L3+Dube,+Brittany

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


 * Teacher’s Name:** Ms. Dube **Lesson:** Lesson 3 - Interpretation
 * 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 how to graph inequalities, point slope form, and inequalities. Student will be able to translate inequalities into a graphic form.

__**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 different components of inequalities and how to use them to plot and interpret graphs.


 * __Assessment__**

Students will work in groups to interpret and graph inequalities. Each member in the group will be given a four-column chart that will be used to break down the different components of the inequality. Each column will represent a different part of the inequality. Students will need to work as a group to define each of these different components. After that, students will be given a list of inequalities to break down and place under these categories. During the completion of the graphic organizer in groups, students will participate in a game. Groups will race against each other to see which group can complete the chart on the board the fastest and most accurate. Each group will then be given an inequality to interpret and graph. Upon graphing, each group will then present their graph to the class and explain the process they took to graph it. Students will then be able to ask questions to the group that is presenting. In having the presenting group answer questions, a couple different kinds of learning will take place. By explaining the process taken to graph the inequality, students will need to develop an understanding of the process. A deeper understanding is then achieved when the material has to be reiterated to the class. The teacher will be there to provide instant feedback and guide the class in the correct direction of learning while still allowing them to take initiative of their own learning.
 * Formative (Assessment for Learning)**

Linear equations really are present in everyday life. If you don’t believe me, you will after this project is done. Linear equations are used to do great things in the world everyday. Now you get to put your newly found knowledge into use by participating in one of the most exciting contests around. Want to know more? Read this:
 * Summative (Assessment of Learning)**

Breaking news! Royal Caribbean Cruise Line has just discovered a new island in the Atlantic Ocean during a recent cruise. Now they are sponsoring a contest, “Design an Island,” to find the best designers for the businesses that they want on the island. Royal Caribbean is looking for a creative starting plan of one hotel, one restaurant, and a gift shop. A budget is established for these three structures to be built and stocked for tourists. Using the given prices, contestants need to set up and solve linear equations to show how the budget is broken down. All applications should be submitted in the form of a commercial to try to persuade Royal Caribbean to choose you for the job. Not only do the winners get to follow through with their design, but also they will get this newly founded property named after them. Have you always wanted an island named after you? Well, here is your shot to make it happen, so start designing! **Product: iMovie.** The WebQuest and iMovie will be graded using rubrics.

__**Integration**__ __Technology:__ The Type II technology that will be utilized in this lesson is iMovie. Students will use iMovie to relay information to create a video of to send in for the "Design an Island" competition while using linear equations in the process. This allows students to use their knowledge of linear equations in a way that shows how it can relate to everyday scenarios.

__English:__ Students will be required to create a script for their iMove and turn this into a visual production. __Art:__ Students will need to be creative in making their iMovie pleasing to the eye while relaying the information of linear equations to their audience. __Geography:__ The whole basis of the challenge takes place on a newly discovered island in the Caribbean. Students will get the opportunity to see where this island may actually be and what the culture would be like. __Business:__ During the project, students will need to think like in the mindset of a businessperson. This project allows for students to take on that role while creating a mathematically based product.

__**Groupings**__ Upon arrival to class, students will receive a playing card. Students will be responsible for finding the members of the class with the same number as them. The suit that each student has in the group will correspond to a role in the group later on in the class. These newly formed groups will be assigned a cluster of four desks to have as their own for the lesson. After the topic has been introduced, each member of the group will get a four-column chart to use for the cooperative learning activity. Each column in the chart will correspond with a specific part of the inequality. As a group, members will need to define each of these parts for each column. Then the group will need to break down a list of inequalities and place the parts into the chart. Each suit will represent one column in the graphic organizer for the first inequality. That student will need to pick the part of the inequality that corresponds with their column. After this first inequality, students will rotate the columns among the four members of the group. This allows for each member to get practice braking down all the parts of an inequality. While completing the chart, the teams will be competing against the other teams in a race to complete the chart of the board fastest and most accurately. Once this is completed; the team will need to graph an inequality and present it to the class. When presenting, students in the group will receive immediate feedback from the teacher and peers. The graphic organizers will also be collected at the end of the class. The teacher will review these for assessment of where the class stands with knowing the material. These organizers will be returned at the beginning of the next class.

