L1+Bartlett,+Kaitlyn

**UNIVERSITY OF MAINE AT FARMINGTON** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** Student will understand that equations and inequalities are used in everyday situations. Student will know how to recognize how to use equations in real life situations to solve problems. Student will be able to be aware of where equations and inequalities are used in everyday situation.
 * __ Teacher’s Name __**** : ** Ms. Bartlett **__Lesson and Facet__:** 1 Self-Knowledge
 * __ Grade Level __**** : ** 9 **__Topic__:** Recognizing Equations in everyday life
 * __ Objectives __**

Maine Learning Results: Mathematics - D. Algebra Equations and Inequalities Grades 9-Diploma //** 2 Students solve families of equations and inequalities **// ** Rationale: ** This activity focuses on identifying applications of equations in everyday life.
 * __ Maine Learning Results Alignment __**
 * __ Assessment __**

Each student will brainstorm where to find equations in everyday life. Students will use the ticktacktoe chart to help sort any ideas they have about equations and inequalities. After they finish putting their last thoughts onto the graphic organizer, we will discuss where to find equations in everyday life and add to their graphic organizer. After they will pass in their graphic and I will provide feedback for them.
 * Formative (Assessment for Learning) **

Quizlet: Students will work in pairs using Quizlet to create a 5-question quiz over graphing equation and inequalities. Along with creating the online quiz for other pairs, the partners must include a key to their Quizlet that they will also be graded on. The Quizlet will be graded by a rubric and everyone in the class will take a quiz complied of their questions and my own for a pre-assessment.
 * Summative (Assessment of Learning) **

Technology: Students are creating a 5-question quiz using Quizlet. Students will need to know the material to be able to create challenging quiz questions to tests others knowledge. English: Students will need to include explanations of the solutions to their problems.
 * __ Integration __**

Students will be placed into groups of four by each being given a number when they walk into class, then using a random integer program on my calculator students will be placed into groups. Students will then work in groups to explain the differences of the graphs of more equations and inequalities, then present one group problem to the class and do a few for homework problems to pass in. Each student will have a task within the group of either a facilitator, recorder, timekeeper, or process observer.
 * __ Groupings __**


 * __ Differentiated Instruction __**

** Modifications/Accommodations ** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Verbal-** Students will be able to listen to others and myself explain the differences through group work.
 * Logical-** Students will learn how to graph different types of equations and inequalities on a graphing calculator.
 * Visual-** A graphic organized will be used to sort out ideas and thoughts of the different types of graphs.
 * Interpersonal-** Students will have an opportunity to work in groups in class.
 * Intrapersonal-** Student will work on problem by themselves for homework.
 * Musical-** There will be music in the background as student are doing the shopping activity.
 * Naturalist-** There will be examples of nature problem and how they relate to everyday situations.
 * Kinesthetic-** Student will be able to move around and interact while shopping for items.

Absence: If you are absent from school for any reason it is your responsibility the day you return 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 ** Students are creating a 5-question quiz using Quizlet. Students will need to know the material to be able to create challenging quiz questions to tests others knowledge. Ticktacktoe chart- [] Numbering Students (cooperative learning)- [] Quizlet Tutorial- [] Worksheets: [] Worksheets: []
 * __ Materials, Resources and Technology __**
 * Laptops
 * Books
 * Pencil
 * Calculator
 * Projector
 * Paper
 * White Board
 * Tick Tack Toe 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 how inequalities and equations relate in everyday life. 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 seeing how equations relate to everyday life. Microscopes will also enjoy the graphic organizer and talking about hoe they relate to everyday life because they will be able to analyze equations and get deeper into the material. The beach ball learner will enjoy the option to choose how they solve a problem whether it is algebraically or drawing a picture. 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 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Students will learn and discover the self-knowledge that they already have about equations and inequalities. Students will be able to recognize where equations and inequalities are in everyday life, which will make it easier for them to learn how to solve equations and word problems as well as graph them. Students will be able to brainstorm ideas by themselves, and then as a group by using a ticktacktoe chart.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Verbal-** Students will be able to listen to others and myself explain the differences through group work.
 * Logical-** Students will learn how to graph different types of equations and inequalities on a graphing calculator.
 * Visual-** A graphic organized will be used to sort out ideas and thoughts of the different types of graphs.
 * Interpersonal-** Students will have an opportunity to work in groups in class.
 * Intrapersonal-** Student will work on problem by themselves for homework.
 * Musical-** There will be music in the background as student are doing the shopping activity.
 * Naturalist-** There will be examples of nature problem and how they relate to everyday situations.
 * Kinesthetic-** Student will be able to move around and interact while shopping for items.

Students will create their own quizzes using Quizlet to test their abilities about how equations and inequalities are used in everyday life. They will create example and justify if equations and inequalities are use to do it, then they will justify their answer. They will then read others and record their answers to be passed in.

