L4+Dube,+Brittany

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


 * Teacher’s Name:** Ms. Dube **Lesson:** Lesson 4 - Perspective
 * Grade Level:** 9th and 10th **Topic:** Linear Equations and Inequalities

__**Objectives**__ Student will understand that inequalities can be useful in problem solving. Student will know about linear equations, inequalities, and their different components. Student will be able to compare inequalities to linear equations (including graphs).

__**Maine Learning Results Alignment**__ //**Maine Learning Results: Mathematics - D. Algebra Equations and Inequalities Grades 9 - Diploma 2 Students solve families of equations and inequalities** a. Solve systems of linear equations and inequalities in two unknowns and interpret their graphs.//


 * Rationale:** Students will learn the similarities and differences between linear equations and inequalities.


 * __Assessment__**

At the beginning of the lesson, students will be administered a "Question of the Day" to see where they stand with the knowledge of the prior lesson. During the lesson, students will be filling out a graphic organizer that corresponds to the lesson. This graphic organizer will be collected, reviewed for feedback, and returned the next class to the student. During the "Think-Pair-Share" cooperative activity, students will get the opportunity for peer feedback so they can gauge their learning. In addition to all of that, students will be reflecting after the lesson in their blog. This blog serves as a log of progress with learning through the lesson.
 * Formative (Assessment for Learning)**

Each student is going to be responsible for creating a portfolio demonstrating the similarities and differences between linear equations and inequalities. This portfolio should include graphs, step-by-step worked out equations, and explanations as to how these systems compare to each other. Think of this portfolio as a storybook for these two systems. What kind of relationship do they share? What in the world has that kind of relationship? Put on your thinking cap because linear equations and inequalities are always fun and exciting to compare. **Product: eBook.** Students will be evaluated using a checklist.
 * Summative (Assessment of Learning)**

__**Integration**__ __Technology:__ Students will use GeoGebra and eBooks to create a portfolio describing the similarities and differences between linear equations and inequalities. Both of these are Type II technology because they call for the students to use technology in a way that other programs are unable to.

__English:__ Students will be required to write and compose a portfolio about linear equations and inequalities. This portfolio must be free of grammar and spelling errors. __Science:__ Students will be asked to think about the different ways that linear equations and inequalities tie into the science world of gathering and interpreting data.

__**Groupings**__ Upon arrival to class, student will be handed an index card with a graph, inequality, or linear equation. The students will need to find the person that has the corresponding card to their half. These two people will then take a seat at a pair of desks that are organized in “twos.” Students will then take part in a “Think-Pair-Share” cooperative learning activity. Each student will be given a Venn diagram graphic organizer. This Venn diagram will be filled out to compare and contrast the ideas of linear equations and inequalities. Students will work on this organizer on their own, with a partner, and then as a class. Discussion will take place between partners and the class to try to achieve full comprehension of all of the differences and similarities of linear equations and inequalities.

__**Differentiated Instruction**__


 * Strategies:**
 * **Verbal -** During the [|"Think-Pair-Share"] activity, students are able to discuss their thoughts about linear equations and inequalities with their partner and as a class.
 * **Logical -** Students are using the [|Venn Diagram] to logically map out the components of both linear equations and inequalities. During this activity, students will work alone, with a partner, and as a class.
 * **Kinesthetic -** Each corner in the classroom will be labeled: linear equation, inequality, and neither. The teacher will call out a component of either an inequality, linear equation, or neither. Students will be given a few seconds to make their way to the corner that they think the component fits under.
 * **Visual -** Students will use [|GeoGebra] to graph both linear equations and inequalities to experience how their graphs compare visually as part of their ePortfolio.
 * **Naturalist -** Students will be asked to think about different situations in science and nature when data is recorded as linear equation or as inequalities.
 * **Intrapersonal -** Students will be given the chance to reflect individually about how linear equations and inequalities are similar and different before reporting to their partner. Students will also be asked to blog about their feelings of their learning experience for this lesson.
 * **Interpersonal -** Students get the chance to discuss their thoughts about the comparison of linear equations and inequalities with a partner and then with the class.
 * **Musical -** The[| “hook”] used at the beginning of the lesson will allow students to make a connection to inequalities with a song they are familiar with.

