L1+Kent+Ben

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT** Teacher’s Name: **  Mr. Kent ** __Objectives __ ** **Student will understand that** linear equations are different than inequalities.
 * UNIVERSITY OF MAINE AT FARMINGTON
 * **
 * Date of Lesson:** 1
 * Grade Level:** 9-12
 * Topic:** Explanation of Linear Equations
 * Student will know** the two different formulas for linear equations: standard and slope intercept form. Students will know definitions: independent and dependent variables x- & y-intercepts, and slope; and terms: b is the y intercept and m is slope.
 * Student will be able to** show key differences between linear equations and inequalities.

**Maine Learning Results: Mathematics-D.Algebra 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 Alignment __ **
 * Rationale:** I believe I meet the Maine Learning Result for this section since the MLR says students will solve families of linear equations and inequalities, and because of this time devoted to learning about the set up; consequently, the students will a strong foundation to conquer the rest of the Maine Learning Result.

**Formative (Assessment for Learning)** A quick interview on they feel about the formulas, definitions, and terms; then students will blog about what they feel and allow for other students to comment to allow feedback. I will check to see if every student has left at least 3 comments on other students’ blogs.
 * __Assessment __ **

Students will take a quiz on definitions: slope, x and y-intercepts, dependent and independent variables; and terminology: label the parts of the y-intercept formula m as slope and b as y-intercept, the next day after the assigned homework is rethought, revised, and refined.
 * Summative (Assessment of Learning)**

Technology: I will be using technology in my class by showing the students examples of real life scenarios on the web, and blogging about their feelings on the mathematics. Students: The students will be using blogs on how they feel about the mathematics. Other Content Area: English-Students will be writing in their blogs.
 * __Integration __ **

** __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 linear equations to the students through addressing the class.
 * Logic:** I will create a logical sequence to understanding Linear Equations using the flow chart.
 * Visual:** Having the students write the formulas with labels and definitions on the board and the graphic organizer for a visual presence.
 * Interpersonal:** Students will work in groups to discuss the setup of linear equations.
 * Intrapersonal:** Students will fill in the graphic organizer by themselves for a couple of minutes.
 * Naturalist:** Students will relate the linear equations and the components to a real life situation.

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 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.
 * Extensions**

 Activity Sheet for Math classes [|**http://edu221spring09.wikispaces.com/file/view/MathLearningATsDec2008.pdf**] ** Online math book ** [] ** __My Blog account__ ** [|**http://nottherealcia.blogspot.com/**]
 * __Materials, Resources and Technology __<span style="font-size: 18pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> **

[|**https://www.blogger.com/start**]
 * __Setting up a blog__**

Paper Pens Computers (desktop or laptop) Math book Worksheet for labeling

<span style="font-size: 18pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">** Source for Lesson Plan and Research ** [|**http://www.purplemath.com**] ** X- and Y-intercepts ** [|**http://cs.selu.edu/~rbyrd/math/intercept/**]
 * Online math book **

<span style="font-size: 18pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">** Maine Standards for Initial Teacher Certification and Rationale ** <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> //** Standard 3 - Demonstrates 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: **__ Meeting the need of the different learning structures: known as the Beach Ball, Clipboard, Puppy, and Microscope; are address in many different ways. For the beach ball, the class will have time to think about labeling, brainstorm ideas while not being constricted to a logical mindset the whole class. As for the clipboard, the somewhat opposite of the beach ball, the process of labeling the equations will also be instructed in a logical order. As for the puppy, the students will have the knowledge I am available for any extra help since my door will be open, also I will be available by email; with replies as soon as possible, since I will check every 30 minutes. Finally the microscope will be addressed by allowing for students who want, try and label the parts on their own, figuring out what the slope, y-intercept, etc. are after being given the definition.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// __** Rationale: **__ Explain is the facet I choose to address in this lesson. I believe explaining on how to set up a linear equation is worth a whole class period since the students should not be trying to solve a problem they cannot even label the parts. That scenario just creates chaos for the student, and no actual learning takes place. I believe I meet the Maine Learning Result for this section since the MLR says students will solve families of linear equations and inequalities, and because of this time devoted to learning about the set up; consequently, the students will a strong foundation to conquer the rest of the Maine Learning Result. Also with such notes as

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// __** Rationale: **__ Modeling linear equations to the students through addressing the class. Create a logical sequence to understanding Linear Equations using the flow chart. Writing the formulas with labels and definitions on the board and the graphic organizer for a visual presence. Students will work in groups to discuss the setup of linear equations. Students will fill in the graphic organizer by themselves for a couple of minutes. Students will relate the linear equations and the components to a real life situation. I will be using technology in my class by showing the students examples of real life scenarios on the web, and blogging about their feelings on the mathematics.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// __** Rationale: **__ A quick interview on they feel about the formulas, definitions, and terms; then students will blog about what they feel and allow for other students to comment allowing feedback. Students will take a quiz on definitions: slope, x and y-intercepts, dependent and independent variables; and terminology: label the parts of the y-intercept formula m as slope and b as y-intercept.

<span style="font-size: 18pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">** Teaching and Learning Sequence ** <span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> The class will begin three minutes after the bell. This allows time for the students to get settled, and prepared to learn. After I will start by introducing the class's layout for the day. There will be no homework to collect, since this is the first lesson of the unit. After, I will show them examples of linear equations in the real world; however, I will not tell them that linear equations are what connects the different examples. I will then ask them what they think connects these different aspects of life together. I will wait a few minutes, while taking responses on what the students think the answer is. I will then tell them that is if no one has figured it out yet, that the answer is linear equations. I will then explain what linear equations are, but not how they work in the examples I have shown them. **(Why, What, Where, Hook) Tailor: Verbal, Visual, Naturalist. (20 minutes)** After that I will go into depth of the components of linear equations. I will break it down into the different parts, and give each one a definition. Students will be using the flow chart graphic organizers to follow along starting with the broken down parts, and using the flow chart to assemble the equation into the final product. I would start with the definitions of slope and y-intercept and writing them out on the board for a visual presence. Followed by independent and dependent variables, with a definition, and relate them to x and y showing which was which. After which I go into the labeling, associating labels with letters. Then I would finally put the equation together into the slope-intercept formula. For my gifted students I will then show them the set up for the standard formula, and see if they can find the parts of an equation within the standard formula. If students need another reference they can go to [] for an additional explanation. **(Equip, Explore) Tailor: Verbal, Visual, Logical, Intrapersonal (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. After I will assign the homework for the next class, and allow the students to work on the homework 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 students will create a blog the first day of the class in which throughout the year the students will go on and blog on how they feel about the math. 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. **(20 mins)** The next day when students come into class, I will let them get ready again and tell them to get out their homework. We will go over the homework, students will fix any mistakes they had, and we will do additional problems. Then we will go over the blogs which I will address in class, and leave comments while the students work on more problems refining their skills. Then when I am done commenting, the students will get to ready the comments I have left them. Then we will have another Q&A session. I will then handout the quiz for the students to take. **(80 mins)** **(Experience, Rethink, Revise, Refine, Evaluate) Tailor: Verbal, Interpersonal, Intrapersonal, Logical, Visual 2 Whole Class Periods total**

Content Notes References []

Handouts** A worksheet on labeling linear equations. || <span style="font-size: 10pt; line-height: 150%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Contributions to http://edu221spring09class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2009 Tangient LLC.