L2+Bates,+Tristan

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10 Topic: Graphs and Equations**

 * =**Objectives**:= ||
 * Student will understand that functions and graphs are related. ||
 * Student will know terminology- domain, range, intercept, xy-axis, zeros, maximum, minimum, slope ||
 * Student will be able to interpret the characteristics of functions using graphs, tables, and algebraic techniques. ||

Functions and Relations Grade 9-Diploma 4. **Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.** c. Use concepts such as domain, range, zeros, intercepts, and maximum and minimum values.
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Results//: Mathematics- D. Algebra


 * Rational:** During this class we will go over vocabulary and introduce terminology. ||

The students will use T-charts to help organize their thoughts and keep the terminology clear. The T-chart will not be formally graded but they will be checked off as being done. At the beginning of class the students are expected to have at least 3 stocks and their quotes for two weeks. With this data they are to choose 2 or 3 stocks to invest in and how much they will invest. This will be written on a piece of paper and passed in when the class moves on to the next activity. The students will also work on a worksheet that covers the topics discussed in class. This worksheet will be due at the end of class. || The students are to create the graphs and data tables on the stocks chosen by their groups. The spreadsheet document is to be posted to the class wiki before midnight. Each student is to go to the other groups' wiki page and make comments and ask questions of their project. An assignment will be given at the end of the class that will cover the information gone over during class. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Vocabulary- The students are going to work on defining mathematical terms. ||
 * =**Integration**= ||
 * Technology- The students will use spreadsheet to make/change graphs while dealing with concepts of domain, range, zeros, intercepts, slope, and maximum and minimum values. Students will also post on the class wiki the research that they were asked to have done for class. They will meet in their groups and spend some time discussing which stocks to choose and how much to invest in each one.

The students will begin class in groups so that they can work on their stock market project. During this time they should just decide which stocks to invest in and how much to invest. They should copy and paste everyone in the group's data into one spreadsheet and make a graph. Then they will make the decision on which stock to invest in. One member will be in charge of entering all the data and making the graph. Another member will be in charge of time keeping and making sure that they get everything done. The third member is to help lead the discussion on which stocks they should invest in and how much they should invest. The last member is to be responsible for making sure that the spreadsheet document is posted to the wiki under the right group. Also the students will work on the worksheets in groups. The groups will be chosen by counting off by 5’s with all the same numbers in the same group and each student will receive a worksheet that explores the terminology in greater depth. Each group will have three members with different roles. The first member will keep track of time and make sure that they are getting the work done in a timely manner. The second member is in charge of running the computer and dealing with the spreadsheet. They will have to open up the document and they will be the one to make any changes to the formula or graphs in the document. The last member is the "think tank." It is their job to explain each answer to the rest of the group. These roles will change every 10 minutes to make sure everyone has a chance to explain a problem to the group and get some time working with the spreadsheet. ||
 * =**Groupings**= ||

I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. If you miss a class then you are to check the class folder located next to my desk for papers that you may have missed. You can talk to me, or your fellow peers, to get the assignments and I would be more than glad to share with you any notes for the class missed. Any assignment given on a day you are absent will have the due date pushed back for you and the amount of time you will be given will depend on the assignment. || Students are going to post documents to the class wiki that will be discussed by everyone in the class as homework. We will also use a spreadsheet program to graphs and to analyze graphs when certain parameters are changed. I am going to use some humor at the beginning of the class by showing a graph and how it is described by someone without using the correct terminology. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal:** We will be discussing the terminology used with graphs. The concepts that will be defined are slope, intercept, domain, range, zeros, and maximum and minimum.
 * Logical:** We will be using the terminology that we go over to create graphs from equations. We will also look at graphs and equations and describe them using the terms learned in class.
 * Visual:** Making the graphs will help the visual learners.
 * Intrapersonal:** The students will work alone for a while on the terminology before working in groups.
 * Interpersonal:** The sage activity will allow students to talk among themselves about how to make certain functions and how to describe them using the correct terminology. Students will also work on their webquests at the beginning of class.
 * Physical:** By using the sage activity the students will get up and move. ||
 * **Modifications/Accommodations**
 * **Extensions**

Laptops with excel and WPtools T-Charts with each term and what changing them does to the graph. Worksheet on terminology Saved spreadsheet document Pencils Projector ||
 * =Materials, Resources and Technology= ||


 * =Source for Lesson Plan and Research= ||
 * T-Chart

|| http://www.tanyakhovanova.com/Jokes/pictures.html#howitworks Wikispace: batesmath.wikispaces.com Worksheet: Tristan Bates Content Notes http://www.mathwords.com/


