L5+Jean,+Ethan

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

Teacher’s Name:** Mr. Ethan Jean **Date of Lesson:** Lesson 5 (Explanation)
 * Grade Level:** 9- Diploma **Topic:** Algebraic Equations, Graphing

__**Objectives**__
Students will understand that there are many things that can be found from an algebraic equation Students will know how to find x and y values, points of intersection, and points of inflection by analyzing an equation and its graph Students will be able to explain how to derive different parts from an equation

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics D. Algebra Equations and Inequalities Grades 9-Diploma 2. Students solve families of equations and Inequalities c. Solve absolute value equations and inequalities and interpret the results


 * Rationale:** Students will be able to apply basic rules of algebra to a real world situation during the math lab and show their ability to solve real equations.

__**Assessment**__
Students will be given a graphic organizer that they will be assessed on. The 4 link chain diagram will be filled out with different ways to solve equations, which the students should already know from previous lessons. During the filling out of the diagrams, the teacher will move around the class and gain an understanding of where each student is at with the material. After the organizers are filled out the class will participate in a think, pair, share exercise that will again give the students a chance to be assessed. Students will be expected to contribute to the class discussion, even if they only ask questions. Students will be encouraged to ask questions because that will show they are working towards mastery.
 * Formative (Assessment for Learning)**

At the end of the lesson students will complete a math lab that will be handed in and graded for correctness. This will give students a chance to show how they can collect data and interpret the results of what they have found. The students will be expected to use the forms of equations we have worked with previously and apply them to this lab. Students will be able to show their understanding of the material and how they can apply it to real world situations. Students will be also expected to post a blog at the end of the lesson reflecting on the lab. They will need give one thing they feel they did well and one thing they feel they could have improved on.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will be able to again work with blogs during this lesson. It will be used as a great form of assessment as students will be posting a reflection about the final assessment for this lesson. The teacher will then be able to go look at the blogs and gain a better understanding of how the lesson went.

English:** Students will be using their English skills to complete the final blog post reflecting on the math lab.
 * Other Content Areas:
 * Social Sciences:** Students will be gaining a better understanding of each other through the think, pair, share exercise the class will do during the lesson.

__Groupings__
During this lesson students will first work in pairs during the think, pair, share exercise. The students will be split up into groups by the teacher based on need. This means the students the teacher feels like are struggling will be placed with the students that are doing well in the class. Hopefully by this point in the unit the students will all have a fairly good understanding of what is going on regarding different types of mathematical equations. However, students who are still struggling will still be paired up with the students who are doing well.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal/Linguistic-** Students will be able to share ideas through the think, pair, share activity and they will also be able to verbally learn thought the teaching of the lesson.
 * Logical/mathematical-** Students will need to think logically in order to complete the requirements of the math lab.
 * Visual/Spatial-** The 4 link chain diagram will serve as a visual aid to help organize the lesson in a more spatial way.
 * Bodily/Kinestetic-** Students will be able to use their bodies when doing the think, pair, share exercise by allowing them to get up and move to different parts of the room.
 * Interpersonal-** Students will work together during the think, pair, share activity to help people that learn better this way benefit from the discussion.
 * Naturalist-** The math lab itself will involve taking measurements from objects that naturally occur in nature.

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

If a student misses a class they will be responsible for gathering the information they missed ether by coming into the classroom to get the material or getting it from a student who was in class the day of the absence. Because the final product will be a graded lab, it is very important to stay up to date with the material being provided. The student can make up the lab whatever way he or she would like, but they are responsible for getting the homework or the lab done and handed in on time. If their absences get in the way of handing in an assignment the student will be responsible for emailing the teacher with a plan for completing the assignment. The teacher will OK the plan and it is then the students responsibility for doing what they said they would.
 * Absent Students**

During the math lab students will be asked to measure different things around and just outside the classroom. During this students will be encouraged to go as in depth as they wish to with their measurements. Students will also be able to elaborate on basically what ever part of the lesson they wish to in the blog post at the end of the lesson. They can post different supplements in their blog reflections that they thought might have helped or just present any new information they may have researched about the topic in the blog post.
 * Extensions**

__**Materials, Resources and Technology**__
__Materials:__ 4 link chain diagram (graphic organizer) Paper Pencils Math Lab Handout Yard Sticks/Rulers Think, Pair, Share handout

