L5+Bartlett,+Kaitlyn

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

**LESSON PLAN FORMAT** Student will understand that ** there are many ways to solve equations and inequalities. ** Student will know how to create problems that are solvable for other students, using what they have learned. Student will be able to model that there are many ways to solve equations and inequalities. Maine Learning Results: Mathematics - D. Algebra Equations and Inequalities Grades 9-Diploma //**2 Students solve families of equations and inequalities**//
 * __Teacher’s Name__****:** Kaitlyn Bartlett **__Lesson and Facet__:** 5 Explanation
 * __Grade Level__****:** 9 **__Topic__:** Solving equations and inequalities
 * __Objectives__**
 * __Maine Learning Results Alignment__**


 * Rationale:** In the lesson student will learn how to transfer what they’ve learned into well put together and challenging problems for others to solve.


 * __Assessment__**

During the lesson, students will have many opportunities to understand what a well developed questions is. They will start off class by completing a brain teaser that will help me to understand how many people can solve a very hard word problem and factoring problems to make me sure of what level problems I should be expecting the students to make. Students will also have another chance to get my feedback on problems they’ve created by choosing to complete their tree chart, graphic organizer I have selected for them.
 * Formative (Assessment for Learning)**

Crocodoc: Students will compile 5 well put together questions relating to the work that we have previously done. Students will be allowed opportunity for revisions and final submissions will be due by 5pm on the day before the class. The students will be graded on a checklist and I will go over it with them to make sure that every single person is aware of what is expected of them. Students will also need to pass in an answer sheet to the quizzes that they have created.
 * Summative (Assessment of Learning)**

English: Students will need to create directions that are very clear and grammatically correct.
 * __Integration__**
 * Technology:** Student will use Crocodoc to create a 5-question quiz for others. Students will need to know the different approaches to solving equations and inequalities to create challenging questions.
 * Other Content Areas:**

Students will have the opportunity to work in groups with others to edit their quizzes and get ideas from each other.
 * __Groupings__**


 * __Differentiated Instruction__**

**Strategies:** **Verbal/ Linguistic-** Students will talk with one another about what makes problems hard before creating their own. **Logical-** Students will solve problems use their graphic organizer to follow logical steps. **Visual-** Student will be able to use the organized to see how to do certain types of problems. **Interpersonal-** Student will work in groups to solve problems. **Intrapersonal-** Students will create the problems by themselves. **Musical-** **Naturalist-** The graphic organizer is in a nature theme. **Kinesthetic-** Student will be moving around when showing the class how they solved their equation or inequality.

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

Absence: If you are absent from school for any reason it is your responsibility the day you return back to school to pick up any work you may have missed in class. I realize that things happen unexpectedly time-to-time, so once something happens communicate with me immediately. **Extensions** Student will use Crocodoc to create a 5-question quiz for others. Students will need to know the different approaches to solving equations and inequalities to create challenging questions.

TreeChart- [] Completing the square: [] Factoring: []
 * __Materials, Resources and Technology__**
 * Laptops
 * Books
 * Pencil
 * Calculator
 * Projector
 * Paper
 * White Board
 * Tree Chart
 * __Source for Lesson Plan and Research__**


 * __Maine Standards for Initial Teacher Certification and Rationale__**

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 solving equations and inequalities. Microscopes will also enjoy the graphic organizer and talking about different approaches to solving equations and inequalities because they will be able to analyze equations and inequalities in more ways to get a deeper understanding of the material. The beach ball learner will enjoy the aspect of the lesson that allows for them to create their own questions. 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.
 * //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 approaches to solving equations and inequalities.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://** Students will put their knowledge to the test to use explanation to create their own problems for other students to solve. Students will be able to model that there are many ways to solve equations and inequalities, which will make it easier for them to learn and teach others how to solve equations and inequalities. Students will be able to brainstorm ideas by themselves, and then as a group by using a tree chart.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://**
 * Verbal/ Linguistic-** Students will talk with one another about what makes problems hard before creating their own.
 * Logical-** Students will solve problems use their graphic organizer to follow logical steps.
 * Visual-** Student will be able to use the organized to see how to do certain types of problems.
 * Interpersonal-** Student will work in groups to solve problems.
 * Intrapersonal-** Students will create the problems by themselves.
 * Naturalist-** The graphic organizer is in a nature theme.
 * Kinesthetic-** Student will be moving around when showing the class how they solved their equation or inequality.

Students will create their own problems, which will put the use of their knowledge to the test in order create intellectual question of others to solve using Crocodoc.

