L1+Sayward,Charli+Anne


 * __Teacher’s Name__****:** Ms. Sayward
 * __Grade Level__****: 9** **__Topic__: Solving for variables**


 * __Objectives __**
 * Student will understand that symbols represent quantities in expressions and equations.**
 * Student will know the order of operations, the properties of exponents, simplifying expressions, and solving for variables.**
 * Student will be able to solve for variables in expressions and equations.**

Maine Learning Results: Mathematics-D. Algebra Symbols and Expressions Grades 9-Diploma 1. Students understand and use polynomials and expressions with rational exponents.
 * __Maine Learning Results Alignment __**
 * Rationale: students will be introduced to the process of solving for variables in expressions and equations using the order of operations and properties of exponents.**

Students will be provided with a flow chart for the order of operations**.** The class will practice problems through "numbered heads together" activity. Have students work in teams to go over each pair's lyrics. They are able to rehearse their rap or song before recording them in Garageband. I will walk around to each pair to give oral feedback about their lyrics**.**
 * __Assessment __**
 * Formative (Assessment for Learning)**

Create a rap or song to explain the process of solving equations. Students will be working in pairs to come up with lyrics they believe best explains how to solve for a variable within an equation. This will show the students' understanding for the process of solving equations in a fun and creative way. During class, the pairs will be given time to rehearse and record their audio using music software called Garageband. Students are encouraged to get creative as they will be contributing to a class CD that will be shared with the other math classes and be available for parents to purchase to help fund-raise for the Mathematics Department. Students will be peer edit each other’s lyrics as well as receive oral feedback from me before recording. Students will be evaluated from a checklist providing the project requirements.
 * Summative (Assessment of Learning)**


 * __Integration __**
 * Technology: **Students will be using Garageband to create a rap or song to explain the process of solving for variables in expressions and equations.

**Other Content Areas: **Music: Students will be integrating music by using Garageband to create a rap or song.


 * __Groupings __**The class will practice problems through "numbered heads together" activity in order to practice solving for variables in expressions and equations. Students will be working in teams of four for this activity. The teams will be determined by the arrangement of the room where students are already sitting in groups of 4. Each member will be assigned to be 1, 2, 3, or 4. Students are to work together and work on 4 questions. The students will be ready to answer all 4 questions; however, if question 2 is asked to be answer, only member 2 will verbally answer the question. As the groups are working together on each of the questions, which ever question they are on, the corresponding group member is responsible for recording the answer.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * __Differentiated Instruction __**
 * Visual:**<span style="font-family: "Times New Roman","serif";"> Students will be given a flowchart which will help students see the process of solving for equations.
 * Logic:** The flowchart will help students make sense of the process involved with solving for equations, and put a logical order to the steps used in the process.
 * Verbal:** The final product allows students to become verbal with their ideas about the process of solving for variables. They are also utilizing their verbal learning while they peer revise each other’s lyrics for the final product.
 * Interpersonal:** Students will be working together during the cooperative learning activity as well as the pair project to create a rap or song to describe the process of finding variables. They will be able to talk problems out and share ideas with one another.
 * Kinesthetic:** The students will be able to rehearse their raps or songs about solving for variables and move about the room to find a good spot to practice.
 * Music:** The students are using music to creatively explain the process of solving for variables.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations **
 * Absent:**<span style="font-family: "Times New Roman","serif";"> If a student is absent for this lesson, the attendance expectations will be followed along with a few steps specific for the lesson about solving for variables. I will help catch the student up by organizing a calendar for the student to follow. This will help them stay on track and know exactly what will be due when. Since they will be working with pairs for the final project, the student will be encouraged to contact their partner to collaborate continue working together where the project was left off.


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions **<span style="font-family: "Times New Roman","serif";">Technology: Students will be using Garageband to create a rap or song to explain the process of solving for variables in expressions and equations.


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Markers/Chalk for board work
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Textbook
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">handouts for the flowchart of the order of operations
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">projector to demonstrate Garageband that will be used 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 using Garageband
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">worksheets for practicing solving for variables
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">To hook the students, students will be watching a short [|Video].
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The graphic organizer I provide my students with to organize the order of operations is the flow chart found at [|EDU Place].
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The "Numbered Heads Together" activity is meant to have students practice solving for variables while collaborating with others. The idea for this activity was provided by [|ED Tech].
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be solving problems off of a worksheet that I found at [|Teach-nology].
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">In order for the students to show mastery for the process involved with solving for variables, I have asked them to create a rap or song using Garageband. This idea of using Garageband originated from Theresa Overall's Classroom Management class; however the idea of how to use the program was spotted on the [|Danbury Public School website.]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The checklist I will use to evaluate the students' projects can be found at [|PBL Checklist].
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">To outline the lesson, I found [|The Math Page] to be very helpful.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Ideas for more challenging practice <span style="font-family: "Times New Roman","serif";">[|problems] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">to be used during “Numbered Heads Together”.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">More definitions and examples to use when reviewing the order of operations are <span style="font-family: "Times New Roman","serif";">[|commutative, associative, and distributive laws.] There is also the [|PEMDAS].
 * <span style="font-family: "Times New Roman","serif";">Exponents and polynomial information: [|properties of exponents] and [|polynomials].
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">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. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif";">Students who are learn best with a variety of resources and personal freedom will have the opportunity to use their creativity when creating a rap or song using Garageband. This will let the students explain the process of solving for variables in their own fun way. For those who learn best with structure and organization will be provided with a flow chart to logically list the order of operations used when solving for variables. This flow 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 "Numbered Heads Together" activity. Students will be working together to find solve for variables in equations. 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.

