L4+Nieuwkerk+Hannah

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11-12 Topic: Quadratic Equations**

 * =**Objectives**:= ||
 * Student will understand that quadratic equations can be solved multiple ways. ||
 * Student will know how to solve for the variable 'x', graph, and know their times tables, realize that quadratics can be solved by factoring, graphing, and quadratic formula. ||
 * Student will be able to do solve quadratic equations graphically, factoring, and/or applying the quadratic formula and make an iMovie or Windows Movie Maker. ||

//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 ask individual students questions, to check for understanding, and they can ask each other questions, too, while I am answering the questions of other students from the introduction about quadratics that I introduced. I will also give out a worksheet while students use their laptops to look at graphing quadratics. This will force students to comprehend the information and not just play around on the laptops. At the end of class, students will be given two slips of paper: one for them and one for the teacher. On one slip of paper, the student will write for the teacher what he/she liked or learned that day, and one piece of advice for the teacher. One the other piece, the student will look back over the lesson and write what he/she really knows and what he/she needs to work on. || I will hand out a study guide on each of the different ways to solve quadratics: factoring, quadratic formula, graphing, and finding minimums and maximums. They will fill out the study guide and have an additional worksheet to do for going on the math website. I will also be showing students a sample WebQuest and then showing them my Student Sample and giving them the WebQuest assignment: http://students.umf.maine.edu/~nieuwkhj/reallifequadraticswebquest/ and explain it to them. Students will also be making an iMovie about quadratic equations with a partner. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = __Technology __- Students will be looking at an example of a WebQuest, and my student sample on the internet, because they will be doing their own wikispace on quadratic equations. Students will be making an iMovie about quadratics to demonstrate their mastery of the concept.  __ Science __ - I will explain how quadratics are used in real life using equations: dropping, throwing objects, etc. __English­ __- Students will be using word problems, and doing searches on the internet, and reading about quadratics. ||
 * =**Integration**= ||

This class is made up of accelerated juniors and seniors that are ready and willing to learn. They have been in several other math classes together, I think. The class will work on the worksheet while I am teaching in front of the class by themselves, students can ask questions when they need to. When students are on the laptops, they may talk a little amongst themselves (for help or deeper comprehension). After the students finish the activity, we will talk as a group and go over the answers. ||
 * =**Groupings**= ||

I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. || Students will use the applet for graphing parabolic equations and fill out the worksheet that is given to them. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal: ** Students will use common sense on easy problems, use mental math, and verbally answer the question.
 * Logical:** Students, again, will use mental math, and also solve the given math problems sequentially.
 * Kinestic:** Students will use their 'gut' feeling on how to solve a problem.
 * Visual:** Students will watch the WebQuest and see how it all unfolds, and also use the 4 column chart.
 * Interpersonal:** Students have the opportunity to ask fellow students/teacher during the 3-minute reviews.
 * Intrapersonal:** The students will have time to do the checklist at the end of class, and can also think quietly while working on the 4 column chart. ||
 * **Modifications/Accommodations**
 * **Extensions**

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Math book: Chapter 3.1 <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> Laptops (with wireless Internet service) Worksheet to go with the Quadratics Website Paper Pencils/Pens <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Graphing Calculators ||
 * =Materials, Resources and Technology= ||

<span style="color: black; font-family: 'Times New Roman','serif';"> http://www.analyzemath.com/quadraticg/quadraticg.htm <span style="color: black; font-family: 'Times New Roman','serif';">Quadratic Formula Solver and Calculator: <span style="color: black; font-family: 'Times New Roman','serif';"> http://www.mathwarehouse.com/quadratic/quadratic-formula-calculator.php <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;"> ||
 * =Source for Lesson Plan and Research= ||
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Interactive Graphing:

