L6+Bartlett,+Kaitlyn

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

**LESSON PLAN FORMAT** Student will understand that that e** quations and inequalities are used in everyday. ** Student will know how to manipulate equations and inequalities on they x-y plane. Student will be able to design word problems using equations and inequalities that are found in everyday life. 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__:** 6 Application
 * __Grade Level__****: 9** **__Topic__:** Solving equations and inequalities
 * __Objectives__**
 * __Maine Learning Results Alignment__**


 * Rationale:** In the lesson student will display their knowledge of equation and inequalities by manipulating them into pictures of things that they see in their everyday life.


 * __Assessment__**

In this lesson student will look at word problems that were difficult for them to solve and use a cluster word web to write down words in the problem that might have made it challenging for them.
 * Formative (Assessment for Learning)**

Geogebra: Students are to create a word problem involving equations or inequalities that relates to everyday life. After their word problem is complete, the student will use Geogebra to create a picture out of graphs that will either help enhance their word problem or make it visually appealing.
 * Summative (Assessment of Learning)**

Art: Students will use their knowledge of art to create a visually appealing graph that could be used to help enhance a word problem that they create.
 * __Integration__**
 * Technology:** Student will use Geogebra to create pictures from manipulating equations and inequalities.
 * Other Content Areas:**

Students will have the opportunity to work in groups to work on their brainteaser. The brainteaser will consist of having the students first draw a very simple drawing and then all the pictures will be put into a hat and then each group will choose a picture out of a hat. The students will then brain storm types of equations that are use in the basic drawing they drew out of the hat.
 * __Groupings__**


 * __Differentiated Instruction__**


 * Strategies:**
 * Verbal/ Linguistic-** Students are able to talk with others about their problems.
 * Logical-** Student can use logic to explain why some word problems were hard or easy for them.
 * Visual-** Students will draw pictures using Geogebra.
 * Interpersonal-** Students will work with other to find out who drew the picture the obtained.
 * Intrapersonal-** Students will create their graphing picture by themselves.
 * Musical-** Student could draw a picture of something musical.
 * Naturalist-** Student will be able to relate their word problem to nature.
 * Kinesthetic-** Student will move around to figure out who drew the picture they selected out of the hat without talking.

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** Students will create a word problem involving equations or inequalities that relates to everyday life. After their word problem is complete, the student will use Geogebra to create a picture out of graphs that will either help enhance their word problem or make their word problem visually appealing.

Cluster Word Web- [] 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__**


 * //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 using their knowledge of equation and inequalities to create pictures to help enhance a word problem they have created relating to 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 see what was difficult for them to solve high-order thinking word problems. Microscopes will also enjoy the graphic organizer and talking about what types of equations and inequalities could be use to create pictures, The beach ball learner will enjoy the option to create their own word problem and then create a picture of them. The puppy learners will be able to hear the ideas of others and discuss problems they might have had.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://** Students will learn how to apply what they have learned in regards to equations and inequalities by manipulating equations to create pictures, Students will then be able to design pictures using the manipulations of the equations and inequalities, Students will be able to brainstorm difficulties they had when solving word problems by themselves using their cluster word web. These term will be usefull when they create their own word problems that should be challenging to other students.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://**
 * Verbal/ Linguistic-** Students are able to talk with others about their problems.
 * Logical-** Student can use logic to explain why some word problems were hard or easy for them.
 * Visual-** Students will draw pictures using Geogebra.
 * Interpersonal-** Students will work with other to find out who drew the picture the obtained.
 * Intrapersonal-** Students will create their graphing picture by themselves.
 * Musical-** Student could draw a picture of something musical.
 * Naturalist-** Student will be able to relate their word problem to nature.
 * Kinesthetic-** Student will move around to figure out who drew the picture they selected out of the hat without talking.

Students will create a word problem involving equations or inequalities that relates to everyday life. After their word problem is complete, the student will use Geogebra to create a picture out of graphs that will either help enhance their word problem or make it visually appealing. In this lesson student will look at word problems that were difficult for them to solve and use a cluster word web to write down words in the problem that might have made it challenging 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)**

Geogebra: Students are to create a word problem involving equations or inequalities that relates to everyday life. After their word problem is complete, the student will use Geogebra to create a picture out of graphs that will either help enhance their word problem or make it visually appealing. When students arrive to class, the desks will be set up in two’s so that student will be able to work in pairs with out moving, Agendas:
 * Summative (Assessment of Learning)**
 * __Teaching and Learning Sequence__****:**
 * Day 1: (80mins) **
 * Go over Quiz from last class (20) **
 * Brainteaser (10) **
 * Discussion about brainteaser (5) **
 * Go over word problems together and brainstorm what makes them difficult (20) **
 * Work on cluster word webs in the pairs they are sitting with (10) **
 * Brainstorm ideas for their own problems (10) **
 * Assign homework (5) **


