L3+Sayward,Charli+Anne


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


 * Teacher’s Name: Ms. Sayward** **Lesson 3: Explanation**
 * Grade Level:** **9 Topic: Deriving Equations**


 * __Objectives __**
 * Student will understand that symbols represent quantities in expressions and equations**.
 * Student will know how to derive equations from word problems and set up variables to represent quantities**
 * Student will be able to derive equations from word problems.**

**__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 introduced to word problems and how to derive equations to solve these word problems.**

Students will be provided with KWS chart to analyze word problems and derive the correct equations. Students will work with partners as a cooperative learning activity to master the process of deriving equations from word problem. Students will peer edit their digital magazine articles with a partner, checking for grammar and understanding of the topic using a rubric. I will meet with one pair at a time to give further feedback.
 * __Assessment__**
 * Formative (Assessment for Learning)**

Show the process of deriving equations from word problems by creating an informative digital magazine article. Students will be able to explain in their own words what works best for them when creating the correct equation to solve. This activity will show the students' understanding of how word problems can be represented and solved in equation formats, and what processes can be used to arrive at the correct equation. The digital magazine article will an individual assignment peer edited and evaluated by me using a rubric which specifies what is expected from the students
 * Summative (Assessment of Learning)**


 * __Integration __**
 * Technology: ** Students will be using an online tool to create individual digital magazine article to describe the process used when deriving equations
 * English:** Students will be analyzing word problems by paying attention to details and to specific words that can help set up equations.

**__Groupings __** Students will be working with partners during the class activity called "Partners" to teach each other how to solve a particular problem. The class with first be divided into teams of 4 which will be the groups of 4 the students are already sitting with since the classroom arrangement is in groups of 4.The partners will be determined by the students sitting diagonally across from one another. Each set of partners is given a problem to solve. Once all the problems are solved, the groups of 4 meet together to teach each other how to solve the problems. One partner will be responsible for writing the problem while the other is responsible for sharing the problem to the other set of partners.

**__Differentiated Instruction __**
 * Strategies **
 * Verbal:** Students are using their linguistic skills for the digital poster.
 * Logical:** Students are using their logic skills when deriving equations from word problems.
 * Interpersonal:** Students are using their social skills while working with partners and peer editing each others digital magazine articles.
 * Intrapersonal:** Students work individually when creating their own digital magazine article.
 * Kinesthetic:** During the partner cooperative learning activity, students will be moving from one side of the room to another.
 * Naturalist:** The hook at the beginning of the lesson involves nature to create a word problem which requires an equation to solve.

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 needed. Since students are working in individually on their digital magazine article, there is no need for the student to get caught up with a group project. Instead, I will be available to answer any questions and my students will be expected to help clarify any questions as well.

Technology**:** Students will be using an online tool to create individual digital magazine article to describe the process used when deriving equations
 * Extensions**

**__Materials, Resources and Technology __** 
 * Markers/Chalk for board work
 * Textbook
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">handouts for the KWS chart used when taking notes
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">projector to demonstrate the digital magazine article for the final project
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">handouts for the project rubric
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">student laptops/my laptop for creating digital article

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Source for Lesson Plan and Research __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> **__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Maine Standards for Initial Teacher Certification and Rationale __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students who are learn best with a variety of resources and personal freedom will have the opportunity to use their creativity when creating a digital magazine article. This will let the students explain the process of solving word problems in their own fun way. For those who learn best with structure and organization will be provided with a KWS chart to logically list process of solving word problems. This KWS 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 "Partners" activity. Students will be working together to find solutions to word problems. 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.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The "Partners" activity was an idea found at [|ED Tech]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The KWS chart used for taking notes was found at [|EDU Place]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The practice worksheet with more word problems [|Teach-nology]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The rubric for the digital magazine article was created at [|RubiStar]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The software for the digital magazine article was found at [|Zmags]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">examples of simple word problems found at [|The Math Page]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">useful tips for students when translating word problems can be found at [|Purple Math]
 * //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 introduced to word problems and how to derive equations to solve these word problems.// (//see content notes).//­ Students will be able to explain the process of solving for word problems and the logic behind the equations and expressions they set up to solve. Students will be able to practice their explanations when participating in the "Partners" activity. Mastery of this knowledge will be shown through a digital magazine article students will create to give their personal explanations of solving word problems.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Rationale:**
 * Verbal:** Students are using their linguistic skills for the digital poster.
 * Logical:** Students are using their logic skills when deriving equations from word problems.
 * Intrapersonal:** Students are using their social skills while working with partners and peer editing each others digital magazine articles.
 * Interpersonal:** Students work individually when creating their own digital magazine article.
 * Kinesthetic:** During the partner cooperative learning activity, students will be moving from one side of the room to another.
 * Naturalist:** The hook at the beginning of the lesson involves nature to create a word problem which requires an equation to solve.