<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 the different multiple intelligences; each student learns differently and has different backgrounds. As a teacher, I have to be sensitive to this and integrate the learning opportunities into the lesson as best I can in my lesson. I will accommodate their learning styles by giving real life examples that would relate to their lives; such as police using radar guns to catch speeders, bats using echo-location, and boats using sonar out on the water. || <span style="font-size: 12pt; color: black; 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 the class off with an informal pre-assessment. I will ask my students simply if they have ever factored, completed the square, graphed, or used the quadratic formula for solving quadratic equations. I expect that students have at least seen factoring, graphing, and using the quadratic formula. I will go into more detail about each one and how to solve them, and fill in the gaps of knowledge. I will have students that have gone more in depth with quadratics in previous classes go up to the board and solve the problem with the help of peers and also the teacher. || <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> This lesson addresses the Maine Standards for Initial Teacher Certification by consistently using media and technology in the following ways: showing a Webquest using quadratic equations, students will use laptops and go to this website for  http://www.analyzemath.com/quadraticg/quadraticg.htm an applet for graphing parabolic equations, and stude nts will also visit a website giving an applet for the quadratic equation where the students plug in numbers as the coefficients in a quadratic equation and the applet shows the students how the equation was solved, the steps that were needed, and what the solutions are, and also using at least six different multiple intelligences to engage my students. Students will be making an iMovie about quadratics to demonstrate their mastery of the concept. || <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; 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 <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> by documenting student progress in the following ways: using informal pre-assessments, worksheets, rubrics, projects, type I and II technologies. I will keep a file on each student and record his/her progress. By looking at the work of each student, I can see who needs additional practice, tutoring, or just a couple pointers. I will also be able to pinpoint who has a strong grasp on the knowledge; when I have group work, I will be sure to place these students with students that could use the extra help. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> ||
 * =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.
 * Rationale:**
 * Verbal: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> Students will use common sense on easy problems, use mental math, and verbally answer the question.
 * Logical:** Students, again, will use mental math, and also solve the given math problems sequentially.
 * Kinesthetic:** Students will use their 'gut' feeling on how to solve a problem.
 * Visual:** Students will watch the WebQuest and see how it all unfolds, and also use the 4 column chart.
 * Interpersonal:** Students have the opportunity to ask fellow students/teacher during the 3-minute reviews.
 * Intrapersonal:** The students will have time to do the checklist at the end of class, and can also think quietly while working on the 4 column chart.
 * __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; color: black; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Students will enter the class and take their seats, which I will arrange in a rows and columns, facing the front of the room. This seating arrangement will allow students to easily see and hear me. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">
 * =Teaching and Learning Sequence:= ||

Agenda: <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> I will start the class out with the WebQuest up on the projector when the students are coming in. I will give an outline of what is going to be taught: how quadratics are used in real life, how to solve quadratics graphically: finding the vertex, x- and y-intercepts, mins and maxs, and how to graph them on paper and on a calculator. (20 min.) (**Verbal, Logical, Kinesthetic, Intrapersonal)** || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Students will need to know how to factor, complete the square, and use the quadratic formula. I will pass out an outline for the students that gives them the basic information and then gives a problem for the teacher and students to work on together. (See 3.1 Outline for content notes). I will be asking students for help doing the problems. They can either come up to the board or verbally walk me through it. Students should have been exposed to factoring previously, so I expect them to help me with that problem. I expect that I will be mostly showing students how to complete the square, but I do want students to give their input. The quadratic formula is simply plugging the numbers in correctly. I will explain how the quadratic formula is useful (for messy numbers), solving for the determinant (to see if the roots are rational or irrational). And explain that the quadratic formula is a ‘last resort’ because it is time consuming and there is usually an easier way if the equation is simple. I will have passed out a 4-column chart for students to fill out if they want to. It is for their own organization and to keep track of the different ways of solving a quadratic. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">(20 min.) (**Verbal, Kinesthetic, Logical, Visual, Interpersonal)** || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Then, I will pass out the laptops and the worksheet that goes with it and guide the students to the website and through the worksheet, but mostly letting the students feel their way through it. If there are any questions, I will be ready and willing to answer them or they can quietly ask their neighbors. After they have finished, we will go over the worksheet together as a class. And after the activity is finished, students may begin on the assigned homework. I will also go over the WebQuest (on the projector), show them the Student Sample and what is expected. I will be clicking on the links, showing them the useful websites and the rubrics. We will discuss using iMovie and the expectations (see iMovie checklist) (30 min). **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">(Visual, Interpersonal, Kinesthetic, Logical, Intrapersonal **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">) || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">At the end of class, students will be given two slips of paper: one for them and one for the teacher. On one slip of paper, the student will write for the teacher what he/she liked or learned that day, and one piece of advice for the teacher. One the other piece, the student will look back over the lesson and write what he/she really knows and what he/she needs to work on. Then, after class, I will look over these slips of paper and decide what I need to touch back upon in the beginning of class next time for a quick brush-up/review. (10 min.) (**Evaluate, Intrapersonal)** ||
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Hook: Webquest: <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">http://www.rblewis.net/technology/EDU506/WebQuests/quadratics/quadratics.html
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Explain what a WebQuest is.
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Outline of class <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;">Quadratics Worksheet with examples of different solving techniques. <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;">Laptop activity with worksheet <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;">Talk about iMovie <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;">Wrapping up what was learned <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;">Students may work on homework if they finish early. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">

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