L6+Thiry,+Simone


 * **__ Teacher’s Name __**** : ** Ms. Thiry **__Lesson #:__ 6 __Facet:__** Self-Knowledge
 * __ Grade Level __**** : 9-12 ** **__Numbers of Days:__ 2**
 * __ Topic: __** Algebraic Equations


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** different methods should be used to solve quadratic equations in one variable, depending on the initial form of the equation.
 * Student will know ** the quadratic formula and multiple methods for solving quadratic equations.
 * Student will be able to do ** determine which method to use to solve a quadratic equation and solve the equation.
 * Product: ** Inspiration Outline


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

// Common Core State Standards //

// Content Area: Algebra //

// Grade Level: High School //

// Domain: Reasoning with Equations and Inequalities //

// Standards: 1. Understand solving equations as a process of reasoning and explain the reasoning. //

// 2. Solve equations and inequalities in one variable //


 * Rationale: ** This lesson addresses the CCSS for solving equations and inequalities in one variable. Students will learn how to solve quadratic equations in one variable, including using the quadratic formula (which is a subset of this standard).


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

After the introduction of the quadratic equation, groups will have a few minutes to come up with questions they have and write them on the board. Each group will then take over a question and come up with an answer. Students will share the differences in their organizers with the class, and the teacher will ask for a show of hands: how many did it this way versus that way?


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

Students will check their organizers against class-generated formulas for solving quadratics to make sure their methods are complete. Students will have an opportunity to revise their organizer after meeting with a partner. Students will self-assess their outlines with the rubric. The teacher will then score the outlines based on the rubric.

Students will create an inspiration outline that shows how they determine how to solve a quadratic equation. Outlines should include how each method works and why they chose the order and visual representation they chose. Students will be able to bring this outline to the test.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will create an Inspiration outline to show how they approach solving a quadratic equation.


 * Content Areas: **
 * English: ** Students will write justifications for why they chose to use the process they used in their outline.

Students will use the Think-Pair-Share technique to compare their process with a partners’. They will then share similarities and differences with the class. Students will create an inspiration outline of how they personally decide how to solve a quadratic equation. They will include which methods they start with, and why.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will Think-Pair-Share with their Subtraction partners, and will peer-review with their Division partners.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal: ** Students will use words to describe why they chose to organize the methods the way they did.

** Visual: ** Students will express their thought processes visually through the Inspiration software.

** Logical: ** Students will explain the logic behind why their method works for them.

** Interpersonal: ** Students will come up with questions about the material in groups, and then work in groups to help solve other peoples’ questions.

** Intrapersonal: ** Students will work individually to develop a personalized method for solving quadratics that works for them.

** Musical: ** The quadratic formula song set to music will help students remember the formula even though it is complex.


 * __ 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 email me the morning they know they will not be in school unless it is impossible for them to do so due to the nature of the absence. They will then check in with me upon their return to school for make-up assignments.


 * __ Extensions __**


 * Type II technology: ** Students will use Inspiration to make an outline that they can use on their test.


 * Gifted Students: ** Students can delve deeper into the most efficient ways to tell which method to attempt first. They will then also include that information in their Inspiration Outlines.

// List all the items you need for the lesson. // Laptops (1 per student) Whiteboard/Whiteboard markers Projector Speakers
 * __ Materials, Resources and Technology __**

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**

How to Use the Quadratic Formula: **__http://www.purplemath.com/modules/quadform.htm__**

Quadratic Formula Song: **__[]__**

Detailed Background on the Quadratic Formula: **__http://www.wolframalpha.com/input/?i=quadratic+formula&a=*C.quadratic+formula-_*MathWorld-&a=*FS-_**QuadraticEquation.x-.*QuadraticEquation.a-.*QuadraticEquation.b-.*QuadraticEquation.c--&f3=1&f=QuadraticEquation.a_1&f4=-2&f=QuadraticEquation.b_-2&f5=1&f=QuadraticEquation.c_1__**

How to use Inspiration: http://www.youtube.com/watch?v=oVHdWggJ3fE


 * __ 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) //

// Total Class Time (160 min) //. //Students will be seated in their unit table groups. Students will work in with their subtraction partners to Think-Pair-Share and will work with their Division partners to peer review.//

// Day 1: // // Quadratic Formula Song (5 min) // // Introduction to the Quadratic Formula (15 min) // // Practice Problems – in teams (20 min) // // Question Board (20 min) // // Think Pair Share/Brainstorm for Inspiration Outline (15 min) // // Homework: Write a more up to date Quadratic Formula Song (5 min) //

// Day 2: // // Work on Inspiration Outlines (20 min) // // Peer Review (10 min) // // Edit and Revise (15 min) // // Justification Statements (20 min) // // Share Quadratic Formula Homework (15 min) //

Students will understand that different methods should be used to solve quadratic equations in one variable, depending on the initial form of the equation. Formulas can be tedious, but they help us find a way out when there is no other way, like calling emergency services because you can’t find someone to take you to the emergency room. Students will be able to reflect on how they choose the best method for solving quadratics. I will play the quadratic equation song to the tune of pop goes the weasel. The homework assignment will be to write a more current version. **Where, Why, What, Hook, Tailors: Musical, Logical**

