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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Christina Baith
21 Nov 2016

Subject/ Topic/ Theme

Math, Linear Equations

Grade ___8_____________

I. Objectives
How does this lesson connect to the unit plan? This activity is going to pull together everything they have learned and give them
an extra chance to prepare for the test. They should know how to do all of it, but can use notes/book if needed.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

An, E
E
An, E, C
An, E
An, C

Find points on a graph of a line (#1)


Find slope given two points (#2)
Write equations in point-slope form and slope-intercept form (#3, 5)
Find x- and y-intercepts (#4)
Create a word problem to describe a graph (#7)

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed: 8.EE.5 Graph proportional relationships,
interpreting the unit rate as the slope of the graph. Compare two different proportional relationships presented in different ways.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the
coordinate plane; derive the equation y=mx for a line through the origin and the equation y=mx+b for a line intercepting the vertical
axis at b. 8.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
graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or
a table of values.
(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.

Should know how to find points on a line, find slope given two points, find linear equations given two
points, find x- and y-intercepts
Pre-assessment (for learning): Call out equation forms and formula for slope

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):


Formative (as learning):
Summative (of learning): Activity

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

9-15-14

Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction

Students will create a graph of a


line.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Students will see their graph


and complete analysis on their
worksheets.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Students will create their own


line and choose their own points
to work with. They will create
their own word problem.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will work with


partners.

Provide options for comprehensionactivate, apply & highlight

Students will apply previous


knowledge and write equations
for their line

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

Students can use notes/ask


questions if needed (they will
know what they dont know).

Tennis balls (1 per group 5 balls), water, giant graph paper, markers, worksheets, pencils, notes

Students will start in normal rows, and then after explanation of activity can move to any open space
they want. Tennis balls, water, and graph paper at front.
How will your classroom
be set up for this lesson?

III. The Plan


Time
8:15

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Hand out assignment sheets and read through the
Listen, follow along, answer questions, ask
problems. Point out on my graph what they are
questions and take notes if needed
doing for each problem as I read. Have them call
out the equation forms and formulas as I get to
each.
Show how to roll the ball to get a good line (at an
angle so that it will cross both axes)

8:20

Get into pairs and come up to me to get ball, water,


and graph paper.
Walk around and assist as needed during activity.

Complete activity.

If time is left, have students share what the


question they came up with was for their line.

Share

Development
(the largest
component or
main body of
the lesson)

8:45

Closure
(conclusion,
culmination,
wrap-up)

If there is even more time, ask what the trickiest


part of this chapter is and go over an example
problem for this section.

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.)
9-15-14

The students were more confused than I was anticipating. I originally planned for this lesson to come after they had done a
review guide and act as a last minute test prep, but the test got moved so they didnt have their review guide. I think that
taking that into consideration, however, the students ended up doing fairly well. They could remember how to do things with
some prompting, and were able to complete about half of the work I intended them to finish. The students all seemed to be
participating as well instead of just sitting around waiting for their partner to finish the work. They were all trying to figure
out the answer instead of just giving up and asking for help. They also knew when they needed to ask for help, however, and
werent afraid to do so. Overall this activity started to trigger some things that they will need to know, so I think that even
though it didnt go as well as I planned it was still helpful to them. I think because of the time switch for the test it would have
been better to do a review day today and then do this activity right before the test as planned.

9-15-14