Subject: Mathematics

Learning Experience Plan- Day 1

Grade level: 9th Grade

Unit: Algebra
Topic:

Length of LEP (days/periods/minutes): Day 1/45minutes

Lesson 1

Content Standards: (include only standards addressed in this LEP)

Create equations that describe numbers or relationships.
1. Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and
exponential functions.
Literacy Standards: (include only standards addressed in this LEP)
Learning Experience Outcomes
(knowledge/skills)
Students will:
Know how to plot points and connect
them and form lines in order to
determine whether a line has a positive,
negative, or slope of 0.

Learning Experience Assessments

Students will come to the board and plot

points
Students will discuss in small groups if
they think a line will be positive or
negative or just straight.

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Materials

Procedures/Strategies

Writing
Day 1 (add additional days as needed)
utensil and
Everything will be done and followed through on a Power Point Presentation.
their
notebooks. Sponge Activity (activity that will be done as students enter the room to get them
into the mindset of the concept to be learned)
Do Now:
Look at these points, which is x and which is y?
1st line:

(2 ,4)

(3,3)

2nd line :

( -5 , -4 )

( -3 , 5 )

Now plot and connect them:

Anticipatory Set (focus question/s that will be used to get students thinking about
the days lesson)
FQ: I can plot points on a coordinate plane and connect them and see if they go up (for
positive slope), down (for negative slope), or straight (for a slope of 0).
Activating Prior Knowledge (what information will be shared with/among
students to connect to prior knowledge/experience)
If you were a runner, looking at these pictures which hill would you choose to run?
They will discuss it in groups.

At the end of a 3 minute discussion I will ask them to share their thoughts out loud.
By the end of the discussion we should on the note:
A hill like the first picture is very steep, the middle hill is smaller and doesnt require
much work if we had to run it, and the 3rd picture is almost flat, we would not struggle
to run on that hill.
Direct Instruction (input, modeling, check for understanding)
Ill start introducing coordinates on a line:
Lets look at this line-

1. When you look at a coordinate plane and are trying to figure out if a line is
going up or down, you need to look at it from left to right almost as if you
were reading.
2. Just looking at this line, is it going down or up?
3. If a line is going up that means that the line is positive, if its going down that
means that the line is negative, if its straight then that means that the line is
just straight or has a slope of 0.
4. What does this have to do with slope? Well if a line is positive and its steep it
means that the slope is high, if its positive but not that that steep it still has a
high slope just not too exaggerated as compared to a line that is very steep.
5. So what exactly is slope?
Slope is a surface of which one end or side is at a higher level than another; a
rising or falling surface.
Guided Practice (how students will demonstrate their grasp of new
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learning)
Each student will work individually. I will give them these 5 lines on a small piece of
paper and they have to determine what type of slope the line has and why?

I will walk around as they work on these. After 10 minutes, I will call on 5 students to
write their answers on the board and well go over these. If there are any questions, we
will address them, and if there is confusion or debates well address those also.
Closure (action/statement by teacher designed to bring lesson presentation to an
appropriate close)
Exit Slip: Take out a small piece of paper and write where outside the classroom
do you see slope? Or positive lines or negative lines, the hill was our class
example, try to be creative and come up with your own.
Rubric to grade this:
Full/Partial Credit:

Full Credit to the students who thought about real examples and followed
through to answer all parts.
Partial Credit to the students who put maybe 1 example and only answered parts
of the whole question
No Credit to the students who left their papers blank or didnt try to answer, or
didnt even hand in an exit slip.
Conclusion: After I collect their exit tickets I will make this last statement so they can
think about what they learned and place it outside in the real world or at least try to
make a connection.
When walking home look at stairs, hills, ramps, etc., and ask yourselves what kind of
slopes are you walking on, whether its your going down or up or youre on a flat
surface. Bring in 3 examples to class.
Independent Practice (what students will do to reinforce learning of the lesson)
No Homework Tonight. Let them think about the outside world and slope.

Subject: Mathematics

Learning Experience Plan- Day 2

Grade level: 9th Grade

Unit: Algebra

Length of LEP (days/periods/minutes): Day 2/45 minutes

Topic: Lesson Plan 2

Content Standards: (include only standards addressed in this LEP)
Create equations that describe numbers or relationships.
2. Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and
exponential functions.
Literacy Standards: (include only standards addressed in this LEP)
Learning Experience Outcomes
Learning Experience Assessments
(knowledge/skills)
Each individual student will work on
problems individually
Students will use the slope formula in
order to find the difference of two
Some kids will come up to the board and
points.
write out the answers
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Materials

Procedures/Strategies

Writing
Utensils
and their
notebooks

Day 1 (add additional days as needed)

Everything will be done and followed through on a Power Point Presentation.
Sponge Activity (activity that will be done as students enter the room to get them into
the mindset of the concept to be learned)
Do Now:
Lets quickly review: Come to the board and just label the line whether it has a
positive slop or negative

Anticipatory Set (focus question/s that will be used to get students thinking about the
days lesson)
I can recall the slope formula.
I can also use the slope formula to find the difference of two points.
Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience)
In yesterdays class we looked at lines and we determined what kind of slope they
had. This will help us today when we compare our final numeric answer to our
thought of what kind of slope our line had.
Today we will look at the actual values of lines or slopes. In order to find the actual
numeric value we need to use the Slope formula :

