L4+Hale,+Jordan

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

** LESSON PLAN FORMAT **

**__ Lesson #: __** 4 **__Facet:__** Perspective **__Numbers of Days:__** 3
 * __ Teacher’s Name __**** : ** Mr. Hale
 * __ Grade Level __**** : ** 9-10
 * __ 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, solve.
 * Student will be able to do **analyze quadratic equations in multiple forms and be able to solve.


 * Product: ** SmartBoard/Game


 * __ 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 an ice-cream cone graphic organizer and collaborating using Solo-Pair-Team activity for learning.


 * __ Assessments __**


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

Using the Slap-It technique, students will be divided into teams of three and will be handed a fly-swatter. Through examples on the board, teams will discuss and then slap the right answer that will be posted on their desk on a sticky note. There will be multiple sticky notes with different answers on them on the student's desk. After slapping the answers, the class will discuss the examples and answer any questions that the students still have.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

A teacher will have a check-list to give students feedback on their SmartBoard game. Using the check-list, students will check over each others projects using the same checklist the teacher will use. Once passed in, the teacher will use the check list to assess the student's project.
 * Section II – timely feedback for products (self, peer, teacher) **


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

SmartBoard: Hasbro wants a new game! The best part is it has to do with the math we are working on! Using our SmartBoard, you will design a game on the computer for the class to play. You can create a game based off of a real one or make up a completely new game. Partners will work together to create rules and corresponding math. Marvel will pick the best game to develop and sell in math classrooms around the world!
 * __ Integration __**
 * Technology: **


 * Content Areas: **
 * Art: ** Students get to create stimulating visuals and a creative game.
 * English: ** Students must write rules to accompany their game.

Using a Bubble graphic organizer, students will have a chance to organize the three solving styles (graphing, elimination and substitution.) Students will get a chance to see how to solve a system of equations all three ways and organize those steps in a visual organizer. Also, when the teacher is going over the content notes with the students, the students are helping the teacher through the problems.The teacher is constantly asking //What's my next step// or //do I divide by 3 here// etc.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will use Learn and Teach to help delve deeper into the material. Students will work on one of three worksheets by themselves, each with a different solving method on them. Once everyone is done, the similar worksheets will get into groups and make sure they all understand their solving method and and the problems they have because when the groups are ready, they will be put into groups of three, one person from each solving method and proceed to help teach the other students about their method of solving equations.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal:** Students will, in groups, come up with a story to tell about completing the square.
 * Logical:** Students will graph equations to prove their answers.
 * Visual:** Students will complete squares on the whiteboard in teams.
 * Natural:** Students will classify equations from perfect squares and non-perfect squares.
 * Music:** Students will come up with their own acronym for FOIL.
 * Kinesthetic:** Students will construct a 3D model of a parabola and use it to solve equations.
 * Interpersonal:** Students will have cards with either an answer or an equation on it and students will have to find their match.
 * Intrapersonal:** Students will find errors in equations and fix them.


 * __ 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 __**

SmartBoard: Hasbro wants a new game! The best part is it has to do with the math we are working on! Using our SmartBoard, you will design a game on the computer for the class to play. You can create a game based off of a real one or make up a completely new game. Partners will work together to create rules and corresponding math. Marvel will pick the best game to develop and sell in math classrooms around the world!
 * Type II technology: **

Gifted students will be pushed to create a game from scratch rather than a pre-made game. Also, all students can use other programs on the computer to display on the SmartBoard. Gifted students can explore a story-based game where the players chose the outcomes of the game, like Life.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Laptop/Charger
 * SmartBoard
 * Dongle
 * Projector
 * SmartBoard
 * 6 Bubble Graphic Organizer
 * Check Lists For Game
 * Text-Book
 * Fly Swatter
 * Sticky Notes
 * Solving Methods Worksheet

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

SmartBoard Help: http://stusupport.curry.edu/SMARTBoardTutorials.html Quick Online Math checker: Wolframalpha.com How To Make A Board Game: http://www.microsoft.com/canada/home/memories-and-crafts/articles/all-a-board-create-a-personalized-board-game.aspx SmartBoard Information: http://teacherslovesmartboards.com/games_for_smart_boards/ Houses: House 1, House 2 All I Do Is Solve 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) //

Desks will be arranged in 3 clusters around the room.
 * At the beginning of each class, the teacher will write a summarized agenda on the board (without time constraints).

