L1+Lambert,Joshua+Blaine


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


 * Teacher’s Name: Mr. Lambert**
 * Date of Lesson: 1 Explain**
 * Grade Level: 8**
 * Topic: Equations of Parallel Lines**

__**Objectives**__
Students will understand that angle properties of parallel lines can be used to solve math problems. Students will know parallel lines, slope, and linear equation. Students will be able to show that two lines are parallel.

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics - C. Geometry Geometric Figures Grade 8 2 Students know and use angle properties of parallel lines to solve problems and determine geometric relationships. Rationale: Having an understanding of what it means for lines to be parallel and how their slopes tie into that relationship will make it clear that parallel lines are everywhere in the man made world around them.

__**Assessment**__
Students will be able to rethink their ideas on the spider web graphic organizer during the three minute review exercise. The students will also receive feedback on their graphs before they post their final product to identify misconceptions.
 * Formative (Assessment for Learning)**

Given equations, graph parallel lines on a Smartboard. Students will be given a list of five equations that they need to graph on a coordinate plane. They will identify which lines are parallel to each other. Students will then save and upload the screen images to the class wiki page. The graphing will be graded using a checklist.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: I will have a class wiki set up to provide all students with an area to post their saved images from the Smartboard. A Smartboard will be used to graph parallel lines on a coordinate plane. The students will save a screen shot of their graphs and post it to a class wiki.

Art: Students will be able to draw a real world picture out of one of their graphed equations of a line.

__Groupings__
The class will ask questions using the three minute review cooperative learning to answer questions from the board. One student will be the facilitator to ensure all group members stay on task. One student will be the recorder, they will be responsible to write out the problems and show the work. The third student will be the observer who reports the group answers to the class.

__**Differentiated Instruction**__
Interpersonal: Students will work in teams of three during the three minute review to help each other with questions regarding slope, parallel lines and linear equations. Intrapersonal: Students will work individually on the Smartboard to show understanding of slope, parallel lines and linear equations. Musical/kinesthetic: The dance of parallel lines will draw the musical and kinesthetic intelligence into the learning. Visual: The graphic organizer will help layout the relationship between linear equations and if lines are parallel. Logic: These students will enjoy being able to graph the equations of lines. Verbal: The graphic organizer will allow the verbal learner to take notes so they can draw the connections between equations of lines and parallel lines
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

If you miss this class we will set up a time to meet during your learning lab so I can introduce you to slope and parallel lines. If you miss the graphing part on the Smartboard, you can come in before school, after school, at lunch, or during my free period to work on the board so you can save your screen images. If you have access to a Smartboard in any of your other classes or learning labs you can graph on those boards and save the images. If these options do not work with you please meet with me to set up a plan.
 * Absent**

Technology: I will have a class wiki set up to provide all students with an area to post their saved images from the Smartboard. A Smartboard will be used to graph parallel lines on a coordinate plane. The students will save a screen shot of their graphs and post it to a class wiki.
 * Extensions**

__**Materials, Resources and Technology**__

 * Spider Web Graphic Organizer
 * Smartboard
 * List of 5 Equations to graph
 * Sample questions for the class to go over in the three minute review if they don't have any
 * Checklists
 * Music for the dance of parallel lines
 * Yard sticks for the dance of parallel lines
 * Graph Paper
 * Textbooks

__Source for Lesson Plan and Research__
Spider Web Graphic Organizer: [] This website offers a variety of graphic organizers teachers can use to help their students understand concepts. Three Minute Cooperative Review: [] This website has some ideas for cooperative learning group activities. The method used in this lesson is the three minute review. Teachers may stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions. Geometry Text Book: //Geometry: Concepts and Applications,// Glencoe Mathematics, McGraw Hill. [|www.geomconcepts.com]. This is the text book being used by Mt. Blue High School geometry CPI class. Fist to Five Assessment: [] This site offers many ideas that can be used to assess your student's understanding.

__**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 will allow the beach ball learners to use paper and the Smartboard to show their work, they will also be able to show some creativity when they create an image out of their final sets of linear equations. The clipboard learners will benefit from seeing the checklist that will be used to grade their product from this lesson. It will allow them to see exactly what they need to do to receive a good result. The microscope learners will be able to focus on details and concepts during the spider web graphic organizer so they can tie all the information together. The puppy learners will benefit from the groupings to answer questions in a small group environment so they are free to ask questions and make mistakes without being judged.

After this lesson the students will be able to explain how two lines relate to each other based on their equations. The students will be able to explain that two lines in the same plane that never intersect are parallel.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** See content notes.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal** - The graphic organizer will allow the verbal learner to take notes so they can draw the connections between equations of lines and parallel lines.
 * Logical** - These students will enjoy being able to graph the equations of lines.
 * Visual** - The graphic organizer will help layout the relationship between linear equations and if lines are parallel.
 * Intrapersonal** - Students will work individually on the Smartboard to show understanding of slope, parallel lines and linear equations.
 * Interpersonal** - Students will work in teams of three during the three minute review to help each other with questions regarding slope, parallel lines and linear equations.
 * Kinesthetic** - The dance of parallel lines will draw the kinesthetic intelligence into the learning.
 * Musical** - The dance of parallel lines will draw the musical intelligence into the learning.

