L3+Kent+Benjamin

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

Teacher’s Name:** Mr. Kent
 * Date of Lesson:** 3
 * Grade Level:** 9-12
 * Topic:** Inequalities

__Objectives__

 * Student will understand that** linear equations are different than inequalities.
 * Student will know** meanings of independent and dependent variables, x- & y-intercepts, slope, and the greater-less-than symbols; b as the y-intercept and m is the slope.
 * Student will be able to do** label inequalities, and compare and constrast them with linear equations.

__Maine Learning Results Alignment__
Equations and Inequalities Grades 9-Diploma 2 students will solve families of equations and inequalities** a. solve systems of linear equations and inequalities in two unknowns and interpret their graphs.
 * Maine Learning Results: Mathematics-D.Algebra

I met the Maine learning result by building the foundation of being able to solve inequalities. For students to be able to solve inequalities, they need to understand the similarities and differences between inequalities and linear equations. A full understanding of this will allow the students to solve inequalities easier than without this knowledge.
 * Rationale:**

__**Assessment**__
Students are to write a reflection on inequalities in their blog, while comparing differences between their blogs on linear equations. Find a link to a site demonstrating inequalities being used.
 * Formative (Assessment for Learning)**

Students will take a quiz on labeling inequalities and the differences between them and linear equations. The quiz will have 5 questions and and be worth 3 points a piece.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: I have used technology in my class by having students blog about inequalities and find a site they can hyper-link in their blog demonstrating real life scenarios of inequalities. Students: They will blog about inequalities and create a link to site demonstrating inequalities. Other Content Area- English-writing in their blog. Music-translating lyrics of song and applying differences to linear equations and inequalities.

__Groupings__
Students will be placed into groups based on their comfort level with material. High comfort levels will placed with low comfort levels with a few middles placed among the groups, thus making the groups even. They will submit on a scrap piece of paper their name and comfort level, then I will construct the groups using the method I just described.

__**Differentiated Instruction**__

 * Strategies**
 * Visual:** Modeling the inequality set up on the board.
 * Verbal:** Discussing the differences between inequalities and linear equations.
 * Logical:** Showing the step by step process to setting up inequalities
 * Interpersonal:** Getting together in groups and having a team discussion about differences
 * Intrapersonal:** Filling out the graphic organizer by themselves and reflecting on it.
 * Naturalist:** Relating inequalities to a real life situtation.
 * Musical:** Song about differences, relating differences to linear equations and inequalities.

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

Absence Rule: Students will be able to get the lesson on the wikispace if they have to miss class.

I will use blogging about mathematics to help the students relate the differences between inequalities and linear equations. I will also use music to help portray differences between inequalities and linear equations.
 * Extensions**

__**Materials, Resources and Technology**__
Online Textbook [] []

Activity Sheets []

My Blog Account [|**http://nottherealcia.blogspot.com/**] Paper Pens Pencils Graphing Calculator Computers Worksheets

