L2+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 2 (Application)
 * Grade Level:** 10 **Topic:** Solving Inequalities

__**Objectives**__
Student will understand that there are basic rules for solving algebraic equations. Student will know how to solve inequalities, quadratic and linear equations, and families of equations. Student will be able to do and apply basic algebra skills to solving 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:** During this lesson, students will be presented with ways for solving families of equations and inequalities and through the use of blogs students will be able to demonstrate their ability to solve these equations.

__**Assessment**__
Students will be asked to participate in the activity numbered heads together where they will each be asked to complete a series of problems as a group and each member of the group must then present the answer to their individual question and how they came to that conclusion. Students will be be given feedback during the activity from the teacher, and by doing this the teacher will also gain a better assessment of what the students are learning. Each student will be required to participate in the activity, sharing at least one answer to a problem. Students will be given points for their participation in the activity. By participating, students will also be able to clear up any questions they may have regarding the material and as a teacher I will be able to take points from this activity to help me better teach the lesson in the future.
 * Formative (Assessment for Learning)**

Students will be asked to complete an assignment regarding a series of inequalities. Students will need to solve the inequalities and post them on their blog to be graded. This will be at the end of the lesson. Students will be given the chance to show their ability and mastery of the mathematical material through the postings to the blog. Each posting will be graded for process of thinking as well as correct answer. If a student has all the right steps towards an answer but makes a small mistake and get the wrong answer points will be taken away, but very few because they demonstrated a knowledge of the steps required to solve the problem. Students will be graded on a twenty point scale as indicated in the syllabus.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** During this lesson students will be required to complete an assignment involving posting answers on a blog. Students will demonstrate their ability to navigate in their own online blog and post a link on the class wiki page that leads the teacher to their blogs. Students blogs will be graded on the correctness of their answers as this will serve as the summative assessment for this lesson.
 * English:** The use of English will be integrated into this lesson through the blog posts as well. Students will be asked to explain their answers in their own words, bringing into play their ability to think and write using the skills they learn in English class.
 * Art:** Students will be able to make their blog posts as creative an visually appealing as they want.

__Groupings__
Students will participate in the numbered heads together activity during this lesson. During this activity four groups of even number will be divided up and each group will be given an equation for each member of their group. The group will be able to work on and complete the questions together but when it comes time to present, each student must present their own questions and explain the steps taken in order to come to that conclusion. These groups will be monitored by the teacher who will be available to provide constructive feedback if any of the groups need it. During this activity the students that have a better mastery of the content will be able to help the other students in the class who may be struggling. The groups will be divided up based on each students individual capabilities as assessed by the teacher. This way, struggling students do not get stuck together in a group while all the students who understand it work together.

__**Differentiated Instruction**__

 * Strategies**:
 * Verbal/Linguistic-** Students will be able to talk in a class discussion about the algebraic techniques.
 * Logical/Mathematical-** Students will need to logically analyze the questions before posting them on their blogs.
 * Visual/Spatial-** Students will be able to map out the steps involved in solving various forms of equations by using the graphic organizer.
 * Interpersonal-** Students will be able to work with everyone in the class during the numbered head activity.
 * Intrapersonal-** Also during the numbered head activity, students will be called on and they alone will be responsible for being able to answer all the questions the group was working on.
 * Bodily/Kinesthetic-** During the group activity, students will be required to stand up during the final stage of question answering. They will also be able to move around in order to get into a group that is not near any other groups.

//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 blog post, it is very important to stay up to date with the material being provided. The student can make up the work whatever way he or she would like, but they are responsible for getting the homework or final project 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 numbered heads together activity students who wish to take on a more complicated question will have the opportunity to do so. Also, during the blog posting students will be able to add any attachments like an interesting math video they found into the blog post itself. Students will not be required to do so, but they will be provided with examples of videos that would be appropriate for integration into the blog post.
 * Extensions**

__**Materials, Resources and Technology**__
__Materials:__ Paper Tree Diagram graphic Organizer Markers pencils w/ erasers textbooks Numbered heads together handout Inequalities handout

__Resources:__ Example inequalities video Inequalities resource

__Technology:__ Overhead projector / Interactive white board Laptops (for each student) Calculators

__Source for Lesson Plan and Research__
__Informational links for this lesson:__ [|Graphic organizer] This is something I discovered and want to use in my lesson. This graphic organizer will help the students to organize their ideas in a way that is easy and fun. [|Inequalities Video] This is a video I will show the students not only to give them ideas about what links to add to their blog but also it is a very good video for learning how to solve inequalities. [|Inequalities explanation] This website gives a lot of great information regarding how to solve inequalities. I feel this will be a great resource for the kids if they are having trouble understanding the text book. [|Quadratic equations] This page explains some basic rules to remember when evaluating quadratic equations. This is something I would also want to provide my students with if they are having trouble with the text book. [|Linear equations] This website gives some supplementary linear equations that students will be able to use when reviewing how to solve linear equations if they need more practice. [|Families of equations] This is a great page describing how systems of equations work and how to solve them. [|Numbered Heads Together activity] This is the activity that will be used in the lesson to make students think and work together towards a greater understanding of the algebraic material.

