L4+Barnes+Mckell

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic: Quadratic Formula and Conic Sections**

 * =**Objectives**:= ||
 * Student will understand that the quadratic formula helps you find x. ||
 * Student will know how the quadratic formula helps you find values of x in conic section equations. ||
 * Student will be able to solve quadratic equations graphically by factoring in cases where factoring is efficient and by applying the quadratic formula. ||

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.// ||
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results: Mathematics- D. Algebra

Students will have the opportunity to pair share with another student during our discussion at the beginning of class. Students will also be using a KWL Chart at the beginning of class to discuss the different conic sections they found for homework. || Students will write a blog entry explaining the different conic sections they have found. Students will also be doing a scavenger hunt in the classroom to find different conic sections in the class. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Technology: Students will use laptops and the blog feature on the internet to write a blog entry. ||
 * =**Integration**= ||
 * English: Students will use their writing skills to write a blog entry explaining the different conic sections they have found.


 * =**Groupings**= ||
 * Other students will read and comment on each others blog entries and the different conic sections that particular student found. Students will be pair sharing the conic sections they found for homework with another student sitting next to them during our discussion at the beginning of class. Students will also be paired in groups of three based on the month of their birthday, if a students' birthday is the only one in that month they will jump in another group, they will be doing a scavenger hunt based on conic sections found in the classroom. ||

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Logical:** Students will make a list of real life conic sections they have found whether it is outside, at their house or wherever.
 * Kinesthetic:** Students will make a list of real life conic sections they have found whether it is outside, at their house or wherever.
 * Nature:** Students will make a list of real life conic sections they have found whether it is outside, at their house or wherever.
 * Intrapersonal:** Students will graph the conic sections they have found by themselves.
 * Interpersonal:** Other students will comment on those blog entries.
 * Linguistic:** Students will then make a blog entry about what conic sections they have found.
 * Visual:** Students will watch an informational [|video] about conic sections and what they represent. ||
 * **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 laptops to create a blog entry on the different conic sections they have found outside, at their house, or wherever. Other students will read and comment on the blog websites. ||
 * **Extensions**

graphing calculators pencils paper conic sections throughout the class ||
 * =Materials, Resources and Technology= ||
 * laptops

http://math2.org/math/algebra/conics.htm
 * =Source for Lesson Plan and Research= ||
 * A website that shows them different conic sections before they make their blog entry:

Video about real life conic sections: http://www.youtube.com/watch?v=SqI01BE9aMk&feature=related ||


 * =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 express the different conic sections they have found. Students are free to compile a list and form their own ideas on what they think are real life conic sections. Students are forced to be organized with their research and to have structure with their ideas; that is the only way they will be able to successfully put their thoughts together on their blog entries. Students will also be doing a scavenger hunt to find different conic sections throughout the class. During this discussion my class will be supportive of other students ideas. This will provide a comfortable atmosphere that all students will feel confident in sharing what they have found. ||
 * __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 of the different conic sections we will be covering. For example, circles, parabolas, ellipses and hyperbolas. Each of these conic sections represent so many different things throughout our daily lives. Finding different representations for each of these conic sections will give students a better understanding of each conic section. ||
 * __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:
 * Logical:** Students will make a list of real life conic sections they have found whether it is outside, at their house or wherever.
 * Kinesthetic:** Students will make a list of real life conic sections they have found whether it is outside, at their house or wherever.
 * Nature:** Students will make a list of real life conic sections they have found whether it is outside, at their house or wherever.
 * Intrapersonal:** Students will graph the conic sections they have found by themselves.
 * Interpersonal:** Other students will comment on those blog entries.
 * Linguistic:** Students will then make a blog entry about what conic sections they have found.
 * Visual:** Students will watch an informational video about conic sections and what they represent. ||
 * __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 graphing calculator. This will allow them to explore the different conic sections graphically. Summative assessment will be assessed by the blog entries students have created about the different conic sections they have found The blog entry will be read by other students who will make comments about the different conic sections found. ||


 * =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:
 * Discussion
 * Graphing Calculators
 * Blog entry
 * Comment on other blogs
 * Scavenger Hunt

Students will understand the quadratic formula helps you find x. This connects to real life because the quadratic formula represents different conic sections which relates things such as soccer balls, or the chain of a bicycle etc. Students will watch an informational [|video] on different conic sections and what these conic sections can represent in real life. Students will solve families of equations. (15 min)
 * Where, Why, What, Hook Tailor: Visual and Intrapersonal** ||
 * Students will be filling out a KWL Chart about the different conic sections they found at home, they will finish filling this out at the end of the scavenger hunt. This will give me a quick understanding of how far students are in their understandings of different conic sections and how they are represented in real life. We will have a discussion where students will pair share what they found for conic sections for homework. This will give them an opportunity to explore other ideas presented by their partner. (15 min)
 * Equip, Explore, Rethink, Tailor:** **Kinesthetic, Nature, and Interpersonal** ||  ||
 * Students will create a blog entry discussing the different conic sections that have found more formally. The blog entry will include hyper links of different internet sites that represent each conic section. They will do this for about 15 minutes. Once the students have created their blog entry, other students will read the blogs and comment on the blogs giving a quick response to the different conic sections that particular student had found. After this activity students will be placed in groups of three based on the month their birthday is in. I will pass out a scavenger hunt which will be compiled of a list of conic sections they must find throughout the class. Students are able to add more conic sections to the list that they have found that are not already on the list. ( 40 min)
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** **Interpersonal and linguistic** ||
 * 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 the importance of graphing functions in order to graph more complex functions such as conic sections. (10 min)
 * Evaluate, Tailors: Linguistic and Intrapersonal** ||

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