L3+Bragg,+Jason

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Jason Bragg **__Lesson #:__** 3 **__Facet:__** Empathy


 * __ Grade Level __**** : ** 9 **__Numbers of Days:__** 1


 * __ Topic: __** Graphing Equations


 * __ PART I: __**


 * __ Objectives __**

Students will understand that equations can be visualized/charted.

Students will know ax+by=c, y=mx+b, the x-axis, the y-axis

Students will be able to evaluate a graph and relate it to equations.


 * Product: ** Blogs


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Common Core Standards

Content Area: Algebra

Grade Level: High School

Domain: Creating Equations

Cluster: Create equations that describe numbers or relationships

Standards:

1. Create equations and inequalities in one variable and use them to solve problems.

2. Create equations in two or more variables to represent relationships between quantities.


 * Rationale: ** This lesson meets standard 2 by visually creating equations in two or more variables to represent the relationships between quantities.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **

Students will get together in groups of four, where the students will talk about graphing equations. Each student will draw an interpretation of evaluating graphs to equations. I will collect the interpretations.


 * Section II – timely feedback for products (self, peer, teacher) **

Students will be given a rubric to follow so that they can understand what needs to be in the blogs. I will be giving feedback on the blogs about the graphs the students were given so that they have the opportunity to improve their original product.


 * __ Summative (Assessment of Learning): __**

**Blogs: 30 Points:** Students will be given a graph and will blog about the graph and its relationship to equations. Each student will be given a different graph to interpret. Students will be posting about what defines the dependent and independent variables, what the slope of their equation means, and what the intercept of their equations stands for. Students will then post comments on other student's blogs. The comments will be about what would happen to the graph if 1) the slope doubled or was split in half and 2) the intercept was +100 or -100.


 * __ Integration __**


 * Technology: ** The technology used in this lesson will be blogs. Blogs are a type II technology because they allow students to post information, while other students can leave feedback in a comment. It also allows students to share information digitally.


 * English: ** Students will be writing in proper English.


 * __ Groupings __**


 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will use the 5w's graphic organizer to explain the activity. The students will be given a number and an amount of pennies. Using the grid from the floor tiles, students will plot themselves using the number of pennies as the x-coordinate and their number as the y-coordinate.


 * Section II – Groups and Roles for Product **

Students will be given a graph to evaluate. They will then blog about their evaluation. Students will be working in pairs. Students will also be leaving comments on other student’s blogs as a source of feedback.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

**Verbal:** Students will get to present and talk about their blogs about linear relationships to the class.

**Logic:** Students will get to see the logical human graph as it forms a line based on the amount of pennies and the number that was given to each student.

**Visual:** Students will benefit from the visual human graph and be able to compare the visual graph with each student's amount of pennies and the number each students was given.

**Musical:** Students can choose to turn the blogs about linear relationships into a musical project by writing a musical piece, and then uploading it to the blog (rather than writing a blog)

**Kinesthetic:** Students will benefit from moving to create the linear human graph.

**Interpersonal:** The blogs about linear relationships will be public so that students can look at what other students had to say.


 * __ Modifications/Accommodations __**


 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **

Students should check the wiki for the notes about graphing equations. Students will also have a buddy system so that if an absent student had a question about the notes on graphing equations posted on the wiki, then the buddy would be the first place for the absent student to check. The directions for the Blogs will also be posted on the wiki, along with the rubric so that the student can check his or her progress. Should a student still have questions on graphing equations or about the Blogs, then they may email me and I will respond in a timely manner.


 * __ Extensions __**


 * Type II technology: **

The technology used in this lesson will be blogs. Blogs are a type II technology because they allow students to post information, while other students can leave feedback in a comment. It also allows students to share information digitally.


 * Gifted Students: **

If students are looking for a challenge, then they use their equation to create a real-life situation, using their equation to describe the real situation.


 * __ Materials, Resources and Technology __**

Blogger Accounts

Laptops

Pennies

5 w's graphic organizer

Floor with tiles

Tape

Note cards with numbers

Rubric

Whiteboard

Markers

Eraser


 * __ Source for Lesson Plan and Research __**

wikispaces.com - This website will be used to upload all of the class notes and materials for absent students to retrieve the work.