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

In the event that a student is absent for this lesson, I ask that the student contact me as soon as possible to plan a meeting to go over the material. I will introduce them to the eBook assignment and applications of GeoGebra. He or she will be paired up with a partner to go over the graphic organizer. All of the information about the class, activities, and assignments will be available on the class Wiki. This will allow for the student to be able to access the information from any computer.

Students are going to create an eBook portfolio at the end of this lesson. An eBook is a Type II technology because it provides a different way for the students to express their knowledge of the subject while using technology. An eBook provides a more interactive level of technology as opposed to a scrapbook. Students will be given the opportunity to raise the bar during the eBook and graphing in GeoGebra. For those students who are ready to move on to the next level, additional guidelines and requirements for the portfolio will be added. Students will use this Type II technology to compare linear equations and inequalities in an interactive way.
 * Extensions**

__**Materials, Resources and Technology**__ __Materials:__


 * Pairing Index cards
 * Venn Diagram Graphic Organizer
 * Computer
 * Internet
 * Paper
 * Pencil
 * Chalkboard
 * Chalk
 * Labels for the corners of the room
 * Calculator
 * Text Book

__Resources:__


 * [|Graphing Linear Equations and Inequalities]
 * [|Interactive Inequalities and Linear Equations]
 * [|Solving Linear Equations and Inequalities]
 * [|GeoGebra]
 * ePortfolio
 * [|“hook”]
 *  NoteShare Tutorial Video >

__Technology:__


 * ePortfolio
 * GeoGebra
 * Computer
 * Internet
 * Graphing Calculator
 * Internet Links

__**Source for Lesson Plan and Research**__

Links for this lesson plan: > 
 * [|Graphing Linear Equations and Inequalities] - This site shows how to solve and graph linear equations and inequalities using a step-by-step process.
 *  [|Interactive Inequalities and Linear Equations] - This site allows students to input an inequality and see the graph instantly. Students can even use this resource to graph linear equations.
 * [|Solving Linear Equations and Inequalities] - This site provides text book resources online that break down definitions, concepts, and the process of solving both linear equations and inequalities.
 * [|GeoGebra]- This website allows students to input an equation and create a visual graph of the equation.
 * [|ePortfolio] - Students will use this site to create the eBook that compares and contrasts linear equations and inequalities.
 * [|“hook”] - Students will see the connection that music and mathematics can have.
 * NoteShare Tutorial Video - This tutorial shows how to use one of the alternate resources that can be used to create this project.

Pre-Designed Lesson Plans:
 * [|Real-World Application Comparing Linear Equations and Inequalities] - This lesson plan asks students to use what they know about linear equations and inequalities to solve a real world application. Students will be helping figure out how much of a product a starting business can afford. This brings the learning outside of the classroom and into the real world.
 * [|Investigating Linear Equations] - This lesson plan asks students to explore, solve, and graph the different parts of linear equations. This lesson can easily be adapted to incorporate inequalities as well.
 * [|Graphing Linear Equations and Inequalities] - This lesson plan shows, in detail, the process of graphing linear equations and inequalities. This lesson plan is complete with handouts and worksheets for the students to use to assess their learning.