Students will know the quadratic formula and methods for solving quadratic equations. I will use the quadratic formula in the introduction, and then students will use it to solve problems in their groups. I will circulate the room as they work in teams to answer questions and correct misconceptions. After working in groups, students will write any questions they still have about solving quadratics on a question board. We will then have a discussion in which students will have the opportunity to answer their classmates’ questions. Students will use the Think-Pair-Share technique to think about their process for solving quadratic equations and compare it with their partners’. They will then share similarities and differences with the class. The homework assignment will be to create a new quadratic formula song. **Equip, Explore, Revise Tailors: Logical, Intrapersonal, Visual, Musical**

Students will create an inspiration outline of how they personally decide how to solve a quadratic equation. They will include which methods they start with, and why. Students will use their previous work to create their inspiration organizer. Students will use words to describe why they chose to organize the methods the way they did. As students work on their organizers, I will be available to answer questions and check processes. Students will check their organizers against class-generated formulas for solving quadratics to make sure their methods are complete. Students will peer-review their outlines with their division partners, and then will have time to edit and revise them. Students will be required to provide justification statements in the outline that describe why they chose the order and organization they did for their outlines. I will circulate the room during this portion to answer clarifying questions and help point students in the right direction. **Experience, Rethink, Revise, Tailors: Logical, Verbal, Interpersonal, Visual**

After the introduction of the quadratic equation, groups will have a few minutes to come up with questions they have and write them on the board. Each group will then take over a question and come up with an answer. Students will share the differences in their organizers with the class, and the teacher will ask for a show of hands: how many did it this way versus that way? **Evaluate, Tailors: Visual, Interpersonal**

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // __ Definitions: __
 * __ Content Notes __**

Quadratic Formula: The quadratic formula is a surefire way to solve any quadratic equation by using the coefficients and constants to solve for the variable. The quadratic formula is: for any quadratic equation in the form ax2 + bx + c = 0 (a, b, and c are real numbers).

__ Examples: __ Take an example from a previous class: x2 + 5x + 6 = 0 In this equation, a = 1, b = 5 and c = 6 We know we can factor this equation, but let’s try plugging it in to the quadratic formula. so we can see that either x = -2 or x = -3, which are the same answers that we would get if we factored. I will then ask students to make up coefficients for a quadratic to see if we can use the quadratic formula, and we will do that example. Students will work in teams on Practice Problems using the Quadratic Equation.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**

Rubric


 * __ 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: //** Clipboard students will be able to use the Inspiration Outlines to organize their thoughts. They will be comfortable self-assessing on the rubrics.


 * // Microscope: //** Microscope students will be able to delve deeper and explore the origins of the quadratic formula to see why it works.


 * // Puppy: //** Puppy students will be able to work with teams and partners to develop their own ideas.


 * // Beach Ball: //** Beach ball students will be able to get creative when they write their own renditions of the quadratic formula song.


 * // Rationale: This lesson plan includes components that cater to all four learning styles, which will maximize student engagement in the activities. By tailoring the lesson to several learning types, I am not only allowing students to thrive by utilizing their strengths, but also exposing them to a wide range of other areas to help them develop new ways of thinking. //**


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


 * // Content Knowledge: //** This lesson will complete the skill set for solving quadratic equations, a skill set that is explicitly stated in the CCSS.


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

// Content Area: Algebra //

// Grade Level: High School //

// Domain: Reasoning with Equations and Inequalities //

// Standards: 1. Understand solving equations as a process of reasoning and explain the reasoning. //

// 2. Solve equations and inequalities in one variable. //


 * // Facet: //** Students will create an Inspiration outline that shows their personal approach to solving quadratic equations. **Self-Knowledge.**


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

Verbal: Students will use words to describe why they chose to organize the methods the way they did.
 * // MI Strategies: //**

Visual: Students will express their thought processes visually through the Inspiration software.

Logical: Students will explain the logic behind why their method works for them.

Interpersonal: Students will come up with questions about the material in groups, and then work in groups to help solve other peoples’ questions.

Intrapersonal: Students will work individually to develop a personalized method for solving quadratics that works for them.

Musical: The quadratic formula song set to music will help students remember the formula even though it is complex.


 * // Type II Technology: //** Inspiration Outline


 * // Rationale: This lesson was planned with the goal of addressing the Common Core standard. Students demonstrated their understanding of the standard in an Inspiration outline where they showed multiple approaches to solving quadratic equations and explained when they should be used. //**


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


 * // Formative: //** After the introduction of the quadratic equation, groups will have a few minutes to come up with questions they have and write them on the board. Each group will then take over a question and come up with an answer. Students will share the differences in their organizers with the class, and the teacher will ask for a show of hands: how many did it this way versus that way? Students will check their organizers against class-generated formulas for solving quadratics to make sure their methods are complete. Students will have an opportunity to revise their organizer after meeting with a partner. Students will self-assess their outlines with the rubric. The teacher will then score the outlines based on the rubric.


 * // Summative: //** Students will create an inspiration outline that shows how they determine how to solve a quadratic equation. Outlines should include how each method works and why they chose the order and visual representation they chose. Students will be able to bring this outline to the test.

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 * // Rationale: This lesson includes a variety of formative assessments to check for understanding and address misconceptions throughout the learning process. It also includes a polished summative assessment that accurately demonstrates student knowledge that has been revised and refined through formative assessment feedback. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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