Subject: Math Time frame (min. and period):3 rd period 50 minutes Grade:8 th
Number of students:22
National, State or NETS standards (Write out complete standard. CCGPS, GPS, NGSS or NETS) MCC8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) values, including reading these from a table or from a value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Rationale for instruction (State rationale given to students for how this instruction will benefit them. Readiness, interest, learning style, developmental level.
Topic: Determine unit rate (rate of change/slope) from a table, points, and a graph Rationale: Students must be able to determine the unit rate (rate of change/slope) from a table, graph, and points. Essential Question: How do you determine rate of change from a table? How do you determine slope from a graph? How can the same mathematical idea be represented in a different way? Why would that be useful? How do you determine slope from two points?
Materials/equipment/technology/preparation (List materials, worksheets, formative or summative assessment instruments, and list web sites if needed. Smart board PowerPoint (attached) Cow sky Diving Video : http://www.youtube.com/watch?v=d8MkOBJFFrs Matching cards ( answer key attached) IRespond (clickers) Rubric for students explanation assessment (attached) To prevent loss of learning time copies of the PowerPoint and warm up activities have been made in case of a technology malfunction. How to find slope video: http://www.youtube.com/watch?v=qnMaWTmdbKk
Daily objectives (State in operational, measurable terms; objective should be directly linked to evaluation procedures. If you are working with a small group or one-to- one, individual goals may be appropriate; 1-3 goals per lesson.)
*SWBAT: Students will be able to 1. SWBAT: identify the rate of change from a table 2. SWBAT: identify the slope from a graph 3. SWBAT: identify the slope from two given points.
Assessment/Evaluation/Monitoring (Description of how you will evaluate student achievement of lesson objectives; attach any quizzes, questions used for assessment, or seatwork worksheets).
Warm-up Activity: Abigail and Jonathan are both trying to save money to go on a spring break trip. They both started out with the same amount and each week having been adding what they have saved separately. Weeks Amount in Abigails Piggy Bank Amount in Jonathans Piggy Bank 1 15 15 2 19 20 3 23 25 4 27 30
1. What is the rate of change for Abigail? and slope? (Additional question to ask for #1 and #2 is what does this number mean? It means that they are increasing their money each week by that amount.) ROC: 4 and Slope: 4 2. What is the rate of change for Jonathan? And slope? ROC: 5 and Slope: 5 3. Who is saving the most money? How do you know that? Jonathan, because his rate of change is higher than Abigails rate of change which means he is adding more money weekly. (Answers will vary) 4. What would the linear equation be for Abigail? For Jonathan? (Additional question to ask would be how they came up with that. The answer would be that they got the coefficient of x from the rate of change and had to add the difference.) SWBAT: identify the rate of change from a table, graph, or points and match it to the correct slope or rate of change through summarizing how and why they chose the correlating card on the wall in a different form through a written response no less than three sentences.
Instructional sequence (Estimate amount of time per section.)
