L5+Hale,+Jordan

**__Lesson #: 5__** **__Facet:__** Self Knowledge **__Numbers of Days:__** 3 days
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT **
 * __ Teacher’s Name __**** : ** Mr. Hale
 * __ Grade Level __**** : 10 **
 * __ Topic: __** Solving quadratic equations with one variable


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** taking square roots, inspecting, completing the square, the quadratic formula and factoring are all appropriate methods for solving quadratic equations.
 * Student will know ** quadratic formula, zeros, y-intercept, and factoring.
 * Student will be able to ** recognize which soling method would be best for a given quadratic/linear equations.


 * Product: ** iMovie


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

__**Common Core State Standards**__ __**Contenet Area:**__ Algebra __**Grade:**__ Level: High School __**Domain:**__ Reasoning with Equations and Inequalities __**Standard:**__ Solve equations and inequalities with one variable. __**Cluster:**__ 3,4


 * Rationale: ** Students will learn which solving method is best by using a a bubble organizer.


 * __ Assessments __**

The teacher will use an ungraded quiz to check for understanding.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will use a check list to review each others projects as well as their own. The teacher will use a rubric to assess the students projects.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**

iMovie Student transform into directors and artists in their attempt to show the class how to solve quadratic equations using a certain method. The presentation should show mathematically how to solve the equation using your solving technique, and how this is used in real life. You can create a movie of a skit or informercial, you can make an interactive presentation, you can make a music video. The final products should display creativity, real life application and some uniqueness to win over your peers.
 * __ Integration __**
 * Technology: **


 * Content Areas: **
 * Art: ** Students can create almost any visual they want to add in the presentation.
 * English: ** Students must write facts and steps to help the viewer understand their solving method.
 * History:** Students can explore their interests in history with the broad project topic.

Students will use a bubble graphic organizer to organize each solving method into its own category. Students will have a chance to use the graphic organizer if they chose while going over the content notes. The teacher can help assist anyone on how to organize it. Students will use the jigsaw technique to learn each solving method. There will be groups assigned by choosing one of four animals out of a hat. Each group learns a certain solving technique. Students then get into different groups based on their solving method learned. The new groups will then teach each other their respective solving methods.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will write down which solving method they want to do the project on, followed in order by which method they would want to do if they didn't get their previous choice. The teacher goes home and organizes the groups based on that information. Once students are in the groups, it is their job to designate a writer, a materials manager and a time keeper. The writer records notes and fills in the team contract for the team. The materials manager makes sure everyone in the group has each others contact information. Also, any extra papers or scripts, the material manager needs to be organized and hold onto each piece. The time keeper makes sure they stay on track and get done what they wanted to get done.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal: ** Students will work out a word problem aurally with each other.
 * Logical: ** Students will set up problems using a step-by-step worksheet.
 * Visual: ** Students will use the bubble graphic organizer to set up the steps of solving a word problem.
 * Musical: ** Students create a simple rhyme or limerick to remember the steps.
 * Intrapersonal: ** Students will have a nongraded quiz to complete by themselves covering each method of solving.
 * Interpersonal: ** Students will have flashcards with an equation on one and a solving method on another. Students must find someone with a solving method and try that method on their equation until they find the best solving method.
 * Kinesthetic: ** Students will go to the corners of the room depending on what animal they got for their groups.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

If students are absent, it is their responsibility to come talk to me and arrange the make-up work. The assignments are on the class wiki as well as recorded lessons showing what was taught on the board as well as an audio recording of me doing the teaching. Students will go on the wiki and try to do the homework with the corresponding video lessons. The student will then come in the next day to show me the work and we will have a discussion to make sure the student has grasped the right material. Each student will have a Skype buddy. When their Skype buddy is absent, it is your responsibility to make contact with your partner and Skype them in if the circumstances work. For the peer review, if the absent student was the only one then I will help find the student a partner.
 * Plan for accommodating absent students: **

iMovie Student transform into directors and artists in their attempt to show the class how to solve quadratic equations using a certain method. The presentation should show mathematically how to solve the equation using your solving technique, and how this is used in real life. You can create a movie of a skit or informercial, you can make an interactive presentation, you can make a music video. The final products should display creativity, real life application and some uniqueness to win over your peers.
 * __ Extensions __**
 * Type II technology: **

