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Teacher

Date

Christina Baith

21 Nov 2016

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*

physical

development

An, E

E

An, E, C

An, E

An, C

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

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 (as learning):

Summative (of learning): Activity

lesson present?

What will it take

neurodevelopmentally,

experientially,

emotionally, etc., for your

students to do this lesson?

9-15-14

Representation

Provide options for perceptionmaking information perceptible

and Expression

Provide options for physical actionincrease options for interaction

line.

mathematical expressions, and

symbols- clarify & connect

language

communication- increase medium

of expression

and complete analysis on their

worksheets.

Engagement

Provide options for recruiting

interest- choice, relevance, value,

authenticity, minimize threats

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

partners.

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?

functions- coordinate short & long

term goals, monitor progress, and

modify strategies

strategies, self-assessment &

reflection

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?

Time

8:15

Components

Motivation

(opening/

introduction/

engagement)

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

and graph paper.

Walk around and assist as needed during activity.

Complete activity.

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)

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

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