L1+Fletcher,+Caleb

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

** LESSON PLAN FORMAT **

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mr. Fletcher ** **__Lesson #:__ 1 __Facet: Application__**
 * __ Grade Level __**** : High School ** **__Numbers of Days:__ 6**
 * __ Topic:CSI AX^2 __**


 * __ PART I: __**


 * __ Objectives __**

// Student will understand that quadratics can be solved in multiple ways. //

// Student will know factoring, completing the square, quadratic formula, and roots. //

// Student will be able to solve quadratics. //

// Product: Webquest //

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

// Content Area: Algebra //

// Domain: Reasoning with Equations and Inequalities //

// Standard: Solve Equations and inequalities in one variable //

// Added with //

// Content Area: Functions //

// Domain: Interpreting Functions //

// Standard: Analyze functions using different representations //


 * // Rationale: //**// The Common Core Standars will be meet by the students learning the variety of strategies to solve a quadratic. //

During the lesson I will offer times for students to "Circle the Sage" (the sage being me) so I can answer any of their questions and they will have the opportunity to tell me what they have learned and what they still need to know. While constructing their webquests, students will have a checklist of all the material that they need to cover. From here a rubric will be passed out so the students can see what they have to add to do the best that they can, and it will give me the chance to give the students the proper feedback when I grade. Web-quest- Students will create a web-quest that will show other students how to solve quadratics through a step by step process. These web-quests will become a tool belt for the students so they can reference them when a quadratic appears. It will give the students a chance to assess the problem and go back to a guide to help them through the procedure. This web-quest will be for you, and your entire class so all of you can share you own opinions on what seems to work best.
 * __ Assessments: __** Students are going to be polled about several topics dealing with the lesson. This will show the students a representation of where they are at the end. At the same time students will be passing in homework into a portfolio in order for me to check to see how far they have come.
 * __ Pre-Assessment: __** Students will take a sample test that I have constructed pertaining to the new material at hand and then at the end of the session tehy shall receive a similar test to see how they did.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**

The Web-quest, is a type II technology, that students will be constructing in this lesson. This web-quest will be a step-by-step guide to solving quadratics. Thus, showing students how they need to put each and every step in there. These web-quests will offer a variety of strategies and ways to go about evaluating quadratics.
 * __ Integration __**
 * Technology: **


 * English: ** While constructing their web-quests, students will have to learn how to write clear and effective directions.


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

// The sequence flow chart shows students the step by step process of how to solve a quadratic. If there is a step that's frustrating they are able to circle the sage so I am able to give them a better answer in the end. //


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

// While constructing their web-quests students will be working in groups of three. One student is in charge of writing each step out, another student will be providing visual examples of each step given, and the last student will become an editor and comply the other students work together and make sure that it looks professional. //


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * // Visual //**// - Showing how to solve a quadratic by using factoring, quadratic formula, and completing the square. //


 * // Verbal //**// - Explaining each step of a how to solve a quadratic, which could be factoring, quadratic formula or completing the square . //


 * // Interpersonal //**// - Talk to each student about how they feel pertaining to the steps of solving a quadratic. //


 * // Intrapersonal //**// - Allow the students to work by themselves and to understand the importance of each step //


 * // Logical //**// - Show the logical order of steps that are needed to solve a quadratic //


 * // Kinesthetic //**// - Construct a tangible equation so students are able to use manipulative. //


 * // Musical //**// - Students can sing their own jingle to the quadratic formula, or to any of the other ways to solve a quadratic. //


 * // Naturalist //**// - Relate quadratics to nature by showing them valleys, five finger fruit, spider-webs, carved out ice bergs, and rocks in the ocean //


 * __ 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. //

Students will be working together in a group setting for their web-quests. This group of students will be a safety net for each other thus if one student is absent the others will make sure that they are caught up. Along with this if a student is in dire need of more assistance they can come see the teacher to discuss a plan that will best for them. There will be a wiki set up with all the notes that have been taken thus far, so a student will have the ability to check out what they have missed online.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: ** The Web-quest, is a type II technology, that students will be constructing in this lesson. This web-quest will be a step-by-step guide to solving quadratics. Thus, showing students how they need to put each and every step in there. These web-quests will offer a variety of strategies and ways to go about evaluating quadratics.


