EDU5170 LESSON PLAN

Name: Kaitlyn Huestis Date: 11/3/2011 Course: Algebra I Time Allotted: 50 minutes Number of Students: 22 I. Goals: To develop an understanding of linear equations and their physical representation. (NCTM algebra standard: Represent and solve equations and inequalities graphically.) (NCTM, 2009, p.56).

II. Technology Standards (NETS for teachers 2008): (1) Facilitate and inspire student learning and Creativity. (2) Design and develop digital-age learning experiences and assessments. (2) Model digital-age work and learning.

III. Objectives: The students will use representation to organize, record, and communicate mathematical ideas. The students will select, apply and translate among mathematical representations to solve problems. The students will use representations to model and interpret physical mathematical phenomena.

IV. Materials and Resources: Each team of 3 students will need a computer with the GeoGebra program. Each student will need their notebook and a pencil. The teacher will need a computer with the GeoGebra program and a smart board to display it.

V. Motivation: 1. On the board, the teacher will have written down every month of the year. Have the students get in groups by standing underneath the month that their birthday falls on. Then have them figure out the order they should write their names down based on the day that they were born [I.e. 1-(28-31)]. Then have them get into groups of 3, every third person from January to December should be last person of that group. 2. Have the students decide on roles for each person: a clicker (operates the GeoGebra program), a speaker (speaks to the class when called on) and a recorder (types in word any necessary information). Emphasize that this is a group effort and everyone should still contribute to the activity and work together.

EDU5170 LESSON PLAN

Name: Kaitlyn Huestis Date: 11/3/2011 Course: Algebra I Time Allotted: 50 minutes Number of Students: 22 If the students arent cooperative in assigning roles amongst themselves, tell them that the youngest will be the clicker, middle aged student will speak and the oldest will record. 3. Have each group go to a computer, have them open up GeoGebra and get used to the program. Ask them to Turn their axis into a grid. Add 2 points to the graph. Make a line go through the two points on the graph. Write down the equation to the line that they graphed (they will return to this equation later in the lesson). VI. Lesson Procedure: 4. Show the students how to operate GeoGebra with the skills that they will need for the lesson: inputting an equation to show a line, moving a line, rotating a line through a point, deleting a line, creating a line from two points. 5. Describe the procedure that each team will carry out: They will open up the file on the class website entitled Patterns. Follow the instructions that are given for each problem. As a group they will discuss the following questions: How does the new equation looks different from the original one? What happened to the graph? Why did it happen? Then, the students will test their theory by deleting the new equation and either moving or rotating the original line so that it translates into the line that they had just deleted (the equation of the translated line should be the same as the new line). Continue with this procedure for every question on the Patterns sheet. 6. Ask the class if they have any questions about the procedure before moving ahead. 7. Tell the students to open the file and get started on the assignment. As the students work, the teacher should walk around and make sure everyone is on task and understanding the instructions that were given to them. 8. When the students have completed the assignment, the teacher will go over it with them to make sure they are on the right track. The speaker from each team will answer the questions (verbally) that the teacher has given them. As they answer the question, the teacher will supplement their answer with a demonstration on smart board, along with definitions (smart board) and explanations. The students shall take notes as the teacher is demonstrating. (Note: not all teams will be able to answer a question.) 9. Ask the students if there is any questions about what they just learned.

EDU5170 LESSON PLAN

Name: Kaitlyn Huestis Date: 11/3/2011 Course: Algebra I Time Allotted: 50 minutes Number of Students: 22 10. The teacher will then write down two equations on the board. Tell the students that they will now be working independently and to go back to their own desks. Ask the students to use the skills that they just learned. Start with the equation y = x, and create a step by step process, so that the final product will be the equation written on the board (do the same things for both equations). This shall be done on their own computer, using word. The students should try to do this without using the GeoGebra program. 11. The teacher will walk around to make sure the students are still on task and lend help when need. 12. When the assignment is complete, the teacher will follow the same procedure as in step #8, making sure to call on the students that were in the groups that werent called on in the previous exercise. VII. Closure: 13. I will either compliment the class on their cooperation and hard work in this group activity. Expressing that because they were so well behaved, we will be able to do group work more often. If the students werent cooperative (we most likely wouldnt have been able to complete the assignment) I will express that because we got off task, the students will have to complete the in class assignment for homework. They can either come in to use the GeoGebra program in my classroom or google it on their computer at home and use it for free. I will then instruct the students to take out their classroom journals and write about: what we learned today, if they thought the lesson was effective, if they are still unclear of the material and to ask one question that they have regarding the lesson. I will give the students written feedback in their journals. VIII. Extension: If time allows, after step 12, have the students write out a step by step procedure to get from y = x to the equation that they created at the beginning of class (see motivation section), just as done with the two equations that were given on the board. This will also be done independently. IX. Assessment The teacher should assess the students based on the accuracy of their answers to the questions given. (Since groups will only be answering one question, the teacher should also talk with each group while they are working on the problems to make sure understanding is present.) Also, the students will be concluding

EDU5170 LESSON PLAN

Name: Kaitlyn Huestis Date: 11/3/2011 Course: Algebra I Time Allotted: 50 minutes Number of Students: 22 the lesson with a journal entry, which will also be used to assess their level of understanding.