L5+Douglass,Brianna+Elizabeth


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

** Teacher’s Name: ** Ms. Douglass **Date of Lesson:** 10/10/10 **Grade Level:** 11 **Topic:** Algebra - explanation

**__ Objectives __** ** Student will understand that ** through manipulation, equations can be solved. **Student will know** quadratic equation, quadratic formula, max/min, the connection between the graph and the answers found in factoring, x/y intercept, and other problem solving techniques. **Student will be able to do** describe the most efficient way of solving a problem.

**__ Maine Learning Results Alignment __** // Maine Learning Results: Mathematics - D. Algebra // //Equations and Inequalities// //Grades 9 - Diploma// //2 - Students solve families of equations and inequalities.// **Rationale:** Students will be able to describe the most efficient way of solving a problem.

**__ Assessment __** ** Formative (Assessment for Learning) ** During the lesson students will have many opportunities to explore and experience answering questions by using their factoring skills. Formative assessments will be used to assess students progress with the material. These will included various practice problems worked on individually and with partners or teams.To begin students will use the ticktacktoe graphic organizer to record information about the different ways to solve a quadratic. This graphic organizer is set up in a fashion so to allow students to jot down a short description of how to use that technique and then record an example. Students will be allowed to continue to add to their ticktacktoe chart throughout the lesson. They may write down examples that we go over in class, add hints for themselves and work with peers to compare charts. During class students will work together as a team and become an expert on one specific technique of solving a quadratic. After this, students will break up and create new groups with one technique expert in each group. During this part of class students will teach their technique to the other students in their group. As a group students will be asked to complete a worksheet that combines each of the techniques that we have covered. When working students can use problem solving techniques such as discussing the problem, drawing a picture or acting out the problem. The worksheet will be passed in by each student at the end of the day so that I can assess how well the class has grasped the techniques. The next day the worksheets will be given back and we will go over the problems as a class discussing common mistakes and any questions that the students have. During these activities students will receive feedback from their peers and myself. Students will be encouraged to ask questions and be part of the discussion based portion of the lesson.

**Summative (Assessment of Learning)** At the end of the lesson students will work in groups to create an imovie describing the most efficient way of solving multiple problems. They will be given certain problems that they must solve within the imovie and explain why it's the technique they used is the best. The students are encouraged to get creative with this project. Their movie can be in the form of a story, interview, game show, or any other format as long as it addresses how to solve the given problems. Each group will have to meet with me in order to get their plan approved. This imovie will be graded using a rubric that will be handed out when the assignment is given.

**__ Integration __** ** Technology: ** At the end of the lesson students will work in groups to create a imovie describing the most efficient way of solving solving multiple problems. They will be given certain problems that they must solve within the imovie and explain why it's the technique they used is the best. The students are encouraged to get creative with this project. Their movie can be in the form of a story, interview, game show, or any other format as long as it addresses how to solve the given problems. Each group will have to meet with me in order to get their plan approved. This imovie will be graded using a rubric that will be handed out when the assignment is given.

**Other Content Area:** **Music:** Students will be asked to be creative with their imovie and so therefore can include any sort of appropriate music.

**__ Groupings __** During class students will work together as a team and become an expert on one specific technique of solving a quadratic. After this, students will break up and create new groups with one technique expert in each group. During this part of class students will teach their technique to the other students in their group. As a group students will be asked to complete a worksheet that combines each of the techniques that we have covered. This will be passed in by each student at the end of the day so that I can assess how well the class has grasped the techniques. The next day the worksheets will be given back and we will go over the problems as a class discussing common mistakes and any questions that the students have. During these activities students will receive feedback from their peers and myself. Students will be encouraged to ask questions and be part of the discussion based portion of the lesson.

**__ Differentiated Instruction __** ** Strategies: ** **Visual:** Students will be able organize the different techniques for solving quadratics in a ticktacktoe chart. **Intrapersonal:** Students be given the opportunity to work by themselves on work during class. **Interpersonal:** Students work together during the jigsaw activity. **Bodily/kinesthetic:** During the jigsaw activity students will be able to get up and move around in order to solve a problem. **Verbal:** Students will be able to talk out their thoughts, questions and ideas during the jigsaw activity. **Musical:** Students will be able to add music to their imovie.

**Modifications/Accommodations** ( //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//) Absent: If a student is absent during this lesson than he/she needs to talk to me before if the absent is known in order to get assignments and notes. If the absence is not planned (sickness, emergency, etc) then the student should talk to another student in class and get any assignments. If the student can't complete the work because they need a worksheet or they have clarifying questions then they need to e-mail me to set up a meeting time or drop by my room before the next class.

**Extensions** **Technology:** At the end of the lesson students will work in groups to create a imovie describing the most efficient way of solving solving multiple problems. They will be given certain problems that they must solve within the imovie and explain why it's the technique they used is the best. The students are encouraged to get creative with this project. Their movie can be in the form of a story, interview, game show, or any other format as long as it addresses how to solve the given problems. Each group will have to meet with me in order to get their plan approved. This imovie will be graded using a rubric that will be handed out when the assignment is given.

