Teacher Name: Christopher Klerkx

Class and Grade Taught: Algebra II 11th Grade

Lesson Date: 17 October 2013
Mathematical Preparation for Lesson Planning
Describe the mathematical storyline or sequence of ideas students will learn as they complete each task in the
lesson: Work through each task in the lesson narrative (excluding homework problems). Make notes about what students
would learn or think about as they solve each task. Look across your notes and synthesize the ideas into a coherent
storyline.
As a prelude to a brief discussion of correlation and lines of best fit, students will think about the relationship between real
life and the structures studied in mathematics. Students will classify data graphed on scatter plots as exhibiting positive
correlation, negative correlation, or relatively no correlation. By encountering unusual examples not included in the
textbook, students will be exposed to the limitations of this classification scheme. Shifting topics, students will be given
points on a coordinate plane and a linear inequality in two variables. Students will decide for each point whether it is a
solution to the inequality. By solving the inequality for one of the variables and graphing the corresponding equation,
students will see that the line divides the coordinate plane into two halves, one of which consists of all the solutions to the
inequality.
Identify what seems to be the core task or activity that is most important for the big ideas in your storyline.
Write an objective statement about what students should learn about when solving and discussing this task.
Students will be able to recognize data graphed on scatter plots that exhibit positive or negative correlation. Students will
be able to decide whether an ordered pair is a solution to a linear inequality in two variables and be able to graph the set
of solutions to such an inequality.
What prerequisite knowledge is necessary to have to be able to complete this task?
Students should be familiar with scatter plots. Students should be able to graph linear equations and solve linear
inequalities in two variables for one of the variables.

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Lesson Logistics and Setting

Unit Topic: Linear Equations and Functions
-

Previous Lesson Topic: Writing Equations of Lines

Current Lesson Topic: Correlation and Best-Fitting Lines and Linear Inequalities in Two Variables

Next Lesson Topic: Piecewise Functions

Lesson Objectives: Students will be able to recognize data graphed on scatter plots that exhibit positive or negative
correlation. Students will be able to decide whether an ordered pair is a solution to a linear inequality in two variables and
be able to graph the set of solutions to such an inequality.
-

CCSS-M Addressed:
CCSS.Math.Content.HSS-ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are
related.
CCSS.Math.Content.HSS-ID.B.6c Fit a linear function for a scatter plot that suggests a linear association.
CCSS.Math.Content.HSA-REI.D.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted
in the coordinate plane, often forming a curve (which could be a line).
CCSS.Math.Content.HSA-REI.D.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the
boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the
intersection of the corresponding half-planes.

How will I know students have met the objectives?

I will ask students to raise their hand to vote about whether the data graphed on various scatter plots exhibit positive
correlation, negative correlation, or relatively no correlation. I will have an idea of whether students can determine
whether a point is a solution to a linear inequality in two variables, because each group of up to four students will have
the task of checking a point. I will monitor to see whether students are able to solve the inequality for one of the
variables and graph the corresponding equation.

Curriculum: Algebra 2 (McDougal Littell)

Materials Needed: PowerPoint, technology to display PowerPoint, and copies of handout.

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Introductory Routines (announcements, homework review, etc.)

While students work on the Do Now exercises, I will circulate to collect and return work.

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Timeline
In minutes

Lesson Phase
Launch, Explore,
Summary, Closure

10

Launch

Student Moves
What are students
doing; how are they
configured

Anticipated Student
Thinking
Possible questions and
misconceptions

Students are seated in

groups.

Teacher Moves
Planned questions

Review the extra credit problem

from yesterday to get to one
hundred using four nines. Ask a
student to state the problem
and then ask students to give
the two solutions that were
produced (99 + 9/9 and 99/.99).

Students volunteer to
state the problem and the
generated solutions.

Note that this problem required

students to think creatively, but
that it also required students to
think critically. The original
prompt get to one hundred
using four nines had to be
modified several times in
response to student questions
about what counted as a
legitimate solution.
Tell students that we will
continue to exercise critical
thinking skills today.
[Slide 2]
Students volunteer ideas
about the connection
between mathematics
and real life.

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There is no connection;
mathematics is
irrelevant and boring.
Math is useful for
finances and certain
careers that involve
work with quantitative

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Solicit ideas from students about

the connection between
mathematics and real life.