__Lesson Plans:__ A great [|inequalities lesson plan] where the teacher creates a real world connection to solving inequalities. This lesson plan gives some great ideas for how to capture students attention and create a great environment for learning inequalities.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates a knowledge of the diverse ways in which students learn and develop. For the students who are of the microscope type, careful and elaborate thinking will be needed in order to create the final product in the blog. Arranging the steps involved with the inequalities will take careful planning. Also, the graphic organizer will be helpful for both the microscopes and the clipboard learners in my class. For the beach ball students, the activity numbered heads together will allow them to get up and move around while bouncing ideas off classmates as well as the teacher for immediate feedback. The puppy learners will be able to also benefit from the group activity. They will feel welcomed in the diverse groupings set by the teaching. They also will be encouraged to participate and add their own input into the calculations. Students will also be able to explore the different ways they learn during the class discussion/lesson on inequalities. Students will be encouraged to ask questions at any point in time.
 * //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:** Through the planning of this lesson a knowledge of students, subject matter, curriculum goals, and learning theory is demonstrated. Students will be given the tools to solve equations in more than one way and find information from the graphs. Students are given numerous chances to display their understanding of the content through a use of all the intelligences. Students are presented with many resources regarding the subject matter as well as great ways to organize the information in a way that will be easiest for them to remember and understand. The also get a chance to practice their application of the material they learned through the blog. Through the group activity students will be able to ask questions and get feedback they need to progress their understanding. Keeping in mind the curriculum goals, students will be able to work towards them in a way that best fits their learning style. The blog presents an opportunity for students to show how the learn best by creating a product that involves their learning style. The teacher will be able to assess each students understanding of the subject matter during the group discussion as well as during the homework session.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This lesson will address the various intelligences students learn best with through a variety of instructional strategies geared towards the multiple intelligences.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Verbal/Linguistic-** Students will be able to talk in a class discussion about the algebraic techniques.
 * Logical/Mathematical-** Students will need to logically analyze the questions before posting them on their blogs.
 * Visual/Spatial-** Students will be able to map out the steps involved in solving various forms of equations by using the graphic organizer.
 * Interpersonal-** Students will be able to work with everyone in the class during the numbered head activity.
 * Intrapersonal-** Also during the numbered head activity, students will be called on and they alone will be responsible for being able to answer all the questions the group was working on.
 * Bodily/Kinesthetic-** During the group activity, students will be required to stand up during the final stage of question answering. They will also be able to move around in order to get into a group that is not near any other groups.


 * Technology:** Through the use of blogs during this lesson students will be able to use their distinct learning style to create an interesting blog. They can incorporate audio clips, videos, or pictures they like to make the blog post theirs. Creativity is encouraged and limitless for this blog post. All students must have is their math content for grading. The rest of the post can be as creative as they wish to make it. Students will be encouraged to explore the technology.

Rationale:** This lesson demonstrates my ability as a teacher to provide students with a variety of assessments. Students will be able to show their learning and creativity through the final blog posts. Students will also be able to show their understanding during the group activity where their input into the group discussion and their presentation of how to solve a problem will show an understanding.
 * //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 asked to participate in the activity numbered heads together where they will each be asked to complete a series of problems as a group and each member of the group must then present the answer to their individual question and how they came to that conclusion. Students will be be given feedback during the activity from the teacher, and by doing this the teacher will also gain a better assessment of what the students are learning. Each student will be required to participate in the activity, sharing at least one answer to a problem. Students will be given points for their participation in the activity. By participating, students will also be able to clear up any questions they may have regarding the material and as a teacher I will be able to take points from this activity to help me better teach the lesson in the future.
 * Formative (Assessment for Learning)**

Students will be asked to complete an assignment regarding a series of inequalities. Students will need to solve the inequalities and post them on their blog to be graded. This will be at the end of the lesson. Students will be given the chance to show their ability and mastery of the mathematical material through the postings to the blog. Each posting will be graded for process of thinking as well as correct answer. If a student has all the right steps towards an answer but makes a small mistake and get the wrong answer points will be taken away, but very few because they demonstrated a knowledge of the steps required to solve the problem. Students will be graded on a twenty point scale as indicated in the syllabus.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The classroom will be arranged in groups of four desks together before the students arrive in order to make the group activity easier. When students arrive and take a seat at what ever desk they wish, they will be moving around during the group activity no matter where they sit. Once all students are present the class will begin.