Day One
 * Hook: All I Do Is Solve Video (5)
 * Introduce Three solving methods via content notes (15)
 * Fly Swatter Activity (10)
 * Learn And Teach (45)
 * Learn and Teach Summary Discussion (5)

Day 2
 * Go Over Homework (10)
 * Review Content Notes- Student Led (10)
 * Introduce Game Project (10)
 * Groups For Game (5)
 * Play Old Math Games (20)
 * Group Work on Game (15)
 * Exit Ticket: Any questions about project? (5)

Day 3
 * Play Games! (60)
 * Peer Review Check List (15)
 * Looming project questions/concerns (5)

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//. Students will be shown the All I Do Is Solve video explaining the three methods of solving. The teacher would use the information from the song to segway into the content notes and the three methods of solving equations.
 * Where, What, Why, Hook, Tailors:** //Verbal////, Visual, Logical, Interpersonal, Natural//

In their clusters of threes, students will be handed a fly-swatter. Through examples on the board, teams will discuss and then slap the right answer that will be posted on their desk on a sticky note. There will be multiple sticky notes with different answers on them on the student's desk. After slapping the answers, the class will discuss the examples and answer any questions that the students still have. After that activity, students will be asked which solving method they prefer, and go the corresponding clusters of desks, as long as each method has a place to sit. Students will have their related solving method worksheet and work on them individually. After about 10 minutes, students will get a chance to discuss their problems in their groups. While they are doing this, the teacher is hovering around the groups asking questions and answering them. Finally, when each group feels comfortable enough, one person from each group will be put together based on their choosing to form a group with one of each solving method in them. Groups will then be instructed by the teacher that they are going to teach their solving method to the other people in the class, and make sure all questions are answered. With about 5 minutes remaining in class, the teacher will center the attention back on themselves and do a quick summary of what they did today, in discussion form, having the students respond to questions posed by the teacher. For example, //What three solving methods did we work on today?// All students respond.
 * Equip, Explore, Rethink, Revise, Tailors:** //Verbal, Visual, Logical, Interpersonal, Intrapersonal, Natural//

Students will know completing the square, solving, factoring, integer, variable, exponent, degree, graph, solve. After the teacher has gone over the homework, students will be reviewing the three solving methods via the content notes. This review will be much more student led. They should be asking questions and verbally telling the teacher what steps to take. The students will then be introduced the Game project. They will be handed the rubric and the task description. After discussing the task and going over the rubrics, it will be time to make the groups for the game. Students will get back into the groups they were in yesterday for the Solving methods worksheet. Once in their groups, students will assign themselves a number within their groups. Students will then have to get into groups based on the proximity of their numbers. (Example: If my number was a 7 and yours was a 14, and it was the closest one out of the two groups, then would be partners.) Each group should have one person from each solving method group in them. Once in their groups, students will get a chance to play a math game to get a feel for what they have to do. (find games) While students are playing, the teacher is recording who is in what group. Also, the teacher is circulating checking out the games they are playing and answering questions. Once they have had a chance to experience a game, students will get a chance to plan out their game. While students are working on their games, the teacher is going around passing out exit tickets and answer any questions.
 * Explore, Experience, Revise, Refine, Tailors:** //Verbal, Visual, Logical, Interpersonal, Intrapersonal,//

