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/Equivalent Equations & Data Paper Grade __8th Grade_______

I. Objectives
How does this lesson connect to the unit plan?
This is the final lesson in my unit plan, this lesson combines the knowledge learned in all previous lessons. In this lesson there is a review of equivalent equations and
how to find them, but the main focus is on the mini-project the students will be doing with a partner.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Remember that by finding a linear equation (line of best fit) to model the data, they can use the equation to predict R
values at any point in time. Linear equations approximate the given data set, but are not an exact match.
 Identify if linear equations are equivalent by their graphs A
 Understand correlation is an indicator of how well the function models data. A strong correlation does not necessarily
imply causation
U

Common Core standards (or GLCEs if not available in Common Core) addressed:
S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related
S.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear fit in the context of the data
(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

 Understand how to graph a function/write a function to fit a graph
Identify prerequisite
 Draw a line of best fit
knowledge and skills.
 Know point-slope and slope-intercept form of functions

Pre-assessment (for learning):

Formative (for learning):

After the students finish their one-on-one discussions, when talking as a whole class about how you
can tell that an equation in point-slope form in intercept form. If the students are providing correct
Outline assessment answers to the question, then we can move on to the next part of the class. But, since they need the
activities correct answer to complete the next task, if the class cannot come up with the correct explanation, then
(applicable to this lesson) we will review equivalences a bit more in order for better understanding.
Formative (as learning):

Summative (of learning):

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
The homework is to complete the mini-project, which serves as the cumulative assessment for this
lesson.
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students in their one-on-one
discussions talk of the
equivalencies and from the
discussions can add to their
answer from what they heard
from other people.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
After the one-on-one
discussions, as a class we’ll talk
about equivalences and at that
point students can determine if
their answer was correct and if
not, they can change it so that
they are able to accomplish the
next part of the lesson.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Students given a majority of the
class period to work on the mini
project, if they stay on task, they
can finish a good amount of it.

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 Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language

Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats

The class starts with students

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
moving around talking with
other students about their
answer to the equivalencies
question.
Students’ Math notebook
Algebra textbook
Sheet of 15 equations
Mini-Project and assigned partnerships list

The classroom is made up of 2-person tables added together, either with 2 tables (4 students) to a
How will your classroom
cluster or 3 tables (6 students) to a cluster.
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.
*90 MINUTE BLOCK DAY*
Motivation (20 Minutes)
(opening/ Warm up – Class discussion
introduction/ - Have each student talk 1-1 with another student - Students use their answer to the homework
engagement) giving their explanation for how you can tell that question and discuss it with other students in the
an equation in point-slope form is equivalent to one classroom.
in intercept form. - Through discussion, students can improve their
- Each student talks with 4 different students with own answers while also potentially developing a
each discussion lasting 2 minutes. better understanding of the question.
- Students are encouraged to add on to their
explanation in their notes after discussing with
others.

- After the 4 rounds, bring the class back together - Students have the opportunity to share their
to have a full discussion. Having students raise answer with the whole class. Also have the
their hands to add in to the conversation. opportunity to comment, tweak the answers of
others by giving input to the conversation.

Development
(the largest (20 Minutes)
component or - On overhead, display 15 more equations. In their - From the discussion and their notes, students
main body of desk clusters, students test the answers from the should be able to test their answers by finding the
the lesson) class discussion to see if they are correct. intercept form of each equation and then grouping
- Have the groups explain how they can tell that equivalent equations.
two equations in point-slope form are equivalent.

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 - If the groups have the correct answer they should
be able to determine that the 15 equations only
represent four different lines.
- In their groups discussing how they are able to tell
that two equations in point-slope form are
equivalent.

(45 minutes)
- Students now will have time to complete the mini
project.
- The students will work in groups of 2 or 3 that - Students working in pairs on this assignment. By
have been assigned by me, matching up students working in groups rather than individual, students
based on their previous test score. are forced to verbalize their thoughts, creating a
- Both students will complete the mini project, but better understanding of the subject matter.
only one of the papers will be graded, forcing the
students to work together even more.
- Students will also not have any more additional
class days to finish this so if they do not complete
it in the time allowed, they must finish it as
homework for the next class period.

Closure
(conclusion, (5:00 minutes)
culmination, - clean up time - Students put back any utensils that they borrowed
wrap-up) from the classroom (pencils, erasers, calculators)

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.)
I was unable to teach this lesson. However, the students were able to accomplish a form of the mini project in the class. For
the unit that they did with the mini project they still also had a final test. So it would be interesting to compare the scores
between a unit with only a mini project with a unit that had a mini project and a final test.

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