Symbols and Expressions Grades 9-Diploma 1. Students understand and use polynomials and expressions with rational exponents.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**//<span style="font-family: "Times New Roman","serif";">Maine Learning Results: Mathematics-D. Algebra
 * Students will be introduced to the process of solving for variables in expressions and equations using the order of operations and properties of exponents ** // <span style="font-family: "Times New Roman","serif";">(//see content notes//) . They will be able to apply this knowledge for solving for variables within expressions and equations. Students will be able to practice application of this knowledge while working in groups on certain worksheets as well as receiving a flow chart for the order of operations. Mastery of this knowledge will be shown through a rap or a song that students create to describe the process used when solving for variables.


 * //<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: //**
 * Visual:**<span style="font-family: "Times New Roman","serif";"> Students will be given a flowchart which will help students see the process of solving for equations.
 * Logic:** The flowchart will help students make sense of the process involved with solving for equations, and put a logical order to the steps used in the process.
 * Verbal:** The final product allows students to become verbal with their ideas about the process of solving for variables. They are also utilizing their verbal learning while they peer revise each other’s lyrics for the final product.
 * Interpersonal:** Students will be working together during the cooperative learning activity as well as the pair project to create a rap or song to describe the process of finding variables. They will be able to talk problems out and share ideas with one another.
 * Kinesthetic:** The students will be able to rehearse their raps or songs about solving for variables and move about the room to find a good spot to practice.
 * Music:** The students are using music to creatively explain the process of solving for variables.


 * Type II Technology:** Students will be using Garageband to create a rap or song to explain the process of solving for variables in expressions and equations

Students will be provided with a flow chart the order of operations**.** The class will practice problems through "numbered heads together" activity. Have students work in teams to go over each pair's lyrics. They are able to rehearse their rap or song before recording them in Garageband. I will walk around to each pair to give oral feedback about their lyrics**.**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * Formative (Assessment for Learning)**<span style="font-family: "Times New Roman","serif";">

Create a rap or song to explain the process of solving equations. Students will be working in pairs to come up with lyrics they believe best explains how to solve for a variable within an equation. This will show the students' understanding for the process of solving equations in a fun and creative way. During class, the pairs will be given time to rehearse and record their audio using music software called Garageband. Students are encouraged to get creative as they will be contributing to a class CD that will be shared with the other math classes and be available for parents to purchase to help fund-raise for the Mathematics Department. Students will be peer edit each others lyrics as well as receive oral feedback from me before recording. Students will be evaluated from a checklist providing the project requirements. <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;"> Day 2 (80 Minutes) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 3 (80 Minutes) <span style="font-family: "Times New Roman","serif";">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 practicing how to solve for variables during their cooperative learning activity. Within the group of fours, students will be with their partners for their final product which will consist of a rap or song using Garageband. During this lesson, students will understand that symbols represent quantities in expressions and equations. These are the foundations for solving problems that can be used in real life. //Students will understand and use polynomials and expressions with rational exponents.// At the beginning of the lesson, I will play a video of students rapping about Math in order to set the stage for the students' final product. [|Video].
 * Summative (Assessment of Learning)**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Begin class with a fun video of students rapping about math. This will set the stage for the students' project using Garageband. (5 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Review the order of operations and introduce the process of solving for a variable in expressions and linear equations. (20 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Break up into groups of 4 to work on practice problems in an activity called "Numbered Heads Together". (35 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">For the remainder of class, allow students to start working on the assigned bookwork for homework. (20 minutes)\
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Begin class to clarify any questions about the previous night's homework assignment. Allow students to work in their seated groups to check each other’s answers before asking to avoid going over too many in class. (10 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Introduce polynomials and properties of exponents to the class.( 20 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Break up into groups of 4 to continue working together on practice problems in the "Numbered Heads Together" activity. (20 minutes).
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Introduce the Garageband project to the students and assign partners. Allow students to get started on their projects. (30 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Don't forget to assign the homework and to announce a short quiz on solving for variables next class.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Begin class going over last minute questions about the quiz and homework. (10 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Let students take the quiz. (20 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Go over the answers to give immediate feedback to allow the students to learn from their mistakes. (10 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Allow students to work in groups of 4 (2 pairs of partners) to peer edit each others lyrics for their projects. Meet with individual groups to give feedback on their projects. Allow students to continue working on projects and recording raps or songs into Garageband. (40 minutes)
 * What, Why, Where, Hook, Tailors: Visual, Musical, Interpersonal**