Timeline
In minutes

Lesson Phase
Launch, Explore,
Summary, Closure

Student Moves
What are students
doing; how are they
configured

Anticipated Student
Thinking
Possible questions and
misconceptions

data.
Math fuels the militaryindustrial complex and
does great harm to
humanity.
Math is a beautiful
pursuit of abstract
structure that has
intrinsic value; it is an
indispensable
component of human
culture.

Teacher Moves
Planned questions

[Slide 3]
Explain how this question relates
to the topic of correlation and
lines of best fit. Empirical data
will almost never fall on a
straight line.
[Slide 4]
Explain the concepts of positive
correlation, negative
correlation, and relatively no
correlation introduced in the
textbook. See if students can
produce any terminology like this
on their own.

Explore

TE 407 Fall 2012

Students will classify the

data shown on the six
scatter plots in the
handout.

Students will be confused

by the second row of
scatter plots.

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Ask students to classify the data

shown on the six scatter plots in
the handout. Do not answer any
questions about how to classify
them. Tell students you want to
find out what they think.

Timeline
In minutes

Lesson Phase
Launch, Explore,
Summary, Closure

Summary

Student Moves
What are students
doing; how are they
configured

Students raise their hand

to vote about the
classification of the data.
If there is disagreement,
students will defend their
choice.

Anticipated Student
Thinking
Possible questions and
misconceptions

Students will classify the

data shown in plots #1-3
unanimously.
Students might choose
any answer for #4:
Positive correlation
Negative correlation
Relatively no correlation

Students might classify #5

as exhibiting either
positive correlation or
relatively no correlation.
Students might classify #6
as exhibiting either:
Negative correlation
Relatively no correlation.
2

Conclusion (or AntiConclusion)

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Teacher Moves
Planned questions

Poll the students for their

classifications.
[Slides 5-10]

What about the data points in

quadrants I and IV?
What about the data points in
quadrants II and III?
Really? Arent the points too
neatly arranged for there to be
NO correlation?
Both projected answers can be
responded to in the same way.
How much would the points have
to be moved for your answer to
change? Is there a definite
boundary?

What about the outliers?

Youre going to let the outliers
spoil everything?
Tell the students that the
classification scheme presented
in the textbook only works

Timeline
In minutes

Lesson Phase
Launch, Explore,
Summary, Closure

Student Moves
What are students
doing; how are they
configured

Anticipated Student
Thinking
Possible questions and
misconceptions

Teacher Moves
Planned questions

because the textbook picks nice

examples that clearly fall in one
of the categories. Correlation is
really a matter of degree, and
the book only talks about LINEAR
correlation.
[Slides 11-12]

Launch

16

Explore

Each group of students

decides whether their
point is a solution to the
inequality.

I have not done anything

to instruct the students
about how to work well in
group, so it is possible
that even if a group
correctly classifies the
point, only one student
will understand how to do
it.

Students solve the

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Briefly discuss Anscombes

Quartet to cast doubt on the
notion of a line of best fit.
[Slide 13]
Introduce linear inequalities in
two variables with the example
on the handout. Ask students
what it means for an ordered
pair to be a solution to such an
inequality. Demonstrate using
the point (4, -1).
[Slide 14]
Instruct students to check
whether the point assigned to
their group is a solution to the
inequality.

[Slide 15]
Have each group of students
announce whether their point is
a solution.

Timeline
In minutes

Lesson Phase
Launch, Explore,
Summary, Closure

Student Moves
What are students
doing; how are they
configured

inequality for y.

Students graph the

equation corresponding to
the inequality.

Anticipated Student
Thinking
Possible questions and
misconceptions

Students might think they

are supposed to find a
value for y instead of
isolate y on one side of
the inequality.

What is the equation

corresponding to the
inequality?

Instruct students to solve the

inequality for y. Monitor for a
student who solves the
inequality correctly and have the
student present the solution on
the board.
Instruct students to graph the
equation corresponding to the
inequality.
Walk the students through
graphing the equation by asking
what the y-intercept and slope
are.
Ask the students what they
notice after graphing the line.

Summary
All the points that are
solutions are below the
line. All the points that are
not solutions are above
the line.

Homework:
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Teacher Moves
Planned questions

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Explain the general method for

graphing linear inequalities that
follows from this observation.

p. 104 #22, 23
p. 111 #14-32 (evens only)

Attach all tasks and materials to be used in class

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