Direct Instruction (input, modeling, check for understanding)

1. In order to find the difference of two points or the slope of the line, you need
to use the Slope formula.
2. The slope formula uses y1, y2, x1, and x2, these are the (x,y) coordinates of
the 2 points. X1 and Y1 are the first set, X2 and Y2 are the second set.
3. Lets use an example:
The points are (1,6) and (3,1)

4. Pick which set will be your X1 and Y1, and the other set will be X2, Y2.
5. Lets say you choose (1,6) as your first set your X1= 1 and Y1 = 6
Your X2 = 3 and your Y1= 1.
6. Now we plug it back in the formula:

Follow your numbers and plug them in the formula.

7. This formula tells you how fast the line is increasing or decreasing. That is
what the difference of the points tells you.
8. Does anyone have any questions
9. I will repeat and go over it once more as a class using the same example before
I let them try some problems on their own.
Guided Practice (how students will demonstrate their grasp of new learning)
Lets see if you guys understood it. Here are 3 other lines, find the slope of these lines.

After 10- 15 minutes of independent work, 4 students will come up to the board and
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work out the problems, the students who arent up there are supposed to follow and
find any errors if any. They have to note it and when everyone is done, then share
what they think is wrong.
Well address any issues.
Closure (action/statement by teacher designed to bring lesson presentation to an
appropriate close)
So what is the difference of two points?
How do we find it?
Independent Practice (what students will do to reinforce learning of the lesson)
Exit Ticket:
Please write down the slope formula and what each part represents.
Rubric for grading this:
2-1-0 system:
2 points- to the students who wrote the formula in the correct order and matched
every part accordingly.
1 point- to the students who either got the formula down or labelled the parts but
could put the formula together.
0 points- to the students who dont hand anything in, or cant get passed labelling
what the X1, Y1 of a set is.

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Subject: Mathematics

Learning Experience Plan- Day 3

Grade level: 9th Grade

Unit: Algebra

Length of LEP (days/periods/minutes): Day 3/ 45 minutes.

Topic: Lesson Plan 3

Content Standards: (include only standards addressed in this LEP)
Create equations that describe numbers or relationships.
3. Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and
exponential functions.
Literacy Standards: (include only standards addressed in this LEP)
Learning Experience Outcomes
(knowledge/skills)
Students will be able to find the slope
of any line in order for them to be able
to create their own problems
Be able to share their made up
problems with their peers.

Learning Experience Assessments

Students will follow me in my making of
a slope problem, to see what needs to be
included in a problem.
They will be able to share their problems
and solve their peers problems too.

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Materials

Procedures/Strategies
Day 1 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to get them into
the mindset of the concept to be learned)
When you look at this line, before you find the numeric value what do you see?
*Make them share what they see*

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Now if you wanted to find the actual numeric value what do you need?
*Give them a minute and then make them share*

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Anticipatory Set (focus question/s that will be used to get students thinking about the
days lesson)
I can use everything that Ive learned about slopes in order to make my own problem.
I can also use my knowledge of slopes in order to help my peers understand in case
they dont.
Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience)
1. So based on the problems from the last 3 lessons what to do we know slopes
include
a. They are either positive or negative, or straight
b. We learned that if it goes up, then it has a positive slope, down it has a
negative slope, and if its straight then it has a slope of 0.
c. We also learned the slope formula.
d. We learned to calculate the numeric value of a line.
Direct Instruction (input, modeling, check for understanding)

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1. Today you will make a line and predict what the slope is, before you even start
calculating.
2. Decide whether you want the line to be positive, negative, or straight.
3. Then determine the 2 points that you will use for your line.
4. Once you have this, use the slope formula to find the numeric value of your
line.
5. Does the value match what the slope intended to have?
6. If you think youre set, check in with the teacher.
7. If youre set, then try to make another problem, or start sharing your problem
with another student who is also done.
8. I will have a few students who want to , share their problems on the board so
we as a whole class can solve them.

Guided Practice (how students will demonstrate their grasp of new learning)
A) They will make their own problems
B) They will solve their peers problems
C) They will correct each other if they see any error in their own work, or their
peers.
Closure (action/statement by teacher designed to bring lesson presentation to an
appropriate close)
Well work on the problems the students put on the board, and talk about slope, what
was hard, fun, confusing?
*The feedback also helps me as a future teacher, to modify my lesson to fit students
needs.*
Independent Practice (what students will do to reinforce learning of the lesson)
I will let them make a slope problem at home, they get to decorate it and be as creative
as possible.
Rubric:
2-1-0
2 points to the student whose answer backs up their prediction for what they thought
the slope of the line they would be making would be, and whose work is really neat
and creative.
1 point to the student who has a creative and neat homework but cant get the full
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grasp of how to find the slope of a line, or make their own.

0 points to the students who dont hand in anything, or who hand in sloppy work with
no full grasp of how to make a line and find the slope of it.

Summative Assessment and Rubric:

Final project to end lesson:
******************

It was already submitted

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