L5+Nieuwkerk+Hannah

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that that quadratic equations can be solved multiple ways ||
 * Student will know how to solve for a variable: adding, subtracting, multiplying, and dividing, and know how to solve in the most efficient way: factoring, graphing, quadractic formula, using a calculator, and completing the square. ||
 * 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 when the students are in pairs, working on the worksheet. I expect there to be many questions and as the questions come up, I will lead the students to an answer or a fellow student can help that student out. I will be asking students questions before I set them lose to do the worksheet to make sure that there are no gaps in the knowledge learned, since there are many different ways to solve a quadratic equation. If the students have frustrated looks on their faces, I will tell the students that this doesn't happen overnight and it takes practice. || I will give a quiz the next class after the students have finished their homework, gone over it, and feel confident about it. The quiz will be over the different ways of solving quadratic equations, and within the quiz, the student has to demonstrate mastery of all different methods: factoring, completing the square, quadratic formula, and graphing. Students will also be making a wikispace about quadratics in real life. They will view the WebQuest and the student sample for ideas. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = __English__- students will be looking at the student sample, and also will be asked to write a blog about the class: something important that was learned, any questions, and what they thought of the wikispace. ||
 * =**Integration**= ||
 * Technology- At the beginning of class, I will show the students my student sample wikispace to show them what I expect (Quadratics in Real Life WikiSpace) as a product from them.


 * =**Groupings**= ||
 * Students will be getting into pairs to work on a worksheet after I present the new material. The way that they will be getting into groups by what time they had to get up in the morning. It would be helpful to keep out the flow chart and notes from the last class to see how best to solve each equation. After the students finish the worksheet, we will go over the tougher problems as a whole group. A student will volunteer to be the scribe and have someone direct them as to what to write, or the student can do it solo. ||

**Verbal:** ** Students will answer aloud the “Hook” question and when they get into pairs to answer the ‘tougher’ math problems, they can talk the answers out. ** I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. || Students will bring their laptops to class and we will go on these two websites for further enrichment in the quadratic formula:  http://www.mathwarehouse.com/quadratic/quadratic-formula-calculator.php and also in graphing quadratic equations and seeing how different values for a, b, and c affect the paraboliv graph:  http://www.analyzemath.com/quadraticg/quadraticg.htm. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Logical**: ** Students are given a KWL chart to neatly lay out the different ways of solving equations **
 * Kinestic**: ** Students can use a graphing calculator to help solve the problem. **
 * Visual**: ** Problems will be done out on the board, also on a graphing calculator. **
 * Naturalistic**: ** Students are given the opportunity to go outside to work on math problems. **
 * Interpersonal**: ** Students work in groups on the tough problems **
 * Intrapersonal**: ** Students work the problems out alone before going into groups (if they choose). **
 * Musical**: Students can listen to their iPod when outside, or they can listen to the nature sounds. ||
 * **Modifications/Accommodations**
 * **Extensions**

 http://www.mathwarehouse.com/quadratic/quadratic-formula-calculator.php
 * =Materials, Resources and Technology= ||
 * Graphing Applet:

Quadratic Formula Calculator:  http://www.mathwarehouse.com/quadratic/quadratic-formula-calculator.php

Student Sample: Quadratics in Real Life WikiSpace

Completing the Square: http://library.thinkquest.org/29292/quadratic/3solving/2complete/index.htm http://www.mapquest.com/

A Sample WebQuest: http://www.rblewis.net/technology/EDU506/WebQuests/quadratics/quadratics.html

Practice Problems Worksheet on Quadratics: http://www.videotext.com/vtmainmenuhs/PDFPracticeProblems/VIII_A_Lesson%201_A.pdf ||

http://library.thinkquest.org/29292/quadratic/6test/index.htm
 * =Source for Lesson Plan and Research= ||
 * Practice test for factoring and completing the square:

Much more on Quadratics: http://www.tech.plym.ac.uk/maths/resources/PDFLaTeX/quadratics.pdf

