L2+Barnes+Mckell

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11 Topic: Graphing Equations**

 * =**Objectives**:= ||
 * Student will understand that graphing equations are essential in find zeros and y-intercepts. ||
 * Student will know the use of graphing equations. ||
 * Student will be able to to evaluate the graph of an equation and give zeros and y-intercepts. ||

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

Students will use a step by step chart that allows them to assess the ways they have found x and y intercepts || Students will produce a themed graph with labeled x and y intercepts on the internet. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * Technology: Students will use the internet as a tool for graphing a specific function. ||


 * =**Groupings**= ||
 * Students will be paired up after they have completed the internet graph and they will discuss and compare graphs. ||

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Musical**: Students will listen to music while they work.
 * Visual:** Examples of solving for zeros and y-intercepts will be shown by me on the board.
 * Intrapersonal:** Students will then work alone to solve for zeros and y-intercepts.
 * Logical:** Students will then work alone to solve for zeros and y-intercepts.
 * Interpersonal:** Students will pair up and compare graphs they created on the internet.
 * Kinesthetic:** Students will move around the room sharing their graphs with different students.
 * Linguistic:** Students will write in a journal sharing their opinions on what they thought of this lesson. ||
 * **Modifications/Accommodations**

Absent students are responsible for getting the appropriate information given in class by using the class wiki. The class wiki will have an outline of what we did in class. Any handouts used in class will be uploaded to the class wiki for absent students to download and print off. Absent students will have an extra class period to finish the work they missed. If assignments are not completed for the extra day they will not receive credit for the assignment. || Students will use the internet as a method of graphing functions. Once they have graphed these functions on the internet, they will print a hard copy of the graph and they will share their graph with other students in the class. ||
 * **Extensions**

Laptops Printer Paper Pencils Calculator Radio ||
 * =Materials, Resources and Technology= ||
 * Step by Step Chart

http://www.walterzorn.com/grapher/grapher_e.htm http://www.coolmath.com/graphit/ ||
 * =Source for Lesson Plan and Research= ||
 * Different websites used to graph functions online:

The video students will view will add the technology into the classroom. ||
 * =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:** This lesson demonstrates Standard 3 for the Standards for Initial Teacher Certification and Rationale because students are using a variety of ways to find zeros and y-intercepts. They are first watching me, doing a few on their own, then using the internet. Students will be using a step by step chart that outlines and assesses what they know about how to find zeros and y-intercepts. Once students have completed their graphs on the internet, they will work with other students in comparing and sharing the graphs they have created. This gives them an opportunity to develop in their intellectual skills as well as their social and cultural skills. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson demonstrates Standard 4 for the Standards for Initial Teacher Certification and Rationale because I will give an overview on the importance of graphing functions. For example, graphing functions helps you find values of x and the y-intercepts. It is important to graph functions because this allows you to visualize what the function looks like which allows you to analyze the function much easier. Finding x and y-intercepts can relate to real life things like time for x or height for y in specific problems. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**This lesson demonstrates Standard 5 for the Standards for Initial Teacher Certification and Rationale because here is a list of the different intelligences incorporated into this lesson plan. This will teach to a variety of students that all learn different ways:
 * Musical**: Students will listen to music while they work.
 * Visual:** Examples of solving for zeros and y-intercepts will be shown by me on the board.
 * Intrapersonal:** Students will then work alone to solve for zeros and y-intercepts.
 * Logical:** Students will then work alone to solve for zeros and y-intercepts.
 * Interpersonal:** Students will pair up and compare graphs they created on the internet.
 * Kinesthetic:** Students will move around the room sharing their graphs with different students.
 * Linguistic:** Students will write in a journal sharing their opinions on what they thought of this lesson.
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson demonstrates Standard 8 for the Standards for Initial Teacher Certification and Rationale because students will have a formal assessment by using a step by step chart. The step by step chart will allow students to map out how to find x and y-intercepts. This will allow me to assess if they are doing it properly. The summative assessment will be the final graph students made on the internet. This assessment also incorporates Type II technology into the classroom. ||


 * =Teaching and Learning Sequence:= ||
 * Students will first be seated by at their own desk in a u-shaped style of seating. This way every students can see me at the board as well as the other students in the class.

Agenda:
 * Video
 * Step by Step Chart
 * Examples on Board
 * Laptop work
 * Group discussions

Students will understand that graphing equations are essential when trying to find x and y intercepts. You can connect this to real life for example slopes of a mountain. Students will be able to solve families of equations. Students will view an informational [|video] about finding x and y intercepts. (10 min)
 * Where, Why, What, Hook Tailor: Visual** ||
 * Students will know how to find values of x and y by graphing. Students will take notes on finding x and y intercepts as they watch me explain and do examples on the board for ten minutes. Students will then fill out a step by step chart that will help them figure out how to find x and y intercepts for five minutes. These will be placed on the desk prior to the beginning of the class. The step by step charts will give me a quick way to assess my students.Students will then do two or three examples by themselves on finding x and y intercepts for ten minutes. Music from the radio will be played in the back round while students fill out their step by step charts. (25 min)
 * Equip, Explore, Rethink, Tailor: Intrapersonal, Logical,** **Musical** ||
 * Students will chose an equation to graph using a laptop I have signed out for the class. There will be internet resources provided to students that will allow them to graph these equations online. After their graphs are complete online students will print them off and have a hard copy of these graphs. They will then be paired with other students where they will discuss and compare the graphs they have created. (30 min)
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** **Interpersonal, Kinesthetic** ||
 * Students will write a journal entry on their likes and dislikes of this method of learning for ten minutes. Did students enjoy the research, and working with other students? Did students find this task to be useful? This will give me a more in depth idea of what students are thinking about this task. To wrap up we will discuss the thoughts of students, this will be a basic overview of their journal entry. This lesson will help them with graphing functions for homework. This also connects to future assignments because students will need to know how to find zeros and y-intercepts. (15 min)
 * Evaluate, Tailors: Linguistic, Interpersonal** ||

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