L5+Bragg,+Jason

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

** LESSON PLAN FORMAT **
 * __ Teacher’s Name __**** : ** Jason Bragg **__Lesson #:__** 5 **__Facet:__** Self-Knowledge

**__Grade Level__:** 9 **__Numbers of Days:__** 3

**__Topic:__** Finding Linear Relationships in the real world.

**__PART I:__**

**__Objectives__**

Students will understand that equations are used in the real world.

Students will know how to combine like-terms, how to compare linear relationships, and how to extract information from a linear application problem.

Students will be able to recognize equations in the real world.

**Product:** iMovie

**__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 allowing them to find real world linear equations.

**__Assessments__**

**__Formative (Assessment for Learning)__**

**Section I – checking for understanding during instruction**

Students will be checking in with me periodically so that I will know what types of equations they will be using in their iMovie. Checking in with me regularly will also tell me how much progress they’ve made with their movies.

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

Students will be given a rubric to make sure they have all of the components of the movie. Group members will evaluate each other to ensure that everyone does their fair share of work, and to check for errors**.** I will be evaluating all of the projects to help students improve the accuracy of their projects and provide some extra ideas. Students will also be providing peer feedback on the movies.

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

**iMovie: 30 Points:**

Students will make a movie about real world equations. This movie should incorporate at least 5 real applications of linear equations. Students will be working in small groups and will be assigned roles: the researcher, the grapher, and the scriptwriter. Students will be expected to research applications of linear equations, and include a works cited page. Students should also include an explanation for what the dependent and independent variables are for each equation. Students will also need to state the slope and y-intercept of each equation, and what the slope and y-intercept do to the meaning of the equations.

**__Integration__**

**Technology:**

The type of technology used in this lesson is iMovie. iMovie is a type II technology because students can create a multimedia project and post the project on YouTube for others to view.

**English, Multimedia:** Students will be creating a multimedia project while speaking proper English. Students will also be working with a mad lib at the beginning of class, where they will have to know the different parts of speech.

**__Groupings__**

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

Students will be using the Sandwich graphic organizer to organize their thoughts on real equations. This is because equations are like sandwiches. The independent and dependent variables create the bread, while the slope and the y-intercept create the middle. Students will then be shown a short PowerPoint that contains example problems to help students extract information from application problems. Students will be working in pairs on these application problems.

**Section II – Groups and Roles for Product**

Students will be working in pairs or in small groups on the iMovies. Pairs and teams of student will be editing other pair’s and team's iMovies.

**__Differentiated Instruction__**

**__MI Strategies__**

**Verbal:** Students will be able to stand up to orally and formally present their movie.

**Visual:** Students will create an iMovie on real life equations.

**Musical:** Students can create a music video about linear relationships.

**Kinesthetic:** Students will be able to act out linear relationships in the real world in their movie.

**Interpersonal:** Students will be able to collaborate with other students and discuss linear relationships while making the movie.

**Naturalist:** Students can choose to find linear equations that apply to nature.

**__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 application problems. Students will also have a buddy system so that if an absent student had a question about the notes on application problems, then the buddy would be the first place that the absent student would check. The directions for the iMovie and the rubric, along with the partners for each group will be available on the class wiki. Should a student have questions about application problems or about creating the iMovie, then they may email me and I shall respond ASAP.

**__Extensions__**

**Type II technology:**

The type of technology used in this lesson is iMovie. iMovie is a type II technology because students can create a multimedia project and post the project on YouTube for others to view.

**Gifted Students:** Students who are looking for a challenge will be able to compare their linear equations and graphs to other similar equations and graphs to determine "better deals."

**__Materials, Resources and Technology__**

PowerPoint

Laptops

Projector

Whiteboard

Markers

Eraser

Homework

iMovie Tutorial

Math Mad Lib

Rubric

Sandwich graphic Organizer

**__Source for Lesson Plan and Research__**

[] - This is a tutorial for iMovie.