 * Type II Technology:** Students will be using an online tool to create individual digital magazine article to describe the process used when deriving equations

Students will be provided with KWS chart to analyze word problems and derive the correct equations. Students will work with partners as a cooperative learning activity to master the process of deriving equations from word problem. Students will peer edit their digital magazine articles with a partner, checking for grammar and understanding of the topic using a rubric. I will meet with one pair at a time to give further feedback. Show the process of deriving equations from word problems by creating an informative digital magazine article. Students will be able to explain in their own words what works best for them when creating the correct equation to solve. This activity will show the students' understanding of how word problems can be represented and solved in equation formats, and what processes can be used to arrive at the correct equation. The digital magazine article will an individual assignment peer edited and evaluated by me using a rubric which specifies what is expected from the students
 * //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)**
 * Summative (Assessment of Learning)**

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Teaching and Learning Sequence __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Agenda: Day 1 (80 Minutes):
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Begin class with a fun word problem on the board. Allow the students to choose to work alone or with a partner to solve the problem. (5 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Introduce the class to the process of solving word problems. Have students fill out the KWS chart when taking notes. (15 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Have the class participate in a cooperative learning activity called "Partners". This activity will allow students to work in groups as well as in pairs. Students are given the opportunity to explain the process of setting up expressions and equations to solve word problems. (15 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Give the class extra practice and another opportunity to check for understanding with a practice worksheet. Students will work individually so I can check for understanding before assigning the assessment. (15 Minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Introduce the class to the digital magazine article software. This is the program they will be using for their assessment. Give the remainder of class to work on this project and receive any feedback before the project is due. (30 Minutes)

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">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 "Partners". During this lesson, students will understand that symbols represent quantities in expressions and equations. Knowing how to derive equations for word problems will help us problem solve for anything. //Students will understand and use polynomials and expressions with rational exponents.// At the beginning of the lesson, there will be a fun word problem involving nature for the students to solve. This will set the stage for the students' final product.
 * What, Why, Where, Hook, Tailors: Interpersonal, Naturalist, Logical**

Students will know how to derive equations from word problems and set up variables to represent quantities. 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 [|KWS Charts] to organize the process of deriving equations and expressions to solve word problems. Students will further their exploration by working in groups of 4 and in pairs in an activity called [|"Partners"]. Each pair will be given a word problem to solve. One partner will be responsible for writing the steps used to find the solution while the other partner is responsible for sharing the solution. Each pair will be sharing their solutions to the other pair within the group of 4. This will allow for any misconceptions to be corrected and students will able to correct any mistakes they may have made. //See content notes below.//
 * Equip, Explore, Rethink, Tailors: Logical, Interpersonal, Verbal, Kinesthetic**

Students will be explaining the process of solving word problems by creating a digital magazine article on the computer. Students will be working individually on their digital magazine article. 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.
 * Explore, Experience, Apply, Rethink, Revise, and Refine, Tailors: Intrapersonal, Verbal.**

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 rubric provided for evaluating the digital magazine article projects. 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 process of solving word problems to real life situations.
 * Evaluate, Tailors: Intrapersonal, Interpersonal**

Hook: Have students work on the following word problem during the first 5 minutes of class: There are 5257 sunflower seeds in the bird feeder. Six chickadees and a baby black bear wish to divide the seeds up evenly among themselves. How many seeds will each receive? <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Introduce the class to a few simple word problems. Examples can be found on the [|The Math Page]. After going over a few simple word problems, point out key [|vocabulary] that will help students derive equations and expressions.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Have students state the givens: 5257 seeds need to be divided among 6 chickadees and 1 bear.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Since 6+1=7, there are 7 animals that need to be fed with the 5257 seeds.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">To find the answer, divide the 5257 by 7. The answer is 751!
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Explain why dividing the other way would be incorrect: you would be solving for how many animals each seed would get...doesn't make sense!

Have students fill out the KWS Chart when taking notes on the process of solving word problems. Students should always write out the information they have and the information they are missing. The missing information can usually be represented by a variable. Students should keep an eye out for key words that will help set up the right equations to solve for the missing variable.

Looking back at the original word problem in the beginning of class, point out the missing variable represents how many seeds each animal receives. Since the word "divide" appears, this is a dead give away as to which operation the students need to solve the problem. The only true mistake that could be made is dividing the smaller number by the bigger.

Have students participate in the "Partners" activity. Give each pair a word problem to solve, and then have each group of 4 share their solutions to one another. Problems can be found at [|Teach-nology]


 * Handouts**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The KWS chart used for taking notes was found at [|EDU Place]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The practice worksheet with more word problems [|Teach-nology]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The rubric for the digital magazine article was created at [|RubiStar]