__**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:**// “Clipboard” students will get the chance to thrive in this lesson. Many parts of this lesson are structured and organized. For example, students will fill out a Venn diagram that clearly and visually spells out the similarities and differences between linear equations and inequalities. “Beach ball” students will enjoy the “linear equation, inequality, or neither” activity. During this activity, students will have to make spontaneous decisions about figuring out the right classification for the equation. This also allows these students to be up and active. “Microscope” students will be given the opportunity to analyze the similarities and differences between linear equations and inequalities. Students will get the chance to work alone, in pairs, and as a class to explore and analyze this information. “Puppy” students will feel comfortable in this class because the classroom environment that is set is one that is caring and positive. Students will be less likely to be scared to give ideas and answers when the classroom environment reflects this.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:**// Throughout this lesson, students are asked to analyze the characteristics of both linear equations and inequalities. Students will then piece together these bits of information that they have concluded to show the similarities and differences between the two kinds of equations. The activities that the students will be participating in will help to clarify these differences and similarities. Students will then translate what they have learned into a Venn diagram. From the Venn diagram, students will create an eBook that clearly demonstrates and visually shows these similarities and differences.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:**// During the cooperative learning exercises, students will get the chance to explain and converse verbally the ideas of the topic. This exercise will begin as a personal reflection, move to a partner discussion, and then conclude as a class discussion. Visual learners will benefit from the Venn diagram that the students need to fill out. This diagram clearly marks the similarities and differences between linear equations and inequalities for a quick reference tool. Kinesthetic learners will be thrive with the “linear equation, inequality, or neither” activity. Students will need to move around the room to the corner that they feel the equation is best classified as. This allows students to relate their body to the math. Visually, students will get the chance to create graphs in an online graphing program. This program will translate numerical equations into the visual representation for learners to see more clearly. Since science surrounds us everyday, students will be asked to think about the different situations in science where linear equations and inequalities are important for gathering data. Students will get time to reflect on their own both in and out of class. In class, students will work on the Venn diagram alone before working with a partner. Out of class, students will be asked to blog about their learning experiences for this lesson. This is one of the ways that assessment is achieved. Students also get the opportunity to work with other students. During the “Think-Pair-Share,” students get the chance to converse with a partner and with the class as a whole. In doing this, different opinions can be brought to the table that other students may not have thought about before. Music is brought into the classroom when the “hook” is shown. Through this experience, students are able to relate the different ideas of mathematics to songs that are popular at that time. Tools such as ePortfolio and GeoGebra are used in the classroom to show students that there are current and more advanced ways to compute and organize this data. Having students utilize these technological updates keeps this form of mathematics relevant in their daily lives.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:**// Students are exposed to many different forms of assessment during this lesson. At the beginning of class, students complete a “Question of the Day” that evaluates where each students stands as far as the previous material is concerned. Next, students will be expected to work alone, with a partner, and as a class to complete a graphic organizer. Through the pair and group discussion, students are receiving instant feedback as to how they are doing with working with this material. Students will then hand in their graphic organizers to be looked at for feedback by the teacher. The teacher will then return the evaluated organizers to the students at the beginning of the next class. Students will also be expected to create an ePortfolio that compares and contrasts linear equations and inequalities. This product will be graded using a checklist. Students will also have the opportunity to self-evaluate themselves on their project.

__**Teaching and Learning Sequence:**__

Desks in the class will be arranged in “twos” to best accommodate the cooperative learning activity that will be taking place in the class that day. Upon arrival to class, student will be handed an index card with a graph, inequality, or linear equation. The students will need to find the person that has the corresponding card to their half. These two people will then take a seat at a pair of desks that are organized in “twos.” Students will then take part in a “Think-Pair-Share” cooperative learning activity.

__Day 1:__ Students receive their partner pairing index card, find their partner, and find their seats. (5 minutes) Students then solve the “Question of the Day” exercise. (10 minutes) The[|“hook”] video is shown. (5 minutes) Students work on the [|Venn diagram] alone. (5 minutes) Students use the [|"Think-Pair-Share"]activity in pairs on the graphic organizer. (10 minutes) Students work as a class to [|complete] and share their ideas about the Venn diagram. (20 minutes) “[|Linear equation],  [|inequality,] or neither” activity. (15 minutes) The [|GeoGebra] and [|ePortfolio] project is explained and demonstrated to the students. Tutorial videos presented as resources for the students (NoteShare, [|GeoGebra], [|ePortfolio]). (10 minutes) Graphic organizers are collected as the students leave the class.

Day 2: Students will present their ePortfolio project to the class. (60 minutes) The remainder of the class will be used for any activities that may not have been completed the day before or for working on the group project with their other team members. (20 minutes)

Students will understand that inequalities can be useful in problem solving. Students will be presented with real-life situations during the activity. This will show students that there are connections to the material that is being learned and the world outside of school. The Maine Learning Result that lesson one focuses on is that "students solve families of equations and inequalities." A video will be shown at the beginning of class to the students that take the material that is being learned and puts it to a modern day song. This video will capture the students’ attention as well as hopefully helping them to remember the material.
 * Where, Why, What, Hook, Tailors: Visual, Verbal, Interpersonal, Musical, Logical**