 * Day 2:(80mins) **
 * Brainteaser (10) **
 * Finish creating word problems and start to make picture of your graph (65) **
 * Give homework (5) **

During this lesson, students will understand that e** quations and inequalities are used in everyday situations **. Through an exploration of word problems, students will relate to the real world. For example, prices for things you buy at the store use equations to decide the final amount the buyer will pay. The MLR is //**students solve families of equations and inequalities.**// // At the onset of class students will work with the person that they are sitting next to, to create a simple picture. //All the pictures will be put into a hat and then each group will choose one. The students will then brain storm types of equations that are use in the basic drawing they drew out of the hat.
 * __Teaching and Learning Sequence__:**
 * Where, Why, What, Hook, Tailors: Visual, Intrapersonal, and Verbal**

Students will know how to manipulate equations and inequalities on they x-y plane. We will explore different ways to put restrictions on graphs to capture a certain part of the graph that we want to help create our pictures. This will also help them with learning the power of inequalities. Students will use a cluster word web to write ideas for their own word problem. The cluster word web will help the student understand and identify their own difficulties with word problems and different approaches to solving them. Students will first have the opportunity to look at word problems that were easy and hard for them in the past and make connections to what made them either difficult or easy. To help students tackle difficult word problems, I will have the students incorporate something that they noticed was difficult for them, into their word problem.
 * Equip, Explore Rethink, Revise Tailors: Verbal, Visual, Intrapersonal, Logical, and Interpersonal**

Students will use a cluster word web to write ideas for their own word problem. After the students have obtained ideas of what made the problem difficult for them, I will walk around the room to check and make sure the students truly understand the elements of a word problem. Then the students will choose something that was difficult for them and incorporate it into a word problem of choice. I will make sure to go over what plagiarism is so that the student don’t get tempted to copy someone else’s work. Student will show that they understand how to apply the concepts into their own work. For the brainteaser and filling out their cluster word webs, students will work with the person that they are sitting next to. After the partners are able to have a conversation, we will discuss it as a class. I will have the students pass in ideas that they have for their word problem in, along with their cluster word webs so I can give them feedback on them. Students will be able to self asses themselves on the same checklist that I will use to grade them so I can see what grade they feel they deserve compared to the grade that they actually reviewed. Students will receive feedback on their word problems and graphs before they have to turn in their final product. The students will also have an opportunity to revise their work is assessed for a first time. This will help students tie in all of the work that we have done in this unit and help prepare them for their final project and test.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Intrapersonal, Interpersonal, Logical, naturalist, and Verbal**
 * Evaluate, Tailors: Visual, Intrapersonal, and Logical**

**Examples of word problems:** Juan makes $1200 a month [|working full time at Wal-Mart]. If his bills are $400 for rent, $150 for electricity, $35 for water/garbage and $50 for his cell phone, how much does he have left for himself and his family? //[solving one-step equations with adding and subtracting]//
 * __Content Notes__**

A new 19 inch TV costs about $200. At [|Rent-a-Center], you pay $12 a week for 78 weeks for the same TV. What's the total cost at Rent-a-Center? //[solving one-step equations with multiplication and division]//

For every hour she works at [|Dollar General], Veronica makes 6 dollars. Make a table and a graph showing the hours she works and the money she makes (up to 8 hours). //[creating and connecting tables and graphs of a relationship]//

The cost of a [|Whataburger] meal is $3.99 each. Write a function for the total cost, c, in terms of the number of meals you buy, m. Use your function to find out how much 8 meals would cost. //[writing equations and functions]// n **Read the problem entirely** Get a feel for the whole problem n **List information** and the variables you identify Attach units of measure to the variables (gallons, miles, inches, etc.) n **Define what answer you need**, as well as its units of measure n **Work in an organized manner** Working clearly will help you think clearly Draw and label all graphs and pictures clearly Note or explain each step of your process; this will help you track variables and remember their meanings n **Look for the "key" words** Certain words indicate certain mathematical operations __Key words:__ more than combined, together total of sum added to || minus, less difference between/of less than, fewer than || times, multiplied by product of  increased/decreased by a  factor of (this type can  involve both addition or  subtraction //and//  multiplication!) || out of ratio of, quotient of  percent (divide by 100) || gives, yields sold for ||
 * **Addition** || increased by
 * **Subtraction** || decreased by
 * **Multiplication** || of
 * **Division** || per, a
 * **Equals** || is, are, was, were, will be

To manipulate equations, set boundaries on the x or y coordinates. For example: y=3x+6 ; -2<x<0 à by doing this you only graph the area of the line between x=-2 and x=0. Cluster Word Web Checklist
 * __Handouts__**