L3+Hale,+Jordan

** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

** LESSON PLAN FORMAT ** **__ Lesson #: __** 3 **__Facet:__** Interpretation **__Numbers of Days:__** 3
 * __ Teacher’s Name __**** : ** Mr. Hale
 * __ Grade Level __**** : ** 9
 * __ Topic: __**//Solve equations and inequalities with one variable//.


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** the method of completing the square will transform any quadratic equation in the form (x-p)^2=q.
 * Student will know **completing the square, solving, factoring, integer, variable, exponent, degree, graph.
 * Student will be able to ** illustrate how to complete the square.


 * Product: ** Poster/Prezi


 * __ 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 how to solve equations and inequalities with one variable and completing the square by using numbered heads together and an Example/Non-example graphic organizer.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**

Using Numbered heads together, a team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. The teacher calls out a number and each two is asked to give the answer. This will give students a chance to work together and understand their answers.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Using a rubric, students will have a chance to have a peer review their poster/prezi and make sure that all components are there. The teacher will use a rubric to assess the students math, presentation and creativity.
 * Section II – timely feedback for products (self, peer, teacher) **


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

Prezi Using Prezi, students will be asked by Texas Instruments to help create visuals to describe math. Using their creativity, students will explore Prezi to make a virtual poster that can be uploaded on TVs and computers everywhere. These virtual posters can use any appropriate method to help students understand factoring. Using what we have learned in class, student's can tap into their interests and connect the factoring process to their interests.
 * __ Integration __**
 * Technology: **


 * Content Areas: **
 * Art:** Students get to design their own posters depending on their interests and learning styles.
 * English:** Students must make a poster with words and grammar that the public will be free to see.
 * Geography*:** Students can make a poster for a school in a specific location therefore using their culture to connect to their math skills.

Using an example/non example graphic organizers, students will see the correct way of factoring, as well as incorrect ways of factoring. In order to make sure students are understanding the math, the teacher will use numbered heads together to check of understanding during instruction. Students will be in groups of four with a number 1-4. Groups will discuss examples and questions posed by the teacher and make sure each group member can verbally answer. Once each group is done, the teacher will call out a number and that number from each group will have to answer.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Playing cards with four aces, four twos, four threes and four fours will be shuffled. Each student will pull a card out of the fanned cards in the teachers hands. Once all cards are out, groups will be assigned by the same suit of cards. For example, the spade group will have an ace, two, three and four of all spades. The ace will be the mediator of the group. The two will be the time keeper to make sure they get everything done they need to, the three will be the recorder keeping detailed notes of the group work and the four is in charge of getting copies of the notes for each group member.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal:** Students will tell another student how to complete the square, while the other student does only what their partners tell them.
 * Logical:** Students will create a puzzle of steps to completing the square. Then another student will try and put the puzzle back together.
 * Visual:** Students will create a map showing the steps to completing the square.
 * Natural:** Students will find the equation and graph half of a horse/dog race track.
 * Music:** Students will perform a skit about transforming a quadratic function into the form (x-p)^2=q.
 * Kinesthetic:** Students will construct a graph using the desks in the room.
 * Interpersonal:** Students will, in groups, work through word problems.
 * Intrapersonal:** Students will watch a lesson online and do corresponding activities.


 * __ 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: **


 * __ Extensions __**


 * Type II technology: **

Prezi

Using Prezi, students will be asked by Texas Instruments to help create visuals to describe math in the real world. Using their creativity, students will explore Prezi to make a virtual poster that can be uploaded on TVs and computers everywhere. These virtual posters can use any appropriate method to help students understand how to solve linear and quadratic equations. Using what we have learned in class, student's can tap into their interests and connect the solving process to their personal interests.

Gifted students can explore the culture and geographical influences on a region to help aid their posters. For example, if a student picks a school in Texas, relate the poster to big things, deserts, the Dallas Cowboys or anything that Texans would relate to. Using this information, students can include visuals and movies on their virtual posters to understand Prezi that much more and understand diversity in cultures.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Laptop/Charger
 * SmartBoard
 * Dongle
 * LCD Projector
 * Example/Non Example Organizer
 * Deck of Cards with four aces, twos, threes and fours.
 * Check Lists
 * Book
 * Problems for Presentations

// List all URL and describe. // Prezi Tutorial: http://prezi.com/learn/getting-started/ Youtube Parabola Skiing Video: http://www.youtube.com/watch?v=OB9ytM8EcLs
 * __ Source for Lesson Plan and Research __**


 * __ 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) //

Desks will be arranged in groups of 4 around the room.
 * At the beginning of each class, the teacher will write a summarized agenda on the board and will collect homework after going over it every morning. (without time constraints).