During the lesson, students will have many opportunities to understand what a well developed questions is. They will start off class by completing a brain teaser that will help me to understand how many people can solve a very hard word problem and factoring problems to make me sure of what level problems I should be expecting the students to make. Students will also have another chance to get my feedback on problems they’ve created by choosing to complete their tree chart, graphic organizer I have selected for them.
 * //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)**

Crocodoc: Students will compile 5 well put together questions relating to the work that we have previously done. Students will be allowed opportunity for revisions and final submissions will be due by 5pm on the day before the class. The students will be graded on a checklist and I will go over it with them to make sure that every single person is aware of what is expected of them. Students will also need to pass in an answer sheet to the quizzes that they have created.
 * Summative (Assessment of Learning)**

When students come into class the desks will be put into groups of four. Agendas:
 * __Teaching and Learning Sequence__:**
 * Day 1: (80mins) **
 * Collect test corrections (5) **
 * Brainteaser (10) **
 * Group Activity (10) **
 * Explain Crocodoc/ Project (5) **
 * Break: (10) **
 * Work solo to come up with ideas for Crocodoc (10) **
 * Create Groups for brain storming (2) **
 * Allow groups to come up with ideas ( 23) **
 * Explain Homework (5) **


 * Day 2:(80mins) **
 * Brainteaser (10) **
 * Explain how to use Crocodoc’s (10) **
 * Create Crocodoc/ check in to make sure questions meet checklist requirements (60) **


 * Day 3:(80mins) **
 * Brainteaser (10) **
 * Take 18-question quiz (70) **

Students will understand that ** there are many ways to solve equations and inequalities. Students will understand that in the real world there are many approaches to solving different types of problems. The MLR for this lesson is ** // students solve families of equations and inequalities. After the students complete a brainteaser, which will be of a past homework problem, they will be given a short period of time to explain how to tie a pair of shoes and then share directions with the class. After the students share their directions, we will have a brief conversation linking the many ways of tying shoes to many ways to equations and inequalities. // //** Where, Why, What, Hook, Tailor: Verbal, Logical, Interpersonal **//

In class, we will go over the different approaches to solving equations: point slope, factor, completing the square, FOIL. Students will know how to create problems that are solvable for other students, using what they have learned. To start student to work alone to brainstorm ideas for the types of questions they will make based off of what they have already learned in previous lesson, on their tree chart. After the students have had a chance to get a few idea down on the paper, I will know this because I will be walking around checking to see what the students have brainstormed, they will then be able to work within their groups to share what they have come up with.
 * Equip, Explore, Rethink, Tailors: Verbal, Logical, Interpersonal, Intrapersonal, Naturalist**

A tree chart will be used for students to map out their ideas that they have for creating their own quiz questions. Students will put the problems that they have created on Crocodoc after I give them feedback on the work that they have created. Students will explore how to explain problems by first brainstorming ideas for quiz questions then create challenging problems for other to solve and finish by completing an answer key to be passed in with their quiz. I will check to make sure they understand what a well put together question is by meeting with every student and seeing what they have crated so far. Students will be grouped with whom they have chosen to sit with when they came into class. In the groups, each student will share their ideas for different type of graphing problems, work problems, and factoring problems. Students will put their well put together quiz questions on to a Crocodoc so that I can give them suggestions and comments through the web. During the creation process, student will think about why certain problem are harder than others and then write a short reflection at the end of the activity. Student will receive help/ feed back from me to make the problem they have created solvable. Students will then fix their problem and then turn them into me with a completed key.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Logical, Visual, Intrapersonal, Interpersonal, and Naturalist**

Students will self assess themselves by grading themselves on the checklist and writing the reflection paragraph about why some problems are. Appear harder than others. I will provide timely feedback by being able to instantly give them feedback online as well as use a modified version of the questions that they have created to quiz them on the next class. Students will need to know information from previous lessons to be able to be successful at making and taking the quiz. This will make their skills stronger and allow them to think more in-depth when they have to create a picture of equations.
 * Evaluate, Tailors: Logical, Intrapersonal**

You use FOIL to multiply the terms inside the parenthesis in a specific order: first, outside, inside, last. Here's how to solve (4x + 6)(x + 2): **// F //** irst - multiply the first term in each set of parenthesis: 4x * x = 4x2 **// O //** utside - multiply the two terms on the outside: 4x * 2 = 8x **// I //** nside - multiply both of the inside terms: 6 * x = 6x **// L //** ast - multiply the last term in each set of parenthesis: 6 * 2 = 12
 * __Content Notes__**

**__ Point Slope Form: __**

**Completing the square** is a technique for converting a [|quadratic polynomial] of the form to the form In this context, "constant" means not depending on //x//. The expression inside the parenthesis is of the form (//x// − constant). Thus one converts //ax//2 + //bx// + //c// to Tree Chart Graphic Organizer Checklist
 * __Handouts__**