Start of class period (10 min.) Required tasks Collection of homework Warm-up activity
Level of instruction (acquisition, practice, or generalization): Implementation Plan (bulleted outline) Procedures Identified As students walk in hand them a two cards with either a graph, table, slope, rate of change, or points on it for later use. Welcome the class Explain to students that I have a problem on the smart board that should be a review of rate of change. Explain to students that I will randomly select a students name from the cup, which has the popsicle sticks with their names on them, to answer the different portions of the problem so everyone should be prepared to come up to the board and explain how they got the answer. (Warm-up activity, questions to ask students, and answers below.) This is the link to the PowerPoint containing the warm-up activity and video shown below as a hook: (or see attached) Rate of Change (Slope).pptx
Warm-up Activity: Abigail and Jonathan are both trying to save money to go on a spring break trip. They both started out with the same amount and each week having been adding what they have saved separately. Weeks Amount in Abigails Piggy Bank Amount in Jonathans Piggy Bank 1 15 15 2 19 20 3 23 25 4 27 30 1. What is the rate of change for Abigail? and slope? (Additional question to ask for #1 and #2 is what does this number mean? It means that they are increasing their money each week by that amount.) ROC: 4 and Slope: 4 2. What is the rate of change for Jonathan? And slope? ROC: 5 and Slope: 5 3. Who is saving the most money? How do you know that? Jonathan, because his rate of change is higher than Abigails rate of change which means he is adding more money weekly. (Answers will vary) 4. What would the linear equation be for Abigail? For Jonathan? (Additional question to ask would be how they came up with that. The answer would be that they got the coefficient of x from the rate of change and had to add the difference.) Abigail: y=4x+11 Jonathan: 5x+10 Abigail: y=4x+11 Jonathan: y=5x+10
Beginning lesson (intro or connecting to previous day) (5 -10 min.) Procedures Motivation Hook Objective Overview Purpose of lesson
Middle (20 - 40 min.) Key essential question(s) Modeling Informal check for understanding (should be done throughout lesson) Guided Practice Independent Practice
So, now that we have completed are warm-up activity we are going to watch a cow sky dive (auditory learners), next do a review on the smart board (visual learners), then do a group activity that involves matching the cards I handed out at the beginning of the class review the cards as a class (kinesthetic tactile learners), and then wrap up with a few questions I will ask the whole class to determine everyones understanding. So first off can anyone tell me how sky diving would relate to rate of change or slope which is our objective or purpose of this lesson? (This provides a real world situation in which students could relate the standards to.) This is when I would call on a student that raised their hand or I would randomly choose from the cup if no students volunteered. (The answer would be along the lines of It would allow us to determine how fast the cow is falling or how long it takes to get from a certain altitude to the ground through figuring out the change in y over the change in x.) After a student answers I would then do an informal check for understanding by asking students to do thumbs up if they understand and thumbs down if they dont. I would then start the short clip Once short clip ends I will allow the students to help me make the table from the altitude at which the cow jumped (15,000 ft)to the altitude in which the cow landed (0 ft.) in 5 minutes . Table should look like the one below. Questions to ask below with answers. What is the rate of change? What are my input values or my x- values for the table? 0 and 5 What are my outputs values or my y-values for the table? 15,000 and 0 After constructing the table then ask: How we determine rate of change? Change in y over change in x So, what is my rate of change for this table? 3,000 Time (minutes) Altitude (feet) 0 15,000 5 0
If students do not seem to understand how to graph or are look dazed play video: http://www. youtube.com /watch?v=qn MaWTmdbK k Informal check for understanding: Does everyone understand how we got 3,000 to be our rate of change from the table? Thumbs up if you do and thumbs down if you dont. Then chose a student that has given you thumbs up for understanding to explain how we got to that conclusion. After I have done an informal check for understanding I will then resume the video to watch the portion about how to construct the graph of the cow that went sky diving. Once that short clip is done I will then informally check on the understanding of rate of change from a graph: Raise your hand if you can tell me how we get the rate of change from the graph? Change in y over change in x or rise over run I will then choose on a student that raises their hand. If his/her answer is not correct I can either then call on someone else or I can explain how we figure that out. As a student is explaining how to find the slope from a graph I will write either on the smart board or white board. Show YouTube video if students need it. (Visual and Auditory Learners) Then have students rise up out of their seat and run in place. (Kinesthetic Learners) I will then change PowerPoint slide to make our own table graph it and demonstrate how you find the rise over run or change in y over change in x on a graph. I have red, blue, and green lines graphed on the smart board. First of all are they all three linear functions? The students response should be yes. How do you determine that? Student response should be because each x- value only has one exact y-value. Ok, well now since I know they are linear functions how do I know if they are going to have a positive or negative slope? Students should respond a negative slope will start from the top left or top right and go downward, but a positive slope will start from the bottom right or bottom left and excel upwards toward the opposite direction. Okay I think I am getting it now!! I just have a few more questions.
