L3+Bartlett,+Kaitlyn

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

**LESSON PLAN FORMAT** Student will understand that equations and inequalities can be represented in different ways (symbols, tables, graphs, etc.) Student will know how to graph equations, and be able to find x and y intercepts and maximums/minimums. Student will be able to illustrate that equations and inequalities can be represented in different ways.
 * __Teacher’s Name__****:** Ms. Bartlett **__Lesson and Facet__:** 3 Interpret
 * __Grade Level__****:** 9 **__Topic__:** Representations
 * __Objectives__**

Maine Learning Results: Mathematics - D. Algebra Equations and Inequalities Grades 9-Diploma //**2 Students solve families of equations and inequalities**//
 * __Maine Learning Results Alignment__**


 * Rationale:** This lesson focuses on how to draw and comprehend different ways for equations and inequalities to be represented.


 * __Assessment__**

Each student will fill out their brainteaser, which will allow me to have an idea of where they are at with respect to graphing. After I have given them about 5 minutes to do this, we will take about 5 minutes to review it.
 * Formative (Assessment for Learning)**

Prezi: Students will work by themselves using Prezi to create an online slide show illustrating that equations and inequalities can be represented in different ways (symbols, tables, graphs, etc.). Students will research where equations can be found and then create their own representation of it.
 * Summative (Assessment of Learning)**
 * __Integration__**
 * Technology:** The students will be given a graphing calculator to help them graph equations and see different ways equations and inequalities can be represented.

English: Students will learn vocabulary and terms needed to understand how the equations and inequalities can be represented in different ways.
 * Other Content Areas:**

Students will use the think pair share activity to learn and bounce new ideas off of each other pertaining to different ways equations and inequalities can be represented.
 * __Groupings__**


 * __Differentiated Instruction__**


 * Strategies:**
 * Verbal/ Linguistic-** Student will have a chance to listen to others question to make corrections of their own.
 * Logical-** Students will be able to will be able to answer graphing questions using logical problem solving.
 * Visual-** Students will organize ideas on the flow chart.
 * Interpersonal-** Students will have an opportunity to work in groups in class.
 * Intrapersonal-** Students will make their Prezi on their own.
 * Musical-** You can add music to your project to make it more personal**.**
 * Kinesthetic-** Student will be able to move around the class to get help from others.

**Modifications/Accommodations** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

Absence: If any student is absent from class, for any reason, it is their responsibility, the day they return to school, to pick up the handout they missed and should complete the homework. **Extensions** Students will work by themselves using Prezi to create an online slide show illustrating that equations and inequalities can be represented in different ways (symbols, tables, graphs, etc.). Flow Chart- [] Think, Pair, Share- [] Graphing- [] Worksheets: [] Prezi Tutorial- [] Plotted Points- [] Labeled Quadrants- [] Worksheets: []
 * __Materials, Resources and Technology__**
 * Laptops
 * Books
 * Pencil
 * Calculator
 * Projector
 * Paper
 * White Board
 * Flow Chart
 * __Source for Lesson Plan and Research__**
 * __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://** Students will be learning different ways to illustrate how equations and inequalities can be represented. The clipboard leaner will like the aspect of this lesson that allows them to write their ideas down onto paper using a graphic organizer; these learners will also benefit from being able to visually see different approaches to ways to illustrate how equations and inequalities can be represented. Microscopes will also enjoy the graphic organizer and talking about different approaches to illustrating equations and inequalities because they will be able to analyze them to get a deeper understanding of the material. The beach ball learner will enjoy the option to choose a specific approach to illustrating equations and inequalities. This will allow them to better understand the use of inequalities and equations in the real world. The puppy learners will be able to hear the ideas of others and discuss problems.

Students will be able to different approaches to illustrate equations and inequalities. Students will be able to picture what certain types of graphs look like with out drawing the picture first. Students will be able to brainstorm ideas by themselves, and then as a group by using a flow chart.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://**
 * Verbal/ Linguistic-** Student will have a chance to listen to others question to make corrections of their own.
 * Logical-** Students will be able to will be able to answer graphing questions using logical problem solving.
 * Visual-** Students will organize ideas on the flow chart.
 * Interpersonal-** Students will have an opportunity to work in groups in class.
 * Intrapersonal-** Students will make their Prezi on their own.
 * Musical-** You can add music to your project to make it more personal**.**
 * Naturalist-**
 * Kinesthetic-** Student will be able to move around the class to get help from others.

Students will work by themselves using Prezi to create an online slide show illustrating that equations and inequalities can be represented in different ways (symbols, tables, graphs, etc.). Students will research where equations can be found and then create their own representation of it.

