L5+Haase,Kaitlyn+Nicole


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


 * Teacher’s Name: Ms. Haase** **Lesson 5: Application**
 * Grade Level: 10** **Topic: Applying Functions**

__**Objectives**__

 * Student will understand that learning basic functions translates to the ability to solve problems. **
 * Student will know factoring, quadratic formula, graphing, tables, variables, domain, and range by using an idea rake. **
 * Student will be able to solve problems using basic functions. **

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics- D. Algebra Functions and Relations Grades 9-Diploma 4. Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.


 * Rationale: Students will learn to apply knowledge of basic functions to real problems.**

__**Assessment**__
Students will be given a self-quiz to assess their knowledge of applying functions to solve problems. The quiz will consist of problems that will need various techniques and functions to solve them. I will provide the answers to the quiz at my desk so students can check their work as they are doing the quiz. They can individually ask me clarifying questions or schedule a time for extra help or more practice if they need it.
 * Formative (Assessment for Learning)**

The podcasts will be assessed using a rubric with the components: content, collaboration with peers, enthusiasm/speaks clearly, and time limit.
 * Summative (Assessment of Learning)**

__**Integration**__
**Technolog****y:** Students will use real-time webcams (such as the ones found on [] ) to find examples of functions in the real world. The examples could consist of applications of the functions or shapes that resemble the graphs of the functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). Students will individually record their findings in Garageband or Audacity to create a podcast that they can share with the class.


 * History:** Students could choose to look at a historical place on EarthCam.

__Groupings__
Students will participate in a think-pair-share activity in which students will first individually think about solving problems with functions, then they will share their ideas in pairs. The next step is to have each pair share their ideas with another pair. The pairs will be chosen based on the seating arrangement in the classroom.

__**Differentiated Instruction**__
**Interpersonal:** Students will collaborate with a partner and share ideas about solving problems by applying their knowledge of functions. **Musical/Rhythmic:** Students can add music and sound effects to their podcast **Intrapersonal:** Students will reflect individually about solving problems by applying functions in the first step of Think-Pair-Share **Verbal/Linguistic**: Students must speak during their podcast **Bodily/Kinesthetic**: Students can give directions for the listener to act or move while listening to the podcast **Naturalist:** Students can choose a nature problem for their podcast
 * Strategies**

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/Accommodations**
 * Absent:** If a student is absent, they could get caught up on the lesson by reviewing their classmates' podcasts and asking me clarifying questions before or after school or by email.

Students will use real-time webcams (such as the ones found on [] ) to find examples of functions in the real world. The examples could consist of applications of the functions or shapes that resemble the graphs of the functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). Students will individually record their findings in Garageband or Audacity to create a podcast that they can share with the class.
 * Extensions**

__**Materials, Resources and Technology**__
• LCD Projector • Whiteboard • Markers • Handouts (idea rake, rubric, self quiz) • Students need laptops • Garageband Tutorial • Students will need headphones

__Source for Lesson Plan and Research__
[|EarthCam] [|Garageband] [|How It's Made]

__**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.//**
 * Rationale: This lesson accommodates the beach ball, microscope, clipboard, and puppy learning styles. Beach balls are given the personal freedom to design their podcasts however they would like to, as long as the necessary components are there. Clipboards will benefit from my Garageband tutorial which will be a visual step by step process of creating a podcast. Microscopes will be given opportunities to deeply discuss functions with their partner during Think-Pair-Share. Puppies will be accommodated for because they will be in a comfortable and supportive learning environment. **

This lesson is centered around the "application" facet of understanding. Student will understand that learning basic functions translates to the ability to solve problems. Student will know factoring, quadratic formula, graphing, tables, variables, domain, and range by using an idea rake. Student will be able to solve problems using basic functions. Students will learn to apply knowledge of basic functions to real problems.
 * //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:**

**Interpersonal:** Students will collaborate with a partner and share ideas about solving problems by applying their knowledge of functions. **Musical/Rhythmic:** Students can add music and sound effects to their podcast **Intrapersonal:** Students will reflect individually about solving problems by applying functions in the first step of Think-Pair-Share **Verbal/Linguistic**: Students must speak during their podcast **Bodily/Kinesthetic**: Students can give directions for the listener to act or move while listening to the podcast **Naturalist:** Students can choose a nature problem for their podcast

**Technolog****y:** Students will use real-time webcams (such as the ones found on [] ) to find examples of functions in the real world. The examples could consist of applications of the functions or shapes that resemble the graphs of the functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). Students will individually record their findings in Garageband or Audacity to create a podcast that they can share with the class.