__**Differentiated Instruction**__


 * Strategies:**
 * Verbal** - In groups, students will discuss the different components that make up an inequality.
 * Logical** - Students will process the information about inequalities by breaking down the components of inequalities and placing them into the correct categories on the graphic organizer.
 * Kinesthetic** - During the graphic organizer game, students will be up and moving around the classroom to race against the other teams and have the best completion of their chart on the board.
 * Visual** - The video shown as the "hook" at the beginning of class explains the great things that can be done visually with inequalities.
 * Naturalist** - Students will be asked to think about times in science and nature that inequalities are used to measure data.
 * Intrapersonal** - Students will have the chance to reflect and blog about their learning progression.
 * Interpersonal** - Students get the chance to present, explain, and discuss their group work to the class.
 * Musical** - Classical music will be playing softly in the background while the lesson is being taught.

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 WebQuest project and expectations. 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 by adding additional scenarios and guidelines 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:__


 * Graphing Calculator Video
 * Deck of Cards
 * Four Column Chart Graphic Organizer
 * Chalkboard
 * Chalk
 * Pencil
 * Paper
 * Calculator
 * Text Book
 * iMovie
 * WebQuest

__Resources:__


 * Graphing Calculator Video
 * Rules of Inequalities
 * Graphing Inequalities on the Number Line
 * Solving Inequalities
 * Interactive Inequalities Game
 * Webquest

__Technology:__


 * WebQuest
 * Graphing Calculator Video
 * Computer
 * Internet
 * iMovie
 * Video Camera
 * Internet Links

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

__Links for this lesson plan:__
 * [|Graphing Calculator Video] - This video will be used as the "hook" for the class. Students will see the advantages that can come from using equations and the graphing calculator. This video also gives the students something to aspire to.
 * [|Rules of Inequalities] - This site shows the different rules that are used when learning and applying inequalities.
 * [|Graphing Inequalities on the Number Line] - This site is a good reference tool to show students all the details of graphing inequalities on the number line. There are pictures and explanations on this site; so it appeals to different intelligences.
 * [|Solving Inequalities] - This website gives a clear breakdown of how to solve inequalities. Different rules and applications are also shown on this page. Students could use this page as a reference to further understanding and clarify ideas on the topic.
 * [|Interactive Inequalities Game] - This site allows students to practice solving inequalities while getting instant feedback.

Pre-Designed Lesson Plans:


 * [|Math Connections] - This lesson plan breaks down all of the important ideas and concepts for teaching inequalities. Some examples that are included in the lesson design include real life situations that students can relate to.
 * [|Scavenger Hunt] - This lesson plan sends students on a scavenger hunt to learn and apply the information on their own. Links are provided on the page to direct students in the correct direction to solving inequalities.
 * [|Interactive Lesson] - This lesson plan is in the form of a slide show. Students are presented with the information they need visually as well as verbally. This makes for a good presentation of the material for a classroom with strong visual and auditory learners. There are also spots in the slide show for student involvement.

__**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:**// Throughout this lesson, students will be presented with many different activities. “Beach ball” students will benefit from the group work because it will be spontaneously decided upon arrival to class. During the graphic organizer game, these students will thrive on the action and thrill that is incorporated into solving the equations on the spot. Competing against other groups adds a friendly competitiveness and gets students up and making "in the moment" decisions. This form of grouping will keep these students interested and on their toes. “Clipboard” students will like the structure of the class. The lesson will be planned and students will see the schedule of the order of events for the lesson. The graphic organizers are another part of the lesson that implements structure. Students will be required to organize the different parts of inequalities into these graphic organizers. This will allow students the chance to organize all the different parts of the lesson onto one reference sheet. While in groups, students will need to analyze the data and break down the inequalities into categories. Each group will be responsible for graphing one inequality and presenting that to the class along with an explanation as to how they got to that point. By having to explain, students will need to have a deep understanding of the material and concepts that are presented in this lesson. This will also leave students the space to explore solving these inequalities on their own and possibly discovering more of the process in their groups. Each “puppy” student will benefit from the comfortable environment that is present in this classroom. Students will offer ideas and guidance, but it will be presented in a positive and sensitive nature. The class environment that is present in this classroom is a comfortable and open classroom where students can feel free to express themselves without the fear of being wrong or criticized.