**__ Materials, Resources and Technology __**
 * laptops
 * paper
 * textbooks
 * imovie checklist and imovie Tutorial
 * worksheet
 * Whiteboard
 * markers
 * calculators

**__ Source for Lesson Plan and Research __**

[] - a site describing how to complete the square. [] - a site describing how to complete the square.

**__ 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:** The beach ball learner will enjoy the creativity involved with creating the imovie at the end of the lesson. As long as all the information is in there these students can get as creative and self-expressive as they want. They will also enjoy not having a routine for everyday, doing new things is important. Clipboard learners will benefit from the rubric created for the imovie so that they can be detailed and efficient. They will also enjoy using the graphic organizer so that the techniques for solving quadratics will be combined in an organized chart. Being able to discuss within class both as a class or in groups will help the microscope learners. They will be able to analyze what the answers found using the different techniques really mean. Puppy learners want a comfortable and encouraging atmosphere and so therefore I will allow students to work with who they want at various times during class but I will also have students work in groups chosen randomly so that they are able to become more comfortable with each other. As the teacher I will also not allow students to put each other down but we will also have fun so that for puppies we can create a comfortable environment.

**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** **Rationale:** During this lesson students will continue to better their factoring skills, using the quadratic formula (see content notes from lesson 3 and 4) and completing the square (see content notes). Students will know quadratic equation, quadratic formula, max/min, the connection between the graph and the answers found in factoring, x/y intercept, and other problem solving techniques. Students will continue to solve quadratics with various techniques. They will continue to better their factoring skills and using the quadratic formula but during this lesson students will be introduced to another technique, completing the square. Students will be able to practice their skills during class, receiving feedback before they have to create an imovie that solves certain problems the most efficient way.

**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** **Rationale:** **Visual:** Students will be able organize the different techniques for solving quadratics in a ticktacktoe chart. **Intrapersonal:** Students be given the opportunity to work by themselves on work during class. **Interpersonal:** Students work together during the jigsaw activity. **Bodily/kinesthetic:** During the jigsaw activity students will be able to get up and move around in order to solve a problem. **Verbal:** Students will be able to talk out their thoughts, questions and ideas during the jigsaw activity. **Musical:** Students will be able to add music to their imovie.

**Technology:** At the end of the lesson students will work in groups to create a imovie describing the most efficient way of solving solving multiple problems. They will be given certain problems that they must solve within the imovie and explain why it's the technique they used is the best. The students are encouraged to get creative with this project. Their movie can be in the form of a story, interview, game show, or any other format as long as it addresses how to solve the given problems. Each group will have to meet with me in order to get their plan approved. This imovie will be graded using a rubric that will be handed out when the assignment is given.

**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** **Rationale:** Formative: During the lesson students will have many opportunities to explore and experience answering questions by using their factoring skills. Formative assessments will be used to assess students progress with the material. These will included various practice problems worked on individually and with partners or teams.To begin students will use the ticktacktoe graphic organizer to record information about the different ways to solve a quadratic. This graphic organizer is set up in a fashion so to allow students to jot down a short description of how to use that technique and then record an example. Students will be allowed to continue to add to their ticktacktoe chart throughout the lesson. They may write down examples that we go over in class, add hints for themselves and work with peers to compare charts. During class students will work together as a team and become an expert on one specific technique of solving a quadratic. After this, students will break up and create new groups with one technique expert in each group. During this part of class students will teach their technique to the other students in their group. As a group students will be asked to complete a worksheet that combines each of the techniques that we have covered. When working students can use problem solving techniques such as discussing the problem, drawing a picture or acting out the problem. The worksheet will be passed in by each student at the end of the day so that I can assess how well the class has grasped the techniques. The next day the worksheets will be given back and we will go over the problems as a class discussing common mistakes and any questions that the students have. During these activities students will receive feedback from their peers and myself. Students will be encouraged to ask questions and be part of the discussion based portion of the lesson.

Summative: At the end of the lesson students will work in groups to create a imovie describing the most efficient way of solving solving multiple problems. They will be given certain problems that they must solve within the imovie and explain why it's the technique they used is the best. The students are encouraged to get creative with this project. Their movie can be in the form of a story, interview, game show, or any other format as long as it addresses how to solve the given problems. Each group will have to meet with me in order to get their plan approved. This imovie will be graded using a rubric that will be handed out when the assignment is given.

**__ Teaching and Learning Sequence __** Students will arrive and immediately sit down at their previously assigned seats. Tables and or desks will be arranged in groupings of four in order to make transition in the cooperative learning activity (jigsaw) smoother.