__Source for Lesson Plan and Research__
Online Textbook [] []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** The different learning structures are met in this lesson plan. The beach ball is met through the bouncing of ideas off other students. The clipboards are addressed through creating a logical structure to labeling and identifying parts of an inequality. The microscope is met by giving the students the chances to discover how to label inequalities on their own. Finally the puppys are met through creating a stress free enviroment, and not pressuring the students to think they need to understand the information as soon as I teach it. There will be extra time alotted for more work, and I am avaible during my office hours or by appointment.
 * //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:** Interpret is the facet I choose for this lesson. I believe students should be able to interpret the similarities and differences between inequalities and linear equations. Knowing the differences is key to being able to solve to inequalities since the students will know the answers do not look the same. This goes back to lesson one, not knowing the what is what of the inequalities will just create chaos for the students. The basis must be covered first in order to move on to solving the inequality and apply it to the real world.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** I will model the inequality set up on the board. I will discuss the differences between inequalities and linear equations. I will showing the step by step process to setting up inequalities using the graphic organizer. The students will get together in groups and having a team discussion about differences. The students will fill out the graphic organizer by themselves and reflecting on it. The students will relate inequalities to a real life situtation. I will play a song about differences, relating differences to linear equations and inequalities.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students are to write a reflection on inequalities in their blog, while comparing differences between their blogs on linear equations. Find a link to a site demonstrating inequalities being used, while also commenting on other blogs for feedback. Students will take a quiz on labeling inequalities and the differences between them and linear equations. The quiz will have 5 questions and and be worth 3 points a piece.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
I will begin the class a few minutes after the bell. After the students get situtated, I will have a quick refresher of the material we just went over in the last lesson. I will then introduce the new material. The new material will cover inequalities. I will first play a song about differences in life to help understand that linear equations and inequalities are different. Students will understand that linear equations are different than inequalities. The students need to understand how to set up inequalities, and the key differences between a linear equation and an inequality. Along with where to use inequalities in the real world. Students will solve families of equations and inequalities. **(What, Where, Why, Hook) Tailor: Verbal, Visual, Musical, Naturalist 20 mins** After the hook, the students and I will go more in depth set ups of inequalities similar to how I went in depth with linear equations. I will create a logical sequence to labeling and identifying parts of the inequality. I will use the Venn Diagram organizer to compare and contrast inequalities with linear equations. I will have the students fill in the organizer by themselves with ideas they can think of. Then I will reconvine them and we will go over the organizer on the board. I will show the similar variables and terms. Then state the key difference between linear equations and inequalities comes to the equal sign and the graphing. The graphing will be saved for the next lesson. For the gifted students I will include some standard formula inequalities to see if they can identify the same terms as the y-intercept formula. Students will be able to visit the sites [] and [] for additional resources, and more knowledge on inequatlities. Students will know how to set up inequalities. Students will know the different symbols of inequalities, and know where the parts of an equation: y-intercept, slope; are. **(Equip, Explore) Tailor: Interpersonal, Intrapersonal, Verbal, Visual, Logical 40 mins** Students will then be asked, on a scale from one to five, on how comfortable they feel about the material. They will write their answers on a scrap piece of paper with their names, and hand it into me. I will then create groups with an even amount, while also putting very comfortable students with the not so comfortable students. I will then tell the students to collaborate with their table about the new material and if they have any questions that they still need answered. I will then assign the homework for the students to work on in class. The homework will consist of two parts: the first is from the math book, and a reasonable amount of problems for students to label the different parts; the second part is blogging. The blog can be about how easy/hard it was, questions they have, whatever the students are feeling: as long as it is school appropriate. The students will then have to comment on at least 3 other blogs on what they think about that other students response: again school appropriate. The comments have to be on a blog that does not have a comment already; however, if all the blogs are commented on, then the students will just to have to leave there 3 comments. **(Experience) Tailor: Interpersonal, Intrapersonal, Verbal, Logical 20 mins** The next day students will come in and we will address any concerning questions from the last night's homework. I will go over their blog postings and address major concerns that everyone had in common. If I believe that the review of the assign problems will not address the problem the students are having, I will set time aside to confrot this problem so the students will not fall behind. I will go over problems they had on the white board, and do a few examples I thought were tricky. Students will correct any mistakes they may have made on the homework. We will then do additional problems that focuses on the problems the students encoutered in their homework. **(Rethink, Revise, Refine, Evaluate) Tailor: Intrapersonal, Verbal, Logical 30 mins** After the homework, we will spend 15 mins going over labeling and comparing and contrasting inequalities. After the review, the last 30 mins the students will take a quiz on labeling inequalities and comparing and contrasting them to linear equations. The quiz will have 6 questions. The first 3 willl consist of labeling inequalities and the last 3 will be on compare and contrast linear equations and inequalities. **(Organize) Tailor: Intrapersonal, Interpersonal, Verbal, Visual, Logical 50 mins**

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 * Content Notes**

Venn Diagram Graphic Organizer Quiz
 * Handouts**