Rationale://** Through this lesson, students will learn that inequalities are present in daily life and are useful in collecting data. Like linear equations, students will be presented with the ideas that inequalities are present in the scientific world and are used to make progress in discoveries. Students will learn that it is important that they learn this basic idea because it is present in the world all around them. By having the previous lesson on linear equations, students will see the close relationship that connects these two topics. In learning about inequalities, students will discover the wider array of concepts that they will be able to compute with this knowledge.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:**// During this lesson, many different intelligences are targeted. Students who are verbal learners will benefit from the written work along with the actual presentation of the lesson. Logical learners will thrive in this class because of the mass amounts of numbers and step-by-step processes that are introduced and explained. These learners will also benefit from the critical thinking that each group will be required to partake in when solving their linear equation. Graphic organizers are great learning tools for both the visual and logical learners because it puts the ideas of the lesson into one organized component-by-component graphic. The graphic organizer is a reference tool that students can review to get a quick refresher of the ideas of the lesson. Students will be able to work alone on any practice problems that are assigned at the end of class. Blogs will also be written by each student to track their progress and comprehension of the material. Students will be working with a set group of peers for most of the class time. Once each group has completed solving their inequality, the group will present their inequality to the class. Peers will then provide the group with feedback to improve all of the students' understanding of the material. Soft music will be playing in the background during the presentation of the lesson. By using this music, it will promote students to focus and gear their minds to learn. As part of learning about how inequalities tie into everyday life, students will be asked to reflect upon how inequalities are used in measuring different concepts throughout science. Type II technology is integrated into the lessons by the use of a WebQuest project and blogging. Students will need to complete the WebQuest project for the end of the unit. Blogs are kept by each student as a form of assessment of progress of the student’s learning throughout the unit.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:**// Students will be assessed in a couple different ways throughout this lesson to ensure learning of the material. Students will start off the lesson by answering the “Question of the Day” assessment. This is an ungraded assessment that will allow both the student and teacher to see how the student is progressing with the material before the next step is taken in the learning process. Feedback from the teacher will be provided so that the student and teacher can figure out if any clarification is needed. After the lesson is taught and the graphic organizers are filled out, the teacher will collect these and review them to see where the students are standing on the new material. These graphic organizers, along with the teacher's feedback, will be returned to the students at the beginning of the following class. This allows students to see where they are at in terms of grasping the new material. Another form of assessment that takes place during class is peer and teacher feedback during the group presentations of their inequality. This provides an instant indication for both the students and the teacher to where the learning of the topic stands. In addition, students will be reflecting and blogging about their learning. This allows students to assess themselves and see if there are any gaps in the learning. A graded assessment is the WebQuest project that students will be required to complete for the end of the unit. Through this project, students will be expected to tie all the information into a video production. Students will be assessed to see if the material was learned well enough that it could be applied outside of the class work. Throughout the process of the project, students will have check-in times at the end of each class to ask questions and state progress. A time line will be determined so that students can be assessed and guided as to where their progress stands on the project. Students will also be able to use the class blog and wiki to ask questions and show their progress thus far.

__**Teaching and Learning Sequence:**__ Upon arrival to class, students will notice that the desks are arranged into clusters of four. Students will receive a playing card that will determine which group they will be working with for this lesson. Once the groups have been established, each group will be assigned a cluster to work at.

Day 1: Students will arrive, receive their playing card, and find their group. (5 minutes) Students will complete their “Question of the Day” assessment on linear equations. (10 minutes) The[| “hook”] will be played for the students. (5 minutes) The [|concept of inequalities] and their properties will be presented. The Smart Board will be incorporated into this lesson. (30-40 minutes) Groups will fill out the [|graphic organizers] that will be passed in at the end of class for the teacher to review. (20 minutes)

Day 2: Students will arrive, sit at their respected group’s cluster, and will be handed back their graphic organizer from the previous day. (5 minutes) Students will work in groups to solve and write an explanation of the [|inequality]that was assigned to their group. (15 minutes). Each group will present their [|inequality] and receive teacher and peer feedback. (20 minutes). Students will be introduced to their unit project and shown the link to the WebQuest. (20 minutes). Students will get the opportunity to do more [|practice] on the material presented in class. This time may also be used to clarify any questions that there are about inequalities. In addition, students may start working on their WebQuest project with their groups. (20 minutes)

Through this lesson, students will understand that inequalities are useful in problem solving. Students will see the connection between inequalities and many real-life situations like gathering scientific data. Student will be able to solve certain situations by using inequalities that otherwise would have taken a less direct way to solve. The Maine Learning Result that lesson one focuses on is that "students solve families of equations and inequalities." To gain students’ interest, a short video will be shown at the beginning of class that shows the different ways that combinations of equations and graphing calculators can be used to create art. This will cause the students to want to learn these different equations to want to create these graphs on their own.
 * Where, Why, What, Hook, Tailors: Visual, Naturalist**

