EDU 5170 Education Technology I Lesson Plan Integrating Technology and Math Name: Michelle OReilly Date: January

25, 2012 Standards: Include content area and ISTE NETS Standards for Teachers ISTE NETS Standards for Teachers: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. Promote, support, and model creative and innovative thinking and inventiveness. 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS Teachers: a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. d. Model and facilitate effective use of current and emerging digital

tools to locate, analyze, evaluate, and use information resources to support research and learning. 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: b. Address the diverse needs of all learners by using learnercentered strategies providing equitable access to appropriate digital tools and resources. c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information. 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Common Core Standards for Math Grades 9-12: Creating Equations Create equations that describe numbers or relationships. 1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. 2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. Building Functions Build a function that models a relationship between two quantities. 1. Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. Modeling Standards

Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol Lesson Objectives: The student will be able two points one a line. The student will be able The student will be able simplify it. The student will be able compute. The student will be able their equation. to compute the equation of a line given to compute the slope. to plug values into an equation and to graph the equation that they to interpret the graph in order to check

Introducing the Learning Activity: 1. I will first introduce the students with the formula for a line. This is a given definition. From there I will explain to them the meaning of each of the terms in the equation. (Slope and the y and x coordinates) Then I will explain that from this lesson they will learn how to take two points and write and equation of a line. They will then learn how to graph this line to check their equation with an online graphing calculator. 2. In order to motivate the students to learn the lesson I will offer them an extra credit assignment for the next days bell ringer. They will be able to use the online calculator at the beginning of class to check their homework and if they get them all correct they will earn 5 extra credit points. This would get them motivated to use the tool, which would also help them visually understand and see the concept of the line. Provide Information: 1. To start the lesson I would explain the concept of a slope and introduce the formula to find the slope given two points. The slope is given by the formula change in y over change in x. The students understand that finding the change is the difference. This is found by subtracting the two x and y coordinates from each other respectively. After explaining the concept of the slope I would have a few pairs of points and show them how to put the coordinates in the formula to find the slope. Then I would let them try a few pairs on their own and go over the answers. Next I would once again show them the formula of the line. I would help them fit a point into the formula. Then they

would be able to turn back to their worksheet and fit the given points and the slopes they computed into their own equations. I would explain to them to concept that every point in the line will satisfy this equation so it doesnt matter which point they choose. 2. Next we would move to the computers I would have them go to my web page and navigate to a free online graphing calculator. They would then type in the equation of the line and confirm that it passed through those two points. This would be a way for them to check their math and get familiar with the graph visually. Provide Practice: 1. The students will be able to practice the concept on two different equations. They will be given a hand out at the beginning of class with multiple pairs of points. They will first work on the sheet after I explain the concept of a slope. They will work on multiple pairs of points and compute the slope with the given formula. Then the students will work on it again once I explain the formula a second time. They will take the points and computed slopes and plug then into the formula and do the necessary algebra to simplify the equation. 2. The student will first during instruction have to work on the problems alone. After all of the instruction leading up to the simplified equations the students will be able to work in pairs and compare their answers to see if they made any algebra or computation errors. Then they will once again work on their own when they are checking the equations on the online graphing calculator. Provide Knowledge of Results: 1. I will provide feedback to the students when they are working on the practice problems. I will walk around the room and help those with questions or who I see are struggling. They will also get a chance to receive feedback when we are first going over the concepts together. This will occur when I ask them to fill in the formula and give me the answers. This was I can correct them and further explain the concept if their seems to be confusion. 2. I will provide written feedback to the student after I grade the previously mentioned homework assignment and bell ringer work the next day. Review the Activity: 1. I will have the student review the important aspect of the lesson by working in groups to make a poster for the classroom to help

them study the terms and show they understand each of the elements of the formula. One group with go over slope, one group will cover the formula, and one group would go over the important of seeing the line on the graph. Method of Assessment: 1. The students will be given a summative assessment with the homework assignment at the end of the lesson. They will be given a more formative assessment on the section test within the next couple weeks.