L3+Nieuwkerk+Hannah

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 12 Topic: Quadratic Equations**

 * =**Objectives**:= ||
 * Student will demonstrate the difference between linear and quadratic equations  ||
 * Student will know know the difference between the two to know how to solve each one, and also be able to say which graph goes with its equation ||
 * Student will be able to solve equations. ||

//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

I will be walking around the classroom, watching students to see how they solve the problems, give them tips, pointers, and ask them questions that make them think more deeply. Students will be putting up problems on the board, and by watching them how to do things correctly (and more importantly: incorrectly), I can guide my students towards better understanding. I will show the students how to set up blogs accounts and they will go home and blog about what they learned in class today and any questions they had, no more than three paragraphs, but enough so that it will jog their memory about class that day. || This is a new concept, so I will not be giving a quiz the next class. I will give a homework assignment, and have the students do it and bring their answers and work to class and we will put them on board. This will give me a good idea of what needs to be re-taught. I will also have the students pass in their homework, just so I can look it over and also 'guilt' them into actually doing their homework. There will be a quiz over linear equations; putting the equation into slope-intercept form and graphing it, showing x- and y-intercepts (see attatched "Linear Equations Quiz"). Students will also be setting up a blog account and that night, after school, on their blog, they will say 3 new things they learned and at least 3 questions they had (about content, examples in class, or homework). Students will be looking at each other's blogs and give advices and pointers on the problems that students had difficulty with. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= =
 * =**Integration**= ||
 * __Science__: A quick introduction to parabolas: how they are used in physics class and in the every day world. Throwing balls, projectiles, hunting with a bow, etc.

__English__- Students will have blog accounts set up and they will blog about what they learned in class that day.

__Technology__: Students will be setting up blogs accounts during class. Their first assignment is to blog about 3 things learned in class, and at least 3 things that the student is unsure of: content, in-class examples, and homework questions. Fellow peers will be looking at the blogs and responding to their questions. ||


 * =**Groupings**= ||
 * The students will use a flowchart to write down the steps on how to solve quadraatic, then the students will use it to work on the worksheet and get together to do the think-pair-share. First, they will work on the 2nd half of each of the worksheets alone, then get into pairs to work on the tougher problems, and finally, they will have a class discussion and put the hardest problems up on the board for the other students to look at. The pairs will be decided by their favorite season. ||

I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. ||  I will do an activity with solving for x- and y- intercepts: how to find them and what they mean. For instance: a ball is thrown up into the air, at what time is the ball's acceleration exactly zero? ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal:** The students will talk through graphing lines and points.
 * Logical:** Students will be able to solve problems on paper and do it on a calculator.
 * Visual:** The students will be able to graph problems on the board and on worksheets and also plot points on the line.
 * Kinestic:** Trading the pieces of paper while the music is playing (see musical for more information).
 * Interpersonal:** Think-pair-share allows for students
 * Intrapersonal:** Flow charts allow for students to plan our their own thinking and do it themselves.
 * Musical**: Students are given a small piece of paper with a problem number on it, they stand in a group and trade papers until the music stops. Once the music is over, the students get into pairs and solve the two problems on the board. ||
 * **Modifications/Accommodations**
 * **Extensions**

2 step solving linear equalities worksheet: http://www.kutasoftware.com/FreeWorksheets/Two-Step%20Equations.pdf
 * =Materials, Resources and Technology= ||

Factoring Website: http://www.purplemath.com/modules/factquad.htm

Quadratics worksheet: http://www.kutasoftware.com/FreeWorksheets/Graphing%20Quadratic%20Functions.pdf

x- and y-intercepts website: http://cs.selu.edu/~rbyrd/math/intercept/

Setting up a Blog Account: https://www.blogger.com/start

My Blog: http://www.blogger.com/home?pli=1  http://a2quadratics.blogspot.com/  YouTube clip: http://www.youtube.com/watch?v=ElClrnTGrEk Laptops Wireless Internet Projector and screen Math book Graphing calculator ||
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Student Sample Blog: **

[|http://www.purplemath.com]
 * =Source for Lesson Plan and Research= ||
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> math book

x- and y-intercepts: http://cs.selu.edu/~rbyrd/math/intercept/ ||

<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-style: italic; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">This lesson addresses the Maine Standards for Initial Teacher Certification by connecting previous ideas such as solving linear equations to solving simple quadratic equations and looking at the graphs. By grouping students together, they learn not only how to work off each other and solve tougher math problems that couldn't be solved alone, they are also learning social skills on how to get along with each other and the proper ways of asking questions, waiting turns, and being courteous of one another. || <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-style: italic; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">This lesson addresses the Maine Standards for Initial Teacher Certification by using a website on how to show x- and y-intercepts. This will enable students to use their laptops/computers in the classroom, and keeping their attention. By constantly shifting the way information is given out, it keeps the student constantly alert and paying attention. The website also goes into great detail: step-by-step instruction, and more importantly: WHY the steps are taken. This will help the student remember the information and use it in the future. ||
 * =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.

