L5+Sayward,Charli+Anne


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


 * Teacher’s Name:** Ms. Sayward **Lesson 5: Empathy**
 * Grade Level:** **9 Topic: Relating Math to Real Life**

**__ Objectives __** **Student will understand that equations can represent real life situations.**
 * Student will know which formulas can be used to represent real life situations.**
 * Student will be able to relate equations to real life situations.**

**__ Maine Learning Results Alignment __** Maine Learning Results: Mathematics-D. Algebra Symbols and Expressions Grades 9-Diploma 1. Students understand and use polynomials and expressions with rational exponents.
 * Rationale: Students will be finding ways math is related to real life.**

**__ Assessment __** **Formative (Assessment for Learning)** Students will be provided with tic-tac-toe charts to help students organize and categorize the different equations for real life situations.Students will partake in an activity called "Three Minute Review" to make sure everyone understands the notes. Students will peer review each others movies in groups of 3. I will go around the room while the groups are peer editing and give oral feedback on how to improve the projects.

Create a skit or animation using iMovie to show observations of math in real life situations. Students will be asked to work in teams of 3 and find 3 examples of real life math. Equations, Graphs and narration will be used to describe each of the situations. Students will be sharing the final product with classmates to share more examples of how math is used in real life. Classmates will be asked to calculate equations presented during each team's movie. The movie will be assessed with a checklist and rubric provided with details about the project.
 * Summative (Assessment of Learning)**

**__ Integration __** **Technology:** Students will work in groups of 3 to create a movie or animation about how often we find math in real life.
 * Music and Art:** Because students are given the choice between creating a movie or an animation, students are able to incorporate the arts into their project.

**__ Groupings __** Students will be given the freedom to choose their groups of three for their iMovie presentation. For the "Three Minute Review" class activity, students will be working in teams of 4. These teams will be determined by the groups students are already sitting with. Within teams, students will be broken up into pairs that will be reporting back to the group with any remaining questions or concerns about the notes. In each pair, one student will be responsible for recording while the other will be reporting to the group.

**__ Differentiated Instruction __** **Strategies**
 * Logical:** The tic-tac-toe chart will help students organize and categorize the different equations for real life situations.
 * Intrapersonal**: Students will be working in groups to create a movie about math found in real life.
 * Interpersonal:** Students will be self-reflecting on how they feel their groups worked together and how they felt their movie came out.
 * Musical:** Students will be able to see how math is related to music when it is presented in the hook at the beginning of the lesson.
 * Visual:** Students will be seeing examples of how math is found in real life through the team videos created for class.
 * Verbal:** Students will be using their linguistic skills when writing their self-reflections as well as when they participate in the three minute interviews during class.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**


 * Absent:** If a student is absent during this lesson, the student will first need to contact me to set up a time to cover the material. Students will be responsible for coming to see me for notes and handouts as well as working on a practice worksheet so I can check for understanding. If they miss any assignments I will make sure to explain what is expected and give them an extension of time if need. Since students are working in groups of three, there will be the need for the group to include the student. I will be available to answer any questions, but my students will be expected to help clarify any questions as well.


 * Extensions**
 * Technology:** Students will work in groups of 3 to create a movie or animation about how often we find math in real life.

**__ Materials, Resources and Technology __**
 * Markers/Chalk for board work
 * Textbook
 * handouts for the tic-tac-toe chart used when taking notes
 * projector to demonstrate iMovie for the final project
 * handouts for the project rubric
 * student laptops/my laptop for using iMovie

**__ Source for Lesson Plan and Research __**
 * The tic-tac-toe chart was found at [|EDU Place]
 * the project checklist was created at [|PBL Checklist]
 * The "Three Minute Review" activity came from [|ED Tech]
 * examples of real life equations at [|Associated Content]
 * more examples, similar to word problems from lesson 3 [|Math Warehouse]
 * Math involving home decorating [|Learner.org]

**__ Maine Standards for Initial Teacher Certification and Rationale __** Students who are learn best with a variety of resources and personal freedom will have the opportunity to use their creativity when creating an iMovie. This will let the students observe math in real life situations. For those who learn best with structure and organization will be provided with a Tic-tac-toe chart to logically list the different equations commonly found in real life. This Tic-tac-toe chart will also help those who are more visual and benefit from using lists. Students who focus on details and enjoy discussion will have the opportunity to work with others during the "Three Minute Review" activity. Students will be working together to clarify any questions about the class notes.. This activity will also be helpful for those who learn best in comfortable learning environments. While working in groups, students will be encouraging and respectful towards one another to ensure everyone feels comfortable.
 * //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:**

//Maine Learning Results: Mathematics-D. Algebra// //Symbols and Expressions// //Grades 9-Diploma// //1. Students understand and use polynomials and expressions with rational exponents.// //Rationale: Students will be finding ways math is related to real life// (//see content notes).//­ Students will be able to come up with different ways math is found in real life situations. Students will be able to empathize with others during the "Three Minute Review" activity. Mastery of this knowledge will be shown through a movie students will create to give their own observations of real life math.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Logical:** The tic-tac-toe chart will help students organize and categorize the different equations for real life situations.
 * Intrapersonal**: Students will be working in groups to create a movie about math found in real life.
 * Interpersonal:** Students will be self-reflecting on how they feel their groups worked together and how they felt their movie came out.
 * Musical:** Students will be able to see how math is related to music when it is presented in the hook at the beginning of the lesson.
 * Visual:** Students will be seeing examples of how math is found in real life through the team videos created for class.
 * Verbal:** Students will be using their linguistic skills when writing their self-reflections as well as when they participate in the three minute interviews during class.

