L1+McGinley,+Sarah

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

Teacher’s Name:** Ms. McGinley **Lesson 1:** Explain
 * Grade Level:** Nine **Topic:** Polynomials

__Objectives__
#|Students will understand that #|Algebra is made up of equations that need to be simplified. Students will know expression, equation, exponentials, solve, simplify, symbols, verbal rules, factoring, and inequalities mean. Students will be able to do demonstrate how to simplify equations.

__**Maine Learning Results Alignment**__
Maine #|Learning Results: Mathematics - D. Symbols and Expressions Grade 9 - Students understand and use polynomials and expressions with rational exponents.

Through the course of this lesson, students will be able to demonstrate how to simplify equations.
 * Rationale:**

__**Assessment**__
When students are using the RoundRobin Brainstorming activity, they will have a chance to rethink the algebraic content. This activity is used by putting students into groups. The teacher will divide the number of students in class by three, as even as possible. The students will be able to share their ideas with the rest of the group. The questions students will be asked to brainstorm about are, when is it alright to combine exponents? How should the letters and numbers be arraged in an equation? Which symbols are opposite to other symbols? How do you combine exponentials? How does FOIL help you solve equations? Students will be asked to answer all questions during share time in the group. Once all of the answers have been written then the two other members of the group copies the answers from the recorder. Students will switch members so every student has every answer to all of the questions. The students will have a chance to incorporate any vocabulary words or definitions recorded from the Idea Rake Graphic Organizer. Once everyone has shared their answers we will discuss it as a class. Both the Idea Rake Graphic Organizer and the anwers to the questions will be checked over during the class discussion. Students will be asked to make a Comic Life involving all the information gained from the previous activities. The teacher will give constructive feedback about these activities in order to complete a well made Comic Life. Once the students have produced a rough copy of their Comic Life, the teacher will conference with the student about the progress of the Comic Life. Students will be able to revise and refine the Comic Life before the teacher scores the final product using a rubric. Students will be able to rehearse the presentation before the actual presentation time. Students will have a chance to show their knowledge through the KWL before and after the lesson. Also, my checklist will be incorporated into the L part of the KWL.
 * Formative (Assessment for Learning)**

Students will be asked to produce a Comic Life that shows steps of an example and have the rest of the students do the example being shown. Students are able to use web photos, documents, as well as their own original photos in order to make the Comic Life. If web photos or documents are used, then they must be correctly cited. Once it has been completed, students will be asked to post it to the class wiki so the we can refer back to it whenever needed. This Comic Life product will be graded using a rubric.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be asked to produce a Comic Life that shows steps of an example and have the rest of the students do the example being shown. Students are able to use web photos, documents, as well as their own original photos in order to make the Comic Life. If web photos or documents are used, then they must be correctly cited. Once it has been completed, students will be asked to post it to the class wiki so the we can refer back to it whenever needed.

Music: In the video I used as a hook, it showed two students who rap about the applications of mathematics in the real world, including mathematics to run a business.

English: During the Idea Rake Graphic Organizer activity students are asked to define mathematical terms that are later used during the RoundRobin activity. Verbal Rules is one of the terms being defined and this means translating verbal phrases into Algebraic expressions or translating English into Math.

Art: For the summative assessment, I ask students to make a Comic Life product using web photos, documents, as well as their own original photos.