[|eduplace.com/graphicorganizer/pdf/sandwich.pd] f - This link will bring you to the sandwich graphic organizer.

wikipaces.com - This website will be used for students to collect any missing work.

gmail.com - Students will be able to email me if they need something or have any questions.

[] - This website was used to create the rubric for the iMovie.

**__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**

Hook: 5 minutes

PowerPoint Application Problems: 15 minutes

iMovie Tutorial: 10 minutes

Brainstorm Ideas alone: 5 minutes

Brainstorm ideas in groups: 5 minutes

Start iMovies: 40 minutes

Homework: Practice Application problems

**Day 2: 80 minutes**

Go over homework: 5 minutes

PowerPoint Application Problems: 15 minutes

Continue Making Movies: 60 minutes

Finish movies: 20 minutes Watch movies: 60 minutes
 * Day 3: 80 minutes **

Seating Arrangement: The desks will be organized into small groups so that students will be ready to work on their iMovies together.

Students will understand that equations are used in the real world. //Create equations in two or more variables to represent relationships between quantities.// Recognizing and interpreting equations in the real world can help a person better understand linear relationships. A math mad lib will be used to hook the students. The information that will be derived from the mad lib will be used to create a discussion about finding the best deal. Students will be asked to try and piece the parts of the mad lib together to create equations that they will be comparing to one another.

**Where, Why, What, Hook Tailors:** Verbal

Students will know how to combine like-terms, how to compare linear relationships, and how to extract information from a linear application problem. Students will be using the Sandwich graphic organizer to organize their thoughts on real equations. This is because equations are like sandwiches. The independent and dependent variables create the bread, while the slope and the y-intercept create the middle. Students will then be shown a short PowerPoint that contains example problems to help students extract information from application problems. Students will be working along on some of the problems, but in pairs on other application problems. After the students have finished the problems pairs, we will go over the problems as a class.

**Equip, Explore, Rethink, Tailors:** Verbal, Interpersonal

Students will be able to recognize equations in the real world. Students will make a movie about real world equations. This movie should incorporate at least 5 real applications of linear equations. Students will be working in small groups and will be assigned roles: the researcher, the grapher, and the scriptwriter. Students will be expected to research applications of linear equations, and include a works cited page. Students should also include an explanation for what the dependent and independent variables are for each equation. Students will also need to state the slope and y-intercept of each equation, and what the slope and y-intercept do to the meaning of the equations. Students will be checking in with me periodically so that I will know what types of equations they will be using in their iMovie. Checking in with me regularly will also tell me how much progress they’ve made with their movies.

**Explore, Experience, Revise, Refine, Tailors:** Verbal, Interpersonal, Musical, Kinesthetic, Naturalist, Visual

Students will be given a rubric to make sure they have all of the components of the movie. Students group members will evaluate each other to ensure that everyone does their fair share of work, and to check for errors**.** I will be evaluating all of the projects to help students improve the accuracy of their projects and provide some extra ideas. Students will be given a few practice problems for homework that will allow them to test their skills at pulling information out of an application problem. This connects to my next lesson because the students will be creating real world equations during the next class.

**Evaluate, Tailors:** Verbal, Interpersonal

**__Content Notes__**

Students will know how to combine like-terms, how to compare linear relationships, and how to extract information from a linear application problem.

Students will need to know how to combine like-terms. Combining like-terms is adding or subtracting terms with variables of the same degree. For example, 6 and 15 are like terms because they both have the variable x to the zero power assigned to them. Since x to the power of zero is 1 and anything multiplied by 1 is itself, the x to the 0 is not necessary to write. With 6 and 15, we would just add to get 21. The same applies to any degree of x's, as long as you are adding or subtracting the same degree. For example, x+6x =7x. Simple add the coefficients.

Students will be following the following steps for extracting information from a linear application problem:

Step 1: Find the dependent and independent variables.

Step 2: Find the rate.

Step 3: Find the constant.

Step 4: Put the information in y=mx+b format.

Step 5: Plug N' Chug!

