THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Claflin University School of Education - - - EDUC 323 Reflective Lesson Plan Model Name: Latycia Milton PART I: PLANNING Finding the Slope of a Line Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson? Orangeburg Consolidated School District 5 Pacing Guide

Date: March 8, 2013

Source Mathematics Subject Area (s) 8th Grade Level 8-3.7 Identify the slope of a linear equation from a graph, equation, and/or table. Curriculum Standard(s)
What will students experience during the lesson? What is the agenda for the lesson? What is the content to be taught?

Description and Background Information

During this lesson, the teacher will introduce the students to identifying the slope of a linear equation from a graph, equation, and/or table by providing direct instruction through the use of a power point. This lesson will use a slide presentation to facilitate teaching students how to find the slope of a line when given the graph of the line or two points. Students will interact with the presentation by taking notes and practicing examples. There will be two guided practice activities, one as a group and the other independent. The student will then be assigned homework that is to be completed and turned in the next class visit. What will I need to teach this lesson? What do students need to participate? Teacher: Computer with Internet access and presentation software, LCD projector or other computer projection device, SmartBoard Students: the students will need paper, pencil, graphing paper, and a graphing calculator What will students be able to do at the conclusion of this lesson? Write measurable objective(s). Knowledge- Students will be able to define slope, and associate slope with the following terminology: rise over run and vertical change over horizontal change. Students should also be able to state the formula for finding the slope. Comprehension- the students will be able to to use the formula for slope to find the slope using a graph, equation, and/or table Application- given a list of slopes, students will match the slopes with the appropriate graphs, equation, and/or table. Analysis- students will identify what the slope intercepts represent in the context of a problem and find the slope of the functions from table graphs and linear equations. Synthesis- given a list of data for the month, students will graph the points based on the data for the week, find the slope, and determine if they can find an equation for the line Evaluation- students will be provided with data in table form and will have to graph the points and find the slope of the line connecting the points, students will then be

Materials

Lesson Objectives

asked, What does the slope say about the trend of the data? students will be provided another tables where they are to graph the data and determine the speed of travel. Students will be asked, what the units are, and how do the words miles per hour related to the graph.

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English? For students who are having difficulty identifying the slope, I will work with them in small groups during differentiation instruction. I will also have these students collaborative learn with those who have mastered the material. I will identify the students who do not understand the material by giving a pop quiz. Those who show signs of confusion through their work and answers will be offered additional help; also those who request additional help may partake in these activities. For students who have already mastered the material, I will provide them with more challenging work to be completed during the time of differentiation instruction. These activities will consist of worksheets or question out of their textbook. At times I will have these students work the students who do not understand the materials. For students who are presently learning English, I will also allow students who have mastered the material work with them. Another option is to have them work with ELL teacher to complete assignments such as matching , Have students translate symbols into words, and write the sentence out, Have students share problemsolving strategies, and Allow students to discuss how they are thinking about math.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

I will ask the student what they already know about slopes. Often students may have a recollection of the terms rise over run, but do not know what they mean or how they relate to slope. 2. What does it mean to have a positive and negative slope, during this time I will engage the students by asking them to come to the board to show me examples of both. 3. I will review a few problems about coordinate planes and graphing linear lines. At this time we will also discuss what they believe the relationship between slopes and graphing. What will I do to make a connection between students and this lesson? Using YouTube , I will play a video, feat Mr. Sweeney, a math teacher in Philadelphia, Pennsylvania. This video is a great way to get the student engaged in the lesson and motivate the students to learn about slopes. http://sweeneymath.blogspot.com/2009/11/slope-slope-slope-slope-slopeslope.html What will I say to explain the importance of learning this lesson? I will explain to the students that it is important for them to learn how to identify slopes because this will not be the only time they will see or use these formulas. I will stress that fact that this is only the beginning and in fact they will use this formula in all post math courses up to college and the level of difficulty will only increase. Also, I will list the benefits of learning how to identify slopes as it relates to real world applications. At the beginning of the lesson I will ask the students which area of study they would like to pursue and state the different ways this material can be used in the real world. Slope is an important landscape metric. Some examples of its applications include: - to help describe landforms, - to model surface runoff, - to characterize habitat,

1.

Motivation(Hook)

Statement of Purpose

- to classify soils, - to assess the potential for development, and - to model wildfire risk. What will I do to show students what is expected? 1. Show the students how to identify the slope when given an equation in slope intercept form. If it appears that they are understanding how to identify the slope, I will teach them what to do when the equation is not in slope intercept formto convert it in slope intercept form first by solving for y. show them a few examples Teach them how to plot the y-intercept and find the second point needed to draw the line using the slope. Show them how to use rise over run concept to find the other point, along with a few examples.

Teacher Modeling or Demonstration

2.

3.