__Groupings__
When students are using the RoundRobin Brainstorming activity, they will have a chance to rethink the algebraic content. This activity is used by putting students into groups. The teacher will divide the number of students in class by three, as even as possible. Then students will count off by that number and if done correctly, students should end up in groups of three. Students who counted off the number one will form a group and and the same for the the rest of the numbers. One student from every group will be the recorder. The students will be able to share their ideas with the rest of the group. The questions students will be asked to brainstorm about are, when is it alright to combine exponents? How should the letters and numbers be arraged in an equation? Which symbols are opposite to other symbols? How do you combine exponentials? How does FOIL help you solve equations? Students will be asked to answer all questions during share time in the group. Once all of the answers have been written then the two other members of the group copies the answers from the recorder. Students will switch members so every student has every answer to all of the questions. The students will have a chance to incorporate any vocabulary words or definitions recorded from the [|Idea Rake Graphic Organizer]. Once everyone has shared their answers we will discuss it as a class.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will be asked to discuss the algebraic content in groups.
 * Visual:** A video will be used for my hook.
 * Musical:** There is an application of mathematics incorporated in a rap video.
 * Logical:** Students will use a KWL chart before and after the lesson to let the teacher know what students know.
 * Kinesthetic:** Students will be asked to change groups during the RoundRobin Brainstorming activity.
 * Intrapersonal:** Students will be asked to brainstorm alone first using the Idea Rake.
 * Interpersonal:** Students will be asked to brainstorm in groups after brainstorming alone using the Idea Rake.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

An absent student will be asked to contact me through e-mail: sarah.mcginley@maine.edu, on the day he/she is absent. We will later make arragements to discuss what material was covered that day. Students will need to check what the class did that day on the class wiki or he/she has the option to Skype into class the day he/she is absent. I would like the student to come see me in the morning of the following day to get any handouts that may have been circulated on the absent day. All students will have a folder placed somewhere in the back of the classroom that will hold all handouts for that day. The students also have the option to check the homework hotline through internet of by phone if he/she does not have internet. The students will need to check with his/her classmates for notes if they are not posted to the wiki.

Technology: Students will be asked to produce a Comic Life that shows steps of an example and have the rest of the students do the example being shown. Students are able to use web photos, documents, as well as their own original photos in order to make the Comic Life. If web photos or documents are used, then they must be correctly cited. Once it has been completed, students will be asked to post it to the class wiki so the we can refer back to it whenever needed.
 * Extensions**

Music: In the video I used as a hook, it showed two students who rap about the applications of mathematics in the real world, including mathematics to run a business.

English: During the Idea Rake Graphic Organizer activity students are asked to define mathematical terms that are later used during the RoundRobin activity. Verbal Rules is one of the terms being defined and this means translating verbal phrases into Algebraic expressions or translating English into Math.

Art: For the summative assessment, I ask students to make a Comic Life product using web photos, documents, as well as their own original photos.

__Materials, Resources and Technology__
Student laptops Internet Text books Teacher computer Projector screen [|KWL Chart] Check List Blank lined paper [|Idea Rake Graphic Organizer] [|RoundRobin activity] [|Comic Life Tutorials] (Video) [|List of Ways for Citing Material]
 * Materials:**

[|Video] [|Expression] [|Equation] [|Exponential] [|Solve] [|Simplify] [|Symbols] [|Verbal Rules] [|Factoring] [|Inequalities] [|KWL Chart] [|Idea Rake Graphic Organizer] [|RoundRobin activity] [|Comic Life Tutorials] [|List of Ways for Citing Material]
 * Resources:**

Laptops (Student's and Teacher's) [|Comic Life] Projector Web Links [|Video]
 * Technology:**

