L5+Dube,+Brittany

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

Teacher’s Name:** Ms. Dube **Lesson:** Lesson 5 - Empathy
 * Grade Level:** 9th and 10th **Topic:** Linear Equations and Inequalities

__**Objectives**__
Student will understand that factoring is useful when working with linear equations. Student will know the quadratic formula, factoring, and how to solve linear equations. Student will be able to consider using the quadratic formula when factoring problems.

__**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 what the quadratic formula is and how to correctly use it.

__**Assessment**__
Upon arrival to class, students will receive a piece of a two-piece puzzle. Each piece of the puzzle will have part of a factored equation on it. Students need to find the other piece of their puzzle. This grouping activity will serve as a form of pre-assessment. Students will also be provided with a graphic organizer in which they are expected to fill in with the steps used to factor an equation. This organizer will be collected and reviewed by the teacher as an indication of the comprehension of the material by the students. Students will also be engaging in a cooperative learning experience, “[|three step interview],” where they will be expected to discuss and ask questions to their partner about the process of factoring. Students will be able to evaluate themselves and their partner judging on the quality and process of this “interview.” This allows time for students to self-assess. Students will also get the opportunity to self-assess by filling out a performance checklist about their knowledge of factoring. Students will receive feedback on the graphic organizers from the teacher. In addition, students will receive feedback from their peers when participating in the cooperative learning activity.
 * Formative (Assessment for Learning)**

Everybody has a story, right? So why should it be any different for the quadratic equation? Pairs of students will work together to create a story as to how the quadratic formula came to be what it is today. Using [|online digital scrapbook] programs, students will use graphs, pictures, equations, and creativity to explain to anyone the concept of the quadratic equation and how it is used. Consider this scrapbook as the quadratic formula’s “baby book.” **Product: Digital Scrapbook.** Students will be graded on this project using a checklist.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology:__ Students will utilize an [|online scrapbook program] in order to create a “baby book” for quadratic equations. Students will also utilize a blogging website to elaborate on the progress of their learning.

__English:__ Students will need to use writing skills when creating the digital scrapbook. The process of explaining the ideas of factoring will need to be explained in writing and pictorial representations. __Art:__ Students will need to be creative when compiling the ideas into writing, visuals, and explanations to be pleasing to the eye. __Music:__ Students will have the option to add music to their project to enhance the final product.

__Groupings__
Upon arrival to class, students will each be given a puzzle piece with part of a factored equation on it. At the beginning of class, students will need to find the other student that has the corresponding piece of the equation. One puzzle piece will have an equation that is not yet factored. The other puzzle piece will have the factored form of the same equation. Students will need to use what skills they have to figure out which other student corresponds with their equation. This activity serves a couple different purposes. First, this activity gets students moving around and mingling with each other. This activity will also serve as a form of pre-assessment for both the teacher and the students. Students can see where they stand as far as factoring goes. Once students find their match, these two students will sit at a pair of desks together that are set up in the “twos” format. This pair of students will work together on the “[|three step interview].” One student will interview the other about the material and then the roles will switch. Once both students have had the chance to ask questions and respond, a class discussion will take place. Students will get the chance to clarify any remaining questions. Students are also given the chance to assess their progress judging on how accurate they are will the concepts of the material. Students will also get the chance to work in these pairs to fill out the graphing organizer about the process of factoring equations. This allows students to further solidify their knowledge on the subject.

__**Differentiated Instruction**__

 * Strategies**
 * **Verbal –** Students will discuss the process and ideas of factoring with one another during the “[|Three Step Interview Process].”
 * **Logical –** By using the "ladder" organizer, students are able to logically map out the progression of the steps of factoring.
 * **Kinesthetic -** Each student will be given a puzzle piece with part of a factored equation on it. The students must move around the room to find the missing parts of their equation to complete the factoring.
 * **Visual -** By using the puzzle activity, students will be given the opportunity to look at the ways that the "pieces" of each equations work together.
 * **Intrapersonal -** While filling out the "Performance Checklist," students will need to reflect upon the topic and how they are progressing with the learning of the material.
 * **Interpersonal -** Students will get the opportunity to socialize with their peers while figuring out the "puzzle" activity and the "Three Step Interview" process.
 * **Musical -** The [|hook] at the beginning of the lesson brings the quadratic formula to life in a modern day song.

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 digital scrapbook project. He or she will be paired up with a partner to go over the graphic organizer and class discussion. All of the information about the class, videos, 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.

