L1+Nieuwkerk+Hannah

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-10 Topic: Linear Equations**

 * =**Objectives**:= ||
 * Students will understand that linear equations and inequalities can be graphed by using the slope-intercept form. ||
 * Students will know about slope, intercepts, the four quadrants, slope-intercept, and point-slope formula. ||
 * Students will be able to make sense of a linear equation and graph it on the coordinate plane. ||

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. Rationale: **//Students can solve equalities, put them into y-intercept form, and graph them.//** ||
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Results// D. Algebra

The teacher will directly question students for comprehension. Students can ask questions about problems done either in class or for the homework tonight. The teacher will review the questions and figure out what needs to be reviewed or re-taught for the last couple minutes of class or for the beginning of next class, while their minds are fresh and ready to learn, versus the end of class. The students will also be asked to write a letter to the teacher, saying what was beneficial for the class, what could have been better, what was boring, what was exciting. I also want the students to show their mastery of the knowledge by solving one problem from the book. We will set up blog accounts, but this is the only time a letter will be written. || Students will make a Comic Life product, in pairs if they choose, showing how they know how to solve for 'y', graph it, and find intercepts. They will also show that linear equations are in real life and give at least one example. I will show the students how to use Comic Life. I would like the presentation to have at least 3 panels of writing, plus a cover page. Students can pass in a rough draft two days ahead of time for me to look over, if they want to. Students can either put up the Comic Life presentation on the overhead projector, or they can pass out handouts. If students are absent on the due date, it must be emailed to me before the start time of class and will still have to be presented to class. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= =  __Spatial__: Students will be able to find a point on the coordinate plane, graph a line, find x and y intercepts, and pick points out on the line.
 * =**Integration**= ||
 * __Verbal __: Students will reflect on what they have learned, what they liked, what they would like to revisit because of confusion, or just want more enrichment

__Type II Technology__: Students will use Comic Life to show comprehension of the material and be able to synthesize their own equations as examples. ||


 * =**Groupings**= ||
 * Think-Pair-Share- Students will first work on the linear equation worksheet by themselves and do as much as possible. When the music changes, they will get into pairs, think together to find the answer, and finish up the worksheet, and discuss the difficult problems. And finally, when the music changes for the last time, students will get back into their seats and share out loud to the rest of the class: easy questions, difficult ones, questions that weren't solved all the way, how to finish those, and tricks of the trade. Students will get into pairs by birthdays; everybody get up from their seats, and line up according to age: youngest to oldest, and then they will count off by twos.  ||


 * =Differentiated Instruction= ||
 * **Strategies**

I will review students' IEP's, 504s, or ELLIDEPs and make appropriate modifications and accomodations.
 * Verbal:** Students will deal with definitions of words and word problems on worksheets or blackboard.
 * Logical:** Students will be neatly solving the equation on worksheets or on the board.
 * Kinestic:** Before class, I will make a coordinate plan on the floor, and the students will be able to use their bodies and find points on a line.
 * Visual:** Students will be able to graph the problem(s) on the board.
 * Interpersonal:** Students can ask for help or talk to peers or teacher during the direct questioning.
 * Intrapersonal:** Students will work some problems by themselves, allowing them to time to think alone.
 * Musical**: Music can be played quietly in the background as students work on problems in groups ||
 * **Modifications/Accommodations**

Absent Students: If a student is absent, that student is responsible for learning the information taught in class. I will have a wiki showing every day we have class. There, I will have a simple outline of the information covered (and what you are responsible for learning), and I will also post the homework up, too. If there are any worksheets used in class, I will include an attatchment, so the absent student can still get to it. It might be helpful for the student to come in the next day with any questions about the homework or information that was missed. ||
 * **Extensions**

Students will make a ComicLife production showing how linear equations are used in real life, how to solve for 'y', finding the slope and the y-intercept. They can have one cartoon character explaining it to another, or maybe posing a question such as: I am building stairs for my house, but I need to figure out the right slope for them because my whole family has really short legs. What's a good slope for long legs? Students can work in pairs or alone. The ComicLife has to have at least 10 comic 'boxes'. ||

Paper Ruler Pencil Math book Linear equations worksheet Site for additional teaching: http://mathforum.org/library/drmath/sets/high_lineareq.html Laptops with wireless internet Projector and screen ||
 * =Materials, Resources and Technology= ||
 * Graphing calculator


 * =Source for Lesson Plan and Research= ||
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">YouTube:
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">http://www.youtube.com/watch?v=wIL4Cz7cbyE **

<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Worksheets or make your own worksheets: http://www.kutasoftware.com/free.html