__Resources:__ Math Lab Example Video

__Technology:__ Laptops (each student to complete the blog) Overhead projector / interactive whiteboard

__Source for Lesson Plan and Research__
__Informational Links for this lesson:__ [|4 link chain diagram graphic organizer] This is the graphic organizer that is going to be used to help the students organize the information during this lesson. [|Inequalities Information] This website gives some great information about how inequalities work and ways to solve them if any of the students are still having trouble with the material [|Math Lab Example Video] This is a sample video talking about what types of math labs can be done in a classroom and it will hopefully give students a better idea about what we are going to be doing during the lesson. [|Think, Pair, Share exercise] This is a link to the page where I found the group exercise that we will be doing during this lesson to help the students reflect and better understand the information. [|Graphing equations] Because during this lesson students will be graphic information they gather, this site will be useful in helping students if they are having trouble with graphing. This website gives us a lot of great ways to graph.

__Lesson Plans:__ [|Measuring height] This lesson is for special education students but has many of the same parts as this lesson. Students are asked to take measurements and interpret the results, however, in my lesson the students are also asked to graph the data and make an equation for the average of the data.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates this Maine standard because it provides students with a variety of ways to learn. The graphic organizer will allow students to keep their thoughts organized in a manor that best fits their learning style. The requirements for the final math lab are clear and the "clipboard" student will be able benefit from this. Students will also be able to work together during the group activity where each student will be expected to welcome any ideas a student might have, helping the more shy students or "puppy's" get in on the conversation and the learning. Students will also be able to get up and move around the room to form their groups and bounce ideas off each other which will benefit the "beach ball" students who learn best in that setting. The students will show their ability to explain whats going on within the math through the completion of the math lab.
 * //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:** This lesson will allow for students of all learning types to show their intelligences. The student assessment will allow for students to express how they feel the learn best and through the group activity I will be able to make my own assessment of how the students learn best. During the lab the students will be able to show their own individual ability regarding the material. The combination of these two will allow for the student to get the most possible out of the unit because understanding the learning style that fits best is key to developing understanding of the material by the student. As a teacher I can then take this information and apply it to my own teaching techniques. Also, when working in the group setting students will be bale to gain a better knowledge of how well they work and interact with others. This can give a student a better understanding of themselves, allowing them to open their mind and gain a better understanding of the Algebra.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** The students variety of leaning styles are planned for in this way.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal/Linguistic-** Students will be able to share ideas through the think, pair, share activity and they will also be able to verbally learn thought the teaching of the lesson.
 * Logical/mathematical-** Students will need to think logically in order to complete the requirements of the math lab.
 * Visual/Spatial-** The 4 link chain diagram will serve as a visual aid to help organize the lesson in a more spatial way.
 * Bodily/Kinestetic-** Students will be able to use their bodies when doing the think, pair, share exercise by allowing them to get up and move to different parts of the room.
 * Interpersonal-** Students will work together during the think, pair, share activity to help people that learn better this way benefit from the discussion.
 * Naturalist-** The math lab itself will involve taking measurements from objects that naturally occur in nature.


 * Technology:** Through this lesson students will be able to use the blog technology to give and receive very appropriate feedback.

Rationale:**This lesson demonstrates my ability as a teacher to provide students with a variety of formative and summative assessments. Through the use of class discussion the students will be able to show their understanding of the core ideas being taught. By completing the math lab students will show their ability to meet a standard set by the rubric provided in this lesson.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will be given a graphic organizer that they will be assessed on. The 4 link chain diagram will be filled out with different ways to solve equations, which the students should already know from previous lessons. During the filling out of the diagrams, the teacher will move around the class and gain an understanding of where each student is at with the material. After the organizers are filled out the class will participate in a think, pair, share exercise that will again give the students a chance to be assessed. Students will be expected to contribute to the class discussion, even if they only ask questions. Students will be encouraged to ask questions because that will show they are working towards mastery.
 * Formative (Assessment for Learning)**

At the end of the lesson students will complete a math lab that will be handed in and graded for correctness. This will give students a chance to show how they can collect data and interpret the results of what they have found. The students will be expected to use the forms of equations we have worked with previously and apply them to this lab. Students will be able to show their understanding of the material and how they can apply it to real world situations. Students will be also expected to post a blog at the end of the lesson reflecting on the lab. They will need give one thing they feel they did well and one thing they feel they could have improved on.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The classroom will be set up with all the desks in groups of four around the room so when we do the lab there will be more room to move around the room. Once all students have entered and taken their seats the class will begin. The students pre-assessment was done through the previous lessons.

