L1+Martin,+Leighlan


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


 * Teacher’s Name:** Leighlan Martin **Lesson # 1 : Facet: Explanation**
 * Grade Level:** 8 **Topic: Graphing linear equations**


 * __Objectives__**
 * Student will understand that** the graph of a linear relationship y=kx+b is a line. K being slope and b the y-intercept
 * Student will know** y=kx+b, y=x line, point slope formula, and, distance formula & Terminology: linear, equation, slope, y-intercept, x-intercept, graph.
 * Student will be able to do** derive a line from a linear equation

Maine Learning Results: Mathematics- D, Algebra, Functions and Relations. Grade 8 Students understand and solve problems involving linear equations.
 * __Maine Learning Results Alignment__**


 * Rationale:** In order to understand linear equations one needs to know how they relate to lines.
 * __Assessment__**

Survey: What is a linear equation? What are they used for? How do you graph them? What do they look like once graphed? When you were doing the practice questions, what was hardest? Easiest?
 * Formative (Assessment for Learning)**

Excel; Students will fill out a practice sheet for graphing. They will check the practice equations with their peers. I will then go over the practice problems. They shall then graph the set of equations by plugging in their points into a spread sheet, and connecting the points. They shall switch and grade each other with the rubric, then revise. Then I will electronically revise their graphs, give feedback and return it to them for refining then rubric.
 * Summative (Assessment of Learning)**


 * __Integration__**
 * Technology:** Students used line plotter to learn how to graph equations.


 * Other Content Areas:** Career education is integrated because we will be graphing common statistics; the first one is on education and job salaries. Biology is also integrated because the equations we are graphing come from scientific data.

Spring partners check their work with each other.
 * __Groupings__**


 * __Differentiated Instruction__**

**Strategies:** Verbal: Talking with peers about the task. Visual: They will use line plotter to see the graphs of the equations. Intrapersonal: First run-through of the practice sheet. Interpersonal: They will check their work in line plotter with their spring partners. Logic: Students will complete a step by step practice sheet. Naturalist: The class is started with equations representing different data sets. Some of the data is about the speeds of animals (distance/ time).

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

** Absence ** You are expected to come to every class as absence detracts from your own learning. If you are absent, you are expected to email me explaining why you are absent, and I will email you a description of what was done along with class work and home work. From there we can make a plan to get it done.

**Extensions** Students will use line plotter to learn how to graph equations.

Laptops, Connecting wire, Projector, Handouts, Pencil, Eraser, Rubric, Pets Do, top twenty fastest land animals. You tube, Top 8 slowest animals, by Reda Azzi.
 * __Materials, Resources and Technology__**
 * __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:**


 * //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:**


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

__Teaching and Learning Sequence__
Agenda: On day one equations representing the speeds of different animals, including humans, will be on the board. Step by step equation graphing sheets will be on the desks. The teacher will show how to graph one of the equations making references to the students graphic organizer. The teacher will demonstrate that the graph of a linear relationship y=kx+b is a line, K being slope and b the y-intercept**.** Terminology will also be introduced. She will also explain that velocity is often represented through linear equations. Students will complete their practice sheet for home work.

On day two students will check their work on the equation sheet with their winter partners. Then the worksheet will be gone over by the teacher as a class. The activity in excel will then be introduced the checklist will be handed out and explained. Students will be shown how to plot a line in excel from points and will start working with their partners to do that.

On day three students will complete their excel work check it, evaluate themselves using the checklist, make revisions, answer some questions in a text box, and email their work to the teacher. This work proves that the student is able to derive a line from a linear equation. Students Students will complete an evaluation of the task at the end.

Desks will be in twos and students will sit with their winter partners. Students will understand that the graph of a linear relationship y=kx+b is a line. K being slope and b the y-intercept ** (where). ** Velocity is often represented through linear equations (** why **). //** Students understand and solve problems involving linear equations **// (** what **). Equations representing the speeds of different animals, including humans, will be on the board (**Hook**). The tailors in this section are naturalist, logical, and interpersonal.
 * Where, Why, What, Hook, Tailors: **

Students will know y=kx+b, y=x line, point slope formula, and, distance formula & Terminology: linear, equation, slope, y-intercept, x-intercept, graph (** Equip **). Step by step equation graphing sheet, with practice equations. They will use it to help them first do the practice, then to derive their line in excel (** explore **). Doing practice equations, what was hardest? easiest? (** rethink **). Check with peers (** revise **). The tailors in this section are visual, linguistic, logical, intrapersonal and interpersonal.
 * Equip, Explore Rethink, Revise Tailors: **


 * Explore, Experience, Rethink, Revise, Refine, Tailors: **

Step by step equation graphing sheet, with practice equations. They will use it to help them first do the practice, then to derive their line in excel (** explore **). Check worksheet and excel with peers (** experience **). Doing practice equations, what was hardest? easiest? (** rethink **). Check with peers (** revise **). Go over checklist (** refine **). The tailors in this section are visual, linguistic, logical, intrapersonal and interpersonal. Students will be evaluated on a checklist.
 * Evaluate, Tailors: **

y=kx+b, y=x line, point slope formula, and, distance formula & Terminology: linear, equation, slope, y-intercept, x-intercept, graph, rise over run.
 * Content Notes**


 * Handouts**
 * Formative assessments**
 * Step by step proses**
 * Checklist.**