__Source for Lesson Plan and Research__
Video: [] Two students rap about the applications of mathematics in the real world, including mathematics to run a business. Expression: [] This site explains what an expression is, how it is used, and it's role and importance of polynomials. Equation: [] This site explains what an equation is, how it is used, and it's role and importance of polynomials. Exponential: [] This site explains what an exponential is, how it is used, and it's role and importance of polynomials. Solve: [] This site explains what it means to solve an equation and it gives some helpful strategies for the process of solving mathematical problems. Simplify: [] This site explains how to simplify equations. Symbols: [|http://searchdatacenter.techtarge][] This site shows a table chart of almost all of the mathematical symbols. Verbal Rules: [] This site explains what each mathematical operation means in words and it shows how to make a sentence out of a mathematical expresson. Factoring: [] This site explains what factoring is, how it is used, and it's role and importance of polynomials. Inequalities: [] This site explains what inequalities are, how they are used, and their role and importance of polynomials. KWL Chart: [] This site gives the PDF file for usage. Idea Rake Graphic Organizer: [] This site gives the PDF file for usage. RoundRobin Activity: [] This site shows how to use the RoundRobin Activity. Comic Life Tutorial Video: [] This site gives a video tutorial of how to use Comic Life. List of Ways for Work Cited: [|www.chabotcollege.edu/Library/onlineref/cited.html] This site shows how to cite materials used in research in great detail.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will be asked to consider the task of simplifying equations through different approaches throughout this lesson on polynomials. To address the "beach ball learner", students will be introduced to the concept of polynomials through music, brainstorming ideas, peer discussion, and lecture and group discussion. Students will be provided with lectures, notes, peer perspectives, online resources, textbook, and feedback in order to absorb all information. This lesson asks students to use new activities to process their thinking when it comes to simplifying equations. They are able to expand as little or as much knowledge on each of the equations as they feel necessary. To address the "clipboard learner", the lesson has been organized in such a fasion that every assignment given builds on the next. When students begin the lesson, they understand that they are going to be working with equations. As the lesson progresses, students will realize that simplifying equations is a step-by-step process. At the end of this lesson, the Comic Life will provide the students with a summary of what they have accomplished in the lesson. To address the "microscope learner" students will be asked to analyze definitions the beginning of the lesson. They will have to understand these concepts in order to simplify equations. Students will also have to be able to discuss their findings with their peers and absorb more information from the opinions of others. To address the "puppy" learner, students will be asked to work together in groups to answer certain questions about equations and the process of simplifying. Throughout the lesson, students are asked to "report out" their findings and share their definitions of the parts of an equations. These groups are designed to get peers to support other peers.
 * //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:** Please refer to my content notes. I used the Maine Learning results for Algebra in Mathematics that states students understand and use polynomials and expressions with rational exponents. In this lesson, students will gain knowledge of how to simplify equations. At the beginning of the lesson students are familiarizing themselves with the difinitions to algebraic vocabulary. They may not see the connection to these difinitions and simplifying equations but as the lesson continues they begin to use this knowledge in the process of simplifying equations. Once the students gain this knowledge on polynomials, they are going to apply their knowledge in making a Comic Life. This is a personal representation of their knowledge of simplifying equations. They will have to apply what they know to create this summative assessment and develop sufficient artifacts that demonstrate their knowledge on the subject matter. Students will have to use what they know in order to create artifacts that will be used later on in the unit.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale: Verbal:** Students will be asked to discuss the algebraic content in groups.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Visual:** A video will be used for my hook.
 * Musical:** There is an application of mathematics incorporated in a rap video.
 * Logical:** Students will use a KWL chart before and after the lesson to let the teacher know what students know.
 * Kinesthetic:** Students will be asked to change groups during the RoundRobin Brainstorming activity.
 * Intrapersonal:** Students will be asked to brainstorm alone first using the Idea Rake.
 * Interpersonal:** Students will be asked to brainstorm in groups after brainstorming alone using the Idea Rake.

Students are going to produce a Comic Life at the end of this lesson. The Comic Life is a Type II technology because students are given the task of creating evidence of their understandings for a variety of polynomials. Students will be asked to create meaningful artifacts that clearly demonstrate their understanding and ability to recognize the material. Students will use the Idea Rake Graphic Organizer, and the RoundRobin activity in order to create these artifacts that demonstrate their new knowledge about simplifying equations. Students will be asked to create their own examples, so the information becomes embedded in their brains and their product reflects this in a Type II way. Students will use some of their personal references to create these artifacts and use them in an electronical way that best makes sense to them. This allows students to take the information that they have learned throughout this lesson and process it in their own way and create an electronic presence that they will have to reference at later times.