Day One
 * Show and talk about the Parabola Youtube video (5)
 * Introduce parabolas equations and solving perfect squares. (15)
 * Numbered Heads Together via age (20)
 * Introduce Prezi (10)
 * Students explore Prezi (15)
 * Pass out Prezi Rubric and discuss Prezi project (15)

Day Two
 * Go over homework (15)
 * Continue Parabola equations and solving perfect square content notes (15)
 * Review Prezi project, rubric (10)
 * Pass out cards to create groups for Prezi projects (10)
 * Group work on Prezi project (20)
 * Exit Ticket: Any other questions about the project? (10)

Day Three
 * Go over homework (10)
 * Answer Exit tickets from last class (10)
 * Group Prezi work (15)
 * Peer Review (25)
 * Quadratic Equation Puzzle (20)

Day Four
 * Prezi Presentation (70)
 * Project Wrap-Up (10)

Students will understand that the method of completing the square will transform any quadratic equation in the form (x-p)^2=q. //Solve equations and inequalities with one variable//. Using the dongle, computer and projector, the teacher will set the youtube video of half pipe skiing after asking the students if they know what a half pipe is, who has been in one before, etc. The teacher is just trying to get the kids thinking about what a half pipe is while they watch the video.
 * Where, What, Why, Hook, Tailors:** //Visual, Verbal, Interpersonal//

Students will know completing the square and factoring. Students will use numbered heads to work through their problems and present them to the class. Students will be put into groups of four by age. The class gets in a line from youngest to oldest and each four is a group. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group while they are back in their seats. Groups work together to answer the question so that all can verbally or visually answer the question. The teacher calls out a number and each two is asked to give the answer. This will give students a chance to work together and understand their answers. The teacher will be circulating around the groups after they present the problem to the whole class. Students will then be presented the content notes to the class on the SmartBoard. While presenting the content notes, it is definitely okay to receive questions from the class. The teacher will then pass out an example/non-example graphic organizer. The teacher will put a problem on the board and the class will then do it. Once everyone is done, the teacher does the example on the board. The teacher is also calling on random students around the room and asking them what the next step is in the problem. Once done, instruct the students to fill this example, nice and cleanly, on the example side of the organizer. On the non-example side, the teacher will put the second example up. After the students solve this problem by themselves while the teacher is circulating the room looking over students work, the teacher will do the problem on the board and explain why it is not a difference of a perfect square and what the differences are. The students will then fill in the non-example side of the graphic organizer.
 * Equip, Explore, Rethink, Revise, Tailors:** //Interpersonal, Verbal, Visual, Logical, Kinesthetic,//

Students will be able to illustrate how to complete the square. Using Prezi, students will be asked by Texas Instruments to help create visuals to describe math. Using their creativity, students will explore Prezi to make a virtual poster that can be uploaded on TVs and computers everywhere. These virtual posters can use any appropriate method to help students understand factoring. Using what we have learned in class, student's can tap into their interests and connect the factoring process to their interests.Teachers will be in their seats asking the teacher questions about their assigned homework. Once all questions are answered about the homework, the teacher introduce Prezi using the example in the content notes. Once students see what Prezi can do, give students a chance to take out their own laptops and explore Prezi themselves. While students are exploring, the teacher is circulating the room asking students about their Prezi's they are building now and also passing out the Prezi project rubric and project details. Once fifteen minutes are up, the teacher refocuses the class and goes over the project details and rubric. This is intended to get students thinking about their project. Once the teacher has gone over answering any homework questions and reviewed the prezi rubric and project with the students, it is time to select the groups for the project. The teacher shuffles the provided cards and lets the students pick one by going around to each student in their seat and fanning them out. Once everyone has one, put all the spades at one table group, the hearts at another table group, the diamonds on one and finally the clubs, or 'puppy-toes' at the final group of desks. The Ace is the mediator, the Two is the time keeper, the three is the recorder, and the four is the contact person. The mediator makes sure everyones ideas are being heard and evenly discussed and considered. The two's makes sure they stay on track during class work. The three's takes notes about what the group is saying/doing. The four's make sure everyone has a copy of when the next meeting is and they each group member has contact with each other group member before the class is over. The students then have the remainder of the class to work on their projects. While they are working, the teacher walks around the room and and answers any questions and inquires about how the groups are doing. The teacher also collects the cards and passes out the exit tickets, instructing the students not to look at it until instructed. Once there is about 5 or 10 minutes left, have students look at the exit ticket and hand to the teacher who is waiting in the door way to collect them as the students exit the room.
 * Explore, Experience, Revise, Refine, Tailors:** //Interpersonal, Intrapersonal, Visual, Verbal, Kinesthetic//