The project for the end of this lesson is a [|digital scrapbook] that explains the ideas and process of factoring. Students will use an online scrapbook program. These programs are considered Type II technology because there is no other resource in the classroom that can enforce the material in quite the same way. Students who require a higher level of learning will be given the opportunity to include additional ideas and examples in their scrapbook. Some students will be given a list of vocabulary words that will help guide them in the process of making the scrapbook. The digital scrapbook allows students to make the process of functions come alive right before their eyes.
 * Extensions**

__**Materials, Resources and Technology**__
Materials:
 * Puzzle Pairs
 * Ladder Graphic Organizer
 * Computer
 * Chalkboard
 * Chalk
 * Pencil
 * Paper
 * "hook" video
 * Projector
 * Calculator Text Book
 * Performance Checklist

Resources:
 * [|Explanation of the Quadratic Formula]
 * [|Quadratic Equations]
 * [|Definition of the Quadratic Formula]
 * [|Quadratic Formula Solver]
 * [|“Three Step Interview”]
 * [|Digital Scrapbook]
 * [|"Hook"]

Technology:
 * Digital Scrapbook
 * "Hook" video
 * Internet
 * Computer
 * Calculator
 * Blog
 * Internet Links

__Source for Lesson Plan and Research__
Links for lesson plan:


 * [|Explanation of the Quadratic Formula] - This resource clearly explains what the quadratic formula is and what purpose it serves. There are worked out examples to accompany the explanations.
 * [|Quadratic Equations] - This is a break down of the process used to solve quadratic equation problems. This site provides step-by-step examples.
 * [|Definition of the Quadratic Formula] - The quadratic formula and its definition can be found on this resource.
 * [|Quadratic Formula Solver] - This site allows students to plug in the different values in the equation to solve for the factors. This is a great resource for students to use when checking work.
 * [|“Three Step Interview”] - This is the site where the details for the cooperative learning activities are based off.
 * [|Digital Scrapbook] - Students will use this site to create the digital scrapbook for the project assigned for this lesson.

Pre-Designed Lessons:


 * [|Quadratic Equations Lesson] - This lesson is complete with definitions, examples, and explanations about when and how to use the quadratic equation. There are also tips included in the lesson that show where common mistakes are made.
 * [|Solving Quadratics Lesson] - This lesson provides examples along with supplemental resources for both the teacher and students to further understanding of the topic. Quadratic formulas are the main focus of this lesson. Triangles and online resources are provided to supplement this lesson.
 * [|Chutes and Ladders] - This lesson provides an interesting and captivating twist on the idea of quadratics. Students will get the opportunity to play chutes and ladders while practicing their skills of solving quadratic equations. Depending on the number rolled on the dice, determines the process that the student must use to solve the equation.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** There are different experiences created throughout this lesson that cater to the four different learning styles. “Beach ball” students will thrive on the quick action that needs to take place during the grouping activity. Students will be required to think on their feet and jump in to take immediate action. These students will also benefit from the creative choices that are presented to them during the digital scrapbook project. Students are required to have the same content, but they have free reign over creativity. “Clipboard” students will benefit from the structure maintained throughout classes. The general flow of the class is the same as the previous classes. The material being presented throughout the learning process will be presented in a logical manner. “Microscope” students will be given the chance to explore the ideas of the lesson with a partner to deepen their understanding of the topic. This method allows for some self-discovery learning to happen. Students will retain more of the information when they are engaged in learning this way. “Puppy” students will benefit from the positive learning environment that is created in this classroom. Students are encouraged to be positive with one another and encourage each other along their journey of learning. If students did not feel safe or comfortable, they will be encouraged to come talk to the teacher or write on a private blog that will be checked by the teacher.
 * //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 using a self-discovery learning method. This allows students to get inside of their own head while learning the process and workings of the quadratic formula. Students will break down the different parts of the quadratic formula to understand how it works and what makes it work that way. Students will also experience seeing the equation from a different viewpoint. Students will see equations before they are factored, and then will see the equations during and once they are factored. This allows students to see what process gets each equation from one form to another.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Students will be able to read and write in class during the cooperative learning process. While engaging in the “three step interview,” students will need to ask and discuss questions and answers with their partner about the quadratic equation. Students may also choose to keep track of this activity on paper so it can be referenced back to. While filling out the graphic organizer, students are engaging in activity that follows a logical pattern. Students will be breaking down the steps used in solving quadratic formula problems and placing them into a graphic that clearly maps out a solution path. At the beginning of class, students will be given a puzzle piece. Each student is required to move around to find the other student who has the corresponding puzzle piece. Students will physically be touching the puzzle pieces and moving around the classroom. Another perk about this grouping activity is that students get the chance to visually see the process of one equation being broken down into it’s factored form. Seeing it broken down in this process and form allows students to take a different perspective away from the lesson. Students will be given different chances to reflect on their learning throughout this lesson. Students will think about their work while discussing the topic as a class. Each student will complete an assessment checklist and a blog entry to track their progress. Students will also get the chance to collaborate with other students during the cooperative learning activity and the class discussion. Music will also be incorporated into the lesson. The “hook” at the beginning of class will show the modern ways that music can be made to relate to mathematics. As a form of Type II technology in the classroom, students will be working with a digital scrapbook program. This allows students to be creative and incorporate mathematical concepts in a way that utilizes the latest technology.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students will be given many chances to be assessed and provided with feedback throughout the lesson. Upon arrival to class, students will receive a piece of a two-piece puzzle. Each piece of the puzzle will have part of a factored equation on it. Students need to find the other piece of their puzzle. This grouping activity will serve as a form of pre-assessment. Students will also be provided with a graphic organizer in which they are expected to fill in with the steps used to factor an equation. This organizer will be collected and reviewed by the teacher as an indication of the comprehension of the material by the students. This organizer will be returned to the students at the beginning of the next class. Students will also be engaging in a cooperative learning experience, “three step interview,” where they will be expected to discuss and ask questions to their partner about the process of factoring. Students will be able to evaluate themselves and their partner judging on the quality and process of this “interview.” This allows time for students to self-assess. Students will also get the opportunity to self-assess by filling out a performance checklist about their knowledge of factoring. Students will receive feedback on the graphic organizers from the teacher. In addition, students will receive feedback from their peers when participating in the cooperative learning activity. Students will also be required to complete a lesson project. Pairs of students will work together to create a story as to how the quadratic formula came to be what it is today. Using online digital scrapbook programs, students will use graphs, pictures, equations, and creativity to explain to anyone the concept of the quadratic equation and how it is used. Students will be graded using a checklist for this project.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
The desks will be arranged into pairs in the “twos” formation in the classroom. Students will be grouped in an activity that determines where they will be sitting in the room. Upon arrival to class, students will each be given a puzzle piece with part of a factored equation on it. At the beginning of class, students will need to find the other student that has the corresponding piece of the equation. One puzzle piece will have an equation that is not yet factored. The other puzzle piece will have the factored form of the same equation. Students will need to use what skills they have to figure out which other student corresponds with their equation.

