L1+Dube,+Brittany

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


 * Teacher’s Name:** Ms. Dube **Lesson:** Lesson 1 – Self-Knowledge
 * Grade Level:** 9th and 10th **Topic:** Linear Equations and Inequalities

Student will understand that linear equations can be used to solve problems. Student will know how to solve linear equations, x-intercept, y-intercept, slope, and y-intercept form. Student will be able to recognize linear equations.
 * __Objectives__**

__**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 basics of linear equations and how to recognize them.

__**Assessment**__

Previous to the start of the lesson, students will be administered a pre-assessment to see where they stand on the material that is about to be covered. Students will use the graphic organizers to list the steps used in solving a linear equation. After working on the graphic organizer individually, students will get into pairs and compare their ideas using the "Think-Pair-Share" method. Students will discuss how they got the answers they did and try to come to an agreement. Next, the class will discuss the steps they found to come to a conclusion as to how to solve the equations. Once this has been established, each student will take a linear equation and solve it step-by-step next to the description that is listed on the left hand side. Students will receive feedback on the non-graded benchmark assessment that was administered at the beginning of the unit. Feedback will also be administered by the student's partner when working through the linear equation.
 * Formative (Assessment for Learning)**

Think about the last time that you picked up your cell phone. Did you realize that you are contributing to your own personal linear equation? This WebQuest activity will allow you to become more familiar with linear equations and realize the role they have in your everyday life. Throughout this task, you will create a cell phone plan for your family using linear equations and graphs. After this project, you will start to see all of the linear equations that are hiding in your life. This WebQuest activity will take place as homework over the course of one or two nights. **Product: WebQuest.** Both the WebQuest and graphs from GeoGebra will be assessed using a rubric.
 * Summative (Assessment of Learning)**

__Technology:__ Students will perform a task using a WebQuest that targets the effect that linear equations have with cell phone plans. Students will use the information that gathered from the WebQuest and create a graphic representation in GeoGebra.
 * __Integration__**

__English:__ Is incorporated into the lesson through the reading comprehension that will be used in the WebQuest.

__**Groupings**__ Prior to the unit, students will have filled out the "Mathematical Pairs Handout." Students will use this sheet to coordinate the partner that they will be working with depending on the equation that the teacher decides on for the class. Each member of the partnership will be asked to read over his or her partner's graphic organizer to verify the process. Once both students have completed the revising process along with discussing possible edits, the partners' role then becomes a member of the class discussion. The class will discuss the procedure that each pair decided on. As a class, along with the teacher's direction, a process for solving linear equations will be decided upon. Preceding that discussion, each pair of students will be given a linear equation to solve in their graphic organizer next to the process. The teacher will collect the graphic organizers at the end of the class to review the work of each student. Feedback will be given to the students so that they are headed in the right direction of solving linear equations.

__**Differentiated Instruction**__


 * Strategies:**
 * Logical:** During the "Think-Pair-Share," students will be required to individually think logically to try and figure out the process used to solve linear equations.
 * Verbal:** Students will be engaged in a class discussion regarding the graphic organizer and the process used to solve linear equations. These processes will be beneficial for students who are strong verbal learners.
 * Visual:** GeoGebra will be used to have students make a visual representation of the linear equations that were developed during the WebQuest.
 * Intrapersonal:** Students will be asked to write reflection blogs so that students can examine their progress with the material. Students who prefer to work alone will benefit from this activity.
 * Interpersonal:** Students who benefit from social activities will be targeted during the "Think-Pair-Share" activity because they will be able to work with a partner to figure out the process for solving linear equations.
 * Kinesthetic:** Students will incorporate bodily movement while demonstrating the shape of their WebQuest graphs with their body. This activity will allow students to "become one with their graph."

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absences and the system
 * 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 WebQuest 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 work through a WebQuest at the end of this lesson. A WebQuest is a Type II technology because it is used as a supplementary aide to work through the task process. WebQuests provide a more interactive level of technology as opposed to a textbook. Students will be given the opportunity to raise the bar during the WebQuest and graphing in GeoGebra. For those students who are ready to move on to the next level, additional scenarios will be added to the WebQuest. Students will use this Type II technology to see real-world examples in an interactive way.
 * Extensions**

__**Materials, Resources and Technology**__

__**Materials:**__


 * Mathematical Partner Handout
 * Computer
 * Step-By-Step Graphic Organizer
 * Chalkboard
 * Chalk
 * Pencil
 * Paper
 * Cell Phone
 * Graph Paper
 * Ruler
 * Calculator
 * Text Book

__**Resources:**__


 * x and y intercept
 * Coordinate Plane
 * Linear Equation
 * Slope
 * y-intercept form
 * Linear Equation Game

__**Technology:**__


 * GeoGebra
 * WebQuest
 * Computer
 * Internet
 * Graphing Calculator
 * Internet Links

__**Source for Lesson Plan and Research**__ __Links for this lesson plan:__


 * [|X and Y intercept]- This link clearly explains what the x- and y-intercept are and what they do. This link also includes step-by-step processes of how to use them in linear equations.
 * [|Coordinate Plane] - This website provides an explanation about what the coordinate plane is and how what its features are. There is also an interactive coordinate plane that allows for further learning.
 * [|Linear Equation] - This website clearly explains what a linear equation is and how to solve it step-by-step. This page clearly breaks down the process of how to solve a linear equation.
 * [|Slope] - This website provides explanations, graphics, and equations about what slope is and how to use it.
 * [|Y-intercept form] - This resource is an interactive site that allows the user to manipulate an equation and interactively graph the line.