Students will be provided with tic-tac-toe charts to help students organize and categorize the different equations for real life situations.Students will partake in an activity called "Three Minute Review" to make sure everyone understands the notes. Students will peer review each others movies in groups of 3. I will go around the room while the groups are peer editing and give oral feedback on how to improve the projects.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

Create a skit or animation using iMovie to show observations of math in real life situations. Students will be asked to work in teams of 3 and find 3 examples of real life math. Equations, Graphs and narration will be used to describe each of the situations. Students will be sharing the final product with classmates to share more examples of how math is used in real life. Classmates will be asked to calculate equations presented during each team's movie. The movie will be assessed with a checklist and rubric provided with details about the project.
 * Summative (Assessment of Learning)**

**__ Teaching and Learning Sequence __** Agenda Day 1 (80 Minutes): · Begin class with a hook: different objects presented in class either through video or audio, and ask students to find the similarities. The major one is going to be how math is involved with every example shown! (10 minutes) · Have students fill out the tac-tac-toe charts and brainstorm ideas in which math is found in the real world. (15 minutes) · Students will participate in an activity called “Three minute review” where students will make sure they have all the examples brainstormed, and to see if they can find one more way in which math is found in the real world. This activity will be adjusted to last a bit longer than 3 minutes. (10 minutes) · Introduce the class to the iMovie project. Assign groups and hand out the requirements. Give students the chance to practice using the program before they go discover real world math. Allow time for students to go online and research any topics they would like to further explore to incorporate into their movie. Students will be able to share their ideas to the class and receive approval to further their project. (45 minutes) Day 2 (80 minutes): · Students are given time in the beginning of class to make any last minute adjustments to their movie. (30 minutes) · Presentations will take up the remainder of class. (50 minutes) To create an environment in which students feel comfortable and are able to work together, the classroom will be arranged in table groups of 4. This will allow students to work together when participating in the cooperative learning activity called "Three Minute Review". During this lesson, students will understand that equations can represent real life situations. Students will need to understand this because it makes math relevant to our real lives. //Students will understand and use polynomials and expressions with rational exponents.// At the beginning of the lesson, there will be an activity that introduces real life math. This will set the stage for the students' final product. Students will know which formulas can be used to represent real life situations. This information will be given to the students through board work and notes as well as group work and practice worksheets. Students will be provided with a tic-tac-toe chart to organize the general ways math is found in real life. Students will further their exploration by working in groups of 4 in an activity called “Three Minute Review.” Each group will be given reviewing notes and working together to brainstorm an original way in which math can be found in the real world. Each group will be sharing their ideas to the class. This will allow for any misconceptions to be corrected and students will able to correct any mistakes they may have made in their notes. //See content notes below.// Students will be exploring and applying their knowledge of how math is found in the real world by creating a movie using iMovie. Students will be given the freedom to decide who to work with on this project. They will be given time in class to get started on their projects as well as receive feedback from myself and peers. This will give them an opportunity to rethink, revise, and refine their product before presenting it to the class. Students will have many opportunities to self-assess. During group activities when students work on practice problems, mistakes can be corrected when other students are presenting answers to a question. Students also have the opportunity to self-assess when using a checklist provided for evaluating the iMovie. Students will know exactly what is expected and be able to meet these expectations as long as they follow the rubric. . Students will be receiving feedback from me and peers when editing their digital magazine article projects. Misconceptions will be corrected during group work and board work as well. This lesson will lead into further discussion about connecting the math to the students’ personal lives.. **Content Notes** This lesson will be heavily discussion based, and the students will be allowed to brainstorm their ideas of how math is related to real life. Students will also be given the opportunity to research on their own.
 * What, Why, Where, Hook, Tailors: Interpersonal, Intrapersonal, Visual**
 * Equip, Explore, Rethink, Tailors: Logical, Interpersonal, Verbal, Kinesthetic**
 * Explore, Experience, Apply, Rethink, Revise, and Refine, Tailors: Interpersonal, Verbal, Visual, Musical**
 * Evaluate, Tailors: Intrapersonal, Interpersonal**

Share these websites with the students for them to start their research: 
 * examples of real life equations at [|Associated Content]
 * more examples, similar to word problems from lesson 3 [|Math Warehouse]
 * Math involving home decorating [|Learner.org]

The tic-tac-toe chart was found at [|EDU Place] the project checklist was created at [|PBL Checklist]
 * Handouts**