Students will be able to produce quadratic/linear equations/inequalities from word problems and know how to solve. When students come into the class, they will get out their games and be ready to play. Each game will be projected on the SmartBoard and the class will get a chance to play each game. Students will play in their groups as a team while the teacher is taking notes on the games and also interacting with the students as they are playing. The teacher is passing out the check list while students are playing the last game. After every team has gone, student will be asked to assess the game based on the check list and leave a feedback sandwich; something good, something to work on, and something good again. Once each team has evaluated, students will return their evaluations to the respective teams. Students will then get the remaining time to ask any final questions over the project or the math involved. Students will have a chance to edit their games one last time before handing them into the teacher next class.
 * Evaluate, Tailors:** //Verbal, Visual, Musical, Kinesthetic, Logical, Interpersonal//

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

// List the items that need to be printed out for the lesson. // - 3 Bubble Graphic Organizer - Solving Method Worksheet (Three Methods) - Sticky Notes - Game Check List - Game Rubric/ Description - Exit Ticket
 * __ Handouts __**


 * //__ Learning Styles __//**


 * __ 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 __//**

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**// Clipboard: //**// Clipboard students will enjoy the checklist we use to make sure all the parts of the project are there. Also, at the beginning of class, the teacher will provide an agenda of the class period to help give students organizational comfort. // =====

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**// Microscope: //**// Through our class discussion over the homework and worksheets, students will have a chance to talk about the concepts and structure of the mathematical content. Students also have a chance to pick which solving method is their strongest giving them full control of their own learning and exploration. // =====

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**// Puppy: //**// Puppies will enjoy this class because they get to work in different groups with supportive colleagues. Also, my classroom environment will help ease their anxieties so they can learn and perform better in my class. // =====

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**// Beach Ball: //**// Beach Ball students will have a choice of partners to pick and a choice of design for their SmartBoard game. Students also get to choose a specific solving method that they are most comfortable with to help explain, // =====


 * // Rationale: //**// Tailoring the lesson to students learning styles brings diverse ways of teaching the material to the table. Each student will have some relation to the material and how it is being presented because the planning of the lesson was focused on the the students individual learning styles. //


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


 * // Content Knowledge: //**// Lesson plans are designed to teach the subject matter to the students with room for discussions and learning experiences that are not planned to occur without disrupting the flow of the material and lesson. //


 * // MLR or CCSS: //**

__**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


 * // Facet: //**// Perspective //


 * // Rationale: //**// This lesson is planned with wiggle room. Class discussions will occur nearly every day in my classroom. The review of the homework will spark discussions, as well as discussing the real life application of the math we are learning. //


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


 * // MI Strategies: //**


 * Verbal:** Students will, in groups, come up with a story to tell about completing the square.
 * Logical:** Students will graph equations to prove their answers.
 * Visual:** Students will complete squares on the whiteboard in teams.
 * Natural:** Students will classify equations from perfect squares and non-perfect squares.
 * Music:** Students will come up with their own acronym for FOIL.
 * Kinesthetic:** Students will construct a 3D model of a parabola and use it to solve equations.
 * Interpersonal:** Students will have cards with either an answer or an equation on it and students will have to find their match.
 * Intrapersonal:** Students will find errors in equations and fix them.


 * // Type II Technology: //**// SmartBoard //

Comic Life: Students will be cartoonists/comics working for Marvel Comics. Students around the world are having a bought time with math. It is the cartoonists job to help connect math to the real world. Using real-world problems, students will demonstrate their knowledge of solving linear and quadratic equations using methods of the students choice.


 * // Rationale: //**// Using the MI theories, each student will have a chance to use their strongest learning style to understand the content notes. The technology that is being used calls for creativity as well as content knowledge. //


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


 * // Formative: //**// Students will have multiple opportunities throughout instruction and group work to get formative feedback. Using the Slap-It technique, students will have a chance to show their understanding during the instruction. When they slap an answer on the desk with the flyswatter, that will tell the teacher how the student is doing based on their answers. //


 * // Summative: //**// Students will have checklist to guide their games. Peer-evaluations through the checklists will ensure the students have all pieces. Playing the games in class before passing them in will help show students what they need to fix or tweak. //

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 * // Rationale: //**// Students will have peer and self support to check their work throughout the lesson. Using checklists, everything is laid out for the students. Clear objectives are described and the checklists provide a great guideline for students as they work towards finishing their game // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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