Each student will fill out their brainteaser, which will allow me to have an idea of where they are at with respect to graphing. After I have given them about 5 minutes to do this, we will take about 5 minutes to review it.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Rationale://**
 * Formative (Assessment for Learning)**

Prezi: Students will work by themselves using Prezi to create an online slide show illustrating that equations and inequalities can be represented in different ways (symbols, tables, graphs, etc.). Students will research where equations can be found and then create their own representation of it. Day 1: Brainteaser (10) Check Homework (5) Learn about Graphing (20) Break (10) Worksheets (25) Explain Prezi and give homework (10) Day 2: Brainteaser (10) Check Homework (5) Work on Prezi’s (25) Break (10) Wrap up Prezi’s (20) Give homework and collect rubrics and websites (10) When the students come into the classroom the desks will be set up into groups of four so that when we break down in to pairs for one activity everyone will be sitting beside someone that they can work with. When it comes time to work on the worksheets, they will be able to work with their groups of four they are sitting with. In this lesson, students will start to understand that equations and inequalities can be represented in different ways (symbols, tables, graphs, etc.). The will be able to relate symbols to tables and tables to graphs. By the end of this lesson, students will be able to plot points and label quadrant on a coordinate plane. Students will be able to recognize equations in places that they never realized. To attract my student’s attention, I will show them funny comics about mistakes that students have made in the past along with their brainteaser. The MLR for this lesson is 2 // students solve families of equations and inequalities. //
 * Summative (Assessment of Learning)**
 * __Teaching and Learning Sequence__****:**
 * Agenda:**
 * Where, Why, What, Hook, Tailors: Visual and Verbal**

In class, I will explain important details that students will need to know how to graph points on a coordinate plane and identify quadrants. Students will be able to record notes from the class on to their flow chart that I provided them, to show how solving equations relate to graphing. As students are completing their flow charts, they should be writing down examples and ideas that they will need to complete their Prezi. Students will be able to ask others and me questions to check their work in preparation of making their Prezi. I will be walking around the classroom to check and make sure that student are successful with their worksheets and graphic organizer. Students will have time to revise or redo their work and ask any more clarifying questions they might have before making a Prezi. See Content Notes.
 * Equip, Explore Rethink, Revise Tailors: Verbal, Logical, Visual, Intrapersonal, and Interpersonal**

Students will now use their complete flow charts to start creating their Prezi’s. Students will need to think of creative and fun ways to show the example and graphs that them have chose. Students will be able to collaborate with other and ask questions through a think, pair, share if they need too**.** Students will be able to use online sources to make graphs and other tools for their Prezi. Once students have completed their Prezi, they can have me or someone else edit their completed work and give them more ideas. Students will be given a rubric to self asses themselves on before they turn their Prezi’s into me. Students will then hand in their completed rubric and the link to their Prezi. Student will receive feedback by the next class on their Prezi’s.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Visual, Interpersonal, and Intrapersonal**
 * Evaluate, Tailors: Intrapersonal**

Students will learn about how to write an ordered pair. An ordered pair is a collection (of objects) having two coordinates. The first number in an x value and the second is the y value. The xy coordinate plane is broken down by an x-axis and a y-axis. The x-axis runs horizontally and the y-axis runs vertically. Each line has a determined number of tick marks, scaled dashes in the line that the illustrator chooses. To plot a point you should first know the quadrants.  Students will need to know where each of the quadrants are on a coordinate plane.
 * __Content Notes__**

Students will then identify which type of ordered pairs go into each quadrant. First Quadrant- (+x, +y) Second Quadrant- (-x, +y) Third Quadrant- (-x, -y) Fourth Quadrant- (+x, -y) Example: (-6,3)- This would be in the second quadrant. (2,2)- This would be in the first quadrant. (6, -4)- This would be in the fourth quadrant. (-1, -7)- This would be found in the third quadrant. Students will then practice plotting point on the graphs by first identifying their x-value and then looking along the x-axis, the line that runs horizontal to see how far out the value is. Then student will identify their y value and find where that would be located on the y-axis, the line that runs vertical. Then students will learn that you plot the point where the point would meet. Example:

Students will then practice this on their own. > Copyright © Elizabeth Stapel 2000-2011 All Rights Reserved Don't let this one scare you. Yes, there is no " // x // " in the equation, but that's okay. Just think about it this way: it doesn't matter what // x // -value you pick; // y // will always be 3. Then your graph would look like this: y=any number is a horizontal line. X= any number is a vertical line.
 * ** Graph ****// y //**** = 7 – 5//x// **
 * [[image:file:///Users/kaitlynbartlett/Library/Caches/TemporaryItems/msoclip/0/clip_image008.png width="206" height="289" align="left" caption=" = -(5/3)x - 2"]] First I'll do the T-chart. ||   || [[image:file:///Users/kaitlynbartlett/Library/Caches/TemporaryItems/msoclip/0/clip_image010.gif width="140" height="173" caption="-chart"]] ||
 * ** Graph ****// y //**** = 3 **
 * Your T-chart would look something like this: ||  || [[image:file:///Users/kaitlynbartlett/Library/Caches/TemporaryItems/msoclip/0/clip_image012.gif width="76" height="127" caption="-chart"]] ||

Graphic Organizer Worksheets Rubrics
 * __Handouts__**