 * Gifted Students: ** When constructing a web-quest have them figure out how to not only upload text, and pictures but how to change their background, how to upload videos, and how to use animation. Along with this they will need to explain why there are these multiple strategies by incorporating the more in-depth features of a web-quest.

// Laptop, Charger, Handouts, Chart Paper,Rubric, Checklist, Reference Notes for each strategy Check on the internet,Pencils, LCD projector, Screen, Appropriate software, understanding of the the technology usage, blank paper, three whole punch, and binders. //
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

[] //This is the first part of a web-quest tutorial for students who are facing difficulties constructing their own.//

[] //This gives students an example of what a web-quest can look like, and various templates for it.//

[] //A guide to writing clear instructions for the templates.//

[] //If the students are having trouble figuring out factoring here are some additional strategies.//

[] //Additional strategies for completing the square.//

[] //Resources for web-quests.//

[] //Additional resources for the web-quest.//

[] //This is the graphic organizers used during the lessons//

[|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] //Example of the co-op learning//


 * __ PART II: __**

The classroom will be arranged in a perimeter fashion
 * __ 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) //

(Outline of an agenda for each day)

Day 1: Day 2: Day 3: Day 4: Day 5: Day 6:
 * Dramatization of me trying to make a PBJ sandwich whilst listening to the student's instructions (15 minutes)
 * Talk about the dramatization, and explain how it relates to quadratics (5 minutes)
 * Sample test handed out the the students (10 minutes)
 * Review the test (5 minutes)
 * Students will take notes using the graphic organizer for the strategy talked about today(Square Root Method) (25 minutes)
 * After note taking Students are going to buddy up and talk to me about what they think about the quadratics (15 minutes)
 * Repeat the information for the day (5 minutes)
 * Review the Square Root Method and the meaning behind the PBJ from last class (10 minutes)
 * Tell them that we are on stage 2 on this 5 stage program, and introduce stage 2 (5 minutes)
 * Take notes about the step by step process of factoring by using the sequence flow chart (45 minutes)
 * Open up the floor to any questions and help they might need understanding what is going on (10 minutes)
 * Pass out some practice worksheets and allow them to use the remaining time to work on them. (10 minutes)
 * Review factoring and the mysticism that it possess sometime (10 minutes)
 * Introduce the QUADRATIC FORMULA and pass out the sequence flow chart. From there take notes on the quadratic equation (40 minutes)
 * Break off into partners to see how they feel about the quadratic formula in comparison to the two other methods that have learned (10 minutes)
 * Pass out a handout that will have the students practicing the strategy (5 minutes)
 * Open up the floor to any questions or if they need any help (15 minutes)
 * A game that reviews all the information taught thus far. It will be in the style of Sorry, thus when a card is drawn you must figure out what that number is and then move that many spaces. (30 minutes)
 * Introduce completing the square to their inventory of solving quadratics. (40 minutes)
 * Students will circle around the teacher and have ask questions about the material given (10 minutes)
 * Have boards set up with various equations and ask the students to solve them in the way they best seem fit (20 minutes)
 * Introduce the web-quest project (10 minutes)
 * Give a brief tutorial on how to construct a web-quest (30 minutes)
 * Allow the students to explore, as well as break them off into groups for the project (20 minutes)
 * Review a few more steps on the web-quest (10 minutes)
 * Allow the students to use the rest of the period to work on the web-quest, and as the teacher I will walk around to check on the groups. (70 minutes)

Students are constructing a tool belt for solving quadratics. They will understand how to look at a quadratic and then pick the best tool to solve the problem.

