they need to determine what each piece of the equation is.
 * __Groupings__**


 * __Differentiated Instruction__**

**Strategies:** **Verbal:** Students can be involved in the discussion of linear equations and questioning of material. **Logical:** Doing out example problems and creating the equations. **Visual:** Drawings on mini-whiteboards to piece together equations. **Musical:** When creating their iMovie, students can incorporate music that is appropriate and connects to linear equations. **Interpersonal:** Group work on the iMovie and also working on examples of linear equations in pairs / groups. **Intrapersonal:** Independent work on some examples of creating linear equations and connect that to the whiteboard activity (Visual).

**Modifications/Accommodations** I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. __Absent:__ If a student is absent from class, it will be expected that they check the class wikispace to get the content notes as well as the homework assignment and attempt the work. Students should come to class with possible questions if they have any misunderstandings. If this is unable to be done, and students are in school the next day, the student needs to see me to get caught up.

**Extensions**

An iMovie will be used as the final product of this lesson.


 * __Materials, Resources and Technology__**
 * Markers
 * Textbook
 * Sample Problem Handout
 * LCD Projector
 * Laptop (Students & Teacher)
 * Flow Chart
 * Syllabus
 * Journals
 * __Source for Lesson Plan and Research__**
 * [] Flow Chart Graphic Organizer
 * [] Purple Math Slope/Intercept Form
 * [] Linear Equations / Slope / Sample Questions
 * [] y = mx + b, and an interactive graph / sliders to alternate the equation’s pieces.

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** Beach Ball - In the iMovie, students will have autonomy in choosing what they do in their movie as long as it includes the requirements stated on the rubric. Clipboard - During instruction, visual aids will be used to demonstrate what students will be doing and the expectations for the final iMovie will be laid out. Microscope - Students will discuss linear equations in class lecture and in the think-pair-share activity. Puppy - If students have questions, they are welcome to ask them. No question is not important.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will know what a linear equation is and be able to identify what it's pieces are (reference content notes at the end of the lesson). **//Students understand and use basic properties of linear relationships using y = mx + b//**. The facet that I used for understanding in this lesson was self-knowledge in that I hope s//tudents will be able to be aware of what each piece of a linear equation does and how to create an equation//. I chose this facet because I want students to be able to understand what the linear equation looks like and what the pieces are before expanding out into graphing and writing linear equations in different forms.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** Using the multiple intelligences:

**Verbal:** Students can be involved in the discussion of linear equations and questioning of material. **Logical:** Doing out example problems and creating the equations. **Visual:** Drawings on mini-whiteboards to piece together equations. **Musical:** When creating their iMovie, students can incorporate music that is appropriate and connects to linear equations. **Interpersonal:** Group work on the iMovie and also working on examples of linear equations in pairs / groups. **Intrapersonal:** Independent work on some examples of creating linear equations and connect that to the whiteboard activity (Visual).

Type II Product - iMovie


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** Assessing student learning is very important and this is how I am going to do so:


 * Formative (Assessment for Learning) : Students will use a flow chart to see how all of the pieces of a linear equation go together. This flow chart will be a work in progress and can be used in future lessons to pull the content from this lesson in to the latter lessons. Students will also take several minutes to work in a Team-Pair-Share group in which they will talk with groups to see if they understand what makes up a linear equation. Students will also think about different questions such as what each piece of the equation means, such as what is m? What is b? Students would then be able to work individually or in groups to work on some sample problems so that I can check their understanding of the linear equations. They will then continue to work on more sample problems for homework. **


 * Summative (Assessment of Learning)**: A group of students will work together to create an iMovie that would tell all of the other students what a linear equation is. In your movie, you need to include what the equation of a line is ( y = mx + b ), what m stands for, and what b stands for. The way you chose to show this to the class in your movie is up to you and your group members but it must remain school appropriate. I encourage students to find new and creative ways of teaching math to their fellow peers. This iMovie will be graded using a rubric. (50 points)

__Teaching and Learning Sequence__
The student's desks will be in a U-form and I will be teaching from the opening at the front of the classroom.

Outline of Agenda Day 1 (80 Minutes) Day 2 (80 Minutes) Day 3 (80 Minutes)
 * The teacher will distribute the syllabus and explain what is going to be happening during this unit and also what is going to be expected in this first lesson. (15 minutes)
 * Students will work on their two pre-assessment tasks. The first is on their prior knowledge of linear equations. Once they are finished with that assessment, students will pass it in and get the next quiz which is on their multiple intelligences to aid the teacher in designing instruction. (15 minutes)
 * Video Hook: Students will watch the sample video of a possible project. (1 minute)
 * Students will be introduced to what linear equations are. //See Content Notes//. The teacher will be at the whiteboard / SMARTboard explaining and walking through sample problems which are at the bottom in the content notes. The students will be at their desks taking down notes and should be open to asking questions at all necessary times. (29 minutes)
 * Students will work in the think-pair-share groups, which will be chosen through a +/-/x/÷ sheet. They will work on a few more sample problems and those not finished will be homework. The teacher will be available to answer questions and also float throughout the room to talk with the individual groups. (10 minutes)
 * Students will respond in their journals about today's content, mentioning things they found easy, challenging, and any lingering questions that they did not want to mention in front of the entire class. The student is not limited to these above mentioned items when they are responding. (10 minutes)
 * Students can take this time to ask any lingering questions about the previous day's lesson and the teacher is available to answer. (10 minutes)
 * The teacher will give a tutorial on how to use iMovie. Students will work along at the same time to practice re-creating movie clips and how to use some of the special effects. (40 minutes)
 * The students will receive a copy of the rubric that will be used for the project and explain what the expectations are. (10 minutes)
 * Students will have time to work on their iMovie. The teacher will be available to help students and to answer any questions that arise. (20 minutes)
 * Students will spend this time working on their projects and putting on the final touches. The teacher will be available to answer any questions that students may have in their process and also to help in any other way that is needed. (40 minutes)
 * Student groups will present their movies to the class. The teacher will have the rubric out with them to jot down notes as the presentation is in progress and to evaluate afterwards. (20 minutes)
 * Student will be given their self-assessment sheets to evaluate their work and also the work of the group as a whole. (15 minutes)
 * The teacher will give a brief introduction into what is going to be discussed in the next lesson. (5 minutes)