__Class one:__ The students will be shown how finding a point of intersection can relate to maximum profit or minimum expense (10 minutes) The class will engage in a discussion about finding x and y values, points of intersection, and points of intersection (25 minutes) The students will fill out their graphic organizers and the teacher will check for understanding (15 minutes) The class will participate in a think, pair, share exercise (20 minutes) The students will be given a few sample problems to work on in class or for homework (10 minutes)

__Class two:__ Students will be able to ask any questions they have about the material at the start of class (10 minutes) Students will be shown a video about math labs (5 minutes) The math lab handout will be given out (5 minutes) The class will go over what they will be doing in the math lab (5 minutes) The class will work on and complete the math lab and hand it in either at the end of class or for homework (55 minutes)

Students will understand that there are many things that can be found from an algebraic equation. From construction workers to book keepers, this usage of algebraic techniques is involved with an array of jobs that one of you might want after high school or college. //Students solve families of equations and inequalities//. In order to capture the attention of my students I will enlighten them by showing how finding things like points of intersection can help make real word tasks much easier. During the second class my students will be hooked using a video about math labs.
 * Where, Why, What, Hook Tailors: Visual, Verbal, Interpersonal, Logical**

. Students will know how to find x and y values, points of intersection, and points of inflection by analyzing an equation and its graph. For this lesson student should have a good idea about most of this due to the previous lessons conducted within this unit. A [|4 link chain diagram] will be used to help the students organize their notes. This will provide students with a better way of keeping the information organized. Many times the core ideas are lost in the process of note taking but using this graphic organizer will make it easier for students to keep the concepts straight in their minds. Students will be able to brainstorm in groups and come up with some ideas they may not have thought of before. This gives students a chance to rethink what they were just taught and perhaps gain a better understanding that they can then apply to the math lab later in the lesson.
 * Equip, Explore, Rethink Tailors: Intrapersonal, Interpersonal, Logical, Verbal, Visual**

A [|4 link chain diagram] will be used to help the students organize their notes. Think, pair, share will be used to allow students to share ideas regarding the 4 link chain diagrams. Students will be able to brainstorm in groups and come up with some ideas they may not have thought of before. By working in these groups students will be given the chance to experience a different view regarding the material. This will make them rethink and refine their own views on the material and help the work towards mastery. Students will be able to make chances during this discussion period to their 4 chain link diagrams if needed. This is also part of the working towards mastery that is very important for students. Giving students these opportunities is key in allowing students to work towards mastery and not just memorization. Students will be able to ask questions during the math lab and also on homework to help them before handing in the assignments.
 * Explore, Experience, Rethink, Revise, Refine Tailors:** **Interpersonal, Intrapersonal, Logical, Verbal, Visual**

Students will be asked to take part in a final discussion reflecting on the lab. Students will need to share something they learned as well as something they wished they learned more about. Students will also need to explain what they found during the lab. The lab itself will also be evaluated based on the correctness. By giving students the chance to reflect on their work and what they felt worked well the teacher gets a lot of great feedback that will help to make the lesson better in the future.
 * Evaluate Tailors:** **Verbal, Visual, Interpersonal**

[|4 link chain diagram graphic organizer] This is the graphic organizer that is going to be used to help the students organize the information during this lesson. [|Inequalities Information] This website gives some great information about how inequalities work and ways to solve them if any of the students are still having trouble with the material [|Math Lab Example Video] This is a sample video talking about what types of math labs can be done in a classroom and it will hopefully give students a better idea about what we are going to be doing during the lesson. [|Think, Pair, Share exercise] This is a link to the page where I found the group exercise that we will be doing during this lesson to help the students reflect and better understand the information. [|Graphing equations] Because during this lesson students will be graphic information they gather, this site will be useful in helping students if they are having trouble with graphing. This website gives us a lot of great ways to graph.
 * Content Notes**

4 link chain diagram (graphic organizer) Math Lab Handout Think, Pair, Share handout
 * Handouts**