L4+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 to solve intermediate equations and inequalities. Student will be able to analyze different ways equations and inequalities can be represented.
 * __Teacher’s Name__****:** Ms. Bartlett **__Lesson and Facet__:** 4 Perspective
 * __Grade Level__****:** 9 **__Topic__:** Representations of equations and inequalities
 * __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:** In this lesson, students will analyze different ways equations and inequalities can 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)**

Xtra-normal: In this lesson, students will create an Xtra-normal on how to graph equations and inequalities and what this tells us when we are looking at graphs of equations and inequalities. This will help students learn to verbal skills along with challenging them to provide many details where there will be no graphics in this project. After students have created this and shared it with the class, they then will be quizzed on all of the information leading up to this
 * Summative (Assessment of Learning)**


 * __Integration__**
 * Technology:** Students will be creating an Xtra-normal video to show how they would explain graphing to other students.

English: Students will need to know vocabulary to be able to give in-depth explanations of the process of graphing. Art: Students will need to use creativity to thoroughly explain how to graph equations and inequalities.
 * Other Content Areas:**

In this lesson, students will be grouped using a modified team, pair, solo activity. First students will be able to work in groups to go over their homework. This will allow them to get different ways to solve equations. Then students will have a chance to work in pairs to make an Xtra-normal to help explain to how to graph equations. The students will then work by themselves to take a quiz.
 * __Groupings__**
 * __Differentiated Instruction__**


 * Strategies:**
 * Verbal/ Linguistic-** I will explain how to do intermediate problems with examples as well as how to use Xtra-normal.
 * Logical-**
 * Visual-** I will do examples on the board of how to solve equations and inequalities by using symbols, graphs, factoring, etc.
 * Interpersonal-** Student will work with other to edit each other’s work on ** Xtra-normal .**
 * Intrapersonal-** Students will work on their worksheet by themselves.
 * Musical-** Students can use music in their Xtra-normal presentation.
 * Naturalist-** I will do an example of a nature problem.
 * Kinesthetic-** Students will be able to move around the classroom when receiving feedback and working in their groups.

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. Xtra-normal: In this lesson, students will create an Xtra-normal on how to graph equations and inequalities and students will be able to sketch graphs of equations and analyze them. Students will also be quizzed on everything they have learned so far.
 * Modifications/Accommodations**
 * Extensions**


 * __Materials, Resources and Technology__**
 * Laptops
 * Books
 * Pencil
 * Calculator
 * Projector
 * Paper
 * White Board
 * Sandwich chart

Word problems: __[]__ Sandwich chart- [] Graphing Activities: [] Graphing: [] Worksheets: []
 * __Source for Lesson Plan and Research__**


 * __Maine Standards for Initial Teacher Certification and Rationale__**

Students will be learning how to analyze graphs/ illustrations equations and inequalities. 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 the pictures of the graphs while they learn to analyze them. Microscopes will also enjoy the graphic organizer and talking what the illustrations of the equations and inequalities really mean because they will be able to get a deeper understanding of the material. The beach ball learner will enjoy the aspect that there are different approaches to analyzing the illustrations of equations and inequalities. The puppy learners will be able to hear the ideas of others analysis’s and discuss them.
 * //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 develop a stronger ** perspective ** about equations and inequalities so that they can analyze their different representations. Students will be able to recognize when to use certain methods to solve equations and inequalities, which will essentially make it easier for them to solve equations and word. Students will be able to brainstorm ideas by themselves, and then as a group by using a sandwich chart.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://**

Students will create an Xtra-normal on how to graph equations and inequalities and what this tells us when we are looking at graphs of equations and inequalities. This will help students learn to verbal skills along with challenging them to provide many details where there will be no graphics in this project. After students have created this and shared it with the class, they then will be quizzed on all of the information leading up to this
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://**
 * Verbal/ Linguistic-** I will explain how to do intermediate problems with examples as well as how to use Xtra-normal.
 * Logical-** Students will be able to use logic and reasoning to choose the correct method of solving and then analyze others work to see if they chose the most logical way.
 * Visual-** I will do examples on the board of how to solve equations and inequalities by using symbols, graphs, factoring, etc.
 * Interpersonal-** Student will work with other to edit each other’s work on ** Xtra-normal .**
 * Intrapersonal-** Students will work on their worksheet by themselves.
 * Musical-** Students can use music in their Xtra-normal presentation.
 * Naturalist-** I will do an example of a nature problem.