[|http://www.purplemath.com] ||

This lesson addresses the Maine Standards for Initial Teacher Certification by looking at the past records of each of my students and what their past teachers observed in the students and work off of that. I will also use the homework from the class before as a diagnostic assessment to see where my students stand in their understanding. And finally, my students wrote a blog entry about what was learned in that class, and questions that they had. This is also an assessment and allows me to answer their questions both on the blog and the next day in class. || This lesson addresses the Maine Standards for Initial Teacher Certification by looking at the previous night's homework from my students. If the students' answers were completely incorrect and have wrong methods, or if the problems aren't even attempted. By looking at this, I can tell that the students do not understand the material and I need to review the material with the students extensively. If this were to happen, I would look back on what I did and make it won't happen again. In the future, I would make it a two-day lesson and go slower with more examples and use internet examples and applets. || Logical: Students are given a FLow Chart to neatly lay out the different ways of solving equations Kinestic: Students can use a graphing calculator to help solve the problem. Visual: Problems will be done out on the board, also on a graphing calculator. Naturalistic: Students are given the opportunity to go outside to work on math problems. Interpersonal: Students work in groups on the tough problems Intrapersonal: Students work the problems out alone before going into groups (if they choose). Musical: Students can listen to their iPod when outside, or they can listen to the nature sounds. Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by using all the different multiple intelligences for all of my students. By using all of them in my lesson, it will not only benefit my students because they will learn the information better, but it will also keep the attention of all my students because of the plethora of activities or different ways of learning. Students will also be using technology when they are looking at the math websites for more enrichment, the WebQuests, and the student sample. They will then make a wikispace of their own. || This lesson addresses the Maine Standards for Initial Teacher Certification by walking around the class asking students questions about the information learned, asking about the previous homework that had to do with quadratics. This is an excellent diagnostic for the understanding of my students. I will also give out a quiz the next class following the homework assignment that will be given out today. If the students do not do the homework very well, and do not understand the subject, the quiz will be put off for the next day. ||
 * =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: Students will answer aloud the “Hook” question and when they get into pairs to answer the ‘tougher’ math problems, they can talk the answers out.
 * __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 enter the room and sit at desk that are paired in twos, the desks will be turned around, so that they are touching and facing each other, so students can work in pairs. Students can temporarily move their chairs around to see the front of the classroom.
 * =Teaching and Learning Sequence:= ||

-Hook:"Fastest way to get to Augusta?" with mapquest in the background on the projector -go over all the ways of solving quadratics (see content notes) -get out laptops and look at the enrichment websites -get into pairs and work on worksheet (possibly outside) -times for questions, comments, and homework

I will start out the class by asking my students the fastest route to get to Augusta, and I will get many different ideas and each student claims that their way works the best and it good for them. I will then go into the fact that quadratics can’t be solved all the same way: some methods are just easier for certain people and for certain equations. It is also important for students to know the different 'routes' or methods when solving these equations, so they can check their answers. They will be given a flow chart to organize their ideas for solving equations, if that is easier for them. Students will need to know how to use each of the methods of solving a quadratic equation in order to be able to pick out the best, most efficient way to solve an equation: factoring, completing the square, graphing, quadratic formula, and using a graphing calculator to check your work. I will have students get up and show me and the rest of the class on the black board how to do each of different methods (this should be a review, now we are thinking more in-depth and have to actually think about the problem before just diving into it). The problems that will be done on the board will be picked off the worksheet. It is a good idea for the students to follow along, because they will also be getting those problems done, too. Meanwhile, I will be checking on the students that are at the black board and also the students that decide to forage ahead and work on the worksheet alone. If a student has a question, I will answer it by putting a new problem on the board and helping the student through it and have the student do the other worksheet problem by himself/herself with me barely coaching. If there is a common trend in misunderstanding, I will go to the front of the room and explain the misconception and show the real way of solving it. Students will also be using a graphing calculator to check their work. Students will be working on their worksheet in pairs outside (weather permitting). If it is a nice day, students can go outside to finish the worksheet and listen to their iPod or have partners, but have to stay relatively close, no wanderers! Students will be able to easily pick a method for solving quadratics that agrees with the equation. Students will get into pairs according to times of when he/she got up in the morning. They will line up earliest to latest and pair up with the person next to him/her. Each student is responsible for filling out the worksheet and doing all the work. I will hand out lined paper and graphing paper for the students to do their work on. Students will be able to look back on their flow charts if they are having a hard time remembering how to use a certain method, and if that doesn't work, they can ask me or a fellow student. I will also be introducing their WebQuest project to my students. I will show them a sample webquest (http://www.rblewis.net/technology/EDU506/WebQuests/quadratics/quadratics.html) and then show them my student sample. I will go over it more during the next class. I just want my students to start thinking about what they want to do. They now have the websites and start doing some searches of their own. Students will spend the last 10 minutes of class back in the classroom, finishing up the worksheet, or starting the homework assignment from the book. I will have students stand in a circle, with a teddy bear. The bear will be tossed to a student and the student can say something that was learning in the class, or a question that was not clarified earlier. The bear must be in the hands of the student in order to speak. I will try to answer as many questions as possible, and some I will answer in the next class. Students will also write a paragraph in their blogs about the class: what they liked about it, what was learning, any questions. I will look at each one and respond if a response is necessary, I will also address some of the questions during the next class if the question is asked several times.
 * (10 minutes) Where, Why, What, Hook. Tailors: Visual, Logical, Verbal** ||
 * (20 minutes) Equip. Tailors: Visual, Verbal, Kinesthetic, Logical, Naturalist, Interpersonal, Intrapersonal, Musical.** ||
 * (40 minutes) Explore/Experience, Revise, Rethink, Refine. Tailors: Visual, Kinesthetic, Logical, Naturalist, Interpersonal, Intrapersonal, Musical, Verbal.** ||
 * (10 minutes)Evaluate, Tailors: Kinesthetic, Verbal, Interpersonal, and Intrapersonal** ||

= =