How do I determine the slope for each of these linear functions? Student response: You take the change in y over the change in x or some might say you take rise over run. o Green Lines Slope: -1 o Blue Lines Slope: o Red Lines Slope: 3/5 After I have formally assessed that the students have a good understanding of finding slope on a graph I will then move to the PowerPoint slide that gives two points that have to be graphed and a slope that has to be determined. The first slide I will graph as the teacher and the second graph I will select a student volunteer. After determining that the students have a good understanding of how to graph two given points and find its slope I will then move on to finding slope from two given points without graphing. I will do the first two points as a review and then allow two student volunteers to do the last two points. After determining that the students understand what we just reviewed with a thumb up or thumb down I will then move into the group activity by giving them instructions. I will then prompt them to get out one sheet of paper, a pencil, and the two cards that I gave them as they entered the classroom. While they are doing this I will be handing out the rubric for the summative assessment. (If a student has misplaced their cards no worries I have extras.) Once they have cleared their desks and I have their full attention I will then proceed to tell them the instructions for the group activity: 1 .First, look at your two cards and determine rather you have a graph, table, slope or rate of change. So, now that you know what your card is the object of this task is to find the matching card. If you have a graph figure out who has the slope, if you have slope you have to figure out who has your graph, if you have a table you have to figure out who has the rate of change, and if you have the rate of change then you have to figure out who has the table that represents that specific change in y over change in x. Next, look over the rubric I handed out so that when you get ready to do the third step you will know what is expected.
Closing (5 -10 min.) Wrap up Review of key points/EQ/objectives Bridge to future learning Collection of papers/materials, etc.
NOTE: This entire section is to be scripted! List the questions or prompts you will use for formative assessment.
2. I will allow you to get up and converse with your classmates to find your match for 3 minutes or less if I see that everyone has found their match. If you get too loud or disruptive you will be asked to leave the classroom and fill out a reflection form. I will inform them not to let it get that out of control since this isnt just group work something is going be taken up for a grade as well. 3.Once you have found your match, you and your partner will then come up with a mathematical explanation for each of your matching cards on why you both think your cards match and how you both came to that conclusion and write it down on a piece of paper that will be turned in. Please put both of your names on it so that you will both get credit and remember to attach the rubric. (ELA) After I have given instructions I will randomly draw students names from the cup and ask them to repeat the instructions to me in sequential order, so that I will know that the students understand what is expected of them. Once I have made sure the students have a clear understanding of instructions I will then allow them to converse with their peers for no longer than 3 minutes. After each group has finished coming up with their explanation I will then ask who would like to share their match and explanation. (In the case that no one volunteers I will then draw names from the cup depending on how much time is remaining for the period will determine how many matches we cover.) Once groups are done sharing I will then collect the cards and written explanations, and ask students to move back to their original seats. Once students are back in original seats and I have their full attention I then will wrap up with these questions: How do you determine unit rate from a table? You take the change in y over the change in x How do you determine slope from a graph? You take the change in y over the change in x Are slope and rate of change the same thing? How? Yes, they are both determining the change in y over the change in x
Closing continued.. How can the same mathematical idea be represented in a different way? Why would that be useful? You can represent the same mathematical idea in a table or graph. Some mathematical ideas are better seen in graphs were others are better understood through a table. How do you determine slope from two given points? You can take the change in y over change in x or use the formula Y1-Y2/ X1-X2 Can anyone give me a real world example on how finding slope or rate of change might be helpful? Examples are building a ramp, finding the slope of a mountain, determining the pitch of a roof, etc.
Lesson Plan Organizer (continued)
Solo/Co-teaching considerations for accommodations/modifications
Did we Address any non- content- related IEP goals Address appropriate content-related IEP goals Consider needs of individual students for assignments and classwork (modalities, developmental pathways) Discuss how to provide accommodations/ modifications without alienating students with disabilities ESOL
Notes:
Solo/Co-teaching considerations (Who teaches what? Who prepares what? Who is responsible for grading which assignments?)
Did we plan for Seating Roles in instruction Roles in discipline Classroom movement patterns Instructional strategies Did we consider including Mnemonics Graphic organizers Cooperative learning strategies Progress monitoring Peer-assisted learning strategies
Notes: Classroom movement patterns will be determined by the cards in which students receive as they are entering the classroom. Cooperative learning will occur during group work. Progress monitoring will occur during the students group work. Peer-assistance will occur during group work while designing a mathematical explanation for the reason they chose each other as the right match.
