L2+Nieuwkerk+Hannah

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-10 Topic: Algebra II**

 * =**Objectives**:= ||
 * Students will understand that linear equations and inequalities can be graphed using slope-intercept format. ||
 * Students will know about slope, intercepts, solving equatlities, and graphing lines and inequalities. ||
 * Students will be able to relate the similarities of solving inequalities and linear equations. The students will make a product using Inspiration. ||

Grades 9-Diploma 2. Students solve families of equalities and inequalities b. Solve quadratic equations graphically, by factoring in cases where factoring is efficient, and by applying the quadratic formula. ||
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Results// D. Algebra

As I lecture and give examples, I will have the students come up to the board and do problems, while having the other students do the work at their desks. Students will do the work out by hand, but then use a graphing calculator to check and back up their own work. I will be walking around the room, looking at the work, helping out, asking questions to stimulate the students’ thinking. I will also ask students if they do, indeed, understand, and if they don’t, ask their question so the whole class can hear it, and then I will answer the question and demonstrate why that is the way it is. I will also ask each student at the end of class to either ask a question (and it will be answered) or tell the class something that they learned or thought was new or interesting. || Students will be given a homework assignment at the end of class to work on (they will be given some time to work on it in class) and the next day, we will go over it in class, ask questions, do problems out on the board and similar problems if there are more questions. Students can correct their homework, but it must be in a different color ink. This is both for me to see and for the student to look back on when studying for a quiz or test. Students will also be given an assignment using Inspiration comparing and contrasting solving equalities and inequalities.  ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = __Technology __- Students will be using Inspiration to compare and contrast equalities and inequalities. They have the option of making it colorful and have pictures if they wish to make it visually pleasing. Also, I will be showing a YouTube clip: http://www.youtube.com/watch?v=6cAs1YBELmA  __English __- By using Inspiration, it gives the students an opportunity to write and verbally express the difference between equalities and inequalities. ||
 * =**Integration**= ||

Students will be grouped in the Jigsaw method where they will count off in numbers and go into a different group than what they are normally in. They will discuss the in-class worksheet, and help each other out with various problems and putting their heads together. After the worksheet is finished, students will go back to their original groups and each student will discuss a problem and show how it was solved. If a problem is solved incorrectly, a fellow student in the group can help fix the mistakes, or the whole group can go over it together. After the groups have discussed the problems, there will be a quick class discussion going over any tricky questions and tips on how to solve those hard problems. ||
 * =**Groupings**= ||

I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. || I will go into more detail about graphing linear and quadratics equations and finding the pieces that overlap, showing the shading, dotted lines versus solid lines. I will expect students to be able to solve for y and graph the linear equations but the quadratics is just for the students to wrap their minds around. They should understand it, but not have to memorize it and be able to do it themselves. I will also review solving linear equalities for the students before I jump into inequalities. I want the students to see just how similar they are and not be stressed out about ‘new learning’; this is more like the next step to something that they already knew. The step after that is to be able to find x- and y-intercepts of the line to graph and then graphing more than one line on the same graph to see where they overlap or at what point they intersect. And if the students want to go more in-depth, we can use the graphing applet to see what happens lines are shifted. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Logical **: ** The students will look at equalities and compare and contrast the difference between the two, solve them, and graph them. **
 * Kinestic**: ** Students will get up and walk around while doing the Jigsaw exercise, going to different groups and talking about the information. **
 * Visual**: ** Students will be given a rubric to see how far they have come, and they watch the YouTube clip in the beginning of class, along with problems solved on the board. **
 * Musical**: ** The students will be listening to music on the YouTube clip. **
 * Interpersonal**: ** Students will be doing the Jigsaw, so it will give them time to interact and learn with each other. **
 * Intrapersonal**: ** The students will be given a 10 quiet minutes to reflect on the class, how it was taught, and what they learned. **
 * I will use a variety of strategies, and as many as I can to enhance the learning of each and every student. Students will get so much more out of a lesson by using different strategies and different ways of learning. Also, Inspiration is a great tool because it can be used for visual learners and can be used by using a web or an outline format, which is beneficial for the students.  ** ||
 * **Modifications/Accommodations**
 * **Extensions**

Laptops (with wireless Internet service) Math book In-class worksheet Paper <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">Pencils/Pens <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">YouTube clip: http://www.youtube.com/watch?v=6cAs1YBELmA ||
 * =Materials, Resources and Technology= ||

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">Hook: YouTube: http://www.youtube.com/watch?v=6cAs1YBELmA <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">In class worksheet: http://www.kutasoftware.com/FreeWorksheets/Multi-Step%20Inequalities.pdf <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">Graphing worksheet: http://teachers.henrico.k12.va.us/math/HCPSAlgebra1/Documents/9-5/HWSysIneq.pdf <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">Graphing applet http://www.mathwarehouse.com/algebra/linear_equation/systems-of-equation/system-linear-inequality.php ||
 * =Source for Lesson Plan and Research= ||