(**Students will understand that quadratics can be solved in multiple ways**). As soon as the students walk through the door, I will be pretending to make myself a peanut butter and jelly sandwich and struggling with it. When they take their seats and start to look at what I'm doing, I'll start asking them to help me out. After a long night of grading I can't seem to remember how to make a PB&J. I'll listen to their instructions and follow each of their directions to their exact wording. After creating quite a mess, I will explain to them that we will be learning about quadratics. And from there I will tell them the possibilities of solving a quadratic is much like trying to figure out how you are going to make a PB&J. There are many ways to do it, but you'll get the same answer in the end. Thus, we start learning how to solve equations with one variable. **Where, Why, What, Hook, Tailors: Visual, Audio, Kinesthetic**

After we talk about the importance of a tool-belt we will be creating we will start to discuss each one of these tools. The first tool that we will be talking about is the square root method. Before we start introducing the subject, however, a[| graphic organizer] will be passed out that will allow students to follow each of the steps that are going to be explained. The lesson starts with the definition of a quadratic, which is an equation that has a variable that is raised to the second power (or as we normal folks like to call it "squared") From there review the importance of a step by step process of a quadratic since there are many different ways to solve them. From there I will introduce the square root method. From expressing this term I will start by showing a step by step solution on what is going on in the square root method, and have the students jot down each of these steps on their sequence charts. After a few more examples of various scenarios that the square root method can be used. I will discuss the matter of the two answers. When a number is squared it can be either positive or negative, because a negative times a negative is a positive. Thus, a quadratic has two answers. This fact is very important, and thus it will be underlined, bolded, italicized, and spoke so often that the kids will start using it as a good bye. "The quadratic has two answers" and " Two answers have a quadratic." It'll become a credo. But besides from them learning that truth, I will pass out sample problems to the pairs that will have a diverse selection of problems that pertain to the material covered a two problems that haven't been talked about to much. That is in place in order to see if they understand the flow of this first tool and if they know how to work with it. After working in pairs students are given the option of joining me for a quick review lesson about what we have covered. Hopefully this method will be considered effective. Now, as each new tool is being brought up (the order of the tools goes square root, factoring, quadratic equation, completing the square.) During the middle of introducing the material and providing the examples for the students, as well as reviewing what we've covered there will be a brief game of sorry that will catch the students up to speed before we dive into the next part of this lesson. The majority of the lessons will follow this sort of patter "Introduce" "Explain" "Tell how it works" "Show it works" and "Review". In order to avoid a repetitive math class I will introduce something off the beaten path and that would be creating a sorry game where they have to use what they've learned to move around the board. Or to make things even more interesting coming up with an equation that would generate the number they would like to get. Either way there will be a chance for students to review what has been covered before the final assessment. As the lessons progress, students will be also given a chance on the back on their sequence charts to come up with their own various ways to remember the strategies for quadratics. Sometimes this can be in the form of a jingle or in the form of dance. Anyway they can remember what they need too.
 * Equip, Explore, Rethink, Refine, Tailors: Visual, Verbal, Logical, Intrapersonal, Musical, Naturalist **

A web-quest? Did someone say web-quest? No one did? Okay, it looks like I have to talk about this then. When all the lessons have been taught, and the students are excited to use these quadratics I will introduce this grand construction of a virtual tool box that will demonstrate the step by step process of all the strategies that we used as a class. Exhilaration shall fill their souls as they listen to me as I tell them an overview mixed with a tutorial about the magical web-quest. Once the basics of the web page have been established. Students will then use their amazing sequence flow charts to help them construct these web-quests, which is all after I get the chance to break them up into groups. For the first few minutes before they dive into the program, I'll give them the chance to goof off with the software. If they find something cool, awesome, if they don't, still awesome. Students after listening to me rant and rave about web-quests will be set loose.


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

Just like every quest has objectives, this web-quest will also have them. These objectives will come in the version of a checklist however just to allow the students to figure out what they are missing and what needs to be accounted for. Along with this the students will be also graded by a rubric that I have created that covers every aspect of web-quest making and quadratics. These students are tackling the hefty block of information when they walk into the class for this first lesson. Hopefully, as the web-quest continues thew will start to bloom and grow into thinkers and mathematicians.


