L4+Bragg,+Jason

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

** LESSON PLAN FORMAT **


 * Teacher’s Name: ** Jason Bragg **Lesson #:** **4** **__Facet:__** Explanation

**__Grade Level__:** 9 **__Numbers of Days:__** 2

**__Topic:__** Creating Equations

**__PART I:__**

**__Objectives__**

Students will understand that equations can create a relationship between two or more subjects.

Students will know coefficient, slope, x-intercept, y-intercept.

Students will be able to design a relation between subjects.

**Product:** Glogster

**__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 getting the students to create and graph and equation in two or more variables to represent relationships between quantities.

**__Assessments__**

**__Formative (Assessment for Learning)__**

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

Students will be asked to show their thumbs based on their understanding. Thumbs up for, "I got it." Thumbs down for, "I don't understand." Thumbs sideways for "I partially get it."

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

Students will be given a rubric so that they know what needs to be in their Glogster posters**.** I will be giving feedback on the Glogster posters so that I may provide suggestions to the students that will help them improve their products.

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

**Glogster: 30 Points**

Students will create an online poster to design relationships. This poster must contain at least 2 different linear relationships created by the students. Students will also have to interpret the relationships on the poster by defining their independent and dependent variables. Students will also need to state the slope and intercepts, and determine the meaning of each.

**__Integration__**

**Technology:** The technology that I will be using in this lesson is Glogster. Glogster is a type II technology because it allows users to create online posters, and share them digitally.

**Art, English:** Students will be making a visually appealing poster that will use proper English.

**__Groupings__**

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

Students will use a Step-By-Step graphic organizer to plot out the steps to design a relationship. I will give a demonstration using Microsoft Excel or Numbers on how equations can be used to balance a checkbook. Students will then be given a budget that needs balancing, and will work in groups to balance it using Excel or Numbers. Students will then report their budgets.

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

Students will be working in pairs to create the glogster. Students will also evaluate other student's glogsters.

**__Differentiated Instruction__**

**__MI Strategies__**

**Verbal:** Students will be given the opportunity to orally talk about their Glogsters.

**Logical:** Students will be shown logically how to manage a budget using a spreadsheet program and linear equations.

**Visual:** Students will be able to visually organize their Glogster to understand linear relationships.

**Kinesthetic:** Students will be able to use their thumbs to represent whether they understood the material or not.

**Interpersonal:** Students will be able to work in groups to balance their budget with linear equations.

**Intrapersonal:** Students will be given the option to work alone to balance their budgets using linear equations.

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

**__Extensions__**

**Type II technology:**

The technology that I will be using in this lesson is Glogster. Glogster is a type II technology because it allows users to create online posters, and share them digitally.

**Gifted Students:**

If students are looking for a challenge, then they will be given a more challenging equation to analyze.

**__Materials, Resources and Technology__**

Microsoft Excel

Laptops

Glogster Accounts

Glogster instructions

White board

Projector

Markers

Budgets

**__Source for Lesson Plan and Research__**

wikispaces.com - This website will be used for students to retrieve the class notes if they were absent.

Glogster.com - This website will be used for students to create their online posters

[] - This video is a good tutorial that quickly covers the basics for creating a Glogster

edu.**glogster**.com/download/**glogster**-edu-users-guide.pdf - This pdf is also a good resource for creating Glogsters.

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

**__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) Homework: Discuss your equations with your partner. Exchange phone numbers, etc... for communication.
 * Balancing Checkbook example (10 minutes)
 * Balancing checkbook class activity (20 minutes)
 * Present Budgets (10 minutes)
 * Glogster Instructions (5 minutes)
 * Create Accounts (5 minutes)
 * Play with Glogster (15 minutes)
 * Share what was learned (5 minutes)
 * Creating equations (10 minutes)

Day 2 (80 minutes)
 * Create Glogsters (40 minutes)
 * Share Glogsters (40 mintutes)

The desks will be arranged in groups so that the students can work on the budgets as groups.

Students will understand that equations can create a relationship between two or more subjects.//Create equations in two or more variables to represent relationships between quantities.// Being able to design relationships can help a person with programs such as Microsoft Excel, which can be used to balance checkbooks. A balancing the checkbook demonstration that shows the difference between doing it by hand and by designing relationships will be shown to the class. Let's say that I make $15 and hour. I want to know how many hours I will have to work to make $100. I could find multiples of 15 until I reach one that is $100 or over, and then add all of the 15's up. Or I could create an equation to make life easier. This one would be set up like 15x=100. x=20/3.