Each student will brainstorm where to find equations in everyday life. Students will use the ticktacktoe chart to help sort any ideas they have about equations and inequalities. After they finish putting their last thoughts onto the graphic organizer, we will discuss where to find equations in everyday life and add to their graphic organizer. After they will pass in their graphic and I will provide feedback 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) **

Quizlet: Students will work in pairs using Quizlet to create a 5-question quiz over graphing equation and inequalities. Along with creating the online quiz for other pairs, the partners must include a key to their Quizlet that they will also be graded on. The Quizlet will be graded by a rubric and everyone in the class will take a quiz complied of their questions and my own for a pre-assessment. When the students arrive to class, the desk will be placed in pairs. ** Number Students (5): (Lottery Style) ** ** Problem of the day (10): ** ** Hook: (20) Shopping ** ** Break:(10) ** ** Review:(15) Differences between equations and inequalities and where to find equations ** ** 2 Worksheets:(15) Graphing Equations & Graphing Inequalities ** ** Assign HW:(5) **
 * Summative (Assessment of Learning) **
 * __ Teaching and Learning Sequence __**** : **
 * Agendas: **
 * Day 1:(80mins) **

** Day 2:(80mins) ** ** Re-number students:(5) ** ** Go over work sheets (10-15) ** ** Quizlet tutorial:(5) ** ** Have students create 4 problems: (25) ** ** Show them to me and fix:(10) ** ** Create Quizlet and show me:(20) **

** Day 3:(80mins) ** ** Problem of the day:(10) ** ** review (15) ** ** break:(10) ** ** take quiz:(45) ** Students will understand that equations and inequalities are used in everyday situations; when you're shopping and need to be able to figure out how to calculate the new sale price. The MLR for this lesson is //students solve families of equations and inequalities.// // At the beginning of class I will // set up the room like a store (hang up pictures of t-shirts, jeans, belts, shoes, etc. and have music playing) and have certain discounts for certain items and give the students of 150 dollars. The goal is to see who can buy the most items and not go over budget. They must keep a receipt of the item they bought and the prices.
 * Where, Why, What, Hook, Tailors: **

Students will know how to recognize how to use equations in real life situations to solve problems. Students will use their ticktacktoe chart to take notes about where to find equations and inequalities in the world. I will explain some terminology about equations and inequalities to them, and then we will discuss graphing them. Since the students were randomly numbered at the beginning of class, I will use those numbers to sort them into small groups of 3. Then I will hand out handouts of equations and inequalities for them to work on in their groups. They will review the worksheets and then I will go over them with them. After we go over the worksheets and I allow them to ask additional questions. After all questions are answered, I will give them an additional worksheet and have them finish both for homework due at the beginning of the next class. See content notes.
 * Equip, Explore Rethink, Revise Tailors: **

When students return to class, they will be renumbered into groups of my choice by work ethic and ability. After they are into new groups, we will finish reviewing the worksheets from in class then go over the worksheet that they had for homework. After we review a bunch of problems, I will explain to the students what we are doing for a mini project and hand out their checklist. Then student will watch a Quizlet tutorial online and begin brainstorming ideas on the describing wheel chart within their groups. After the students have brainstormed their ideas for quiz questions on their ticktacktoe chart, they will bring them up to me to get their own problems and solutions checked so they may fix any mistakes them might have. The students will then work on putting their problems onto Quizlet, which will fill up to rest of class. By the end of this lesson, students will have used self-knowledge to understand where equation and inequalities are used in everyday situations. I will then grade the Quizlets on the checklist and return the checklist to the student’s next class and compile their quiz questions into an actual quiz. On the final day of this lesson, the room will be arranged into rows. When they take their seats, they will do a problem of the day, which will be a harder review question. After this, I will answer and last questions they might have. Students will then work on their quiz that was made from their questions and question of my own. This quiz will not be graded; it is their pre-assessment so I can evaluate how much time I will need to spend with specific material.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: **
 * Evaluate, Tailors: **

We will review places where the students think that equations and inequalities might be found in real life: rollercoaster’s, buildings, salaries, etc. Student will then take a pre-assessment of questions that they might see throughout the unit. Understand what domain and range are: Domain: The domain of a function is the set of all possible input values (usually x), which allows the function to work. What is the domain of 10x -15 = y Any number can be put into x so the domain is all real numbers. What is the domain of 1/(x – 7) = y The domain is all real numbers except 7 because that would mean the denominator is 0.
 * __ Content Notes __**

Students will be able to solve equations and inequalities by substitution. Example: 8x – 4 = 28 8x = 32 added 4 to each side. x =4 divided each side by 8.

Inequalities: Exapmle: 6p – 12p < -6 -6p £<-6 p >1 when dividing by a negative you must flip the inequality sign Example: x + 6 ≥ 17 or x + 3 ≤ -2 if it is an “or” solve each one separately. x ≥11 or x ≤ -5 Example: -24 ≤ -2n ≤ 6 when it is an “and” separate them and solve. -24 ≤ -2n; -2n ≤ 6 12 ≥ n n ≥ -3 and combine your answers in an “and” -3 ≤ n ≤ 12 Substitution: Example: y = 4x – 9 y = x – 3 replace y in one of these equations with what y equals in the other equation. 4x – 9 = x – 3 3x = 6 x = 2 then replace x in one of the equations with 2. y = 2 – 3 y = -1 Solve linear equations and graph them. y=mx+b 6y+2x=10 6y=-2x+10 y=-1/3x+5/3 Graph inequalities. See handout [] (x-7)^2= (x-7)(x-7)= x^2-7x-7x+49= x^2-14x+49 (x+2)(x+3) x^2+3x+2x+6= x^2+5x+6 (2x-1)(2x+1)= 4x^2+2x-2x-1= 4x^2-1 3x^2(x+5) 3x^3+15x^2

GCF: Greatest Common Factor FOIL: First, Outer, Inner, Last Factoring: x^2+5x+6 (x+3)(x+2) x^2-8x+15 (x-3)(x-5) x^2 +4x-12 (x+6)(x-2) Factor by grouping: Example: x^3-3x^2-16x+48= (x^3-3x^2)-(16x+48)= x^2(x-3)-16(x-3)= (x^2-16)(x-3)= (x+4)(x-4)(x-3)

Graphic Organizer. Checklist. Homework.
 * __ Handouts __**