Gifted students can be challenged to pick out real life situations with more complex math involved. Instead of just throwing a ball from a building, the student can measure the two buildings and figure out the height different and account for that in their calculations. Gifted students can also use their creativity and solid understanding of the material to help teach their classmates in their projects. Making an interactive presentation would be a great challenge for the gifted students.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * SmartBoard
 * Dongle
 * LCD Projector
 * Exit Tickets
 * Solving Methods Quiz
 * White Boards
 * Markers
 * Project Rubric
 * Bubble Organizer
 * Hat for animals
 * Headphones
 * Speakers

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**

- Select different inputs for a parabola and watch it change on the graph: http://www.mathwarehouse.com/quadratic/parabola/interactive-parabola.php - iMovie Help: http://www.apple.com/findouthow/movies/#intro - All I Do Is Solve Music Video http://www.youtube.com/watch?v=1qHTmxlaZWQ


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1
 * What are the trends in the following? (15)
 * Content Notes (20)
 * Find Your Match! (15)
 * Introduce Project/Rubric (10)
 * All I Do Is Solve Music Video (15)
 * Exit Ticket: "Put in order which solving method you would like to do your project on?(5)

Day 2
 * Homework Questions (10)
 * Exit Ticket Answers (5)
 * Clue Game (30)
 * Peer Review Session (20)
 * Any questions about projects? (15)

Day 3
 * Presentations (70)
 * Wrap-up and Where we are headed. (10)


 * Student will understand that ** taking square roots, inspecting, completing the square, the quadratic formula and factoring are all appropriate methods for solving quadratic equations. //Solving quadratic equations with one variable.// Students will enter the room and the hook will be projected on the SmartBoard. Once students are all in their seats, the teacher will start a discussion about the similarities and trends. The students will shout out similarities they see in the pictures and the teacher will write them on the SmartBoard. Once all answers are up on the board, the teacher will tell students that with the next steps in math we are doing, it pays to see trends.
 * Where, What, Why, Hook, Tailors:** //Visual, Verbal, Interpersonal, Verbal, Logical//


 * Student will know ** quadratic formula, zeros, y-intercept, and factoring. After the teacher goes over the content notes, students will be handed a piece of paper with a math problem on it. On other pieces of paper are answers. Students must solve their equations and find their match. Once all matches are found, students will return to our seats and answer any questions the students have about the last activity. The teacher then introduces the iMovie project and passes out the rubrics to the students. Once all questions are answered, after the teacher goes over the rubric and project, will show the students the All I Do Is Solve music video. Students will recieve an exit ticket from the teacher after the video. Students fill out the exit ticket and hand it to the teacher before they leave for class.
 * Equip, Explore, Rethink, Revise, Tailors:** //Interpersonal, Verbal, Visual, Logical, Musical//

After the homework is answered and cleared up by the teacher on the SmartBoard, the teacher then answers questions or concerns that were posed on the exit tickets from last class. The class then embarks on the Clue Game Activity. (Instructions are in the content notes with the Clue Game Pieces.) After the game, the students will get one final chance to ask questions about their projects. Students will then have a peer review session. Each person will have two checklists, meaning that each person must peer-assess at least two other projects. Groups will leave their projects on their desk where the group is located and rotate.
 * Explore, Experience, Revise, Refine, Tailors:** //Interpersonal, Intrapersonal, Visual, Verbal, Kinesthetic//


 * Student will be able to ** recognize which soling method would be best for a given quadratic/linear equations.Students will present their iMovies to the class. Once all movies have ben presented, the teacher will do a wrap up of the lesson and let the students know there is a test next lesson.


 * Evaluate, Tailors:** //Verbal, Interpersonal, Visual//

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

Examples:

Solve.

>>
 * 1) y=4x+8; x=2 and -2
 * 2) y=4(2)+8
 * 3) y=16
 * 4) y=4x2+2x+3; x=2 and -2
 * 5) y=4(22)+2(2)+3
 * 6) y=23
 * 7) Graph Examples
 * 8) y=4x2+2x+3

i.




 * 1) y=4x+8



Three ways of solving equations:

Equality


 * 1) y=4x+7;y=16x-1
 * 2) 4x+7=16x-1
 * 3) 8=12x
 * 4) .5=x

Graph


 * 1) y=4x+2; y=-2x+10



Trial and Error


 * 1) y=14.56x+8734.43
 * 2) (Use the calculator to input equation and graph)

Lesson 2 Vocabulary Words and Definitions

Factoring- Every number has at least four factors (2 pairs). The first two are 1 and the number itself. The second two are -1 and the number with its opposite sign.