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

Students will know coefficient, slope, x-intercept, y-intercept. Students will use a Step-By-Step graphic organizer to plot out the steps to design a relationship. I will give a demonstration using Microsoft Excel or Numbers on how to equations can be used to balance a checkbook. Students will then be given a budget that needs balancing, and will work in groups to balance it using Excel or Numbers. Students will then report their budgets. Students will be asked to show their thumbs based on their understanding. Thumbs up for, "I got it." Thumbs down for, "I don't understand." Thumbs sideways for "I partially get it."

**Equip, Explore, Rethink, Tailors:** Kinesthetic, Logical, Interpersonal, Intrapersonal

Students will be able to design a relations between subjects. A tutorial for glogster will be shown to the class. Students will have some play-time with Glogster. Students will then create an online poster to design relationships. This poster must contain at least 2 different linear relationships created by the students. Students will also have to interpret the relationships on the poster by defining their independent and dependent variables. Students will also need to state the slope and intercepts, and determine the meaning of each. The poster will be shared with the class.

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

Students will be given a rubric so that they know what needs to be in their Glogster posters**.** I will be giving feedback on the Glogster posters so that I may provide suggestions to the students that will help them improve their products. Creating equations ties in with the next lesson because the next lesson will be about equations in the real world.

**Evaluate, Tailors:** Intrapersonal, Logical

**__Content Notes__**

Students will know coefficient, slope, x-intercept, y-intercept.

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.

Any number that is multiplying a variable is called a coefficient. In the example 8y, the 8 is the coefficient. In the example 2x, the 2 is the coefficient. The coefficient is useful for predicting the slope of a graph.

Another word for slope is steepness. The slop represents the steepness of a graph. There are a couple of ways to calculate slope. The first way is to look at a graph in slope-intercept form. The coefficient of x is the the slope of that equation. Another way to calculate slope is to look more carefully at the definition. Slope is considered as the change of y over the change of x. This means, given two points in the Cartesian Coordinate System, (x sub 1, y sub 1) and (x sub 2, y sub 2), the difference in their y-values divided by the difference in the x-values will give you the slope.

For example, we're given the points (6,8) and (5,1). To calculate the slope, we first subtract our y-values. 6-5 =1. This is our change in y. Second, we subtract our x values. 8-1=-7. This is our change in x. The change in y over the change in x is 1/-7. This means that the slope between these two points is -1/7.

The y-intercept is the point where the equation crosses the line x=0 (or the y-axis). When an equation is in slope-intercept form, it is the constant that is being added (or subtracted) from x.

The y-intercept is the point where the equation crosses the line y=0 (or the x-axis). It can be calculated by setting y=0, and solving for x. For example, in the equation y=6x+1, if we set y =0, then we have 0 =6x+1. To solve for x, we can subtract 1 from both sides to give us 6x=-1. From here, we can divide by the coefficient of x, or 6. This give us -1/6. This means that the x-intercept of this equation is -1/6.

**__Handouts__**

Budgets

Rubrics

Step-by-Step 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 Step-By-Step graphic organizer to organize their thoughts

//**Microscope:**//

Microscopes will be able to observe how a budget can be graphed.

//**Puppy:**//

Puppies will be able to work with their peers for support during the budget portion of the lesson.

//**Beach Ball:**//

Beach Balls will enjoy the variety of activities that are incorporated in this lesson.

//**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 be asked to show their thumbs based on their understanding. Thumbs up for, "I got it." Thumbs down for, "I don't understand." Thumbs sideways for "I partially get it."

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

Students will be given a rubric so that they know what needs to be in their Glogster posters**.** I will be giving feedback on the Glogster posters so that I may provide suggestions to the students that will help them improve their products.

//**Summative:**//

**Glogster: 30 Points**

Students will create an online poster to design relationships. This poster must contain at least 2 different linear relationships created by the students. Students will also have to interpret the relationships on the poster by defining their independent and dependent variables. Students will also need to state the slope and intercepts, and determine the meaning of each.

//**Rationale:**//

This lesson uses both formative and summative assessments. I will be checking for understanding using the thumbs technique, while providing timely feedback on the glogsters 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://** Explanation

//**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 given the opportunity to orally talk about their Glogsters.

**Logical:** Students will be shown logically how to manage a budget using a spreadsheet program and linear equations.

**Visual:** Students will be able to visually organize their Glogster to understand linear relationships.

**Kinesthetic:** Students will be able to use their thumbs to represent whether they understood the material or not.

**Interpersonal:** Students will be able to work in groups to balance their budget with linear equations.

**Intrapersonal:** Students will be given the option to work alone to balance their budgets using linear equations.

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

The technology that I will be using in this lesson is Glogster. Glogster is a type II technology because it allows users to create online posters, and share them 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://**

Students will be working with Glogster to create, post, and interpret graphs.

**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 creating their own equations while using Glogster to discuss their equations. ||  ||   || 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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