<p> University of West Alabama COE 5E Lesson Plan</p><p>Teacher: Chip Curtis Date: 9/21/17 Subject area/course/grade level: Mathematics/Algebra 1/9 th Grade Materials: Pen, Pencil, Calculator, Tablet, Smartphone, Notebook Standards: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). [A-REI10] Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. [A-REI12] Objectives: Students will be able to demonstrate knowledge of writing linear equations and will have the ability to identify standard characteristics of linear graphs. Differentiation Strategies: Students with certain disabilities, will have the ability to use technological devices alongside the computer (Such as ipad, translator, magnification tools) to aid in completion of the assignment. Also, students with certain disabilities will be allowed peer to peer interaction to complete each assignment. </p><p>ENGAGEMENT: Slope Review/ Quizziz Quizziz: https://quizizz.com/admin/quiz/580fd7a34a0f91be777f169d</p><p>Students will participate in a Quizziz activity using either a tablet or smartphone. They will review previously learned concepts while peaking interests as to what lies ahead. </p><p>Assessment: Evaluate results of student answers via results page. Identify questions that were frequently missed. EXPLORATION: Discovery Ed, Board Builder Discovery Education: https://app.discoveryeducation.com/core:builders/boards?layout=default&assetGuid=962e10fb-d69c- 4c80-aa1a-1f09a9957dad&includeHeader=true (Login Required)</p><p>Students will work in groups to explore the board. The tasks listed should be completed by the end of this phase. </p><p>TEACHER: Monitor student’s progress and questions, try to encourage use of mathematical vocabulary, and precise definitions of terminology. Use results of questioning from students to reinforce correct conceptual terminology and understanding. </p><p>Assessment: Evaluate students work upon completion. EXPLANATION: Prezi Prezi: View</p><p>Students will go to the following link and view the Prezi. Will reinforce certain concepts about lines, and students will get a formal evaluation of “how” to graph linear equations.</p><p>ELABORATION: Bubbl Bubbl: https://bubbl.us/ Students will create a bubbl, with a mind map of how to write linear equations. Students should work in groups of 3 to </p><p>Approved January, 2013 accomplish this task. </p><p>Assessment Rubric EVALUATION: Kahoot!/ Exit Slip Students will participate in a Kahoot! To complete the lesson and for the instructor to evaluate student achievement.</p><p>Teachers: This will be the final assessment for student achievement. </p><p>Kahoot: https://play.kahoot.it/#/k/c72bcf1f-8e99-42fe-8b8a-ebc9db4f0e29</p><p>References: Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction. Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann. National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.: National Academy Press. Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.</p><p>Approved January, 2013</p>