What will we do together as they learn how to succeed at the new task? Practice the students' point plotting skills by having them play the Coordinates! Game The game allows users to figure out and to practice using the coordinate plane for giving the "address" or exact location of particular points. What will I ask to know if students understand so far? List questions. What will I do throughout the lesson to determine if students understand the information? List activities/techniques or describe the strategies that you plan to use. To determine what students understand, I will hand out a worksheet title Slopin it Up Throughout the lesson, I will ask questions such as: 1. 2. 3. 4. 5. 6. 7. In what other ways might we show show/illustrate slopes? Give an example of a slope found using a table Why is your answer reasonable? Everybody got that? Any questions? Does that make sense? In your words describe how to find the slope using the three methods

Guided Practice

Checking for Understanding

One activity I will use is boards up. Each student will have their own personal white board, I will put a question on a board and ask them to solve it on their white boards, after a set period of time I will say boards up. The students are to hold up their boards and I will check to see if they have the correct answer.

What will students do to internalize the knowledge? Have the students practice their graphing skills on graph paper using the tables of values they generated in the lessons on Functions and Linear Functions

Independent Practice

What will students do to demonstrate what they learned during the lesson? If an assessment is used, attach a copy. If using an authentic assessment, attach a copy of the scoring rubric.

Assessment

The students will apply their knowledge of slope and y-intercept in a problembased situation in order to make a reasonable decision. The students will be presented with two summer jobs and they will be asked to choose which job is more profitable for them based upon information gathered from the graph, equation, and table.

How will I conclude the lesson and relate it to future experiences?

Closure

Bring the class back together for a discussion of the findings. Once the students have been allowed to share what they found, summarize the results of the lesson. I will give the students a quick review that deals with real world application, then answer any questions and discuss any problems the students may have. I will then give the students a chance to imply how they could use slope in real world application other than what we discussed in class. What can students do at home or in the classroom to apply the knowledge or skills? What will you do to connect the lesson with the home, community and community agencies? I will assign homework problems from their textbook along with finding the slope different items around their house and communities. For example, finding the slope of a stairwell. How is technology meaningful to this lesson? How do you plan to use implement student used technology during the lesson? The computer will be used to show the power point on identifying the slope so they will gain different insights on using slopes to identify the slope of a linear equation from a graph, equation, and/or table What activities do you plan to implement to connect your lesson across the curriculum to all 4 content areas? Science- graphing the time period of an item decaying Social Studies-finding the history of slopes English- explain how they got their answers and the steps they took PE-graphing the calories burned and finding the slope

Extension Activities

Technology

Connections Across the Curriculum

PART III IMPLEMENTATION

What worked for you during the lesson? What did not work? What changes would you make when you teach this lesson again to make it more effective?

Reflections

Slopin It Up WarmUp

Name: ____________________________

In your own words, a) Write the definition for the slope of a line. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Answers will vary. b) Describe how the slope of a line is calculated. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Answers will vary. 2. Determine the slope of each line.

a)

b)

Summer Jobs You are searching for the perfect summer job, because your best friend has invited you to go along on a cruise in August IF you can come up with the airfare to Florida and some spending money for the trip. You have figured out that you can do it if you can save up at least $1500 over the summer. When you check the want ads, you see that a local restaurant is advertising for busboys. This sounds like pretty hard work, so you call a friend of yours for advice. He tells you that he mowed his neighbors lawns the previous summer and made $1800. Instead of making a snap decision, you decide to take the time to figure out which job is likely to get you the most money. I. Bussing tables Another friend bussed tables last summer. She gives you the following information based on a fairly typical day at her job: Hours Worked Wages & Tips Hours worked Wages and Tips 1 $12.75 3 $38.25 5 $63.75 7 $95.50 a. Using the table, write the equation for a line of best fit that will help you figure out how much money you are likely to make this summer bussing tables.

b. What does the slope of this equation tell you about the job?

c. Explain why the y-intercept is negative in the equation.

II. Mowing lawns This still seems like hard work, so you decide to estimate what you can make mowing lawns. Your parents will let you use their riding lawn mower, but you have to pay for your own gas. You figure you can get paid at least as much as your friend made ($1800), but you need to know what the gas is likely to cost you. Your parents tell you that the mower uses about $1.78 worth of gas per hour. a. Using this information, write the linear equation that will help you figure out how much money you are likely to make this summer mowing lawns.

b. What does the slope of this equation tell you about the job? (Hint: Why is it negative?????)

d. What does the y-intercept tell you about the job?

III. Show Me the Money! Now you need to decide which job is going to make you more money. Use your equations to figure out after how many hours the income from both jobs will be the same. a. Number of hours worked:

Amount earned:

b. Briefly explain how you know your answer is right. Use mathematics to explain how you determined your answer. Use words, symbols, or both in your explanation. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ c. By the end of the summer, which job will earn you the most money?

d. Justify your decision using mathematics. Use words, symbols, or both in your explanation.

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