__Pre-designed lesson plans:__


 * [|Graphing Linear Equations] - This teacher has planned a lesson that includes technology and real-world experiences to tie into the idea of linear equations. There are many additional links provided on this page.
 * [|Writing Equations of Lines] - This lesson plan site focuses on teaching students how to write linear equations. Objectives and assessment ideas are included.
 * [|Linear Equation Game] - This link provides information for a linear equation game for students to participate in. All the directions and objectives are included on this site.

__**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 learning about the properties of linear equations and how they are present in the real world. The "beach ball" learner will thrive during this lesson because without any warning each student will be asked to demonstrate their graph using their body. This spontaneous act will keep students on their toes while relating mathematics to their own body. "Clipboard" learners will benefit from the use of the graphic organizer. This graphic organizer clearly maps out the steps that are needed to solve a linear equation. This will provide a reference and organizational tool for these learners to use. Students will be asked to analyze their thoughts about how they think a linear equation should be solved. This process will appeal to the "microscope" learners. These learners will benefit from the thinking process that will spark the beginning process of the lesson. The "puppy" learners will thrive in this classroom setting because team members are expected to be supportive and welcoming to all of the ideas on the table. During the group discussion, only one student can talk at a time. This will require the rest of the students to be attentive listeners.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:**// Through this lesson students will gain self-knowledge because they will be thinking and analyzing everyday things to discover the math that is inside. Each person will bring a different perspective to the classroom that can be used to broaden all of the students' mind-sets. By working with peers, students learn more about who they are and how they interact with others. A person can learn a lot about himself or herself by the way that he or she works in a team setting. At the beginning of the unit, students will be administered a learning styles survey. This will allow for both the teacher and student to discover how he or she learns best. From this, the teacher can then direct the lessons to the strengths of the class. Through figuring out the dominant learning style, students can better direct their learning and study habits in a matter that reflects that style. This will allow for a greater and faster comprehension of the material.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:**// Reading is integrated into this lesson in the form of a WebQuest. Students are required to read the task and then follow the directions to reach a final product. Once this task is completed, students are required to use GeoGebra to make a graphic representation of their findings. This program provides a very clear visual for learners who need to associate their learning with pictures. Students then get the chance to use their body to make a real-life representation of their graph. This allows students to relate their own body to mathematics. Students are also required to take part in a "Think-Pair-Share" where they need to work individually, in pairs, and as a class. The individual time allows time for reflection while logically mapping out the concepts of a linear equation. After that, students are able to interact in pairs and as a class to work together to figure out the process of solving a linear equation. This allows time for students to share thoughts and get feedback. At the end of all of this, students will be asked to write a blog to reflect on the learning that has developed from this lesson. The Type II technologies, WebQuest and GeoGebra, were used to create an interactive way for students to bring their learning to life. Using programs like this help the students relate the mathematics to real-life.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:**// At the beginning of the unit, a pre-assessment will be administered. This pre-assessment allows for an indicator as to where each student stands with the material that is about to be covered. This assessment will not be graded, but is solely to see where each student is starting off knowledge-wise in the unit. Each student will receive feedback from the teacher so they have guidance as to what they should focus on during the lessons. The students will then have a responsive blog with the teacher about how they feel they performed on the pre-assessment. This WebQuest activity will allow students to become more familiar with linear equations and realize the role they have in everyday life. Throughout this task, students will create a cell phone plan for their family using linear equations and graphs. After this project, students will start to see all of the linear equations that are hiding in everyday life. The teacher will grade this project, and students will be asked to fill out a self-assessment about the project.

__**Teaching and Learning Sequence:**__

Students will arrive for class and take a seat at a desk that is set up in the "two's" formation. The desks will be arranged this way for the purpose of the cooperative learning exercise that will take place in the class. Prior to class, students were required to touch base with their "mathematics partner" that was specified at the end of class. This way, each student knows whom he or she is working with and can sit accordingly upon arrival to class. Once this is situated, class can commence.


 * Previous to the start of this lesson, students will have taken a pre-assessment to see where each student stands as far as prior knowledge of this material is concerned.