Rationale: Formative (Assessment for Learning)** When students are using the RoundRobin Brainstorming activity, they will have a chance to rethink the Algebraic content. This activity is used by putting students into groups. The teacher will divide the number of students in class by three, as even as possible. Then students will count off by that number and if done correctly, students should end up in groups of three. Students who counted off the number one will form a group and and the same for the the rest of the numbers. One student from every group will be the recorder. The students will be able to share their ideas with the rest of the group. The questions students will be asked to brainstorm about are, when is it alright to combine exponents? How should the letters and numbers be arraged in an equation? Which symbols are opposite to other symbols? How do you combine exponentials? How does FOIL help you solve equations? Students will be asked to answer all questions during share time in the group. Once all of the answers have been written then the two other members of the group copies the answers from the recorder. Students will switch members so every student has every answer to all of the questions. The students will have a chance to incorporate any vocabulary words or definitions recorded from the Idea Rake Graphic Organizer. Once everyone has shared their answers we will discuss it as a class. Both the Idea Rake Graphic Organizer and the answers to the questions will be checked over during the class discussion. Students will be asked to make a Comic Life involving all the information gained from the previous activities. The teacher will give constructive feedback about these activities in order to complete a well made Comic Life. Once the students have produced a rough copy of their Comic Life, the teacher will conference with the student about the progress of the Comic Life. Students will be able to revise and refine the Comic Life before the teacher scores the final product using a rubric. Students will be able to rehearse the presentation before the actual presentation time. Students will have a chance to show their knowledge through the KWL before and after the lesson. Also, my checklist will be incorporated into the L part of the KWL.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will be asked to produce a Comic Life that shows steps of an example and have the rest of the students do the example being shown. Students are able to use web photos, documents, as well as their own original photos in order to make the Comic Life. If web photos or documents are used, then they must be correctly cited. Once it has been completed, students will be asked to post it to the class wiki so the we can refer back to it whenever needed. This Comic Life product will be graded using a rubric.
 * Summative (Assessment of Learning)**

__**Teaching and Learning Sequence**__
Lesson one's primary focus is on defining terminolgy that will be later used throughout the unit and simplifying equations. In this lesson, students will be asked to work individually and in groups, so the classroom arrangement that is best suits this lesson is the "clusters" arrangement. This arrangement is functional because students will not have to rearrange desks in order to do the RoundRobin activity and it allows them to collaborate with students several times during the duration of the lesson, which is encouraged. Students will all still be facing the front of the room, which is also an important component because they are being introduced to new ideas. On the third day students will be asked to participate in a class discussion about the material gained over the past two days. Therefore, the desks will be in the "U's" arrangement. This arrangement is functional because students will not have to rearrange desks in order to have class discussion. The agenda appears as follows:

· Students will watch the [|Video] about mathematics in the world. (5 min) · Students will have a chance to fill in their [|KWL Chart] before the rest of the lesson begins. (8 min) · Students will receive [|Idea Rake Graphic Organizer]. (2 min) · Students will fill in the Idea Rake with title and they will write in each of the words to be defined. (8 min) · Students will receive instruction on [|Expression] (5 min) · Students will receive instruction on [|Equation] (5 min) · Students will receive instruction on [|Exponential] (5 min) · Students will receive instruction on [|Solve] (5 min) · Students will receive instruction on [|Simplify] (5 min) · Students will receive instruction on [|Symbols] (5 min) · Students will receive instruction on [|Verbal Rules] (5 min) · Students will receive instruction on [|Factoring] (5 min) · Students will receive instruction on [|Inequalities] (5 min) · Students will have a chance to discuss any terms they could not find definitions for at their table. (10 min) · Students will be assigned a finish this graphic organizer for homework and add more to their definitions using the textbook. (2 min)
 * __Day 1:__**

· Students will discuss the definitions of the terms at their tables. (5 min) · Stu​dents will be handed a description of the [|RoundRobin activity] and read description to themselves. (5 min) · Students will receive instruction on how to get into their new groups. (5 min) · Students will receive instruction about the [|RoundRobin activity] and what their roles are. (5 min) · Students will receive instruction for the first question. (7 min) · Students will receive instruction for the second question. (7 min) · Students will receive instruction for the third question. (7 min) · Students will receive instruction for the forth question. (7 min) · Students will receive instruction for the fifth question. (7 min) · Students will share their answers to the questions in their groups and record all answers neccessary. (5 min) · Students will be asked to change groups to gather more information from the other tables. (18 min) · Students will be assigned to add to their answers through the use of their graphic organizer. (2 min)
 * __Day 2:__**

