L2+Kent+Benjamin

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

Teacher’s Name:** Mr. Kent
 * Date of Lesson:** 2
 * Grade Level:** 9-12
 * Topic:** Solving Linear equations

__Objectives__

 * Student will understand that** linear equations and inequalities can be solved by interpreting their graph.
 * Student will know** how solve linear equations using the different methods, which include subsitution, elimination, and graphing.
 * Student will be able to do** solve systems of linear equations and inequalities.

__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 addressing how to solve systems of linear equations with the three different methods: substitution, elimination, and graphing.
 * Rationale:**

__**Assessment**__
Students will blog about the material stating comfort level and other questions they want to address. Then they will have to comment on 3 other blogs that do not have a comment already, until everyone has had a comment.
 * Formative (Assessment for Learning)**

Students will take a quiz covering the three methods of solving systems of linear equations. The three methods will include substitution, elimination, and graphing.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: I will be using technology in my class by having the students use the geogabra program to see another way of graphing. They will also be blogging about how they feel about the math. Students: The students will be blogging about their comfort level, and they will be using the program geogabra program to graph linear equations differently. Other Content Areas: English-students will be writing in their blog. Art-students will be drawing linear equations on graphs.

__Groupings__
Students will be placed in groups to do class work based on comfort level survey taken after introducing how to label and define linear equations. The survey will be done by writing their comfort level and name on a piece of paper. I will then sort them out, and then put them in groups with high comfort levels and low comfort levels.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** I will model graphing and solving through discussion.
 * Visual:** I will draw graphs and solve equations on the board, and on paper.
 * Logical:** Creating the logical sequence of how to input parts of order pairs to get an output.
 * Kinesthetic:** Students will act out the graph. (hook)
 * Interpersonal:** The students will get in groups to discuss how to graph.
 * Intrapersonal:** The students will have personal reflections while filling in the graph before groups.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absence Rule: Students will be able to get the lesson on the wikispace if they have to miss class.
 * Modifications/Accommodations**

I will use blogging about the lesson not only to state how they feel, but also allowing for students to comment on each other's blog: allowing for relations between students, and helpful pointers. I will also use the geogabra progam as a different way to see graphing from the technology point of view.
 * Extensions**

__**Materials, Resources and Technology**__
Activity Sheets []

Geogabra []

Online Math Book [] [] []

My Blog Account [|**http://nottherealcia.blogspot.com/**] Paper Pens and Pencils Graphing Paper Markers Textbook Graphing Calculators Computers Work Sheets

__Source for Lesson Plan and Research__
Online textbook [|www.purplemath.com]

Graphing [|www.geogabra.org/cms/]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** The different learning structures are met in this lesson plan. The beach ball style is met through the brainstorming and bouncing ideas off each other. Clipboards are met through the orgainzed structure of using the substitution and elimination methods to solve systems of linear equations, and the logical steps of inputting data into an equation for graphing. The microscope is met through allowing students to discover the answers on their own after introducing the method of solving. 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:** Apply is the facet I choose to address in this lesson. Being able to solve the linear equations is essential in the majority of life's mathematical situations; however, they all do not have to be solved the same way. Addressing the three different methods of solving systems of linear equations allows for the students to find a style that best suits them. The Maine learning result is throughly met in this lesson by solving systems of equations using the three different ways. Using the geogabra site along with [|www.purplemath.com] will give the students a resource that can be accessed at all times of the day, thus making these two sites very essentials notes in the teaching of the different methods.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** I will model graphing and solving through discussion. I will draw graphs and solve equations on the board, and on paper. Creating the logical sequence of how to input parts of order pairs to get an output. Students will act out the graph. (hook) The students will get in groups to discuss how to graph. The students will have personal reflections while filling in the graph before groups. I will be using technology in my class by having the students use the geogabra program to see another way of graphing. They will also be blogging about how they feel about the math.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students will blog about the material stating comfort level and other questions they want to address. Then they will have to comment on 3 other blogs that do not have a comment already, until everyone has had a comment. Students will take a quiz covering the three methods of solving systems of linear equations. The three methods will include substitution, elimination, and graphing.
 * //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__
Class will get started a few minutes after the bell so the students will be able to get settled in.The material will spread out over three days, with quiz on the fourth day. The first day will be on graphing linear equations. I will show a couple examples of how to graph linear equations. Next will be the graphing activity. The students will move the desks to the walls of the room, and on the ground will be a cartisean plane with numbers. I will write an equation on the board, and give the students corresponding inputs and outputs. They will then have to find there opposing put, then stand on the graph where they would be. We will do this sevral times. The second day will be on substitution. The third day will consist of the elimination method. (**What, Why, Where, Hook) Tailor: Verbal, Verbal, Logical, Kinesthetic 30 mins on the first day** After the hook, I will go into more complex examples of graphing. We will then find x and y individually. The next day I will present the substitution method with a simple example, so I can walk the students through fully. While doing the simple example, I will have handed out the step by step graphic organizer where the students will be able to write down the steps in order as I do and write them on the board. I will then have them do an example similar to what I had just walked them through. This will continue increasing the difficulty of the problem each time I do one on the board, and give them one to do. The third day will be the same set up as the substitution method only it will cover the elimination method. The students will be able to use various tools such as [] and [] to help with understanding the material from an outside source. **(Equip, Explore) Tailor: Verbal, Visual, Logical, Intrapersonal 30 mins each day** 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 each day** Each day the 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 each, days 2-4.** The 4th day after we have reviewed the homework from the night before, the students will ask any final questions they had on the lesson plan. We will spend 20 mins addressing these questions, while do additional problems similar to the quiz. The last 30 mins of the class will be devoted to the quiz. The quiz will be worth 15 pts, and have 5 questions.The first three questions will cover graphing, substitution, and elimination. The last 2 questions are free choice, so which ever method the students found the easiet they can do. **(Organize) Tailor: Intrapersonal, Interpersonal, Verbal, Visual, Logical 50 mins on the 4th day**

Online textbook [|www.purplemath.com]
 * Content Notes**

Graphing [|www.geogabra.org/cms/]

Step by Step Graphic Organizer Quiz
 * Handouts**