 * Evaluate, Tailors: Verbal, Logical as well for a possibility for everyone if the students decide to become creative souls. **


 * __ Content Notes __**

Square root method:

It’s time to get into the meat of algebra. In the world of quadratics we have a variety of tools to use to conquer them. Why so many? There are so many because we can use a multiple of properties as well as techniques to conquer even the most challenging quadratic. So let’s start with the most straight forward technique we have, which is the square root method.

Square root method:

X2=9

This is our equation. What’s the opposite of squaring a number? That’s right, taking the square root of a number. So let’s take the square root of both sides.

√(X2)=√(9)

x=±3

Why is there a ± sign in this answer? Well when we are squaring a number we are mulitpliying that number by itself. So that number could be a negative. Take a look at this as an example.

-3*-3=9

and 3*3= 9

This means that our equation has two solutions. THIS IS VITAL! Once we have learned that an equation has two answers that means that we always have to look for that second answer.

It’s a very simple way of solving for a quadratic. So let’s have another example, one that won’t give us a clear answer.

X2=63

This is a one step problem so let’s solve it by square rooting it.

√(X2)=√(63)

Thus,

X = √(63)

Which can be reduced to

X= ±3√7

And there we have it the square root method.

We know have one tool for talking quadratics under our belt so let us move on to our next one. Our next quadratic weapon of choice is factoring. Now, let’s get into some detail about this one.

First let’s talk about FOILing

Foiling is how we multiply two separate equations together. For instance (x-3)*(x+4). Now, how do we go about multiplying these two equations together? We start by multiply the outside number with the other numbers. This means we are taking that x and multiplying it through thus we will get x2+4x, after that we’ll take the 3 and multiply it throughout the problem so we get 3x +12. Once we have these terms let’s combine like terms and get a single equation at the end, which will be x2 + 7x +12.

Let’s do another example to get our minds around this concept

We have

(-2x+2) (x-9)

So take the first inside term and multiply it to the other equation we have.

-2x2+18x

Now onto our second term

2x -18

Let’s combine like terms, which means we get

-2x2+20x-18

Now that we understand what FOILing is let us talk about the second use of it. This is where we do the opposite of FOILing which is something called factoring. Now if foiling is taking numbers and adding them together, then factoring is dividing numbers and subtracting them. What does factoring look like?

*Disclaimer- This is where math gets a bit abstract. It’s a lot of guess and check work. There are always tips and tricks but those will be shown in our following lesson.

Take a look at this quadratic

X2+4x+4

The first thought that should be running through our heads is what set of bubbles is going to foil together to get us that magical quadratic. The key to this whole factoring technique is to look at the middle term or just the plain old x term. From here factor the number. If you don’t remember what factoring is, it’s looking at a number and determine it’s multiplies. Here is an example 8 has factors of 8,1,2,and 4. Why? All those factors are able to go into 8.

So let’s take that 4x and look at the coefficient (the number on the outside) and factor it. So 4’s factors are 2, 4, and 1.

Once we get these factors the next step is to determine which one of these factors are going to add up to give us the number 4. With this case we have 2 and we know that a 2 plus a 2 equals 4.

How does this relate to factoring?

Let’s set up two bubbles.

(x )(x )

Noticed how I didn’t put any signs or other numbers in. These are the things that we have to figure out.

First step is the sign. Now, this is where we are going to look at all of the terms. Since all of our terms are positive our signs are going to be +, if they were varied there might be – and a +, and if there is at least one negative sign then both of the bubbles will have a negative sign.

Like I mentioned before factoring, it’s magic.

Anyhow, back to our example. Since x2+4x+4 are all positive numbers then the signs inside the bubbles are going to be +

(x+ (x+

Awesome our first step is now done.

Please rejoice now.

Let’s move on.

Our second step now is to figure out what numbers go in there. Our first step, which has been to factor, is completed. We now know that 2 and 2 makes 4, and 2*2 equals 4 so we can pretty much say that 2 goes into the remaining spaces.

So here we go

(x+2) (x+2) or (x+2)2

What do we do from here Mr. Fletcher? Is your next question. Well, let’s set this equation equal to zero. Why? It gives us the chance to solve for x. So take each bubble and set them equal to zero thus our answer is going to be x=2. This is one of the only times where we won’t get another answer.