__**Day 3:**__ · St​udents will be asked to participate in a class discussion about the material gained over the past two days. During this time I will walk around the room and check every student's work. (30 min) · Students will complete the checklist portion of the [|KWL Chart]. (5 min) · Students will be introduced to the Comic Life project through a [|Comic Life Tutorials] in video form. (2 min) · Students will receive instruction for the Comic Life. (5 min) · Students will work on the Comic Life project and complete it for homework. (38 min)

Throughout this lesson, students will understand that Algebra is made up of equations that need to be simplified. This lesson is focused around the Maine Learning Result that **students will understand and use polynomials and expressions with rational exponents**. In this lesson particularly, students will be asked to define terms that relate to simplifying equations. They will learn in order to run a business one must use Algebraic methods. The hook that I will show is a [|video]. It shows two students who made a rap about the applications of mathematics in the real world, including mathematics to run a business.
 * Where, Why, What, Hook Tailor: Visual, Musical**

Students need to become familiar with the definitions of [|expression], [|equation], [|exponential], [|solve], [|simplify], [|symbols], [|verbal rules], [|factoring], [|inequalities]. The [|Idea Rake Graphic Organizer] will be used to map out the definitions of each term. The teacher will divide the number of students in class by three, as even as possible. Then students will count off by that number and if done correctly, students should end up in groups of three. Students who counted off the number one will form a group and and the same for the the rest of the numbers. During this activity students will be asked to visit each of the definition websites I have found for them in order to fill in their [|Idea Rake Graphic Organizer]. Students will have a chance to discuss the definitions of the terms in their table groups. Then, when students are using the [|RoundRobin activity], they will have a chance to rethink the Algebraic content by answering five questions that will later incorporate the terms. The questions students will be asked to brainstorm about are, when is it alright to combine exponents? How should the letters and numbers be arraged in an equation? Which symbols are opposite to other symbols? How do you combine exponentials? How does FOIL help you solve equations? Students will be asked to answer all questions during share time in the group. Once all of the answers have been written then the two other members of the group copies the answers from the recorder. Students will switch members so every student has every answer to all of the questions. The students will have a chance to incorporate any vocabulary words or definitions recorded from the [|Idea Rake Graphic Organizer]. Once everyone has shared their answers we will discuss it as a class. Both the [|Idea Rake Graphic Organizer] and the anwers to the questions will be checked over during the class discussion. The students will have a chance to finish the [|KWL Chart] and complete the checklist for assessment of their understanding after the class discussion.
 * Equip, Explore, Rethink, Tailors: Verbal, Logical, Kinesthetic, Intrapersonal, Interpersonal**

After the students have completed the [|Idea Rake Graphic Organizer], students will use the [|RoundRobin activity] in order to rethink the Algebraic content. This activity is used by putting students into groups. The teacher will divide the number of students in class by three, as even as possible. Then students will count off by that number and if done correctly, students should end up in groups of three. Students who counted off the number one will form a group and and the same for the the rest of the numbers. One student from every group will be the recorder. The students will be able to share their ideas with the rest of the group. The questions students will be asked to brainstorm about are, when is it alright to combine exponents? How should the letters and numbers be arraged in an equation? Which symbols are opposite to other symbols? How do you combine exponentials? How does FOIL help you solve equations? Students will be asked to answer all questions during share time in the group. Once all of the answers have been written then the two other members of the group copies the answers from the recorder. Students will switch members so every student has every answer to all of the questions. The students will have a chance to incorporate any vocabulary words or definitions recorded from the [|Idea Rake Graphic Organizer]. Once everyone has shared their answers we will discuss it as a class. Both the [|Idea Rake Graphic Organizer] and the answers to the questions will be checked over during the class discussion. Now that the students have become familiar with the definitions of [|expression], [|equation], [|exponential], [|solve], [|simplify], [|symbols], [|verbal rules], [|factoring], [|inequalities] through the use of the Idea Rake Graphic Organizer, and they have answered the five questions during the RoundRobin activity, they are ready to start working on their Comic Life Summative Assessment project. Students will be able to explain and demonstrate how to simplify equations using the Comic Life program. I will start by introducing them to the Comic Life program through the use of a video tutorial. Students will make a Comic Life and after I give feedback, they will be able to revise it. Students will refine the Comic Life before I score the final product. Students will be able to rehearse the presentation before the actual presentation time.
 * Explore, Experience, Rethink, Rehearse, Revise, Tailors: Verbal, Visual, Logical, Kinesthetic, Intrapersonal, Interpersonal**