Here's an example problem:

You and some friends would like to go skiing. At one skiing location, there is an entrance fee of $15 per person, and the mountain charges $4 for each hour each person spends on the mountain. If you have $31, how long will you be able to ski for on this mountain?

Step 1: Find the dependent and independent variables.

In this problem, the independent variable is time, and the dependent variable is cost.

Step 2: Find the rate.

The rate is $4 per hour

Step 3: Find the constant.

The constant is $15.

Step 4: Put the information in y=mx+b format

y=4x+15

Step 5: Plug N' Chug!

31 = 4x + 15

16=4x

x=4

4 hours is the answer!

Students will need to know how to compare equations. In many situations, there are different rates. This is especially common with money. For example, one pizza place sells their cheese pizzas for $10 each and adds $1 for each topping that you would like to add. Another pizza place sells their cheese pizza for $12 each, and charges $0.75 for each topping that you would like to add. If you want four toppings, which would be the better pizza place to go to?

Well, the first pizza place can be written as y=x+10. Since we want 4 toppings, x=4. y=14

The second pizza place can be written as y=.75x +12. Since we want 4 toppings, x=4. .75x =3. 12+3 =15. y=15.

Therefore, the first Pizza place is cheaper when only 4 toppings were desired. What if 10 toppings were desired?

y=10+10=20

y=.75(10) + 12 = 7.5 +12 =19.5

In this case, the second Pizza place is the better deal.

**__Handouts__**

Rubric

Sandwich graphic organizer

Homework

**__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 sandwich graphic organizer to organize their work during the PowerPoint.

**//Microscope://** Microscopes will be able to observe the world for linear equations and relationships.

**//Puppy://** Puppies will be able to work in a group setting, where they will be supported when they need help or do not understand the material.

**//Beach Ball://** Beach Balls will be able to enjoy the mad lib that will be used at the beginning of class.

**//Rationale://**

This lesson meets the needs of all students learning styles by allowing organization, support, and observation. This lesson also includes a mad lib, which will help make learning about application problems more enjoyable!

**//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 be checking in with me periodically so that I will know what types of equations they will be using in their iMovie. Checking in with me regularly will also tell me how much progress they’ve made with their movies.

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

Students will be given a rubric to make sure they have all of the components of the movie. Students group members will evaluate each other to ensure that everyone does their fair share of work, and to check for errors**.** I will be evaluating all of the projects to help students improve the accuracy of their projects and provide some extra ideas.

**//Summative://**

**iMovie: 30 Points:**

Students will make a movie about real world equations. This movie should incorporate at least 5 real applications of linear equations. Students will be working in small groups and will be assigned roles: the researcher, the grapher, and the scriptwriter. Students will be expected to research applications of linear equations, and include a works cited page. Students should also include an explanation for what the dependent and independent variables are for each equation. Students will also need to state the slope and y-intercept of each equation, and what the slope and y-intercept do to the meaning of the equations.

**//Rationale://**

This lesson uses both summative and formative assessment. I will be checking for understanding using a human bar graph, while testing the student's knowledge by assigning an iMovie project.

**//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

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.

**//Facet://** Self-Knowledge

**//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 be able to stand up to orally and formally present their movie.

**Visual:** Students will create an iMovie on real life equations.

**Musical:** Students can create a music video about linear relationships.

**Kinesthetic:** Students will be able to act out linear relationships in the real world in their movie.

**Interpersonal:** Students will be able to collaborate with other students and discuss linear relationships while making the movie.

**Naturalist:** Students can choose to find linear equations that apply to nature.

**//Type II Technology://**

The type of technology used in this lesson is iMovie. iMovie is a type II technology because students can create a multimedia project and post the project on YouTube for others to view.

**//Rationale://**

This lesson was created with the student's learning styles in mind. It gives students who learn in a particular was 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://**

Students will be making an iMovie about equations that can be found in the real world.

**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 able to make a music video with their linear relationships instead of a movie if they'd like. This allows customized activity that addresses multiple intelligences while using a digital tool. ||  ||   || 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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