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold; mso-bidi-font-style: italic"> This lesson addresses the Maine Standards for Initial Teacher Certification with the Jigsaw groupings, each student learns something different about inequalities and brings it back to their original group and shares it with others, be it how to solve for y, graphing, or maybe an interesting fact. Each student has something unique to bring back and share to the group. Also, at the end of class, I will have each student say something that he or she learned or ask a question, this will allow for each student to express an opinion, or openly as a question that has been ‘bugging’ them. || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold; mso-bidi-font-style: italic">This lesson addresses the Maine Standards for Initial Teacher Certification by starting with class with the hook and then beginning the lesson by asking the students what they know about inequalities. I will have the students come up to the board and show what they know, or have them walk me through some problems that steadily get harder and harder. And from there, I can decide on where to start with the new information. This small pre-assessment will save time and show me which ‘holes’ need to be filled in before I can start with new information. If students have previously learned some of this new information, I will ask them how they learned it and if it worked well for them. If it did, I will continue in that direction, if not, I will continue in the way that I was teaching. ||
 * =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:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Logical **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">: ** The students will look at equalities and compare and contrast the difference between the two, solve them, and graph them. **
 * Kinestic**: ** Students will get up and walk around while doing the Jigsaw exercise, going to different groups and talking about the information. **
 * Visual**: ** Students will be given a rubric to see how far they have come, and they watch the YouTube clip in the beginning of class, along with problems solved on the board. **
 * Musical**: ** The students will be listening to music on the YouTube clip. **
 * Interpersonal**: ** Students will be doing the Jigsaw, so it will give them time to interact and learn with each other. **
 * Intrapersonal**: ** The students will be given a 10 quiet minutes to reflect on the class, how it was taught, and what they learned. **

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold; mso-bidi-font-style: italic">This lesson addresses the Maine Standards for Initial Teacher Certification by using technology in the classroom. Students will be asked to use graphing calculators to check and later to solve problems, and to sketch graphs of equations on the worksheet. I will also be using a YouTube clip about solving equations as a hook to wake up the students and keep their attention. And finally, students will be using Inspiration to map out the similarities and differences of solving equalities and inequalities, students will be given an opportunity to do it before class ends or during a study hall if they do not have the technology at home to do the work. || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold; mso-bidi-font-style: italic">This lesson addresses the Maine Standards for Initial Teacher Certification by constantly asking questions to the class as a whole, and also to individual students. In this way, I can get a feel for what students know and understand and what needs to be worked on. By asking questions during class, I know what the students do not understand and I can make up problems on the board for students to work on, to strengthen their knowledge and understanding and allow them to do all the problems on their homework. I will also have students go around in a circle at the end of class and say something that they learned during class, or ask a question that they didn’t quite understand. The teacher can answer the question, or a fellow student can also answer if he or she feels that they know the answer. This will also help me as a teacher for future teaching. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> ||
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">Students will enter the class and take their seats that are arranged in groups of three or four. They will get out their math book, homework, calculator, and a pencil. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">Agenda: <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">-Hook <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">-Learning about graphing an equality worksheet <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">-Jigsaw groups with graphing worksheet <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">-time to work on homework <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">-things learned, questions that need to be asked <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">Students will understand that equalities and inequalities are very similar and can be easily graphed using the slope-intercept form of an equation. I will explain to the students about investing money in two different CDs, and how to split it up (knowing the interest) in order to make the best profit. My hook is going to be the YouTube clip about math (http://www.youtube.com/watch?v=6cAs1YBELmA). <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">The students will need to know how to solve for y and put the equation into slope intercept form, find x- and y- intercepts. We will go over point-slope form of an equation, and why it is useful. We will go over these and do a couple problems on the board from the worksheet and also use graphing calculators to check our work and do some more difficult problems. I will be standing at the front of the class to work out problems on the board, but after I have done a couple sample problems, I will ask students to come up to the board and do a problem with the help of the class, or by himself/herself. When the students are going problems at the board, I will be walking around, checking work, asking questions, answering questions, pointing out a better way to solve. I will check for understanding by asking questions about problems or even just saying, “Do you understand?” I will also make the problems more and more difficult as the students learn more about solving. I want the students to know all the information so the homework will not be impossible. || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">I will have the students partner up by what kind of pets they have at home and then get into groups for the Jigsaw cooperative group. They will work on a worksheet together, but each student is responsible for a certain problem. After the group work is done, they will get back into their original groups and discuss the worksheet and each student will explain his/her own problem. They can also go back and fix their problems if they see a mistake, this is a learning curve and there are bound to be mistakes and misconceptions. I will be walking around to check for comprehension and ask deeper questions. Then the whole class will discuss tricks to solving and what was difficult. This will help me better teach in the future. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">The students will be self-assessing when they get back into their original groups from the Jigsaw activity, and also during the class discussion. They will also have a chance to self-assess at the end of class, saying what they learned or what they didn’t understand. If they still have further questions, they can stay after class, after school, or email me. I do not mind clearing up questions. The sooner they are answered, the better, because then students can keep learning and not have holes in their knowledge.
 * =Teaching and Learning Sequence:= ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">- **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-weight: bold">Use the laptops and go to the graphing inequalities applet
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">(15 minutes) Hook, Where, Why, What. Tailor: Visual, Logical, Intrapersonal, Musical. ** ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">(20 minutes) Explore/Experience, Rethink, Revise, Refine. Tailor: Kinestic, Interpersonal, Verbal, Logical, Visual ** ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">(15 minutes) Intrapersonal, Logical, Interpersonal. ** ||

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