L2+Sayward,Charli+Anne


 * Teacher’s Name: Ms. Sayward** **Lesson 2: Perspective**
 * Grade Level:** 9 **Topic: Comparing and Contrasting Graphs**


 * __Objectives__**
 * Student will understand that there are relationships between equations and graphs.**
 * Student will know linear equations, point-slope form, quadratics, independent and dependent variables.**
 * Student will be able to compare and contrast equations and their graphs**.

Maine Learning Results: Mathematics-D. Algebra Symbols and Expressions Grades 9-Diploma 1. Students understand and use polynomials and expressions with rational exponents. Students will be provided with step-by-step charts to graph equations and partake in Team-Pair-Solo to practice graphing. Students will peer review each others Glogsters in groups of 2 or 3. I will go around the room while the groups are peer editing and give oral feedback on how to improve the projects. Show similarities and differences of different equations and their graphs through a digital poster called Glogster. Students will be working individually to show their understanding of relationships between equations and graphs. Creating a digital poster will allow students to visualize these relationships and recognize which families of equations certain graphs belong to. The Glogster will be evaluated using a rubric given to the students at the start of the project. Technology: Students will be using a Glogster to create a digital poster comparing and contrasting graphs and equations. Art: Students are able to use as much creativity as they want when creating their Glogsters. The class will practice graphing equations and comparing and contrasting graphs in an activity called "Team-Pair-Solo. First students will work in teams of 4 which will be easily decided by the groups they are already sitting with. In the groups of 4, one member will be responsible for keeping time and make sure the group is staying on task. Another member will be responsible for recording the answers. The other two members will be responsible for presenting the answers to the rest of the teams. All the members will be contributing ideas to solve the problems given to them .When students work in pairs, the groups of 4 will just be split in half. Each member will be equally responsible for recording their own answers and presenting a problem to the class. When students individually they will only be responsible for solving one problem which will be shared with the teacher to check for understanding.
 * __Maine Learning Results Alignment__**
 * Rationale: Students will be introduced to the behaviors of graphs and how to compare and contrast graphs with their equations.**
 * __Assessment__**
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**
 * __Integration__**
 * __Groupings__**


 * __Differentiated Instruction__**
 * Strategies**
 * Visual:** The Glogster and the charts are visual aids for graphing equations.
 * Logic:** The step-by-step charts given in class are meant to order the process steps for graphing equations.
 * Kinesthetic:** Interacting with the Smartboard when matching equations to the accurate graphs.
 * Interpersonal**: During the Team-Pair-Solo activity, students work in teams and pairs to practice graphing equations.
 * Intrapersonal:** During the Team-Pair-Solo activity, students work individually to practice graphing equations.
 * Verbal:** As students work in teams and pairs, students discuss ideas of how to graph equations.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Technology: Students will be using a Glogster to create a digital poster comparing and contrasting graphs and equations.
 * 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 individually on their Glogsters, there might be the need for another student to help show how to use the tools on Glogster. I will be available to answer any questions, but my students will be expected to help clarify any questions as well.
 * Extensions**


 * __Materials, Resources and Technology__**
 * Markers/Chalk for board work
 * Smartboard for having students interact with graphs
 * Textbook for homework
 * handouts for the step by step chart for graphing equations
 * projector to demonstrate Glogster which will be used for the final project
 * handouts for the project rubric
 * student laptops/my laptop for using Glogster
 * worksheets for practicing graphing equations

· To hook students, there will be 4 graphs and 4 equations to match up on the Smartboard. Ideas for this came from [] · The Step-By-Step chart used to organize the process of graphing can be found at [] · The Team-Pair-Solo activity was an idea found at [] · Notes for the process of creating a table and graphing points can be found at [] · The idea of having students create a Glogster came from http://cooltoolsforschools.wikispaces.com/ · While taking notes, if students need a stronger visual aid and more hands on activity, they can compare the behaviors of a graph at [] · The definitions for this lesson can be found at []
 * __Source for Lesson Plan and Research__**