So let’s get try another problem.

x2+4x-21

(x_-) (x_-)
 * 1) 1. Create bubbles

Since we have one negative sign it means that there has to be a varation (x+_) (x-_)
 * 1) 2. Figure out your signs

1, 21, 7,3
 * 1) 3. Factor your third term

7-3=4
 * 1) 4. Find numbers that can add or create 4

(x+7)(x-3)
 * 1) 5. Now fill in the blanks

(x+7)(x-3)=0
 * 1) 6. Set equal to 0

Factoring! That is our next tool in our toolbelt.

What’s next? Let’s take a look at that quadratic formula.

Yes, I know that this looks rather confusing but this formula is extremely confusing. But, it’s actually simpler then it looks.

Let’s take your basic quadratic

X2+x+1

As we gander at all our quadratics we’ll notice a pattern which is

Some number times x2 some number times x and some number or as we mathematicians like to say

Ax2+bx+c

Remember this pattern for it is vital behind the quadratic formula.

You see each letter has a number associated with it, and since we now know the quadratic formula all we have to do is plug it in! Remember that we have to do the quadratic formula twice because of the ± symbol.

This goes back to the whole QUADRATICS HAVE TWO ANSWERS sort of deal. Now, let’s see how this formula works.

Say we have a quadratic- -4x2-10x+11

We know that due to the pattern we have a=-4 b=-10and c=11

One we have all of those letters figured out we can plug them in so we can get

10+√(-10)2-4(-4)(11)] __________________________  2(-4)

Simplifed it looks like this.

10+√[100+176] __________________________  -8

Now this problem is a bit complicated so I won’t go through the entire process, instead let’s take a look at a quadratic that is a little simpler.

X2+7x+12

What’s our a, b, c?

A=1 B=7 C=12

Time for the quadratic formula

-7+√[(-7)2-4(1)(12)] __________________________  2(1)

simplify

-7 +√[49-48] __________________________  2

= -7+1/2 =-3

now it is time for the next part of the equation figuring out the quadratic with a – instead of a +

-7-√[(-7)2-4(1)(12)] __________________________  2(1)

-7 -√[49-48] __________________________  2

-7-1/2= -4

So our answer is x =-3, -4

Since that is done let’s go take a look at the final way to do conquer a parabola, which is by completing the square.

For this I’ll turn to wolfram alpha and use a bit of his advice on how to do this along with a few notes.

(wolframalpha.com)

Completing the square, means you do exactly what the phrase says. First you find a number that would complete the square of that quadratic. By this I mean you want to find the number that will cause your quadratic to reduce to something like this (x+#)2

Like in the example problem above in order to make (x+2)2 happen you have to complete the square.

Completing the square, this technique should be used when we have our quadratic equal a certain number and we have trouble factoring.

// Handout, chart paper, rubric, checklist, reference notes for each strategy, //
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // 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. //**


 * //__ Learning Styles __//**


 * // Clipboard: //** In order to meet a clipboard’s expectation of the organization and carefully planning, I will be using that checklist that has been mentioned to show the specific steps that are needed. Along with that the graphic organizer, the sequence chart, students with this learning style will see the math clearly done out in a nice, neat and organized manner.


 * // Microscope: //** The analytical nature of a microscope will be addressed with the circle the sage cooperative learning plan. If they have any questions that they need to ask pertaining to how certain equations come out then while in that environment they have the freedom to ask. Along with that, the students with a microscope style of learning can construct their web-quest in this manner. They can develop how best to address their minds to make sure they understand the fullness of the terms being brought up.


 * // Puppy: //** Circle the Sage, as well as partner work will best address the puppy mentality. They will be able to work with people and address their specific needs. Throughout this lesson I will be giving the opportunity for feedback as well as the ability to talk to me one-on-one if this needed to happen.


 * // Beach Ball: //** During the web-quest, and during the lesson in general I will be providing a chance for the students to create their own unique way of memorizing. Whether it be a song, a jingle, or an analogy. Whatever choices they make will be up to them. With the web-quest they will have the option of choosing what they want it to be about and their own approach to tackle a topic.