[] - this website will be used for students to post their blogs.

danielcraig.wikispaces.com/file/view/**Blogger**+**Tutorial**.pdf //-// This pdf is a great tutorial for using Blogger.

[] - This website will be used to create the rubric for the Blogs


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1 (80 minutes)
 * Brain Teaser Hook (5 minutes)
 * Moving desks out of the way (2 minutes)
 * Assigning pennies and Numbers (3 minutes)
 * Taping floor to create the y-axis and x-axis (1 minute)
 * Explaining the activity (4 minutes)
 * Allowing students to find their points on the graph (5 minutes)
 * Discussion on visualizing equations (10 minutes)
 * Assign equations and pairs (2 minutes)
 * Puts desks back in pair form (3 minutes)
 * Go over the blog instructions (10 minutes)
 * Time to work on blogs (35 minutes)

Homework: Comment on another student’s blog to provide feedback and to answer the following questions: what would happen to the graph if 1) the slope doubled or was split in half and 2) the intercept was +100 or -100.

The desks will be set up in pairs. After the hook, the desks will be pushed to the back of the room so that we can do the class activity.

Students will understand that equations can be visualized/charted. //Create equations in two or more variables to represent relationships between quantities.// Sometimes equations can relate to real situation such as money, and visualizing the relationship can help someone understand how the situation works. A brain teaser application problem that involves money and rates will be given to the students. The problem will be: Bob works at a car wash and makes $10 an hour. He already has $50 saved up. How many hours will Bob have to work to buy a surround sound stereo system, which costs $500? Students will work on the problem for 5 minutes, and then the solution will be presented. The solution is this: Since Bob makes $10 an hour, the amount of money he makes depends on how many hours he worked. In the end, he wants to make $500 to buy the stereo. He has $50 already. From this, we retrieve the equation 10x+50=500. After subtracting 50 from both sides, we get $450. This means that 10x = 450. X = 45. Bob will need to work 45 hours to buy his stereo.

**Where, Why, What, Hook Tailors:** Logical, Intrapersonal, Naturalist

Students will know ax+by=c, y=mx+b, the x-axis, the y-axis**.**Students will use the 5w's graphic organizer to explain the activity. The students will be given a number and an amount of pennies. Using the grid from the floor tiles, students will plot themselves using the number of pennies as the x-coordinate and their number as the y-coordinate. After the students plot themselves, we will discuss visualizing graphs and equations. We will do this by creating an equation for the line we have made on the floor. Students will then get together in groups of four, where the students will talk about graphing equations. Each student will draw an interpretation of evaluating graphs to equations. I will collect the interpretations.

**Equip, Explore, Rethink, Tailors:** Logical, Interpersonal, Kinesthetic, verbal, visual

Students will be able to evaluate a graph and relate it to equations. Students will be given a graph and will blog about the graph and its relationship to equations. Each student will be given a different graph to interpret. Students will be posting about what defines the dependent and independent variables, what the slope of their equation means, and what the intercept of their equations stands for. Students will then post comments on other student's blogs. The comments, which will be homework, will be about what would happen to the graph if 1) the slope doubled or was split in half and 2) the intercept was +100 or -100.

**Explore, Experience, Revise, Refine, Tailors**: Interpersonal, Logical, Musical

Students will be given a rubric to follow so that they can understand what needs to be in the blogs. I will be giving feedback on the blogs about the graphs the students were given so that they have the opportunity to improve their original product. Peers will also be posting comments to leave some feedback as well. Graphing equations leads into the next lesson because the next lesson will be about creating equations.

**Evaluate, Tailors:** Interpersonal, Logical


 * __ Content Notes __**

Students will know ax+by=c, y=mx+b, the x-axis, the y-axis

The x-axis is the line that is created when y=0.

The y-axis is the line that is created when x=0.

