Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Tyler Meyer Date 11-20-17

Subject/ Topic/ Theme Mathematics/Fitting Data to a Line/Slope Formula Grade __8th Grade_______

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the first in my unit on Fitting Data to a Line. This lesson introduces the slope formula to my 8th grade class.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Understand the relationship between an equation and the graph of that equation U
Recognize that an increasing line has a positive slope and a decreasing line has a negative slope U
Apply the slope formula definition to linear equations to find the graph of the function Ap
Create graphs that correspond a equation. C

Common Core standards (or GLCEs if not available in Common Core) addressed:
N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays.
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from
a graph.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
Understand the basics of graphs x-axis, y-axis
Know how to plot points
Know how to add and subtract integers
Pre-assessment (for learning):
For this I have my students give me 0-10 ratings on their knowledge and confidence on the unit. The
ratings are broken down to: prerequisite knowledge, each individual section of the unit (5 total), and
overall unit. Once this is accomplished by the students I will ask for students to share their answers
and to supply reasoning for their answers.
Formative (for learning):
After we finish the class time notes about slope formula I will have the students give me a 1-5 rating
using their fingers on their understanding of the slope formula, and how/when to use it.
Formative (as learning):
The Graphing Linear Equations worksheet will be a partner worksheet that is used after the notes
session of the class. For the first 5 minutes of working on the worksheet, the students cannot ask the
teachers for help, but they are allowed to discuss it with their partner and the other groups at their
tables. This forces the students to think more deeply about the equations and have better discussions
into the understanding of linear equations. By walking around and answering questions of the students
I am able to determine what topics need to addressed further and what topics the students understand
well.
Summative (of learning):
The homework is finishing the Graphing Linear Equations worksheet if they were not able to finish it
in class.
Read introduction to lesson 2: Writing Linear Equations to Fit Data, focusing on the key terms and the
formulas used.
From the reading students should be able to explain how to draw a line of fit.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

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 Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students working in pairs on the
worksheet will be graphing linear
equations and after determining the
graphs by themselves they check
with their partners to determine if
both students came up with the
correct graph.
Provide options for comprehension- Provide options for executive
activate, apply & highlight functions- coordinate short & long-
term goals, monitor progress, and
Students work in pairs on the modify strategies
Graphing Linear Equations
worksheet.
During the notes portion, the
overhead projector will be used
to write down the key terms that
the students come up with.

After the 5 minute no-assisting

period is over, I will be walking
around giving feedback on whether
or not the graphs are correct.

What barriers might this
lesson present?
What will it take of the teacher, the students must
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students work in pairs on the
Graphing Linear Equations
worksheet. With the first 5
minutes being without the help
collaborate with others if they
need help with understanding.
After this time, while I am
going around the room, I am
checking to see if they correctly
graph the equations, and having
the students correct their graphs
if they were incorrect.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and
communication- increase medium
of expression
The students essentially are in
control of the notes portion of
the class. I will aid if I want the
students to really focus on a
certain topic.
With the worksheet, since they
are making graphs, comparing
ones graph to another students
graph is very quick and easy
and from the comparison
students are able to determine if
both students got the same result
or not.

Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Class starts with a warm up that
discusses different ways to
describe slope.
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
During the notes section of the
class, if the students do not raise
a point about an important
topic, I will interject that topic
into the discussion.

All key terms and formulas will

be written on the overhead
during the discussion, with the
students adding to their notes
during the discussion.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Students Math notebook for notes
Students should bring their Discovering Algebra Textbook so they can refresh themselves on the key
terms and formulas
Graphing Linear Equations worksheet

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 The classroom is made up of 2-person tables added together, either with 2 tables (4 students) to a
cluster or 3 tables (6 students) to a cluster. The partners for the worksheet are the table buddies.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation (4 minutes)
(opening/ Warm-Up Student answer
introduction/ - The warm up question is put on the projector, - Students will write down their answer to the
engagement) Give 3 different ways to describe slope. warm up question.
(4 minutes)
Warm-Up Class discussion
- Selected students give their answers and
reasoning for how they describe slope. Followed - Students participate in discussion over how to
by chance for additional comments from other describe slope.
students.

(5 minutes)
- Teacher has students score their confidence level
on: Pre-requisite knowledge, slope formula, linear
equations, point-slope form, equivalent equations,
modeling, and overall unit. After the scores are
completed, the teacher will ask students to share
their responses and their reasoning.
- Students get out a half sheet of paper and a
writing utensil
- Students score their confidence level for the 7
categories
- Students discuss their answers with the class

Development
(the largest (10 Minutes)
component or After the student responses, transition into the
main body of notes portion of the class.
the lesson) - Teacher uses the overhead projector to write the - Students open their math notebook, having
key things of the section during the notes written down key terms and formulas from the
discussion. reading the day before.
- Teacher asks students what the key ideas are of
the section. Teacher writes down the key ideas on - Students tell the teacher the key ideas from the
the overhead notes, writing down the idea and what section and go further into detail about the ideas.
they students should associate with the term.
- Teacher lets students lead the discussion but add - Students write down any new ideas and formulas
ideas if they are not being discussed by the that werent already in their notes.
students, in order to ensure that all the key ideas
and formulas are covered in the notes.

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 - Mainly focused on the idea of slope, the slope
formula, and the slopes of horizontal and vertical
lines.

(5 minutes)
- Teacher hands out the Graphing Linear Equations - Students use the knowledge just attained to
worksheet and has the students attempt the first 5
5 attempt to graph: y = 1 + x
one: y = 1 + x
4
4
- Once the teacher sees that a majority of the class - Students give answers to the steps when called
is done, they work through the problem with the upon about graphing the linear equations.
class step-by-step.

- If the teacher determines that the students fully

understand how to graph the linear equations, then
the teacher goes to the next step. However, if the
teacher determines that the students need more
practice, then the teacher will have the class work
through #2 as a class as well.
y = 3 - x
(15 minutes)
- Students work in partners on the worksheet. - In partners, working through the worksheet,
graphing the linear equations.
- For the first 5 minutes, the teacher will not assist
the students, forcing them to work through it. - After 5 minutes they are allowed to ask for
assistance from the teacher.
- After the 5 minutes, the teacher walks around the
room answer any questions the students have and
checking the graphs to see if they are correct.

(2 minutes)
Closure
- Clean Up Time - Students put back any utensils that they borrowed
(conclusion,
from the classroom (pencils, erasers, calculators)
culmination,
wrap-up)
- Students pick up any trash that they find on the
floor.

- Students pack up their back pack and remain at

their desk until the bell dismisses them to their next
class.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This was one of the lessons that I was able to lead and I feel that it went rather well. The students were respectful and quiet,
which was probably the biggest key in my opinion. The one thing that I was a little nervous about going into it was the notes
portion because we went over notes differently than they normally did in this class, but since there was a not a lot of different
ideas being introduced in this section, it was not as hard to cover all the main points. The students really picked up on how to
graph the equations rather quickly which was a good sign. The thing that I liked most about the lesson was the 5 minutes of
no help from the teacher. My mentor-Ms. Graff, uses this a fair amount in her classes and it really makes the students talk
with their partners, but also work step-by-step because occasionally the students will think they have complete grasp of a
topic and then start taking short cuts which cause them to come up with incorrect results. Almost all the partner groups were
able to finish the entire worksheet in the class period with only 2 or 3 groups having to finish the last graph. Overall, I would
have liked to add in more little things here and there into the lesson but which the section being so straight forward, it wasnt
necessary to include the extra things.

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