 * // Rationale: //** The creation of a web-quest as well as well as the general ideas of the lesson will be used to generate a chance to broaden their horizons. In each activity they will find a portion of it, whether it be talking with a student or creating hand motions to help them remember. All these students will practice different intellectual abilities so they can broaden and strengthen themselves.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

Students will understand the importance of as well as how to use the square root method, factoring, the quadratic formula, and completing the square. All of these topics are going to be elaborated on during the lessons, the worksheets and especially during the constructing of the web-quest.
 * // Content Knowledge: //**

Common Core State Standards
 * // MLR or CCSS: //**

Content Area: Algebra

Domain: Reasoning with Equations and Inequalities

Standard: Solve Equations and inequalities in one variable

Added with

Content Area: Functions

Domain: Interpreting Functions

Standard: Analyze functions using different representations


 * // Facet: //**// Students will be able to solve a quadratic // . Once everything has been said and done the students will have constructed a nifty tool-belt of all the different items they need in order to solve a quadratic with little difficulty. The rest of the tips will be taught in the next lesson, but at this point in time when we are discussing the application portion of this facet we will see the students apply it to their work as well as apply this knowledge of quadratics to their web-quests to make them equally strong.


 * // Rationale: //** Even when we are starting our lesson we are talking about how we can best solve a quadratic. From start to finish every aspect of learning how to solve a quadratic will be covered. From the web-quest that we have constructed, to the development of our graphic organizer, every little aspect has gone into to show the step by step process of how to solve a quadratic.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Visual ** - Showing how to solve a quadratic by using factoring, quadratic formula, and completing the square.


 * Verbal ** - Explaining each step of a how to solve a quadratic, which could be factoring, quadratic formula or completing the square.


 * Interpersonal ** - Talk to each student about how they feel pertaining to the steps of solving a quadratic.


 * Intrapersonal ** - Allow the students to work by themselves and to understand the importance of each step


 * Logical ** - Show the logical order of steps that are needed to solve a quadratic


 * Kinesthetic ** - Construct a tangible equation so students are able to use manipulative.


 * Musical ** - Students can sing their own jingle to the quadratic formula, or to any of the other ways to solve a quadratic.


 * Naturalist ** - Relate quadratics to nature by showing them valleys, five finger fruit, spider-webs, carved out ice bergs, and rocks in the ocean

The Web-quest, is a type II technology, that students will be constructing in this lesson. This web-quest will be a step-by-step guide to solving quadratics. Thus, showing students how they need to put each and every step in there. These web-quests will offer a variety of strategies and ways to go about evaluating quadratics.
 * // Type II Technology: //**


 * // Rationale: //** In my lesson there is an opportunity to have a variety of ways to memorize the information and to also present the information they have put into their own tool-belt. This variation of methods is used to support each of the multiple intelligences. It will not be stated bluntly, or taught directly but the students with the specific intelligences will be given the chance to use what they feel is comfortable to come up with their own ideas.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

In this lesson of mine there will be a handout passed out at the end of each day. It will consist of various example problems and tips that we have covered during class. During class, the students will do a brief poll so I can generate some instantaneous feedback. Those handouts that have been discussed will go into a portfolio so I can see how their work has been thought-out and if they understand the material. During their web-quests there will also be a rubric handed out that will best help these students out. We start this whole lesson off with a pre-test that will give the students a chance to learn what this lesson is going to be about, and if they have any knowledge to quadratics before this. Also, a quick survey will be passed out during one of the classes to check out if they have any knowledge of the technology we will be used.
 * // Formative: //**

In partners, or groups of three (depends on the size of the class) the students will be constructing a web-quest for individuals struggling with quadratics. These web-quests will be given to the Quadratic Urban Inventive Enlightenment Team or as we call it Q.U.I.E.T. These web-quests will provide students around the globe, especially in the chocking cities to witness the magic of quadratics. At the final construction of these web-quests the students will send me their links and I will procedure to see if they do a fine job and make sure that each step of the quadratic is filled. || ||   || 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]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * // Summative: //**
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