L4+Kent+Benjamin

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

Teacher’s Name:** Mr. Kent
 * Date of Lesson:** 4
 * Grade Level:** 9-12
 * Topic:** Solving systems of Inequalities

__Objectives__

 * Student will understand that** linear equations and inequalities can be solved by interpreting their graph.
 * Student will know** how solve inequalities 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. I met the Maine Learning Result standard by addressing and teaching on how to solve inequalities using graphing.
 * Maine Learning Results: Mathematics-D.Algebra
 * Rationale:**

__**Assessment**__
Students will take a short survey addressing the material learned so far addressing comfortablity and mastery. 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)**

Quiz on solving inequalities and graphing of them. The students will create a Comiclife advertisement about a new linear equations and inequalities textbook dealing with solving linear equations and inequalities while using their graphs.
 * 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 inequalities differently. Other Content Areas: English-students will be writing in their blog. Art-students will be drawing inequalities 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**__
Verbal:** Model solving inequalities with graph through addressing the class
 * Strategies**
 * MI's
 * Visual:** Model solving inequalities with graph by drawing on board and graph acting
 * Kinesthetic:** Solving inequalities by acting out the graphing process
 * Logical:** Going through the process of solving inequalities using the graphic organizer
 * Interpersonal:** Getting into groups to discuss solving and graphing inequalities
 * Intrapersonal:** Reflecting on solving and graphing by themselves before group discussion.

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 [] Online Textbook [] []

Geogabra []

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 [] []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** I met the different learning styles in this lesson plan. I met the beach ball learners by allowing time for them to bounce ideas off each other, and making this part structure free. I met the puppy learners by trying to create a stress free atmosphere where the students can come to me, or even each other, to answer questions. The clipboards are met through the creation of a step process to solve and graph inequalities. Allowing the students to discover the answers on their own, without a lot or any help from me, addresses the microscope learner.
 * //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:** Perspective is the facet I choose to address in this lesson. When addressing problems with inequalities perspective is key. A student needs to be able to identify which method will work better for them to get the correct answer. One's perspective is key, because a strong graphing student will not take the point of view of another student and try the algebrica way. The students being able to pick out their best style of solving the problems gives them perspective of the problem.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** I will model solving inequalities with graph through addressing the class I will model solving inequalities with graph by drawing on board and graph acting The students will solve inequalities by acting out the graphing process The students will go through the process of solving inequalities using the graphic organizer The students will get into groups to discuss solving and graphing inequalities The students will reflecting on solving and graphing by themselves before group discussion.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students will take a short survey addressing the material learned so far addressing comfortablity and mastery. 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. A Quiz on solving inequalities and graphing of them will be given to the students. The students will create a Comiclife advertisement about a new linear equations and inequalities textbook dealing with solving linear equations and inequalities while using their graphs.
 * //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 class a few minutes after the bell. The class's agenda is: I will then go over previous material if needed. If the students are all set, I will go on and present the new topic. I will first go over solving inequalities. I will give them a few problems on the board that we will I go over, while taking questions. Then I will show them how to graph inequalities. Then the students will act out the graph. Students will be given inputs or outputs and need to find there corresponding value. After which the students will have to find their point on the graph drawn on the floor, while pointing to which way the graph says, greater than or less than. The students will understand that linear equations and inequalities can be solved by interpreting their graph. The students will be able to understanding how to solve inequalities, while being able to use the graphs of the inequalities as a tool. The students will be able to solve families of equations and inequalities. **(What, Why, Where, Hook) Tailor: Verbal, Visual, Kinesthetic** After the hook, I will go into more depth of solving inequalities. I will give the students the Step by Step graphic organizer to create a logical list of steps to solve and graph inequalities. I will then show them the different graphs of inequalities when dealing with one and two variables. i will also use the geogbra progam again to show a different way of using technology to graph mathematical equations besides the calculator. The students will fill the graphic organizers at their desks, while I address the class in the front. I will walk around to check to see if the students have the graphic organizer if filled in. It does not have to be fully filled in since we are going to go over the organizer together as seperate groups and one giant group later. If the students need another reference they can visit [] and []. **(Explore, Equip) Tailor: Verbal, Visual, Logical, Intrapersonal** 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. This lesson I will also assign a Comiclife project due the next day as well as the homework. The students will create a Comiclife advertisement about a new linear equations and inequalities textbook dealing with solving linear equations and inequalities while using their graphs. **(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. The students will then turn in their Comiclife ad to me and I will go over them at my desk. **(Rethink, Revise, Refine, Evaluate) Tailor: Intrapersonal, Verbal, Logical 30 mins** After the homework, we will spend 15 mins going over solving and graphing inequalities. After the review, the last 30 mins the students will take a quiz on the material. The quiz will have 8 questions. The first 4 willl consist of just solving the inequalities, while the last 4 focus on graphing as a solution method. **(Organize) Tailor: Intrapersonal, Interpersonal, Verbal, Visual, Logical 50 mins** 2 whole class periods []
 * Take any quick questions about previous material
 * quick refresher if needed
 * introduce solving inequalities and hook
 * Go deeper into the material
 * Present Graphic Organizer
 * Fill in Organizer
 * Understanding Groups
 * Collaborate about Organizers
 * Assign Homework
 * Go over homework
 * Review
 * Quiz
 * Content Notes**

Graphic Organizer Quiz
 * Handouts**