Verbal:** The students will talk through graphing lines and points.
 * Rationale:
 * Logical:** Students will be able to solve problems on paper and do it on a calculator.
 * Visual:** The students will be able to graph problems on the board and on worksheets and also plot points on the line.
 * Kinestic:** Trading the pieces of paper while the music is playing (see musical for more information).
 * Interpersonal:** Think-pair-share allows for students to interact with fellow students.
 * Intrapersonal:** Flow charts allow for students to plan our their own thinking and do it themselves.
 * Musical**: Students are given a small piece of paper with a problem number on it, they stand in a group and trade papers until the music stops. Once the music is over, the students get into pairs and solve the two problems on the board.

<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Multiple strategies will be used to ensure that each student is learning to the best of his/her ability. By using these approaches, students will be able to 'catch up' with their knowledge because it is being taught to them in a way that is easy for them to learn. Also, by using the different techniques, I will be strengthening the weaker multiple intelligences of each student, so they will be ready for future, tougher classes. Students will be setting up blogs accounts during class. Their first assignment is to blog about 3 things learned in class, and at least 3 things that the student is unsure of: content, in-class examples, and homework questions. Fellow peers will be looking at the blogs and responding to their questions. || <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 evaluating the students in several ways: asking the students questions, putting homework up on the board, quizzes, tests, group discussions. In this particular lesson, I have the students write down in their blogs what they have learned and any questions that they might have had. I can directly answer their questions on their blogs, and I can also address the questions in class. I will also document these questions and keep in mind what I might be able to do better, so my students do not have as many questions when they are working on worksheets or doing the assigned homework. ||
 * __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';">The students will enter the class and sit down in the seats that are set up in groups but they have to have at least one boy and one girl in each group, facing the chalk board. They will get out their math books and their homework that is due at the beginning of class.
 * =Teaching and Learning Sequence:= ||

<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Agenda: -Homework -Quiz <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">-Hook (http://www.youtube.com/watch?v=ElClrnTGrEk) -Present information about parabolas -Use flow chart to write down the steps -Do 1st half of both worksheets as a class -Think-pair-share with the 2nd half of both worksheets -"Musical word problems" with math problems on slips of paper -Wrap up, any questions? Remind them to do their blog entries!

I will start by going over any questions about the homework from the night before. Students will go up to the board to work out problems. After answering questions, students will take a quick quiz. The information that I will be presenting is understanding the difference between linear and quadratic equations by looking at the actual equations, solving them, and graphing them on graph paper and on a graphing calculator. In real life, there are many physics problems out there that have to do with parabolas. Then, we will talk about the Hook, how police catch you speeding (YouTube hook: http://www.youtube.com/watch?v=ElClrnTGrEk ). <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">I will start presenting by reminding them how to solve linear equations and how to graph them, and then move up to quadratics and tell them the different ways of solving them (not making them learn all the different ones today), factoring, completing the square, graphing, quadratic formula, and using a calculator (see content notes). I will hand out flowcharts for the students to write down the steps on and use it as a reference to look back on. Today will only have to do with factoring. After I show the students, we will work on the first half of 2 worksheets (one on linear equations, one on quadratics), students will go up to the board to work out problems, while the other students do them at their desks. If a student gets stuck, another student can go up to help out. I will be walking around and asking questions, looking at the process of the students as they are working. Students can also do the problems on their calculator, but also make sure to do their own work first (this is even strongly encouraged!). <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">After I lectured, students will do think-pair-share and use their flow charts to help them come to the correct answers and be able to solve these equations. If the students get the wrong answer, they will go over it as a group and see where they went wrong, looking back at the steps on their flow charts, and then fixing their problem. Students can also go to these two websites on their laptops if they need a little extra help: http://www.purplemath.com/modules/factquad.htm (for factoring quadratics) and http://cs.selu.edu/~rbyrd/math/intercept/ (for x- and y-intercepts) At the end of class, each student will be given a slip of paper and I will turn on some music, the students will keep exchanging slips of paper until the music shuts off and they can either do the problem then by themselves, or with a partner, or they can do it for homework and pass it in the next class. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Students will be working on the first parts of the worksheets by themselves, so they have time to work alone and reflect: do I need more help? Am I understanding this? I will be walking around to answer these questions. I will also ask students to blog about what they learned in class today (3 things) and any questions that they had (at least 3). Students will then look at other students’ blogs, and give pointers and advice on at least for 3 different questions (it is encouraged to look at different students’ blogs). This is going to become something that happens every day after class and I will be reading them every night to see what my students learned and what I have to do better as a teacher. I will be commenting on their blogs if it seems that the questions hasn’t been fully answered yet. I will also be keeping track of who really does understand the content(by helping fellow students in class, and on the blogs). I will answer the questions on their page, but I will also go over them in the next class for the benefit of the other students.
 * (30 minutes) Hook. Tailor: Interpersonal, Verbal, Visual, Musical** ||
 * (20 minutes) Equip. Tailor: Logical, Interpersonal, Verbal, Visual, Kinesthetic.** ||
 * (25 minutes) Explore/Experience, Rethink, Revise, Refine. Tailors: Verbal, Logical, Intrapersonal, Kinesthetic, Musical, Interpersonal.** ||
 * (5 minutes) Self-Assess, Tailors: Intrapersonal, Verbal, Visual, Kinesthetic.** ||

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