Additional considerations: (Do we need other resources? How will we know we have succeeded? )
Things to consider: Yes No Yes Do we have an alternate plan if technology does not work or is unavailable? I have an usb drive. I would use the white board and markers to provide examples before group work as well as handout copies of warm-up activity and graph PowerPoint slide if smart board isnt working. Yes Has your collaborating teacher and supervisor approved this lesson? Yes Do you have a plan to remediate and assess students who are absent? They can come during RTI for remediation and assessment if absent. Yes Do you have a plan to reteach challenging material if your students are not successful (assessment)? If a few students in each class are not successful they can come during RTI or connections, but if it seems like the whole class does not understand the material then I can re-teach the lesson in a different way the following day.
Collaborative Work Skills : Matching Explanations Rubric
CATEGORY 4 3 2 1 Problem-solving Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Lets others do the work. Attitude Never is publicly critical of the explanation. Always has a positive attitude about the task(s). Rarely is publicly critical of the explanation. Often has a positive attitude about the task(s). Occasionally is publicly critical of explanation given by other members of the group. Usually has a positive attitude about the task(s). Often is publicly critical of the explanation given by other members of the group. Often has a negative attitude about the task(s). Focus on the task Consistently stays focused on the task and what needs to be done. Very self- directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Rarely focuses on the task and what needs to be done. Lets others do the work. Quality of Work Provides work of the highest quality. Three or more sentences describing the thought process of how the answer was achieved. Provides high quality work. Two or less sentences describing the thought process of how the answer was achieved. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. At least one sentence describing the thought process of how the answer was achieved. Provides work that usually needs to be checked/redone by others to ensure quality. Doesnt provide complete sentence (s) describing the thought process of how the answer was achieved.
Total score:_________/ 16_____
PowerPoint Slides
Rate of Change (Slope)
Warm-up Activity: Abigail and Jonathan are both trying to save money to go on a spring break trip. They both started out with the same amount and each week having been adding what they have saved separately. Weeks Amount in Abigails Piggy Bank Amount in Jonathans Piggy Bank 1 15 15 2 19 20 3 23 25 4 27 30 1. What is the rate of change for Abigail? and slope? 2. What is the rate of change for Jonathan? And slope? 3. Who is saving the most money? How do you know that? 4. What would the linear equation be for Abigail? For Jonathan? Warm-up Activity
First part of the cow sky diving clip. Time (minutes) Altitude (feet) 0 5 Teacher- student interactive demonstration about how to determine rate of change from a table.
PowerPoint Slides Continued Second part of the clip demonstrating how to find slope on a graph.
http://www.youtube.com/watch?v=qnMaWT mdbKk Slide show with Youtube video for Rise up Run Out
Lets Try it Ourselves! Green Lines Slope: Blue Lines Slope: Red Lines Slop: Last slide! Formally assessing that the students know how to determine a slope from a graph.
Review of graphing points and finding slope
Review of graphing points and finding slope
Review of finding slope from two points.