//**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:** 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 poster using Glogster. This will let the students explain the differences between graphs in their own fun way. For those who learn best with structure and organization will be provided with a step-by-step chart to logically list the process used to graph equations. This 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 "Team-Pair-Solo" activity. Students will be working together to graph 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. Students who enjoy working alone will also have the chance to work individually during this activity.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// //Symbols and Expressions// //Grades 9-Diploma// //1. Students understand and use polynomials and expressions with rational exponents.// //Rationale: Students will be introduced to the behaviors of graphs and how to compare and contrast graphs with their equations.// //Students will be introduced to graphing equations, linear equations, point-slope form, quadratics, independent and dependent variables// (//see content notes).//­ They will be able see different perspectives when comparing and contrasting equations and graphs. Students will be able to practice their knowledge while working in groups on certain worksheets as well as receiving a step-by-step chart for the process of graphing. Each student may interpret graphs differently, so the class will be exposed to many perspectives when working in groups and presenting their ideas to the class. Mastery of this knowledge will be shown through a digital poster students create to compare and contrast graphs. //**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// //**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**//
 * Rationale:** //Maine Learning Results: Mathematics-D. Algebra//
 * Rationale: Visual:** The Glogster and the charts are visual aids for graphing equations.
 * Logic:** The step-by-step charts given in class are meant to order the process steps for graphing equations.
 * Kinesthetic:** Interacting with the Smartboard when matching equations to the accurate graphs.
 * Interpersonal**: During the Team-Pair-Solo activity, students work in teams and pairs to practice graphing equations.
 * Intrapersonal:** During the Team-Pair-Solo activity, students work individually to practice graphing equations.
 * Verbal:** As students work in teams and pairs, students discuss ideas of how to graph equations.
 * Type II Technology**: Students will be using a Glogster to create a digital poster comparing and contrasting graphs and equations.
 * Rationale:** **Formative (Assessment for Learning)**Students will be provided with step-by-step charts to graph equations and partake in Team-Pair-Solo to practice graphing. Students will peer review each other’s Glogsters in groups of 2 or 3. I will go around the room while the groups are peer editing and give oral feedback on how to improve the projects.
 * Summative (Assessment of Learning)**Show similarities and differences of different equations and their graphs through a digital poster called Glogster. Students will be working individually to show their understanding of relationships between equations and graphs. Creating a digital poster will allow students to visualize these relationships and recognize which families of equations certain graphs belong to. The Glogster will be evaluated using a rubric given to the students at the start of the project.

__Teaching and Learning Sequence__
Agenda: Day 1 (80 minutes): · Begin class with 4 equations and 4 graphs for the students to match up on the Smartboard. (10 minutes) · Introduce the class to graphing linear and quadratic equations. (20 minutes) · Have the class participate in “Team-Pair-Solo” to practice graphing equations in groups of 4, pairs, and individually. (40 minutes) · Allow the rest of class time for the students to work on homework assigned. (10 minutes) Day 2 (80 minutes): · Begin class by going over any questions the students may have from the homework. (10 minutes) · Introduce and assign the class to the graphing project using Glogster. Give about 40 minutes to get started on the projects · The remainder of class will be for working on the projects and having the students peer review each other’s work in progress. · The last 20 minutes will be used to meet with each student to give oral feedback on their projects

For this lesson, the classroom will be arranged in groups of 4. This will create a more comfortable learning environment as students will be encouraged to work together and help each other. The groups of 4 will make up the teams during the “Team-Pair-Solo” activity. These groups will then be split up into pairs. During this lesson, students will understand that there are relationships between equations and graphs. The information they learn will be used to present and interpret data that is found in everyday life. //Students will understand and use polynomials and expressions with rational exponents.// To hook students in the beginning of the lesson, there will be 4 equations and 4 graphs that they students will match up using a Smartboard.
 * What, Why, Where, Hook, Tailors: Interpersonal, Intrapersonal, Kinesthetic**
 * Students will know **linear equations, point-slope form, quadratics, independent and dependent variables. Students will learn how to compare and contrast equations and graphs. This information will be given to students through notes and board work, group work and graphic organizers such as a [|step-by-step] chart of the process of graphing equations. Students will further their exploration through an activity called “[|Team-Pair-Solo]”. Students will be working in teams of 4 and then in pairs. All the members will be contributing ideas to solve the problems given to them. Each member will be equally responsible for recording their own answers and presenting one problem to the class. When students work individually, they will only be responsible for solving one problem and sharing it with the teacher to check for understanding. This will allow for any misconceptions to be corrected and students will able to correct any mistakes they may have made when other students are presenting their problems on the board. //See content notes below.//
 * Equip, Explore, Rethink, Tailors: Logical, Interpersonal, Intrapersonal, Verbal, Visual**

Students will show their own perspectives as well as see other students’ perspectives as they create digital posters to compare and contrast equations and graphs. Students will be working individually for this project, so there will be no grouping necessary. Students will be grouped by tables when peer editing each other’s work during class time. They will have time to peer edit each other’s Glogsters as well as meet with me individually to receive additional feedback. Students have time to work in class as well as outside of class to finish their product. This will give them an opportunity to rethink, revise, and refine their product before presenting it to the class.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Visual**

Students will have many opportunities to self-assess. During group activities when students work on graphing, 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 self-assess when using a rubric provided for evaluating the Glogster 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. Students will be receiving feedback from me and peers when editing their Glogster projects. Misconceptions will be corrected during group work and board work as well. This lesson will lead into further discussion about interpreting graphs for real life situations. Being able to graph equations and compare and contrast graphs will be essential in further assessments dealing with word problems.
 * Evaluate, Tailors: Intrapersonal, Interpersonal**

**__Content Notes__** ** Graphing: Start by reviewing the answers for the **[|matching]** activity in the beginning of class. Go over why each equation works for a specific graph. **

** Compare and contrast the **[|behaviors]** of the equations and the graphs. Go over the parts of the equations: y=mx+b and y=ax^2+bx+c=0 **

[|Define]** : slope, x-intercept, y-intercept, liner equations, and quadratic equations. **

** Create a table for an equation. Begin by just substituting values of x to plot certain points. ** ** Ex: y=2x+3 See **[|table]**. **

**__Handouts__** Step by Step/Graphic Organizer [] Rubric for Glogster []
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