Students will learn the different ways to graph inequalities and solve inequalities. During the “hook” students will be introduced to the idea that equations and graphs can work together to create graphs that are pleasing to the eye. Students will have the opportunity to work in multiple settings: as a class, groups, and individually. All of the intelligences are used at some point of the lesson so that each student has an equal chance to understand the material. Students will be assessed for comprehension using a “question of the day,” graphic organizer, peer feedback, and blogging. Students will be graded for comprehension with the unit WebQuest.
 * Equip, Explore Rethink, Revise Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal, Logical (see content notes)**

Students will have the chance to delve into higher-order thinking by working in groups to solve inequalities. The teacher will present the concepts to the class at the beginning of the lesson. From there, students will work in groups to explore the ideas of inequalities enough to apply and solve their own inequality. Groups will then need to present their inequality to the class for peer feedback. By having to explain and ask questions, students will need to have a deeper understanding of the material to be able to convey the ideas. Students will be able to translate inequalities into a graphic form throughout this lesson. Many opportunities, including group work, will ask students to apply this knowledge to check for comprehension. Students will be grouped in fours using the “card” method. Upon arrival to class, students will receive a playing card. Students will be responsible for finding the members of the class with the same number as them. The suit that each student has in the group will correspond to a role in the group later on in the class. These newly formed groups will be assigned a cluster of four desks to have as their own for the lesson. Each suit will represent one column in the graphic organizer for the first inequality. That student will need to pick the part of the inequality that corresponds with their column. After this first inequality, students will rotate the columns among the four members of the group. This allows for each member to get practice braking down all the parts of an inequality. To demonstrate learning, different checkpoints will be assessed. These checkpoints are the graphic organizer, group work, and presentation of the group inequality to the class. Students will get the chance to work with others to revise their ideas on the topic of inequalities. At any time during class, students will be encouraged to revise their work if they feel that it can be improved upon.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Visual, Logical, Kinesthetic, Interpersonal, Intrapersonal**

Students will be given the chance to self-assess by working with peers to refine their ideas on the material. Students will also be asked to blog about their experiences on the lesson. This will serve as an indication as to where the student stands with the comprehension of the material. Students will receive immediate feedback when presenting the group inequalities. The other feedback that students will receive is in regards to the graphic organizer. The graphic organizer will be collected at the end of day one, reviewed, given feedback, and returned to the student at the beginning of the second class. All of the homework assignments will be used to solidify the knowledge that students will need to complete their unit project successfully.
 * Evaluate, Tailors: Logical, Verbal, Visual, Intrapersonal, Interpersonal**

__**Content Notes**__

__Links for this lesson plan:__


 * [|Graphing Calculator Video] - This video will be used as the "hook" for the class. Students will see the advantages that can come from using equations and the graphing calculator. This video also gives the students something to aspire to.
 * [|Rules of Inequalities] - This site shows the different rules that are used when learning and applying inequalities.
 * [|Graphing Inequalities on the Number Line] - This site is a good reference tool to show students all the details of graphing inequalities on the number line. There are pictures and explanations on this site; so it appeals to different intelligences.
 * [|Solving Inequalities] - This website gives a clear breakdown of how to solve inequalities. Different rules and applications are also shown on this page. Students could use this page as a reference to further understanding and clarify ideas on the topic.
 * [|Interactive Inequalities Game] - This site allows students to practice solving inequalities while getting instant feedback.

Pre-Designed Lesson Plans:


 * [|Math Connections] - This lesson plan breaks down all of the important ideas and concepts for teaching inequalities. Some examples that are included in the lesson design include real life situations that students can relate to.
 * [|Scavenger Hunt] - This lesson plan sends students on a scavenger hunt to learn and apply the information on their own. Links are provided on the page to direct students in the correct direction to solving inequalities.
 * [|Interactive Lesson] - This lesson plan is in the form of a slide show. Students are presented with the information they need visually as well as verbally. This makes for a good presentation of the material for a classroom with strong visual and auditory learners. There are also spots in the slide show for student involvement.

__**Handouts**__ "Question of the Day" (Linear Equations) Four Column Graphic Organizer Grading Rubric for the WebQuest