Ex. 17 factored (1,17) and (-1,-17)

Variable- A symbol that represents a quantity in an algebraic expression.

Ex. X in y=2x+4

Quadratic- An equation in which one or more of the terms is squared but raised to no higher power, having the general form //ax////2// //+ bx + c = 0,// where //a, b,// and //c// are constants.

Ex. 2x2+5x+10=0

Linear-An equation that makes a straight line when it is graphed.

Ex. y=2x+7



Punnett Square- a diagram that is used to predict an outcome of a particular cross or breeding experiment.

Ex.BB I Bb [Bb I bb]


 * __ Handouts __**

// List the items that need to be printed out for the lesson. //

- Completing the Square Match - Electrified graphic organizer - Exit Ticket - Clue Game - Check List


 * __ 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. //**


 * //__ Learning Styles __//**


 * // Clipboard: //**// The organization of the graphic organizer will help students connect the material to a graphic. The sequence of solving will be very relatable and should get the attention of a lot of microscope students out there. //


 * // Microscope: The microscope student will have plenty of time for discussion in this lesson. The discussions will allow the microscope students to really connect and analyze the math they are learning with themselves and the real world. //**


 * // Puppy: The game will definitely ease tension in the room and allow the puppy students to really shine. Also, student work with peers a lot in this lesson, so that will give them a lot more comfort than if they were working alone. //**


 * // Beach Ball: //**// Beach Ball students will enjoy the lvariety of ways the content is coming alive. The students will also get motivated by the fact they have a lot of creative say in their iMovie project. //


 * // Rationale: Students will have visuals and well as oral direction of the content notes. The multiple activities in this lesson give each student, whether a puppy or a microscope, a chance to really grasp the material and shine. //**


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: Based on CCSS standards and the MI of my students, this lesson was tailored to accommodate all students. Starting the the CCSS standards and building backwards from there, the teacher is definitely knowledgeable of all aspect of planning instruction. //**

__**Common Core State Standards**__ __**Contenet Area:**__ Algebra __**Grade:**__ Level: High School __**Domain:**__ Reasoning with Equations and Inequalities __**Standard:**__ Solve equations and inequalities with one variable. __**Cluster:**__ 3,4
 * // MLR or CCSS: //**


 * // Facet: Self-Knowledge //**


 * // Rationale: Students have many visual and oral aids to help them grasp the content. Also, a lot of peer work is done for collaborative learning. //**


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**


 * Verbal: ** Students will work out a word problem aurally with each other.
 * Logical: ** Students will set up problems using a step-by-step worksheet.
 * Visual: ** Students will use the bubble graphic organizer to set up the steps of solving a word problem.
 * Musical: ** Students create a simple rhyme or limerick to remember the steps.
 * Intrapersonal: ** Students will have a nongraded quiz to complete by themselves covering each method of solving.
 * Interpersonal: ** Students will have flashcards with an equation on one and a solving method on another. Students must find someone with a solving method and try that method on their equation until they find the best solving method.
 * Kinesthetic: ** Students will go to the corners of the room depending on what animal they got for their groups.

iMovie Student transform into directors and artists in their attempt to show the class how to solve quadratic equations using a certain method. The presentation should show mathematically how to solve the equation using your solving technique, and how this is used in real life. You can create a movie of a skit or informercial, you can make an interactive presentation, you can make a music video. The final products should display creativity, real life application and some uniqueness to win over your peers.
 * // Type II Technology: //**


 * // Rationale: Using the iMovie, students can demonstrate their knowledge of the solving methods by creating their own video as to how to use it. the challenge os this task is to have the students connect the math to the real world. This key step will help the students connect and therefor care about the material a lot more. //**


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: Group work will give the students a basic assessment of their skills. Using the homework as a guide, as well as the ungraded quiz, the teacher and student will have a good idea where the respective parties are in their learning. //**


 * // Summative: The check list given to the class on the iMovie gives a clear direction for the students to head with their project. A peer assessment will also help point the students in the right direction. //**


 * // Rationale: Students wil have multiple chances to check for their own understanding. Also, because of the ungraded quiz, the teacher will know right where the students are to the teacher can tailor the lesson to the student's needs. //**

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