Intermediate Handouts and Worksheets: http://itech.pjc.edu/falzone/course/1033handouts.htm <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Graphing Linear Equations: http://www.algebrahelp.com/worksheets/view/graphing/slopeintercept.quiz ||   || <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; mso-bidi-font-style: italic;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">This lesson address the Maine Standards for Initial Teacher Certification and Rationale by having students doing a variety of activities during the class: they will be finding points on the coordinate plane (on the ground), plotting a line with human bodies, they will be working alone on a worksheet, they will be working in groups on the group problems, and students will have the opportunity to work problems out on the board for the whole class to see; those students can also have help from a fellow student if he/she is not quite sure. I will also be talking about how boats use GPS systems that keep them going in straight line when they are out on the open water, if the students are in a fishing community; this is very real life and will certainly catch their attention. || <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">This lesson addresses the Maine Standards for Initial Teacher Certification and Rationale by giving the students a pre-assessment to assess the amount of the knowledge the students previously know about linear equations. I will take this information and work my lessons around these knowledge or gaps. I would like to go over the answers right after the pre-assessment, and in that way, the students might remember the theory better, since they had just finished the pre-assessment. I will go over it further in the following class when I have a chance to look at them better after school. The MI theory is going to be used to address the intelligences of the students, too. Also, see attached content notes. And the s tudents’ IEPs, 504s or ELLIDEPs will be reviewed and appropriate modifications and accommodations will be made for the students who need it. || <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">In class, a variety of the multiple intelligences will be used; students will be able to get into groups and talk amongst themselves and ask peers or the teacher questions (Verbal), Interpersonal. For the kinesthetic, logical, and visual students, we will be using a coordinate graph on the floor and actually find a point on the graph, as well as using a graphing calculator. Students also have the opportunity to work alone at their own pace while learning the concepts (Intrapersonal). And music is going to be playing quietly in the background for the musical students. Students will also be using a Type II technology to demonstrate their math skills. They will use Comic Life to make a product about linear equations. <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 and Rationale by teaching about linear equations using the math book, websites, technology, and worksheets. While I am teaching with any of these tools, I'll be asking students to answer questions, figure out a problem on the board, or get them into groups to answer tough problems and then they can report out answers. At the end of the lesson, the students will use ComicLife to show how they truly understand linear equations and all the ins and out. During class, I will show them a quick demo on how to use ComicLife. I will also document the progress of students by using the pre-assessment, students will know about the performance criteria by the syllabus that I hand out at the beginning of class. Students will also be giving me feedback with the letter to me and later in the future with blogs. ||
 * =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; font-family: 'Times New Roman','serif';"> Students will deal with definitions of words and word problems on worksheets or blackboard.
 * Logical:** Students will be neatly solving the equation on worksheets or on the board.
 * Kinesthetic:** Before class, I will make a coordinate plan on the floor, and the students will be able to use their bodies and find points on a line.
 * Visual:** Students will be able to graph the problem(s) on the board.
 * Interpersonal:** Students can ask for help or talk to peers or teacher during the direct questioning.
 * Intrapersonal:** Students will work some problems by themselves, allowing them to time to think alone.
 * Musical**: Music can be played quietly in the background as students work on problems in groups ||
 * __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';">-Syllabus -YouTube video -Pre-Assessment -Coordinate Plane on Floor -Worksheet <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;">I will have the seats arranged in clusters, windows partly open, and some colorful, eye catching posters, both math and art. As the students come in, I will hand them each an index card and their choice of marker to make a name tag to put in their desk in front of them (to be kept there for several classes). I will say something about me, where I’m from, any pets, and why I chose to be a math teacher. Then, I will hand out the syllabus, go over each section and ask for questions, and give an introduction about the class. I will give a pre-assessment to students to see how much they know about linear equations. Then, I will show a YouTube video: http://www.youtube.com/watch?v=wIL4Cz7cbyE. I will tell the students a little about linear equations: they will learn about linear equations, how to put them into y-intercept form, how to solve for y, how to pick out pieces of the y-intercept equation, and give an example of linear equations in real life: you put money in the bank and it slowly accrues interest. Students have to be able to solve families of equalities (MLR). (30 Minutes)
 * =Teaching and Learning Sequence:= ||
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Agenda:
 * <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;">Self-Assessment
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Where, Why, What, Hook, Tailor: Visual, Kinesthetic, Auditory, Logical-mathematical. ** ||
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Students will need to know how to solve for y, so I will put an equation on the board, ask if a student knows how to put it into y-intercept form (if so, let them go up to the board and solve it), and graph the equation. I will then go into details on what each part of the y-intercept form is and how to use the parts. The students will get up and go to the front of the classroom and stand of the coordinate plane, points will be given out and students have to find their point and stand on it. Students will also find x- and y-intercepts and then graph lines using their bodies. Then, students can come up to the board to do more problems, while the rest sits at their seats and works the problems out while the student does it at the board. I will walk around and directly ask students if they know how to do the problem, do they need help? Ask them to raise their hand when they are finished to allow to me look at their answer. Students sitting at their desk can help the student up front, or a pair of students may go up to work out a problem if one student is shy. (15 Minutes)
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Equip, **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> **Explore, Rethink, Tailor: Interpersonal, Intrapersonal, Kinesthetic, Logical-mathematical, Visual.** ||
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Students will then be given a worksheet about linear equations to do where they first work on it by themselves and do as much as they can, then work as partners to finish up the tough questions, and then finally, go back to their original seats and go over the problem as a whole group to see how the problems went; a scribe will be appointed to write down the answers on the board for each problem. Each time the music changes, students will go from alone to a partner to then a group. (25 Minutes)
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Equip, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Musical, Logical-mathematical, Visual, Kinesthetic. ** ||
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Students will be handed a sheet of paper and asked to get out a pen or pencil: they will be doing a self-reflection: <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> what was beneficial for the class, what could have been better, what was boring, what was exciting. I also want the students to show their mastery of the knowledge by solving one problem from the book. We will set up blog accounts, but this is the only time a letter will be written. I also want the student thinking about what they need to learn for the next class. What was unclear to them? What do they need to revisit so when they come to the next class, they will be all caught up and ready to learn some new material. I will read these and the pre-assessments over that night and when the students come into class the next time, I will have better insight as to how these students learn and what they know, so I can build upon their knowledge and fill any in holes that they have acquired along the way. I will dedicated the last couple minutes of class to the self-reflection, and with a little bit of time left over, I will give out the homework assignment from the math book and let them get started on it, and ask me any questions that they had. And as the bell rings, I will stand up by the door and say good bye to the students. (10 min.)
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Evaluate, Tailors: Intrapersonal, Linguistic, Logical. **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> ||

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