Ax+by=c is the standard form for linear equations. A linear equation contains two variables, in this case x and y. The letters a and b represent numbers in which the variables (x and y) are being multiplied by. The letter c represents a constant, or a number that when a is multiplied by x and is added to b multiplied by y, then this number is the result. An example of an equation in standard form would be 7x+3y=107. When 7 is multiplied by the variable x, added to when 3 is multiplied by the variable y, the result is 107.

y=mx+b is called slope intercept form. This form is very useful when it comes to interpreting equations. This form can be created from standard form by subtracting all x values from both sides, and dividing by the number in front of the y called the coefficient. For example, let's say we're given the equation 6x+3y=12. The first step to get this equation into slope-intercept form is by subtracting 6x from both sides. This will give us 3y=-6x+12. The next step is to divide by the number in front of the y. This will give us y=-2x+4. When an equation is in slope-intercept form, it tells us two things: the slope, and the y-intercept. The coefficient of x is called the slope. The constant that is being added to x is called the y-intercept.


 * __ Handouts __**

Rubric

5w's Graphic Organizer


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – //****// Learner Development. The teacher understands how learners grow and develop, //****// recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. //**


 * //__ Learning Styles __//**


 * // Clipboard: //**

Clipboards will be able to use the 5w's graphic organizer to organize their work.


 * // Microscope: //**

Microscopes will be able to observe the graphing process by watching the students organize themselves based on the pennies.


 * // Puppy: //**

Puppies will be able to get peer support from other students during the penny exercise.


 * // Beach Ball: //**

Beach Balls will enjoy the penny activity, as it is not a sitting at the desk activity. Rather, it gets the students moving.


 * // Rationale: //**

This lesson meets the needs of all students learning styles by allowing organization, support, and observation. This lesson also includes a variety of methods of instruction.


 * // Standard 6 - //**** //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.// **


 * // Formative: //**


 * Section I – checking for understanding during instruction **

Students will get together in groups of four, where the students will talk about graphing equations. Each student will draw an interpretation of evaluating graphs to equations. I will collect the interpretations.


 * Section II – timely feedback for products (self, peer, teacher) **

Students will be given a rubric to follow so that they can understand what needs to be in the blogs. I will be giving feedback on the blogs about the graphs the students were given so that they have the opportunity to improve their original product.


 * // Summative: //**

**Blogs: 30 Points:** Students will be given a graph and will blog about the graph and its relationship to equations. Each student will be given a different graph to interpret. Students will be posting about what defines the dependent and independent variables, what the slope of their equation means, and what the intercept of their equations stands for. Students will then post comments on other student's blogs. The comments will be about what would happen to the graph if 1) the slope doubled or was split in half and 2) the intercept was +100 or -100.


 * // Rationale: //**

This lesson uses both formative and summative assessments. I will be checking for understanding based on what the student's interpretations of graphing is, while providing timely feedback on the blogs that they will be creating.


 * // Standard 7 //**** - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.// **


 * // Content Knowledge: //** See content notes.


 * // MLR or CCSS: //**

Common Core Standards

Content Area: Algebra

Grade Level: High School

Domain: Creating Equations

Cluster: Create equations that describe numbers or relationships

Standard:

2. Create equations in two or more variables to represent relationships between quantities.


 * // Facet: //** Empathy


 * // Standard 8 - //**** //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.// **


 * // MI Strategies: //**

**Verbal:** Students will get to present and talk about their blogs about linear relationships to the class.

**Logic:** Students will get to see the logical human graph as it forms a line based on the amount of pennies and the number that was given to each student.

**Visual:** Students will benefit from the visual human graph and be able to compare the visual graph with each student's amount of pennies and the number each students was given.

**Musical:** Students can choose to turn the blogs about linear relationships into a musical project by writing a musical piece, and then uploading it to the blog (rather than writing a blog)

**Kinesthetic:** Students will benefit from moving to create the linear human graph.

**Interpersonal:** The blogs about linear relationships will be public so that students can look at what other students had to say.


 * // Type II Technology: //**

The technology used in this lesson will be blogs. Blogs are a type II technology because they allow students to post information, while other students can leave feedback in a comment. It also allows students to share information digitally.


 * // Rationale: //**

This lesson was created with the student's learning styles in mind. It gives the students who learn in a particular way the opportunity to learn.

**//__NETS STANDARDS FOR TEACHERS__//**

**1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

**//Rationale://**

This lesson allows students to comment on another students blog to state what would happen to the graph if they did certain things to the equation.

**2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

**Rationale:**

Students will be working with Blogs to discuss graphing. ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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