Students will be able to self-asses their progress through a checklist of understandings as well as through the feedback that I provide in the class discussion. I will provide timely feedback through verbal comments and through addressing questions that I receive from students. When they complete the checklist and are working on their Comic Life project, I will give students an opportunity to come up and resolve any issues that arise. I will provide times where I will be available for helping students with their Comic Life and with any questions that they still do not understand through the use of my office hours. I will have students upload their Comic Life to the class wiki artifacts page so that anyone can reference it at any time. I will give them timely feedback by assessing their product with a rubric in which students will earn their points for completing the Comic Life project. Creating the Comic Life and having students upload it to the class wiki means they will be able to go back and refer to these for future assignments. The more details that the students are in their Comic Life, the more reference material they are going to have for the Performance Task. The next lesson works more with symbols, tables, graphs, and the use of the verbal rules. If students do well on the next lesson and the next project, they will be able to use this to reference for the Performance Task as well.
 * Evaluate, Tailors: Visual, Logical, Intrapersonal**

__**Content Notes**__
· [|Expression] is a mathematical term or a sum or difference of mathematical terms that may use numbers, variables, or both. · [|Equation] is a statement that two numbers or expressions are equal. Equations are useful for relating variables and numbers. Many word problems can easily be written down as equations with a little practice. Many simple rules exist for simplifying equations. · [|Exponential] indicates that a number is multiplied by itself for a given number of times. · [|Solve] means multi steps and require some type of systematic approach. · [|Simplify] means to evaluate any parentheses, exponents, multiplications, divisions, additions, and subtractions in the usual order of operations. When evaluating expressions, be careful to use the associative and distributive properties properly. Combine like terms. This means adding or subtracting variables of the same kind. Add any value to both sides of the equation. Subtract any value from both sides of the equation. This is best done by adding a negative value to each side of the equation. Multiply both sides of the equation by any number except 0. Divide both sides of the equation by any number except 0. · [|Symbols] are characters not numbers. This site shows a table of mathematical symbols. · [|Verbal Rules] means translating verbal phrases into Algebraic expressions or translating English into Math. · [|Factoring] is the reverse of multiplication. · [|Inequalities] is a value that makes the inequality true. You can solve inequalities in the same way you can solve equations.
 * __Day 1:__**

The questions to the RoundRobin activity. · Question 1: When is it alright to combine exponents? · Question 2: How should the letters and numbers be arraged in an equation? · Question 3: Which symbols are opposite to other symbols? · Question 4: How do you combine exponentials? · Question 5: How does FOIL help you solve equations?
 * __Day 2:__**

Comic Life Instructions: Students will be asked to produce a Comic Life that shows steps of an example and have the rest of the students do the example being shown. Students are able to use web photos, documents, as well as their own original photos in order to make the Comic Life. If web photos or documents are used, then they must be correctly cited. Once it has been completed, students will be asked to post it to the class wiki so the we can refer back to it whenever needed.
 * __Day 3:__**

**__Handouts__**
[|Idea Rake Graphic Organizer] [|KWL Chart] Check List [|RoundRobin activity] Questions Comic Life Rubric