Answer Key to Matching Game:
y=500x Y=1x y=6x y=4.50x
y=260x y=.25x
y= -2/1 x y=4/1x
Hot Dogs Buns 1 1 2 2 3 3 4 4 Time (Minutes) Elevation (feet) 0 30,000 2 29,00 5 27,500 12 24,000 Times (minutes) Distance (meters) 1 6 2 12 3 18 4 24 Number of Shirts Cost ($) 1 4.50 3 13.50 5 22.50 7 31.50 Times (hours) Distance (yards) 1 260 2 520 3 780 4 1040 Number of pencils Cost ($) 1 .25 4 1 7 1.75 12 3 y=5/6 x y=3/4x y=-5/2 x y=1/3x
(4,3) and (-1,-1) Slope: 4/5 (-3,3) and (4,3) Slope: 0
(-6,3) and (-1,-3) Slope: -6/5 (2,3) and (2,-4) Slope: undefined (0,4) and (-4,0) Slope: 1 (-2,-1) and (2, -4) Slope: -3/4
Find Slope
Find Slope
Find Slope
Find Slope Slope: 0 Slope: 1 Slope: -5/6
Find Slope
Find Slope
Slope: Undefined Slope: -4/3 Slope: 4/5
Slope:-5/4 Find the slope (0,2) and (4, -3)
Find the slope (-3, 1) and (0, 4)
Slope: 1 Find the slope (2,2) and (5, 3)
Slope: 1/3
Slope: 2 Find the slope (4,1) and (2,5)
Slope: 4/3 Find the slope (3,4) and (0,0)
Slope: -1 Find the slope (5,1) and (1,5) Lesson Plan Rubric
Target (4 pts) Acceptable (3 pts) Needs Improvement (2 pts) Unacceptable (1 pt) Mechanics (1.000, 12%) Writing contains 1-2 errors in spelling, punctuation, and grammar. Writing contains 3-4 errors in spelling, punctuation, and grammar, but writing follows normal conventions. Writing contains (5-6) spelling, grammar and punctuation errors that interfere with comprehension Writing contains more than six spelling, grammar and punctuation errors. Targeted Standards/Objectives/Learning Theories (1.000, 12%) All standards/theories are identified and are a focus of instruction and assessment throughout lessons. Standards/theories are implied throughout, but some are not specifically shown as being part of instruction or assessment. Standards/theories seem to be addressed, but they are vague within lesson plans. Standards/theories are not addressed in any meaningful way. Curriculum -Framing and Engagement (1.000, 12%) *Questions address the standards identified in the by asking students to analyze, theorize, and contemplate the implications, connections, and reasons behind and in support of the content within the standards. *Lessons are written to maximize student engagement *Questions address the standards identified and describe higher-order thinking as well as content knowledge and skills. *Lessons are written to maximize student engagement. *Questions are related to standards addressed. They only target lower- level elements of the standards. *Student engagement activities may be questionable. *Questions are only tangentially related to the standards. Their support of the targeted standards is unclear. *Student engagement is questionable and most likely absent from the lesson. Assessment Plan (1.000, 12%) Lessons look at multiple ways of assessment. Assessment tools are included. Lessons generally look at multiple ways of assessment. Assessment tools are included. Lessons seldom look at multiple ways of assessment. Assessment tools are included. Assessment is not included as part of lessons plans. Procedures: Student Work/Artifacts (1.000, 12%) Work is complete, authentic, meaningful, and resembles the kinds of work people do in real life. A description (1 page) of specific behaviors, knowledge, and/or products that Work is complete, authentic, generally meaningful, and resembles the kinds of work people do in real life. A general description (1 page) of specific behaviors, knowledge, Work is complete, authentic, vaguely meaningful, and resembles the kinds of work people do in real life. A vague description (1 page or less) of specific behaviors, knowledge, Work does not resemble authentic work in a discipline in any way. Lessons are missing or do not follow the correct formatting. Lesson Plan Rubric
Target (4 pts) Acceptable (3 pts) Needs Improvement (2 pts) Unacceptable (1 pt) relate to standards is included in the form of a photo or student work sample. and/or products that relate to standards is included in the form of a photo or student work sample. and/or products that relate to standards is included in the form of a photo or student work sample. Procedures: Student Work/Artifacts (1.000, 12%) Lessons take diverse learners into consideration and provide well-defined and thoughtful accommodations. Lessons provide some accommodations to support a diversity of learners. Lessons support some learning styles but do little to support any special needs. Lessons do not provide any accommodations to support multiple types of learners. Procedures: Technology Integration (1.000, 12%) Technology deepens students' understanding of important concepts, supports higher-order thinking skills, and develops students' lifelong skills. The technology enhances student learning, increases productivity, and promotes creativity. Technology in lessons help students understand concepts and develop skills. The technology enhances student learning, increases productivity, or promotes creativity. Technology in lessons seems to be added without much thought to how it supports and deepens student skills and understanding. Lessons could be taught more effectively without the current use of technology as it is described in my Unit Plan. Overall Procedures (1.000, 12%) Lessons have well thought-out, detailed instructions and procedures that make lessons more understandable for students. Lessons have instructions and procedures that serve as an effective guide for implementation. Lessons have instructions and procedures, but some areas are unclear, making implementation difficult. Lessons lack clarity and are not an effective guide for implementation.