Students will understand that a linear relationship takes the form of y = mx + b. Linear relationships are present when we are moving, i.e. driving or skiing. **//Students understand and use basic properties of linear relationships using y = mx + b//**. Hook students with example product video []**.** Once the video is done, students will be given two pre-assessment quizzes. One will be on the content of linear equations and the other will be for me to learn about my student's learning styles and multiple intelligences. I will be floating around the room to see if students are having trouble seeing if they can come up with an answer or if they openly state that they don't know. Both options would be ok, students are going to learn what linear equations are.
 * Where, Why, What, Hook, Tailors: Visual, Verbal (Others?)**

Students will know what y = mx + b means and what all of it's pieces do. //See Content Notes.// Using a flow chart organizer, students will use this to show how previous concepts apply to newer concepts. Students will respond to questions: What is the point/slope form? What is m? What is b? Students can work on problems independently or in groups and ask questions along the way. At the end of certain class periods, usually when a new concept is introduced, students will be asked to write in a journal reflecting on the material. In these entries should be any concerns they may have as well as any questions that they may not have wanted to mention in front of the entire class. I could use a variety of verbal, visual, logical answers to clarify and hope to hit several intelligences.
 * Equip, Explore, Rethink, Revise Tailors: Logical, Visual, Verbal, Interpersonal**

Students will be able to be aware of what each piece of a linear equation does and how to create an equation. Students will use Team-Pair-Solo (explain Team-Pair-Solo) to see if they can correctly identify the pieces of a linear equation. Students will know what all of the pieces of a linear equation are and create an iMovie (need to introduce iMovie and give a tutorial on how it is used), in groups, explaining what the pieces of the equation do. The groups will be assigned through a random picking out of a hat of names and students will be able to select which team they are on based on the order their name is chosen. Teams will be recorded on the whiteboard so students will remember their final teams.
 * Organize, Experience, Explore Tailors: Verbal, Visual, Kinesthetic, Interpersonal**

Students will be given a short questionnaire to talk about how they feel their partners did. Did they work well together? What did you like about the project? Those are just a few possible questions. When it comes to feedback, when students are working on individual or group sample problems, I will be floating around the room to watch students work and help correct them if I see something they are not doing quite right. For the final project, students will be graded using the rubric and they will be handed back as soon as possible so that students know how they did on their products. This lesson is an essential building block to the next lessons in that all will be based on linear equations, which were introduced in this lesson.
 * Evaluate Tailors: Interpersonal, Intrapersonal, Verbal**


 * Content Notes**

Students will know what y = mx + b means and what all of it's pieces do.

__//Definitions//__ Standard Form of Linear Equations: Ax + By = C Where A,B,C are all numbers. Slope - Intercept Form: y = mx + b Where //m// is slope and //b// is the y-intercept.

__//Example Problems//__
 * **In-Class Examples** || **Individual or in Pairs Afterwards** ||
 * Given Slope and Y-int, Solve for y = mx + b.

1) Slope = 3, Y-int = 5 y = 3x + 5

2) Slope = -6, Y-int = -8 y = -6x + (-8) => y = -6x - 8 || Given Slope and Y-int, Solve for y = mx + b.

1) Slope = 4, Y-int = -5 y = 4x - 5

2) Slope = -9, Y-int = -4 y = -9 - 4 ||
 * Given Slope and a Point, Solve for y = mx + b.

1) Slope = 3, Point (2,4)

4 = 3(2) + b => The (x,y) point and slope were substituted into the problem in order to find the y-intercept. 4 = 6 + b __-6 -6__ -2 = b

y = 3x - 2

2) Slope = -4, Point (3,1)

1 = -4(3) + b 1 = -12 + b __+12 +12__ 13 = b

y = -4x + 13 || Given Slope and a Point, Solve for y = mx + b.

1) Slope = 2, Point (1,1)

1 = 2(1) + b 1 = 2 + b __-2 -2__ -1 = b

y = 2x - 1

2) Slope = -5, Point (4,0)

0 = -5(4) + b 0 = -20 + b __+20 +20__ 20 = b

y = -5x + 20 ||
 * Given 2 Points, Solve for y = mx + b.

1) Points (1,2), (3,4)

__Difference in Y__ Difference in X = m

m = 2/2 = 1

4 = 1(3) + b 4 = 3 + b __-3 -3__ 1 = b

y = x + 1

2) Points (3,2), (9,5)

m = 6/3 = 2

2 = 2(3) + b 2 = 6 + b __-6 -6__ -4 = b

y = 2x - 4 || Given 2 Points, Solve for y = mx + b.

1) Points (2,4), (6,8)

m = 4/4 = 1

4 = 1(2) + b 4 = 2 + b __-2 -2__ 2 = b

y = x + 2

2) Points (-1,0), (7,4)

m = 8/4 = 2

0 = 2(-1) + b 0 = -2 + b __+2 +2__ 2 = b

y = 2x + 2 || //**__After students have completed the individual problems and shown them to the teacher, they will be given the homework to start in on before class ends__**//


 * Handouts**
 * Syllabus
 * Pre-Assessment Quizzes
 * Flow Chart
 * Homework Problems
 * iMovie Rubrics
 * Group Questionnaire
 * +/-/x/÷ sheet