I will be able to gauge what the students already know by the beginning three minute preview exercise where they tell what they know about slope, linear equations, and parallel lines. Students will peer assess during the three minute review exercises to clear up any questions they have on slope, linear equations, and parallel lines. There will also be immediate feedback for the students to edit their graphed equations from the Smartboard. A checklist will be used to score the students final posted images of their linear equations and check to see that students can determine when lines are parallel.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

__Teaching and Learning Sequence__
My classroom will be arranged in small groups of four desks, or tables with four people at them. They will be angled in a way that no one will have their back to the white board. At most they will have to turn their heads ninety degrees. They can choose their own seats and do not have to sit in the same spot every class. Agenda: DAY 1: (5 Minutes) I will dance the dance of parallel lines to get the students attention, after I finish I will let any student come up and do that dance as well, hopefully my kinesthetic learners participate. (3 Minutes) We will conduct a three minute preview exercise to see what the students already know about parallel lines and equation of lines. (25 Minutes) We will complete the spider web graphic organizer to learn how a line's equation determines if it is parallel to another line. (3 Minutes) We will complete a three minute review to answer questions that they came up with while filling out the graphic organizer. (20 Minutes) I will show the class the wikisite for their Smartboard images. To include how to post their screen shots of the Smartboard graphs. (3 minutes) Another three minute review will be conducted to answer any questions about the wiki site. The students will learn how angle properties of parallel lines can be used to solve math problems. (20 Minutes) I will show the class how to use the Smartboard to graph, edit, and save their lines. (3 minutes) Another three minute review will answer questions about the Smartboard. (8 minutes) Some example equations will be given for the students to practice graphing on graph paper. I will walk around and help students as needed. DAY 2: (10 Minutes) I will show how to graph the example problems from the first class on the Smartboard. (5 Minutes) I will go over the checklist that will be used to assess the students during this assignment. (35 Minutes) I will hand out the papers that have five sets of equations on them and a further practice assignment from the book. There will be a rotation of students graphing their lines on the smartboard and saving their screen images. The students not at the white board will graph their equations on graph paper and complete the practice assignment. I will be reviewing the completed screen shots to provide feedback to the students so they can correct any problem areas. (20 Minutes) Students will have an opportunity to correct any errors they had on their original Smartboard screen shots. The students will then upload their images to the class wiki page. The students will be given this time to share with the class the image they created from their last set of parallel lines. (10 Minutes) I will ask the class how they feel about the information we covered about slope and parallel lines using the fist to five method. I will answer any lingering questions to make sure all students are confident enough to move on to the next lesson. This lesson will be the first step in students learning that angle properties of parallel lines can be used to solve math problems. Having an understanding of what it means for lines to be parallel and how their slopes tie into that relationship will make it clear that parallel lines are everywhere in the manmade world around them. This will start to allow students to know and use angle properties of parallel lines to solve problems and determine geometric relationships. I will play music that I will dance the dance of parallel lines to. With a yard stick in each hand I will always keep them parallel in multiple planes at the same time I will move the yard sticks and my body to the beat of the music. The music and dancing will help the kinesthetic learner and the musical learner see how lines relate to each other when they are parallel.

We will be using the three minute review process to gauge what the students already know about slope, parallel lines, and linear equations. Using the spider web organizer I will show students that linear equations, slope, and parallel lines are all connected. See content notes for further breakdown. After the graphic organizer we will have another three minute review to answer any questions the students may still have about parallel lines and slope. I will also demonstrate how to use the Smartboard and wiki page to save and show their graphed lines. Once again we will perform a three minute review to clear up any questions about the technology. I will hand out some example equations for the students to graph on graph paper and identify any parallel lines. The interpersonal learners will benefit from working in a group during the three minute reviews. The visual and linguistic learners will both benefit from the graphic organizer. The visual learner will see the layout of the relationship between linear equations and if lines are parallel. The linguistic learner will be able to write their notes on the graphic organizer so they can understand the relationship between a line's equation and if it is parallel with other lines.

I will show the example problems from the end of the first class on the smartboard at the beginning of the second class so the students can see how they should be done. The students will be given an assignment from the text book, page 172-173 problems 10-26 and 30, along with five sets of linear equations that they need to graph and determine if they are parallel on the Smartboard. When it is the student's turn they will graph their five sets of lines on the Smartboard and save their images, they will turn the last set of lines into a picture of their choice. When it is not their turn on the Smartboard they will be working on their assignment from the book. I will be circulating the room checking their work and helping with questions. I will also be looking at the saved images from the smartboard to show the students where they need to fix some of their work. After everyone has received their feedback the students will be given the opportunity to fix any errors they may have and graph the equations again if needed on the Smartboard. Everyone will upload their completed images to the wiki site and we will all look at the images created from the final set of equations to see how parallel lines can show up in the real world. The logical students will benefit from seeing how linear equations look when they are graphed.

The students will be able to peer assess during the three minute reviews to make sure all of their questions are answered. We will count off by three's to form the groups. One student will be the facilitator to ensure all group members stay on task. One student will be the recorder, they will be responsible to write out the problems and show the work. The third student will be the observer who reports the group answers to the class. I will provide feedback on the first set of saved lines from the Smartboard. They will be given a chance to correct their work before posting their final product. This lesson will tie into the homework assignment from the book. There will be no additional assignment for homework unless the students do not finish the problems 10-26 and 30 during class. The information learned about linear equations, slope, and parallel lines will be used in the rest of the lessons in this unit.

Students will know parallel lines, slope, and linear equation. See attached.
 * Content Notes**


 * Handouts**
 * List of 5 Equations to graph
 * Checklists
 * Spiderweb graphic organizer