Day One: Students will arrive and coordinate seating with their assigned "mathematics partner." (5 minutes) The "hook," or cell phone usage, discussion will be introduced. (5 minutes) The concept of linear equations and their [|properties]will be introduced. (30-40 minutes) Students will work on their graphic organizer individually. (5 minutes) Students will coordinate their graphic organizer with their partner. (5 minutes) The class will discuss the process that is used to solve[|linear equations] as listed on their graphic organizers. (10 minutes) Students will work with their partners to solve a linear equation by using the process on the graphic organizer. (5 minutes) Students will pass in their graphic organizer to be assessed for feedback. (1 minute) Homework will be assigned in regards to the WebQuest. (3 minutes) With the remaining time, [|students] will be asked to demonstrate their [|graph] that was [|sketched] earlier in the class by using their body. (5 minutes)

Through lesson one, students will understand that linear equations can be used to solve problems. Some problems that the students will be capable of solving relate to real-life, like choosing a cell phone plan. By connecting linear equations to something that students can relate to, this will help them to find other connections in the world that also include linear equations. The Maine Learning Result that lesson one focuses on is that "students solve families of equations and inequalities." To engage the students, all the students will be required to take out their cell phone and think about how much they use their phone in a month. Students will then be asked to create a graph of what they think their cell phone plan looks like. Students will then get the chance to graph this graph into GeoGebra.
 * Where, Why, What, Hook, Tailors: Logical, Verbal, Intrapersonal**

During the lesson, students will be introduced to the concepts of x and y intercepts, slope, y-intercept form, and linear equations. The idea of linear equations will be introduced in the "hook" of the lesson using cell phone plans. Students will be asked to make connections to real-life during the lesson as the material becomes evident. Students will be introduced to the idea of using a graphic organizer to organize the process used to solve a linear equation. Understanding will be assessed once students participate in the cooperative learning activity. Once performing this activity, student will hand in their organizer for the teacher to assess and provide feedback on.
 * Equip, Explore Rethink, Revise Tailors: Interpersonal, Visual (see content notes)**

Students will participate in a cooperative learning activity, "Think-Pair-Share," in which they are responsible for taking the material that was just explained and apply it to a new situation. Students will work individually, in pairs, and as a class to come up with a process that they believe is the way to solve linear equations. Students will be grouped using their "mathematical partner" handout. Students will have the responsibility of working individually to solve the organizer. Next, each student will be responsible for sharing and collaborating with their partner about the process. As a class, all students' role is to take an active part of the discussion to come to a final consensus of the process used to solve linear equations. Students will begin to recognize linear equations through this process. This will cause each student to evaluate what the components are of a linear equation and what their role is in the equation. Once discovering the process, each pair of students will solve a linear equation next to the step-by-step breakdown on their graphic organizer. Students will be required to hand this graphic organizer in to the teacher for review before the next class. During the class discussion, students will get the chance to rethink their reasoning upon hearing the ideas of their peers. Students can then make changes to their graphic organizer once the process is solidified. The process of solving linear equations will be reviewed while the partners are solving the linear equation.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal**

Students will be given the opportunity to self-assess during the cooperative learning exercise. Students will think about the process they feel works to solve linear equations. Once hearing the thoughts of their peers, students will assess their reasoning and process. At the end of class, students will be asked to show a bodily representation of their graph that as made at the beginning of class. This allows students to get a feel for what the graph of a line feels like. After class, students will be asked to write a blog to assess where their learning stands as of the end of this lesson. This will allow the student to gauge his or her learning and provide an opportunity for the teacher to see where the students feel they stand with the material. The graphic organizers will be collected at the end of class to be reviewed for the correct process. Students will receive their graphic organizer, complete with the teacher's feedback, at the beginning of the next class. This connects to the homework because students will be dealing with the process of solving linear equations. Recognizing and solving linear equations is the basis for the entire unit.
 * Evaluate, Tailors: Kinesthetic, Logical, Verbal, Intrapersonal**

__**Content Notes**__

[|X and Y intercept]– This link clearly explains what the x- and y-intercept are and what they do. This link also includes step-by-step processes of how to use them in linear equations. [|Coordinate Plane] - This website provides an explanation about what the coordinate plane is and how what its features are. There is also an interactive coordinate plane that allows for further learning. [|Linear Equation]- This website clearly explains what a linear equation is and how to solve it step-by-step. This page clearly breaks down the process of how to solve a linear equation. [|Slope] - This website provides explanations, graphics, and equations about what slope is and how to use it. [|Y-intercept form]- This resource is an interactive site that allows the user to manipulate an equation and interactively graph the line. [|Linear Equation Game]- This link provides information for a linear equation game for students to participate in. All the directions and objectives are included on this site. [|Graphing Linear Equations] - This teacher has planned a lesson that includes technology and real-world experiences to tie into the idea of linear equations. There are many additional links provided on this page. [|Writing Equations of Lines] - This lesson plan site focuses on teaching students how to write linear equations. Objectives and assessment ideas are included.

__**Handouts**__

Mathematical Partner Handout Step-by-Step Graphic Organizer Pre-Assessment Grading Rubric for WebQuest