L3+Blackman,+Brittany

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * [[image:http://edu221spring12class.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=55 width="200" height="55"]] **UNIVERSITY OF MAINE AT FARMINGTON**

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mrs. Blackman **__Lesson #:__** 3 **__Facet:__** Imagine
 * __ Grade Level __**** : ** 7th grade **__Numbers of Days:__** 1
 * __ Topic: __** Expressions


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand that ** there are different ways to write the same problem.


 * Student will know ** definitions of expression, like terms, equivalent and know the order of operations.


 * Student will be able to ** imagine different ways to say the same problem.


 * Product: ** Blog


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

Common Core Stats Standards

Content Area: Mathematics

Grade Level: 7th grade

Domain: Expressions and Equations

Standard: Use properties of operations to generate equivalent expressions

Clusters: 1,2


 * Rationale: ** Knowing when and how to implement this will make your life easier.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **

I will observe the students while they work on their blogs, and answer questions as needed.


 * Section II – timely feedback for products (self, peer, teacher) **

Students will check the posts on their own blogs with my help, and have a discussion afterwards.


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

The students will create a blog post with an equation that they come up with on their own. Then each student will post an equivalent equation under three student's blogs, but each blog cannot have more than 5 student responses.


 * __ Integration __**


 * Technology: ** The students will be using blogs to easily interact with each other and to provide fast and easy feedback.


 * Content Areas: **

Rethinking and rewriting things is a skill that is demonstrated in many other content areas, such as humanities/English or social studies.


 * __ Groupings __**


 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will use an idea wheel to generate examples of the different ways to make equivalent equations. Students will have an open discussion after the blogs are posted.


 * Section II – Groups and Roles for Product **

Students will pick which blogs they want to comment on, but they have to be quick, because they're can't be more than five student responses to each blog. I will assess the students on participation, and their answers. The students will not get a bad grade if their answers are wrong, because they will have a chance to fix them after we have a discussion. As long as the students learned what they did wrong and fixes it, they will get credit.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: ** Students will use mathematical thinking when generating equivalent expressions.


 * Verbal: ** Students will have to write clearly on the blog, and responses will have to be clear.


 * Visual: ** Students may upload pictures to emphasize their equation (within reason).


 * Musical: ** Students with this kind of intelligence likes to find patterns, and they will find patterns in the equations.


 * Intrapersonal: ** Students will work alone when generating equivalent expressions.


 * Interpersonal: ** Students will discuss with each other afterwards.


 * __ 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. //


 * Absent students: ** It is the responsibility of the student to catch themselves up on late work. I have a folder for each class where a copy of the handouts and homework are kept**.** The students needs to collect these papers on their own, and talk to me about when the make up work will be finished with out getting behind in the other work.


 * __ Extensions __**


 * Type II technology: ** The students will be using blogs to easily interact with each other and to provide fast and easy feedback.


 * Gifted Students: ** Students can help others if they finish early, or they can make another equation.


 * __ Materials, Resources and Technology __**

Laptops

Whiteboard/chalkboard

Chalk/markers

Idea wheel (handout)


 * __ Source for Lesson Plan and Research __**

// [|Blog Tutorial] on getting started // // [|How to change layout] //


 * __ 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) //

Students will be arranged into clusters.

Day 1

Hook (10)

Instruction/idea wheel (25)

Blogs (30)

Discussion(15)

Students will understand that there are different ways to write the same problem. Knowing how and when to implement this will make your life easier. //Use properties of operations to generate equivalent expressions.//

I will come into the classroom dressed into character. I will act out a short skit where I come across some problems and I need to reword them and look at them differently in order to overcome them.

**Where, Why, What, Hook Tailors:** **(Verbal, Mathematical, Visual, Kinesthetic, Interpersonal, Musical)**

Students will need to know definitions of expression, like terms, and equivalent, and know the order of operations. We already covered these in lesson one. See content notes. I will provide students with an idea wheel. They will generate examples of different ways to make equivalent equations after reminding them of the properties and the order of operations. We will discuss the ideas and I will add any that they didn’t think of. I will allow students to work on their own to post a blog entry with an equation that they each come up with. Then the students need to pick five other blogs to comment on and write an equivalent equation. I will walk around and help as needed. The students need to also check the answers they are getting to make sure they are equal. They will be graded mostly on participation. After working on the blogs, we will have an open discussion where I will ask if anyone had any problems, or if any students found answers that weren't equal. I will explain any problems they had, and allow students to make changes.

**Equip, Explore, Rethink, Revise, Tailors**//**: (**//**Verbal, Mathematical, Intrapersonal, Interpersonal)**

Students will be able to imagine different ways to say the same problem. They will work on their own and with each other to make sure they are doing it right. They will work on their own for the most part, but they choose which blogs they want to comment on, and the student who made that blog has to check the responses and give feedback. Afterwards we will all talk together about what went well and wrong and answer questions.

**Equip, Explore, Rethink, Revise, Tailors**//**: (**//**Verbal, Mathematical, Intrapersonal, Interpersonal)**

Students will self assess their equations before submitting them, and students will peer assess after the answers have been submitted. I will also walk around and help as needed.

**(Evaluate, Tailors: Mathematical, Interpersonal, Intrapersonal, Verbal, Visual)**

Expression- A mathematical phrase such as 2x+3. Like terms- Terms with the same bases that can be combined such as x and 2x. Equivalent- Two things are equal when they can be written either way such as 2(x+3) and 2x+6. Oder of Operations- The order of which you solve an equation. You do what is in parenthesis first, then the exponents, then from left to right you solve any multiplication and division, and lastly left to right you add and subtract.
 * __ Content Notes __**


 * __ Handouts __**

[|Idea wheel]


 * __ 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 know the requirements up front.

//** Microscope: **// Students will have to explore on their own to find what does or does not work.


 * // Puppy: //** There will be a class discussion afterwards.

//** Beach Ball: **// There is creativity in designing their equation and other equations that work.


 * Rationale: ** All of the learning styles are accounted for.

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

// Content Knowledge: // Being able to imagine different ways to write the same problem demonstrates higher order thinking.


 * MLR or CCSS: **

Common Core Stats Standards

Content Area: Mathematics

Grade Level: 7th grade

Domain: Expressions and Equations

Standard: Use properties of operations to generate equivalent expressions

Clusters: 1,2


 * Facet: ** Students will be able to imagine different ways to write the same problem.


 * Rationale: ** Being able to imagine different ways to write the same problem will allow the students to generate equivalent expressions.


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

MI Strategies:

Verbal-Lingustic- Students will have to write clearly on the wiki, and responses will have to be clear.

Logical/Mathematical- Students will use mathematical thinking when generating equivalent expressions.

Visual/Spatial- Students may upload pictures to emphasize their equation (within reason).

Musical/Rhythmic- Students with this kind of intelligence likes to find patterns, and they will find patterns in the equations.

Intrapersonal- Students will work alone when generating equivalent expressions.

Interpersonal- Students will discuss with each other afterwards.


 * // Type II Technology: //** The students will be using blogs to easily interact with each other and to provide fast and easy feedback.


 * Rationale: ** The students will be using all of the MI's and technology in learning how to write equivalent equations.


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


 * // Formative: //** I will observe the students while they work on their blogs, and answer questions as needed. Students will check the posts on their own blogs with my help, and have a discussion afterwards.


 * // Summative: //** The students will create a blog post with an equation that they come up with on their own. Then each student will post an equivalent equation under three student's blogs, but each blog cannot have more than 5 student responses.


 * // Rationale: //** Students have multiple chances to demonstrate their understanding in different ways. ||  ||   ||