Once all homework questions are answered, the teacher answers the exit ticket questions from last class. The groups then get time to work on their projects, using this time to ask any questions they have and finalize their plans to finish the project. After about 20 minutes, or a good natural stopping point the teacher will assess, the teacher will pass out rubrics, one to each group. Groups will be instructed by the teacher to leave their projects at their tables and move clockwise to the next table. The groups will then assess each others projects, keeping in mind they are still a work in progress, and leave detailed notes on the rubric as to what they can do to improve their projects. Once every group has been evaluated by every other group, the teacher collects the reviews and passes out a puzzle to each group that is provided. Students must start the puzzle indavidually, and then when they have four pieces that match, they can confer with a colleague in their group and begin to work together. The groups work on completing the puzzles while the teacher reviews the group assessments and then passes them back to their respective groups.
 * Evaluate, Tailors:** //Verbal, Interpersonal, Intrapersonal, Logical,//

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

Parabola- A 'U' shaped graph of a quadratic equation in the form ax^2+ax+bx+b^2.

Examples: (x+2)(x+4) x^2+6x+8

x^2+6x+8 (x+2)(x+4)

x^2+7x+6 (x+6)(x+1)

x^2+5x+6 (x+3)(x+2)

x^2-4x-12 (x-6)(x+2)

On Own; x^2+6x+9 x^2-4x+4 (x+3)^2 (x-s)^2

Perfect Square Trinomial: A trinomial derived from the square of a binomial.

(x+1)^2 x^2+2x+1

(x+2)^2 x^2+4x+4

(x+5)^2 x^2+10x+25

// List the items that need to be printed out for the lesson. // - Exit Ticket - Example/Non-example graphic organizer - Prezi Rubrics
 * __ Handouts __**


 * __ 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: //**// Students will be able to see a logical progression through the presentation of the content notes. Going from one equation to the other and back will give the students experience in solving both ways. //
 * // Microscope: //**// The microscope students will enjoy the puzzle activity. This activity gives students a chance to delve into their math work and pick out trends and similarities between the different types of equations. More investigation is being done. //
 * // Puppy: //**// Puppies will love numbered heads together and the group Prezi project because they will be in working in groups. Group members will be free of assigned duties on one group, but another group will be given clear roles within the group to solve the given task. //
 * // Beach Ball: //**// The beach ball will be happy to get up and move around as it is a free classroom, but also to get into the groups takes some moving around. Also, the variation of problem solving; from working alone to in groups all the way to picking what their Prezi projects are about. //


 * // Rationale: //** // Students get many chances hand ways to grasp and understand the material. Students get to use graphic organizers, work alone as well as in groups. Students will be physically moving around the classroom to help get into groups, but also to work on their projects. Culturally, students will be able to step out of their comfort zone because my class atmosphere will support their move. //


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


 * // Content Knowledge: //**// Based on the CCSS standards, this lesson plan was designed to use graphic organizers and group collaboration as well as working alone to fully understand how to solve an equation with one variable. Peer feedback is being given to aid their projects and learning. //

__**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: Interpret //**


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


 * // MI Strategies: //**
 * Verbal:** Students will tell another student how to complete the square, while the other student does only what their partners tell them.
 * Logical:** Students will create a puzzle of steps to completing the square. Then another student will try and put the puzzle back together.
 * Visual:** Students will create a map showing the steps to completing the square.
 * Natural:** Students will find the equation and graph half of a horse/dog race track.
 * Music:** Students will perform a skit about transforming a quadratic function into the form (x-p)^2=q. Students can listen to musix as long as it doesnt affect anyone else.
 * Kinesthetic:** Students will construct a graph using the desks in the room.
 * Interpersonal:** Students will, in groups, work through word problems.
 * Intrapersonal:** Students will watch a lesson online and do corresponding activities.


 * // Type II Technology: //**

Using Prezi, students will be asked by Texas Instruments to help create visuals to describe math in the real world. Using their creativity, students will explore Prezi to make a virtual poster that can be uploaded on TVs and computers everywhere. These virtual posters can use any appropriate method to help students understand how to solve linear and quadratic equations. Using what we have learned in class, student's can tap into their interests and connect the solving process to their personal interests.


 * // Rationale: //**// Tailoring the lesson plan to fit those multiple intelligences helps connect the material to the students personally while tailoring to their strongest learning strategy. The Prezi project will have students researching for math in the real world. Prezi will help the students organize their learning in a clear and concise way. //


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


 * // Formative: //**// During instruction, the teacher will use numbered heads together and thumbs up/down to check for understanding. The students homework that is assigned every night is also a good way to make sure they are grasping the material correctly. //


 * // Summative: //**// Students will have a rubric given to them at the beginning of the lesson that clearly defines and outlines what is being asked of them. Students knowledge of the content will aid them in their success of the project based on the given rubric. //

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 * // Rationale: //**// Students will have peers to help bounce ideas off of and assess their prezi project using the given rubric. Students will understand clearly through multiple discussions over the project and the rubric of what is being asked of them. The students get a multitude of different assessment strategies given to them throughout this lesson. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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