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)**

Xtra-normal: In this lesson, students will create an Xtra-normal on how to graph equations and inequalities and what this tells us when we are looking at graphs of equations and inequalities. This will help students learn to verbal skills along with challenging them to provide many details where there will be no graphics in this project. After students have created this and shared it with the class, they then will be quizzed on all of the information leading up to this During this class, the desks will be set up in the pairs so when the students come in, the will already be into their groups to make their Xtra-normal’s. Video: 6 minutes Explain graphing (25) Break (5) Make Xtra-normal’s: 19 Present Xtra-normal’s (20) Give homework (5) Day 2: Brainteaser (10) Quiz (40) Break (10) Wrap up graphing (15) Give Homework: bookwork and finish worksheets (5) Students will understand that ** equations and inequalities can be represented in different ways. Students will need to know this because **graphs are used to support ideas and it would be hard to understand a presentation that uses graphs if you can't read them. The MLR is //students solve families of equations and inequalities////. Students will then watch a quick video that explains graphing slope intercept form. //
 * Summative (Assessment of Learning)**
 * __Teaching and Learning Sequence__****:**
 * Agenda:**
 * Day 1:**
 * Where, Why, What, Hook, Tailors: Musical, Logical, and Verbal**

Students will know how to graph equations and be able to find x and y intercepts and maximums/minimums using manipulation of equations. See content notes. I will provide this information through individual, group, formative and summative assessment, discussion, and traditional instructional time. After I have shown the students the Xtra-normal video that I have created, the students will have the chance to fill in their sandwich chart, which will help organize idea and tips to graphing. From there, I will wonder around the room to ensure that students understand how to graph linear equations. (See Content Notes) After students have a good start on their sandwich chart, I will have them work with the pair that they are sitting with to gain more understand from a different point of view. After the pairs finish going over the sandwich chart, as a class they will share their ideas. After the students share their ideas with the class, the pairs they are already seated with, will start to create their own Xtra-normal’s. Student will create an Xtra-normal explaining the step-by-step process of graphing a linear equation. After students finish their Xtra-normal’s, they will pull numbers out a hat to determine the order the presentations. Students will present their movies in the pre-determined order. While students are working on the projects, they will have a checklist of what I will be looking for in their Xtra-normal’s. Students will be able to analyze the different ways equations and inequalities can be represented. After presentations are completed, students will play games online that help better their skills with graphing. **S**tudents will then do a worksheet for feedback. ** The worksheet will contain similar problems that might show up on their quiz. After the first worksheet has been completed, ** we will discuss it and then students will be able to fix any mistakes and then do another worksheet to pass in for homework with them same concepts. After the students have completed the quiz, which should take about 40 minutes, they will be able to take a ten-minute break. Before the class is over I will then explain to the students that after their quizzes are graded they will have an opportunity to do test corrections, to help improve their grade. They will only be able to earn back half of the points they have lost and will be expected to write an explanation of why they got the problem wrong and the correct answer. Students will be able to ask other what they got for answers and to help each other arrive to the correct answer. At the onset of the next class, students that want to earn back extra points will be expected to turn in their completed quiz corrections. After all of the corrections are passed in, I will go over any final questions that the student might have and the answers to the quiz. This lesson wraps up the concepts of graphing linear equations. It also connects their understandings of equations to graphing.
 * Equip, Explore Rethink, Revise Tailors: Logical, Verbal, and Intrapersonal**
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Verbal, Interpersonal, Intrapersonal, and Visual**
 * Evaluate, Refine, Tailors: Intrapersonal, Interpersonal, Visual, Logical, and Verbal**

Explain how to graph: y=x2+10x+9 First: Factor the polynomial. y=(x+3)(x+3) Then set each factor equal to zero. x+3=0 and x+3=0 x=-3 and x=-3 Therefore, there is a zero of the equation at -3, where it crosses the x-axis. Also, since it is a polynomial of the second degree, the shape of the curve is a u. To find x and y intercepts students will use the techniques of factoring they have learned. Students will also be introduced to the quadratic formula.
 * __Content Notes__**

Standard form for a linear equation: y=mx+b · y is where you can “plug in” your y-value · m is your slope · x is where you can “plug in” your x-value · b is your y-intercept

y=2x+3

Quiz Graphing Organizer Handouts Rubric
 * __Handouts__**