Day 1: - Students will work in their table groups or alone in order to solve the problem on the board. 10 minutes - I will give instruction on the technique "completing the square" in order to solve quadratics. 25 minutes - Students will break up into table groups and each group will be assigned one of the techniques we have covered (factoring, completing the square, quadratic formula) and will then become the experts in that one. 10 minutes - Students will then break up and mix up the groups so that no more than 2 experts of the same technique are in the same group. Here students will be given a worksheet where they must use every technique at least once. The experts will help their fellow classmates in their technique. Afterward each student will pass in their worksheet. 30 minutes - The rubric and brief description of the imovie project will be given. 5 minutes

Day 2: - The worksheet will be passed back to the students and a discussion will be held with the class about questions, specific problems or issues with a certain technique. 25 minutes - A imovie tutorial will be given. 15 minutes - The rest of class is given to the students to work on solving their problems for the imovie or planning and getting it approved by me. 40 minutes

Day 3: - Students will be given the rest of class to work on their imovie and/or solving the problems given to them. 80 minutes

Day 4: - As a class we will watch everyone's imovie.

Students will understand that through manipulation, equations can be solved this is an important skill because problems involving quadratics can be found in many careers and everyday situations, such as finding maximum profit. I will hook my students by having them work either together with their table group or alone on solving a riddle. The MLR is //students solve families of equations and inequalities.// **Where, Why, What, Hook Tailors: Logical, Interpersonal, Intrapersonal**

During this lesson students will know quadratic equation, quadratic formula, max/min, the connection between the graph and the answers found in factoring, x/y intercept, and other problem solving techniques (see content notes). I will provide this information through individual, group, formative and summative assessment, discussion and traditional instructional time. For groupings students will work together as a team and become an expert on one specific technique of solving a quadratic. After this, students will break up and create new groups with one technique expert in each group. During this part of class students will teach their technique to the other students in their group. As a group students will be asked to complete a worksheet that combines each of the techniques that we have covered. This will be passed in by each student at the end of the day so that I can assess how well the class has grasped the techniques. The next day the worksheets will be given back and we will go over the problems as a class discussing common mistakes and any questions that the students have. During these activities students will receive feedback from their peers and myself. Students will be encouraged to ask questions and be part of the discussion based portion of the lesson. For the summative assessment students will complete an imovie that shows that the students understand how to solve quadratics and when and where to use the different techniques we have discussed. Students can get as creative as they would like including music if they want as long as they have the appropriate information laid out on the rubric. **Equip, Explore, Experience** **Tailors: Interpersonal, Musical, Logic, Verbal**

During the lesson students will have many opportunities to explore and experience answering questions by using their factoring skills. Formative assessments will be used to assess students progress with the material. These will included various practice problems worked on individually and with partners or teams.To begin students will use the ticktacktoe graphic organizer to record information about the different ways to solve a quadratic. This graphic organizer is set up in a fashion so to allow students to jot down a short description of how to use that technique and then record an example. Students will be allowed to continue to add to their ticktacktoe chart throughout the lesson. They may write down examples that we go over in class, add hints for themselves and work with peers to compare charts. During class students will work together as a team and become an expert on one specific technique of solving a quadratic. After this, students will break up and create new groups with one technique expert in each group. During this part of class students will teach their technique to the other students in their group. As a group students will be asked to complete a worksheet that combines each of the techniques that we have covered. When working students can use problem solving techniques such as discussing the problem, drawing a picture or acting out the problem. The worksheet will be passed in by each student at the end of the day so that I can assess how well the class has grasped the techniques. The next day the worksheets will be given back and we will go over the problems as a class discussing common mistakes and any questions that the students have. During these activities students will receive feedback from their peers and myself. Students will be encouraged to ask questions and be part of the discussion based portion of the lesson. At the end of the lesson students will work in groups to create a imovie describing the most efficient way of solving solving multiple problems. They will be given certain problems that they must solve within the imovie and explain why it's the technique they used is the best. The students are encouraged to get creative with this project. Their movie can be in the form of a story, interview, game show, or any other format as long as it addresses how to solve the given problems. Each group will have to meet with me in order to get their plan approved. This imovie will be graded using a rubric that will be handed out when the assignment is given. **Equip, Explore, Experience** **Tailors: Interpersonal, Intrapersonal, Verbal, Musical, Bodily, Visual**

During the lesson students will be receiving feedback from me on their worksheets that they pass in the worksheet after the jigsaw activity. This worksheet will not be graded but students will be given it back with marks on the ones that are wrong. They will then have the chance to ask questions while we discuss the worksheet as a class. Students will be giving feedback to one another during the jigsaw activity, where the experts in each technique can help those students within their group. When creating the imovie students are able to self-assess themselves using the rubric handed out when the project was assigned. I will also be able to provide feedback to the students about the imovies when they come meet with me about their plan. This is so students stay on track and not get so creative and fail to incorporate the necessary information. The only homework given will be to complete the imovie and this uses what we are doing class but puts it in a movie format. **Evaluate Tailors: Interpersonal, Musical**

**Content Notes** Completing the Square: A technique like factoring to solve a quadratic. It, like factoring or using the quadratic formula, finds the x-intercepts.







**Handouts** imovie rubric Worksheet