Day 1: Students will arrive to class and be handed their puzzle piece. Students will need to find their partner and sit accordingly in class. (10 minutes) Students will be administered the “question of the day.” (10 minutes) The [|“hook”] will be shown to the class. (10 minutes) The topic of the [|quadratic formula] will be presented. (30-40 minutes) The [|digital scrapbook] project will be introduced and explained. (10 minutes) Students will be given the remaining time in class to [|work] on their unit project with their team and conference with the teacher. (any remaining time)

Day 2: Students will rate their progress thus far on the self-assessment rating scale. (5 minutes) Students will be given a graphic organizer. Students will work on this organizer individually. (10 minutes) Students will then have time to work on the organizer with their partner. (10 minutes) A class discussion will take place regarding the ideas presented on the graphic organizer. (15 minutes) [The graphic organizers will be collected and reviewed for feedback.] More ideas about the [|quadratic equation] and factoring will be introduced. (30-40 minutes) Students will be given the remaining time in class to work on their unit project with their team and conference with the teacher. (any remaining time)

Day 3: Graphic organizers will be redistributed and reviewed as a class. (10 minutes) Students will participate in the [|“Three Step Interview”] cooperative learning activity. (20 minutes) Any [|final ideas] about this lesson will be presented. (20 minutes) Students will engage in a class discussion about the interview activity. (10 minutes) Students will be given the remaining time in class to work on their unit project with their team and conference with the teacher. (20 minutes)

Throughout this lesson, students will understand that factoring is useful when working with linear equations. This will provide students with an alternate way to factor equations in order to better interpret and graph them. This allows students to have a better understanding of ideas in the business and marketing world. The Maine Learning Result that this lesson focuses on is "students solve families of equations and inequalities." To “hook” the students’ interest, a video will be shown that explains the quadratic formula while placed to a modern day song. This will give students knowledge along with capturing their interest.
 * Where, Why, What, Hook,** **Tailors: Visual, Musical, Interpersonal, Verbal, Logical**