 * =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.
 * Rationale:** This lesson will demonstrate 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. It will do this by using the theory of multiple intelligences. The students will be allowed to work on an assignment that will help them analyze graphs and it will be mostly directed by the students. There will be a lot of chances for the students to discuss and refine their own ideas about the terminology at the beginning of class and the classroom will be set up in a way that is inviting. A variety of material will be used and when the students are doing the circle the sage activity they will have a chance to move around to discuss ideas. Finally what is expected of the students in terms of what needs to be done during class and where they should be in the webquest will be outlined on the board and made clear. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson shows a planned instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Students will get a chance to work together on a project involving the stock market and projecting data. After that they will work on defining some mathematical terms such as slope, minimum and maximum, intercepts, range, and domain. They will use a T-chart to describe how changing one of them will change a graph. The teacher will provide some examples and definitions while the students are filling out their T-charts. This lesson involves using several of the MI's and students' IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson shows an understanding and it uses a variety of instructional strategies and appropriate technology to meet students’ needs. At the beginning and later in the class the students will get a chance to work in groups using a spreadsheet document. The class wiki will also be used and students will be refreshed on how to post documents and leave comments on it. This lesson uses the theory of MI to teach it. Students are going to work alone for the beginning and later in the class. The first time they will work on their group projects and then later they will work at stations that will be made to help teach about the concepts discussed in class. They will also get a chance to work alone and expand their own understanding of the topic before working together at the stations. The students will get a chance to get up and move around as well as look at and manipulate graphs. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson shows an understanding and it uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. At the beginning of class the students are going to have to had looked up past data on stocks and enter the information into a spreadsheet with their group. This information is going to have to be analyzed and the students will have to choose a couple of stocks to invest in and how much they are going to invest. Later in class the students are going to fill out a T-chart that they will use as a reference. The T-chart will list the terminology that will be covered and the students will put down the meaning of the word, how it changes a graph, and how to solve for it with an equation or a graph. The students will also be given a couple of example problems to work through during the class group activity. At the end of class the students will be assigned homework that also connects to the lesson. ||

When the students come into the room it will be set up with groups of four. The students are to sit in their webquest groups and they will work on their project for a while. Also set up around the room will be six computers that the students will have a chance to work on later in class when they are doing the group work on the terminology.
 * =Teaching and Learning Sequence:= ||

Webquest [|Show Picture] http://www.tanyakhovanova.com/Jokes/pictures.html#howitworks Discuss Terminology T-Charts Worksheet dealing with terms Assign Homework

When the explanation is being given on why the graph shown during the hook the students will be given T-Charts. On the T-chart will be the terminology that will be covered in the class (see attached Definitions Page). This discussion about the new definitions will be done as a whole class and will take 15 minutes (see content notes). At the end of this time the students will get in groups to explore the topics in greater depth. Students will learn that to find zeros or intercepts you must set either the x value or the y value to zero and solve the equation algebraically. The domain of the function is all the x values that are included and the only times they will have a function that has a limited domain is if they have a square root (cannot take a square root of a negative number) or if they can set the denominator of a fraction equaled to zero (cannot divide by zero). The range is all y values that are included in the function and to check for limits you have to analyze the function and see if there are any numbers it cannot equal. Maximums and minimums are the largest and smallest values that y could be. These can be determined by examining the function or checking the graph. After the definitions are given the students are to break into small groups of three and work on the examples given. (20 minutes) E**quip, Tailor: Interpersonal, Intrapersonal, Logical, Verbal, Physical** || After the explanation is given and the terminology is given the students are to divide into groups of three. The groups will be chosen by counting off by 5’s with all the same numbers in the same group and each student will receive a worksheet that explores the terminology in greater depth (see attached). Each group will have three members with different roles. The first member will keep track of time and make sure that they are getting the work done in a timely manner. The second member is in charge of running the computer and dealing with the spreadsheet. They will have to open up the document and they will be the one to make any changes to the formula or graphs in the document. The last member is the "think tank." It is their job to explain each answer to the rest of the group. These roles will change every 10 minutes to make sure everyone has a chance to explain a problem to the group and get some time working with the spreadsheet. During this time the teacher will float around the room answering questions and providing feedback on the students' work. (35 minutes) **Explore, Experience, Rethink, Revise Tailor: Interpersonal, Logical, Verbal, Physical, Visual** || After the class has finished the group work they are to get back into their regular seats to receive the assignment for the next class. The worksheet will be collected and the teacher will quickly look over the students' T-charts to make sure that everyone understands the topics. The worksheets will be handed back the next day of class so each student knows how he or she did and the teacher will give feedback on the T-charts during class. Both of these will be used to determine how well the students comprehend the information. The teacher is to assign two different homework assignments. One of them will be problems that have to do with the terminology discussed in class. The second assignment has to do with the webquest. Each group is to post all the stock data in a data table and make a graph with all the information. They are to also write a short description of where they are going to invest and how much they are going to invest. The spreadsheet is to be uploaded to the class wiki by midnight tonight. Before the next class the rest of the students are to ask each group one question about the graphs or information. (10 minutes) **Evaluate Tailor: Interpersonal, Intrapersonal, Logical, Verbal** ||
 * // Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.  //** They will do this so that they understand that graphs and equations can provide a lot of information and it will help teach them that there is more than one way to solve a problem. They will show mastery of this through the T-chart activity that will be used later in class and by working together in small groups. By the end of the class they will have a deeper understanding that there is a relationship between graphs and equations. To open up the class I will have the students work together on their webquest project (15 minutes). During this time they should meet with their groups and decide which stocks to invest in and how much to invest. They should record this information and hand a copy of it in to the teacher. They should consolidate all the individual spreadsheet documents that they made into one and on this spreadsheet they should make the graph and explain how they are investing. If they do not finish in the 15 minutes remind them to work on it at home and upload the spreadsheet later; however, they have to pass in the paper that explains where they are investing at this time. After the group work the students will be introduced to the new topic by a brief explanation on why [|this explanation] from http://www.tanyakhovanova.com/Jokes/pictures.html#howitworks does not work. Also at this time the teacher will make sure everyone understands everything on the syllabus and ask for any questions. (15 minutes) **What, Where, Why, Hook Tailor: Interpersonal, Logical** ||

= =