L5+Kent+Benjamin

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

Teacher’s Name:** Ben Kent
 * Date of Lesson:** 5
 * Grade Level:** 9-12
 * Topic:** recognize linear equations and inequalities are a part of everyday life.

__Objectives__

 * Student will understand that** linear equations and inequalities are used in everyday life.
 * Student will know** how to identify real life scenarios and label them with either linear equations and inequalities.
 * Student will be able to** recognize linear equations and inequalities are a part of everyday life.

__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 believe that I met the Maine Learning Standard by having the students identify linear equations and inequalities in real life scenarios.
 * Maine Learning Results: Mathematics-D.Algebra
 * Rationale:**

__**Assessment**__
Students will have skills check list over the material learned, which they check off when they believe they have fully understood the material. Thus prepareing them for the final task. The list will include labeling, defining, solving, and graphing linear equations and inequalities. Blog about comfort level and questions while allowing for other students to comment.
 * Formative (Assessment for Learning)**

Students will be doing a webquest, which includes making an iMovie and an oral presentation.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: I am intergrating technology in my class by having students blog and use iMovies. Students: The students will be blogging about their comfort levels and using iMovies as another way of demonstrating their knowledge of identfying linear equations and inequalities in the real world. Other Content Areas: English-Students will be writing in their blogs. Theater-Students will be acting in their iMovie presentations.

__Groupings__
They will get into rotating pairs: the students will get into a pair and then compare with the other person, then rotate to a different person and compare again. The students will also pick their own groups for the iMovie project.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Modeling real life scenarios through discussion.
 * Visual:** Modeling real life scenarios with the video of real work place.
 * Logical:** Using the step by step process of the graphic organizer to understand relation to real world.
 * Interpersonal:** Getting into groups and discussing how the math relates to the real world.
 * Intrapersonal:** Finding real life situations for homework and coming up with reasons for how it relates.
 * Musical:** Using a musical reference in class of linear relationship.
 * Kinesthetic:** Using a Kinesthetic reference in class of a linear relationship
 * Naturalistic:** Relating the math to natural scenario in class.

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 the mathematics to make the students feel more comfortable about stating their problems. Students will also be using iMovies to demonstrate a real life scenario where linear equations and inequalities are used.
 * Extensions**

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

Geogabra []

Online Math Book [] [] [] [] [] []

** X- and Y-intercepts ** [|**http://cs.selu.edu/~rbyrd/math/intercept/**]

Paper Pencils and Pens Graphing Calculator Graphing Paper Computer or Laptop Worksheets

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

__**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 linear equations and inequalities in the real world. 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:** Empathy is the facet I choose to address in this lesson. After this lesson is complete, I am hoping that the students will be able to identify the mathematics in the real world. I want them to look at a scenario involving either linear equations or inequalities and be able to pick out what the variables, slope, intercept of the problem are. I want them to see the math at work behind the scenes.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Modeling real life scenarios through discussion. Modeling real life scenarios with the video of real work place. Using the step by step process of the graphic organizer to understand relation to real world. Getting into groups and discussing how the math relates to the real world. Finding real life situations for homework and coming up with reasons for how it relates. Using a musical reference in class of linear relationship. Using a Kinesthetic reference in class of a linear relationship Relating the math to natural scenario in class.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students will have skills check list over the material learned, which they check off when they believe they have fully understood the material. Thus prepareing them for the final task. The list will include labeling, defining, solving, and graphing linear equations and inequalities. Blog about comfort level and questions while allowing for other students to comment. Students will be doing a webquest, which includes making an iMovie and an oral presentation.
 * //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__
The class's agenda for this lesson: The class will begin few minutes after the bell. I will let the students get settled in before asking them if they have any lingering questoins. After the questions, if any, are answered I will begin the new material. I will talk about what this has all been for; why are we doing all this math. I will show examples from the first lesson through discussion and a video of real work place, and see if they can identify how linear equations and inequalities are used in each situation. I will tell them that this is what we are now focusing on, identifying real world cases of linear equations and inequalities. Students will understand that linear equations and inequalities are used in everyday life. Students will be able to solve families of equations and inequalities. **(What, Why, Where, Hook) Tailor: Verbal, Visual, Logical, Musical, Kinesthetic, Naturalistic, Interpersonal 20 mins** After the hook, I will go more in depth of the material. I will hand out the graphic organzier E-chart. Using the graphic organizer, E-chart, they will take a real life situation where linear equations and inequalities are used from the board, and explain how it is used on the three lines The students will fill in their charts by themselves, then we will reconvine as a class and go over one of the examples. If the students need a refresher, or something similar, they can access all of the previous resources, like [] and [|**http://cs.selu.edu/~rbyrd/math/intercept/**] since they will be helpful because they are all pieces of the big picture. **(Equip, Explore) Tailor: Verbal, Visual, Logical, Intrapersonal 40 mins** After they will get into pairs compare graphic organizers with the other person, then rotate to a different person and compare again. The homework will consist of two parts: identifying linear equations and inequalities in the real world; 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. There is also a project that goes with this lesson. **(Experience) Tailor: Interpersonal, Intrapersonal, Verbal, Logical 20 mins** The next day I will go over their blog postings and address major concerns that everyone had in common. If I believe that the review will not cover the problem, I will set time aside to confrot this problem so the students will not fall behind. The students will compare situations they found in their research with other students. Students will then try to figure out how linear equations and inequalities apply to the other students real life scenarios. Students will then try to find another example similar to the other student's example. I will go over problems they had on the white board We will then do additional problems that focuses on the problems the students encoutered in their homework. Students will have a skills check list over the material learned, which they check off when they believe they have fully understood the material. Thus prepareing them for the final task. The list will include labeling, defining, solving, and graphing linear equations and inequalities. Blog about comfort level and questions while allowing for other students to comment. **(Rethink, Revise, Refine, Evaluate) Tailor: Intrapersonal, Verbal, Logical 30 mins** The students will have a project with this lesson. The project is a webquest about a local country market that is looking to expand their business into fast food. The students will research and present their findings in an iMovie addressed to Bob, the owner of the store. Students will follow the steps on the webquest to complete the project. They will have 3 days to research, film, and link to the class wiki. The students will be graded using two rubrics, one for the iMovie itself, and the other for the oral presentation of the mathematics in the movie. **(Organized) Tailor: Intrapersonal, Interpersonal, Logical, Bodily, Visual, Verbal, Naturalist**
 * Answer any questions from previous material
 * introduce new material and hook
 * go further in depth of material and fill graphic organizer
 * Comfort level groups
 * Collaborate about organizers
 * Introduce project
 * create teams
 * spend time researching
 * Presentations

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

Graphic Organizer Skills Checklist
 * Handouts**