Students will know the quadratic formula, factoring, and how to solve linear equations. The material will be presented in such a way that the instruction will be given targeting many different intelligences. The musical intelligences will be taught to by showing the “hook.” By working together, students will be engaging in learning that targets verbal, visual, logical, and interpersonal intelligences. The grouping activity will serve as a form of pre-assessment. Students will also be provided with a graphic organizer in which they are expected to fill in with the steps used to factor an equation. This organizer will be collected and reviewed by the teacher as an indication of the comprehension of the material by the students. Students will also be engaging in a cooperative learning experience, “three step interview,” where they will be expected to discuss and ask questions to their partner about the process of factoring. Students will be able to evaluate themselves and their partner judging on the quality and process of this “interview.” This allows time for students to self-assess. Students will also get the opportunity to self-assess by filling out a performance checklist about their knowledge of factoring. Students will receive feedback on the graphic organizers from the teacher. In addition, students will receive feedback from their peers when participating in the cooperative learning activity. In addition, the digital scrapbook project will be assessed using a checklist. This checklist will verify that all the concepts were covered in the product.
 * Equip, Explore, Rethink,** **Tailors: Musical, Logical, Verbal, Visual, Interpersonal, Intrapersonal (see content notes)**

Students will explore higher-order thinking while working in pairs during the cooperative learning process. Students will need to be able to ask questions along with answer questions for their partner. In doing this activity, students will need to think deeper about the topic so they can explain it. Students will be able to consider using the quadratic formula when factoring problems. This will be achieved by teaching students the correct process and equation that are to be used when working with quadratic equations. Students will be working with different examples to solidify the ideas that this lesson presents. Upon arrival to class, students will each be given a puzzle piece with part of a factored equation on it. At the beginning of class, students will need to find the other student that has the corresponding piece of the equation. One puzzle piece will have an equation that is not yet factored. The other puzzle piece will have the factored form of the same equation. Students will need to use what skills they have to figure out which other student corresponds with their equation. This activity serves a couple different purposes. First, this activity gets students moving around and mingling with each other. Additionally, this activity will also serve as a form of pre-assessment for both the teacher and the students. Students can see where they stand as far as factoring goes. Once students find their match, these two students will sit at a pair of desks together that are set up in the “twos” format. To show evidence of learning, students will work to complete the graphic organizer. Students will also be taking part in the class discussions about the topic. Students will also be evaluated for understanding on their digital scrapbook. During discussions, students will have the chance to analyze and modify their work depending on the way that the discussion has proven the answers to be. By having students self-correct their work, students will get a better indication sooner about their progress in the class.
 * Explore, Experience, Rethink, Revise, Refine,** **Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal**

Students will self-assess using the class discussion to review in-class work. Students will also be given the opportunity to fill out an assessment checklist that indicates how the student feels he or she is progressing with the material. In addition, students will be asked to blog about their experiences about the lesson as the lesson progresses. The teacher will provide timely feedback by collecting the graphic organizers at the end of one class, reviewing them for feedback, and handing them back at the beginning of the next class. All of the material covered in this section will directly relate and be built upon in the next lesson.
 * Evaluate,** **Tailors: Visual, Verbal, Logical, Intrapersonal**


 * Content Notes**


 * [|Explanation of the Quadratic Formula] - This resource clearly explains what the quadratic formula is and what purpose it serves. There are worked out examples to accompany the explanations.
 * [|Quadratic Equations] - This is a break down of the process used to solve quadratic equation problems. This site provides step-by-step examples.
 * [|Definition of the Quadratic Formula] - The quadratic formula and its definition can be found on this resource.
 * [|Quadratic Formula Solver] - This site allows students to plug in the different values in the equation to solve for the factors. This is a great resource for students to use when checking work.
 * [|“Three Step Interview”] - This is the site where the details for the cooperative learning activities are based off.
 * [|Digital Scrapbook] - Students will use this site to create the digital scrapbook for the project assigned for this lesson.
 * [|Quadratic Equations Lesson] - This lesson is complete with definitions, examples, and explinations about when and how to use the quadratic equation. There are also tips included in the lesson that show where common mistakes are made.
 * [|Solving Quadratics Lesson] - This lesson provides examples along with supplemental resources for both the teacher and students to further understanding of the topic. Quadratic formulas are the main focus of this lesson. Triangles and online resources are provided to supplement this lesson.
 * [|Chutes and Ladders] - This lesson provides an interesting and captivating twist on the idea of quadratics. Students will get the opportunity to play chutes and ladders while practicing their skills of solving quadratic equations. Depending on the number rolled on the dice, determines the process that the student must use to solve the equation.

Puzzle Pieces Question of the Day Ladder Graphic Organizer Assessment Checklist Digital Scrapbook Grading Checklist
 * Handouts**