Students will know about linear equations, inequalities, and their different components. Students will be able to refer back to their previous lessons to gather information that will help in filling out the present graphic organizer. The “hook” brings the information of the lesson into one movie production. By showing this video, students will be able to relate the mathematical topic to music. Students will be evaluated a few different ways during this lesson. At the beginning of class, students complete a “Question of the Day” that evaluates where each students stands as far as the previous material is concerned. Next, students will be expected to work alone, with a partner, and as a class to complete a graphic organizer. Through the pair and group discussion, students are receiving instant feedback as to how they are doing with working with this material. Students will then hand in their graphic organizers to be looked at for feedback by the teacher. The teacher will then return the evaluated organizers to the students at the beginning of the next class. Students will also be expected to create an ePortfolio that compares and contrasts linear equations and inequalities. This product will be graded using a checklist. Students will also have the opportunity to self-evaluate themselves on their project.
 * Equip, Explore, Rethink, Tailors: Visual, Verbal, Musical, Intrapersonal (see content notes)**

Students will get the opportunity to demonstrate higher-order thinking through the “Think-Pair-Share” activity. Students will need to take on the role as the teacher during the partner and group discussion. The teacher will be providing feedback and guidance, but the students will be running the discussion. In doing this, students are able get a deeper knowledge base for the topic because they have to know the material well enough to explain it. Students will be able to compare inequalities to linear equations, including graphs, once this lesson is complete. A vast amount of that learning will come from the cooperative learning activity and the filling out of the graphic organizer. Students will be handed an index card with a graph, inequality, or linear equation. The students will need to find the person that has the corresponding card to their half. These two people will then take a seat at a pair of desks that are organized in “twos.” In each partnership, as well as the class, students are responsible for being an active member of the discussion community of the class. The best way for everyone to learn is to have everyone participate. Throughout discussion, students will be given the chance to reflect upon their own work. At any time during the class, students are allowed to revise their work so that it correctly demonstrates their learning.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Visual, Logical, Interpersonal, Intrapersonal**

Students are given the opportunity to assess their own learning in a couple different ways during this lesson. During the cooperative learning activity, students are encouraged to keep a watchful eye to mentally gage how their progress is coming along with the learning of this material. Students will be reflecting after the lesson in their blog. This blog serves as a log of progress with learning through the lesson. After the lesson project, students will be expected to provide feedback on how they feel their progress and learning changed as a result of this activity. Timely feedback will be provided to the students in two different ways. During the class discussion, students will be provided with instant teacher feedback. This will help the accuracy of the discussion. The graphic organizers will be collected at the end of class to be reviewed for accuracy. The teacher will then analyze the organizer and provide feedback. The students will receive this organizer back at the beginning of the next class. The ePortfolio assignment ties into the application of linear equations and inequalities. In doing this project, students are becoming solid enough with the material to apply it to the outside world.
 * Evaluate, Tailors: Logical, Verbal, Visual, Intrapersonal, Interpersonal, Naturalist**

__**Content Notes**__ Links for this lesson plan: > 
 * [|Graphing Linear Equations and Inequalities] - This site shows how to solve and graph linear equations and inequalities using a step-by-step process.
 *  [|Interactive Inequalities and Linear Equations] - This site allows students to input an inequality and see the graph instantly. Students can even use this resource to graph linear equations.
 * [|Solving Linear Equations and Inequalities] - This site provides text book resources online that break down definitions, concepts, and the process of solving both linear equations and inequalities.
 * [|GeoGebra]- This website allows students to input an equation and create a visual graph of the equation.
 * <span class="wiki_link_ext">[|ePortfolio] - Students will use this site to create the eBook that compares and contrasts linear equations and inequalities.
 * <span class="wiki_link_ext">[|“hook”] - Students will see the connection that music and mathematics can have.
 * NoteShare Tutorial Video - This tutorial shows how to use one of the alternate resources that can be used to create this project.

Pre-Designed Lesson Plans:
 * [|Real-World Application Comparing Linear Equations and Inequalities] - This lesson plan asks students to use what they know about linear equations and inequalities to solve a real world application. Students will be helping figure out how much of a product a starting business can afford. This brings the learning outside of the classroom and into the real world.
 * [|Investigating Linear Equations] - This lesson plan asks students to explore, solve, and graph the different parts of linear equations. This lesson can easily be adapted to incorporate inequalities as well.
 * [|Graphing Linear Equations and Inequalities] - This lesson plan shows, in detail, the process of graphing linear equations and inequalities. This lesson plan is complete with handouts and worksheets for the students to use to assess their learning.

__**Handouts**__ "Question of the Day" eBook Checklist Venn Diagram Graphic Organizer Partner Matching Cards