Students will be given a self-quiz to assess their knowledge of applying functions to solve problems. The quiz will consist of problems that will need various techniques and functions to solve them. I will provide the answers to the quiz at my desk so students can check their work as they are doing the quiz. They can individually ask me clarifying questions or schedule a time for extra help or more practice if they need it.
 * //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)**

The podcasts will be assessed using a rubric with the components: content, collaboration with peers, enthusiasm/speaks clearly, and time limit.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
My classroom will be arranged in two's. This will allow my students to work together without having to move their desks or moving about the room to work in pairs.

My agenda is as follows: Day 1: Students will receive a self quiz (1 min) Students will complete self quiz individually (25 min) Students will pair up with the peer sitting next to them, and discuss the solutions to the quiz (25 min) Two sets of pairs will get together and discuss any clarifying questions (10 min) Time for clarifying questions as a class (5 min) Students will receive an idea rake to organize their notes from the unit (optional) (1 min) Students will watch a clip from How It's Made on the Discovery Channel and I will introduce the project for next class (13 min)

Day 2: Students will receive podcast rubric (1 min) Students will watch Podcast tutorial (5 min) Time for clarifying questions (5 min) Students will individually explore EarthCam for a scenario that they could apply any of the functions to (10 min) Students will get their scenario approved (3 min) Students will complete a podcast individually (30 min) Students will post podcasts to the class wiki (2 min) Listen to each podcast as a class from the wiki (24 min)

Students will understand that learning basic functions translates to the ability to solve problems. By knowing how to apply functions to problems we can understand why things work the way they do in real life. For example, we can understand the laws of physics and gravity by using functions. ** //Students understand and interpret characteristics of functions using graphs, tables, and algebraic techniques. To hook my students I will s// **how a clip from an episode of How It's Made from the Discovery Channel. // **Where, Why, What, Hook, Tailors: Logical/Mathematical** //

Students will know factoring, quadratic formula, graphing, tables, variables, domain, and range by using an idea rake. Students will participate in a think-pair-share activity in which students will first individually think about solving problems with functions, then they will share their ideas in pairs. The next step is to have each pair share their ideas with another pair. Students will be given a self-quiz to assess their knowledge of applying functions to solve problems. The quiz will consist of problems that will need various techniques and functions to solve them. **Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Logical/Mathematical, Verbal/Linguistic**

Students will participate in a think-pair-share activity in which students will first individually think about solving problems with functions, then they will share their ideas in pairs. The next step is to have each pair share their ideas with another pair. Students will use real-time webcams (such as the ones found on [] ) to find examples of functions in the real world. The examples could consist of applications of the functions or shapes that resemble the graphs of the functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). Students will individually record their findings in Garageband or Audacity to create a podcast that they can share with the class. **I will provide the answers to the quiz at my desk so students can check their work as they are doing the quiz. They can individually ask me clarifying questions or schedule a time for extra help or more practice if they need it. **  **Explore, Experience, Revise, Refine, Tailors: Musical, Logical/Mathematical, Intrapersonal, Interpersonal, Verbal, Bodily/Kinesthetic, Naturalist**

The podcasts will be assessed using a rubric with the components: content, collaboration with peers, enthusiasm/speaks clearly, and time limit. Students may also use this rubric to self assess their work while creating the podcast.
 * Evaluate, Tailors: Intrapersonal, Logical/Mathematical**


 * Content Notes**





Rubric Self Quiz [|Idea Rake]
 * Handouts**