__Class One:__ The students will take part in a discussion about how much they think a house payment costs. They will then be shown how algebra can help to lower house payments as a real world connection (10 minutes) Students will be introduced to basic rules involved in solving inequalities, as well as more notes about quadratic and linear equations and families of equations. (40 minutes) Students will be assigned homework and given time to work on assigned homework problems as a class to allow for immediate feedback from the teacher before the attempt the rest of the questions on their own (25 minutes) Students will be shown a video about solving inequalities before the end of class (5 minutes)

__Class Two:__ Students will begin class by asking any questions they had about the homework (10 minutes) Students will take part in the numbered heads together activity (30 minutes) Students will be given the blog assignment and go over the requirements as a class (10 minutes) The rest of the class will be a workshop for students to work on their blog projects and get feedback from the teacher (30 minutes)

Students will understand that there are basic rules for solving algebraic equations. Basic algebra is used in solving problems around the house such as how high to set up a ladder or how many plants you will be able to fit into your garden and even how much food you will reap from your garden. //Students solve families of equations and inequalities.// In order to engage the students they will be told about a true life example of how using basic rules for algebra. They will be shown how algebra can help you save money on house payments. During the second class students will he hooked by a class discussion over the material that was assigned the night before.
 * Where, Why, What, Hook Tailors: Verbal-Linguistic, Visual/Spatial, Logical, Interpersonal**

Students will know how to solve inequalities, quadratic and linear equations, and families of equations. [|A tree diagram] will be used to organize the steps involved with solving algebraic equations. This diagram will allow students to be able to organize the steps involved with solving inequalities in a way that will be most beneficial to them. Students will discuss the problems given to the class as well as their tree diagrams. Through this discussion students will be able to gain knowledge regarding the content that they may have not gained through the teacher. A lot of times a student with a great knowledge of the content can explain it in a way that is easier for the student who is struggling to understand. This discussion will also allow for the teacher to check for understanding. In order to do this the teacher must make sure all students are included in the discussion and that a few select individuals do not dominate the conversation.
 * Equip, Explore, Rethink Tailors: Visual/Spatial, Logical, Interpersonal, Intrapersonal** (see content notes)

[|A tree diagram] will be used to organize the steps involved with solving algebraic equations. The group activity [|numbered heads together] will be used to generate discussion and encourage practice of the skills. During this activity students will need to work together to create answers to problems and then each student will need to present the answer and steps involved for a question. This will make students think and bounce ideas off each other in order to come up with what they all agree upon to be the correct answer. During this activity the teacher will be monitoring the groups to make sure everyone is involved as well as give feedback to any groups who may have questions regarding a particular problem. Each group will be set up with one or two students who seem to be excelling during the lesson as well as one or two students who seem to be struggling. This way, the students who have a better understanding of the material will be able to help out the struggling students. Students will also discuss the problems given to the class and their tree diagrams. Students will be given feedback and give feedback during discussion of the tree diagrams. Students will be given feedback on their graphic organizers from the teacher and they will be able to make the proper adjustments as needed. Students will be able to refine their knowledge of the material in class one during the homework session at the end of class. This is a great opportunity for the teacher to check for understanding while letting the students work towards their own understanding of the material.
 * Explore, Experience, Rethink, Revise, Refine Tailors: Interpersonal, Intrapersonal, Visual/Spatial, Logical, Verbal-Linguistic, Bodily/****Kinesthetic**

Students will be asked to post homework to their blogs as well as post reflections on what they feel they have learned. Students will be encouraged to be as creative as they want to be during this posting. Adding in videos, pictures, and music will be encouraged but not required. Students will also be able to self-assess during the period directly after the group activity on how well they feel they have learned the information. Students will be provided with timely feedback during the group activity and on all homework assignments because they will be ether partially or completely done in class where the teacher can give them immediate feedback on everything. Students will gain a knowledge of how to work with an online blog through this assignment. This will be one of the first times students will be introduced to blogging and it will be something they will need in almost all future assignments. Blogging will be something that as a teacher I can used to measure students individual understanding of the mathematical content they will be learning.
 * Evaluate Tailors: Intrapersonal, Logical, Visual/Spatial, Naturalist, Musical/Rhythmic**

[|Inequalities Video] This is a video I will show the students not only to give them ideas about what links to add to their blog but also it is a very good video for learning how to solve inequalities. [|Inequalities explanation] This website gives a lot of great information regarding how to solve inequalities. I feel this will be a great resource for the kids if they are having trouble understanding the text book. [|Quadratic equations] This page explains some basic rules to remember when evaluating quadratic equations. This is something I would also want to provide my students with if they are having trouble with the text book. [|Linear equations] This website gives some supplementary linear equations that students will be able to use when reviewing how to solve linear equations if they need more practice. [|Families of equations] This is a great page describing how systems of equations work and how to solve them.
 * Content Notes**

[|Numbered Heads Together activity] [|Graphic organizer]
 * Handouts**