<span style="font-family: "Times New Roman","serif";">Students will know the order of operations, the properties of exponents, and the process of simplifying expressions and solving for variables. Students will learn how to manipulate expressions and equations in order to solve for variables. 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 [|flow charts] to organize the order of operations and the process of solving for a variable. Students will further their exploration by working in groups of 4 in an activity called "[|Numbered Heads Together]". Each group will be given a set of 4 problems to solve, and within the groups each member will be responsible for delivering the answer to one of the 4 problems. Groups will be working together to achieve all 4 answers, however only one member will be recording the answer at a time. Each group will be sharing their problems and answers to the class. I will be checking for understanding as students present their answers on the boards. 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, Visual, Interpersonal, Verbal, Kinesthetic**

<span style="font-family: "Times New Roman","serif";">Students will be applying their knowledge of the process of solving for variables by creating a rap or song using a computer software called Garageband. They will be working with partners which will be determined by the seating arrangement in the room. Students sitting diagonally across from one another will be working together on creating this rap or song. They will be given time in class to get started on their projects as well as receive feedback from myself and peers. After creating lyrics, each group will peer edit their work with another group as well as meet with me for a quick conference. 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: Music, Interpersonal, Verbal.**

<span style="font-family: "Times New Roman","serif";">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. When going over homework in class, students will have another opportunity to correct any mistakes. Students also have the opportunity to self-assess when using a checklist provided for evaluating the Garageband projects. Students will know exactly what is expected and be able to meet these expectations as long as they follow the checklist. Timely feedback will be provided for each assessment. The answers to quizzes will be reviewed right after the quiz is taken. Students will be receiving feedback from me and peers when editing their Garageband projects. Misconceptions will be corrected during group work and board work as well. This lesson will lead into further discussion about solving for variables as well as relating equations to graphs and real life situations. Being able to solve for variables will be essential in further assessments dealing with word problems and graphing.
 * Evaluate, Tailors: Intrapersonal, Interpersonal**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**
 * Student will know the order of operations, the properties of exponents, simplifying expressions, and solving for variables. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|The Math Page]

<span style="font-family: "Times New Roman","serif";">Introduce the process of __solving for variables__. Define what a variable is: a //symbol that represents a number.// Explain how to solve for a variable: isolate the variable on one side so that it is set equal to its value. Put easy examples on the board: <span style="font-family: "Times New Roman","serif"; font-size: 11pt;"> <span style="font-family: "Times New Roman","serif";">X+3=5 X=2 <span style="font-family: "Times New Roman","serif";">X+22=33 X=11 <span style="font-family: "Times New Roman","serif";">40-X=15 X=25 <span style="font-family: "Times New Roman","serif";">-X+10=2 X=8 <span style="font-family: "Times New Roman","serif";">5X=25 X=5 <span style="font-family: "Times New Roman","serif";">2X+10=20 X=5 <span style="font-family: "Times New Roman","serif";">X/2=4 X=8 <span style="font-family: "Times New Roman","serif";">10/X=5 X=2 <span style="font-family: "Times New Roman","serif"; font-size: 11pt;"> <span style="font-family: "Times New Roman","serif";">Point out the process of solving: We must manipulate the expression or equation to isolate the variable by performing the “opposite” operations to the problem. If X is added to a number, we do subtraction. If X is multiplied then we divide and vice versa. <span style="font-family: "Times New Roman","serif";">Have students break up into groups of 4 to participate in “Numbered Heads Together” activity and work on [|problems] given in a handout. __<span style="font-family: "Times New Roman","serif";">Day 2: __
 * __ Day 1: __**
 * __ Order of operations: __** <span style="font-family: "Times New Roman","serif";">Review [|PEMDAS] show example problems on the board. When solving expressions or equations, whatever is found in parenthesis should be solved first. Exponents are the next thing to solve and then multiplying and division. Adding and subtraction should be the last step. When multiplying and dividing or when adding and subtracting, it is important to work from left to right to arrive at the correct answer. When reviewing the order of operations, define the [|commutative, associative, and distributive laws.]

<span style="font-family: "Times New Roman","serif";">Review the [|properties of exponents]. Introduce solving for variables involving exponents. <span style="font-family: "Times New Roman","serif";">Example problems: <span style="font-family: "Times New Roman","serif";">X^2=25 X=5 <span style="font-family: "Times New Roman","serif";">5X^0+5=10 X=Doesn’t matter because of the __Zero Exponent Rule__ <span style="font-family: "Times New Roman","serif";">Define [|polynomials] so students will be able to recognize the forms of expressions they are using. <span style="font-family: "Times New Roman","serif";">Have students work in groups of 4 to work on practice problems. <span style="font-family: "Times New Roman","serif";">Flow Chart/Graphic Organizer [|EDU Place]. Practice Worksheets [|Teach-nology]. Checklist [|PBL Checklist].
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**