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# LESSONPLANFORMAT

TeachersName:Ms.Godbout
DateofLesson:10/15/15
Topic:Slope

LearningObjective:
Studentswillbeabletographlinearequationswithpositive,negative,zeroand
undefinedslopes.

CommonCoreStandardsAlignment:
Content:
Mathematics
Domain:
Expressionsandequations
Cluster:
Understandtheconnectionsbetweenproportionalrelationships,lines,andlinear
equations.
Standard:
CCSS.MATH.CONTENT.8.EE.B.5

Graphproportionalrelationships,interpretingtheunitrateastheslopeofthegraph.
Rationale:
Studentswillbeabletoidentifytheyinterceptandslopeofalinearequationand
theywillknowhowtographitbasedonthisinformation.Studentswillrecognizetheunitrateis
theslope,alsoknownasm.

AssessmentPlan:
Formative:
Studentswillparticipateinahumangraphactivity.Theclasswillsplitintofourgroups
andtheywillhavetographlinearequationswiththeirbodiesinateam.Therewillbealarge
graphdrawninchalkinthepark.Studentswillbeshownalinearequationandtheyhaveto
figureoutwhichteammemberwillbetheyintercept.Fromthere,theywillusetheslopetoplot
eachothermemberoftheirgroupontheline.Thisactivitywillgetstudentskinesthetically
involvedintheirlearninganditwillprovidethemwithimmediatefeedbackwithgraphinglinear
equations.Twogroupswillbewiththestudentteacherandtwogroupswillbewiththementor
teacher.Thegroupswillrotateturns.Theteacherwillhavestudentsmanipulatetheirgraphto
seetheeffectsofalargerorsmallslopeorwhathappenswhentheyinterceptchangesbutslope
doesnt.
Whenonegroupiswaitingtheywillbedoingtheotherteamslinearequationsonapiece
ofgraphpaper.Thiswillkeepeachstudentaccountableforwhattheycompleteandlearninthis
lesson.Studentswillbeabletoimmediatelyapplytheskillsthattheyarelearningandwill
hopefullybeabletoremembertheconceptmoreconcretelyafterparticipatinginthehuman
graphactivity.

Integration:
Studentswillbecollaboratingwiththeirpeersthroughouttheentiretyofthislesson.They
willbeproblemsolvinganddevelopingplanstocompletetheactivity.

DifferentiatedInstruction:
Strategies:
Thislessonincorporatesalotofcooperativelearning.Studentswillbeworkingclosely
withtheirgroupstoparticipateinthislesson.Studentswillneedtocraftaplanfortheprocess
teacherwillhaveaveryactiveroleduringthisactivity.Shewillbestronglyneededatthe
beginning,butwillnothavetoprovideasmuchsupportoncestudentsgrasptheactivityandhow
tographlinearequations.Theteacherwillsupportstudentswhoarenotsurewheretogo,or
helpthemconceptualizetheconceptofgraphinglinearequations.

MultipleIntelligence:
Verbal:
Studentswillhavetoworkcooperativelytographtheirequations.Theywillbe
providingeachotherwithimmediatefeedback.Theteacherwillalsobepresenttohelpstudents
discoverhowtographlinearequations.
Logical:
Studentswillshowthattheyhavemasteredhowtographlinearequations.Theywill
understandthedifferencebetweenpositiveandnegativeslopes.Mostimportantly,theywill
recognizethedifferencebetweenhorizontallinesandtheirequationandverticallinesandtheir
equation.
Visual:
Studentswillbeabletographtheequationsongraphpaperwhenitisnottheirgroup's
turn.Thiswillencouragestudentstoapplywhattheyarelearningimmediatelyandtogettheir
Kinesthetic:
Studentswillbegraphinglinearequationsonahumangraph.Thestudentsbodies
willeachrepresentapointonalineandtogetherthestudentswillcreatethelineoftheequation
theyareprovided.
Naturalist:
Thisactivitywillbecompletedintheparkacrossfromtheschool.Manyofmy
studentslearnbestwhentheirenvironmentischangedroutinely.Thestudentswillbeinterested
inthisactivityjustbecauseitgetsthemoutsideandabletoexploretheparkthatisnearKing
MiddleSchool.
Interpersonal:
Studentswillneedtoworkwiththeirgrouptostrategizeandcreateaplantograph
thelinearequations.Towardstheendofthelessonthegroupswillbeabletoturntheactivity
intoacompetitionsotheywillneedtodevelopaplantoquickentheprocessiftheychosetodo
so.

Modifications/Accommodations:
participatingintheactivity.Studentswhodonotwanttoparticipateintheactivitycanchooseto
followalongwithawhiteboardandmanipulatives.Thiswouldbeanoptionforanyonewhowill
notparticipateorwouldratherworkontheirown.Idonotexpectthistobeanissue,butitwill
beanoption.Mainly,theteachersinterventionwillsupportstudentsasneededinthemoment.

Materials,ResourcesandTechnology:

Chalk
Groupsonindexcards
Whiteboard
Marker/eraser
Graphpaper/pencil
Clipboards
Homework

SourcesforLessonPlanandResources:
Idea:
Power_through_Differentiated_Instruction
Example:
https://www.teachingchannel.org/videos/graphinglinearequationslesson#videosidebar_tab_vi
deonotestab

TeachingandLearningSequence:
50Minutes
Open(10minutes)
Gooverhomework
Explainthehumangraphactivity
Youwillbeputintofourgroups.TwogroupswillbewithMs.Murphyandtwo
groupswillbewithMs.Godbout.Therewillbealargegraphdrawnwithchalkin
thepark.Wearegoingtographlinearequationswithourbodies.Eachofyouin
thegroupwillbeapointonthegraph.Forexample,ifIgiveyoutheequation
y=2x3,onegroupmemberwillstandony=3torepresenttheyintercept.The
thereistimeleftwecanturnthisintoacompetition.Aretherequestions?
Putstudentsintogroups
Group1:MZ,MS,BC,GS,

Group2:CA,LS,KN,ED,JL
Group3:AH,MM,SW,WB,ZD
Group4:LK,MR,LR,CA,FT

Body(30minutes)
Eachteacherwillhavetwogroups.Decidewhichgroupwillgofirst.
Givethegroupasimpleequationy=2x+3
Continuetogiveequationsandprovideinstructiontostudentsasneeded
y=x7
y=5/3x2
y=3/4x
y=9
x=1
eachgroupandgivethemsimilarequations.

Close(10minutes)
Walkbackinsidetheschoolbuilding
Passouthomework
Gooverhomeworkonestepequationsdue10/16

CommonCoreTeachingStandardsandRationales
Standard#1LearnerDevelopment
Thislessonwillbechallengingforalllearners.Students,especiallythisagegroup,
usuallylearnbestwhenparticipatinginkinestheticactivities.Theyareatastageindevelopment
tothistopicandtheyhavesomeexperiencegraphinglinearequations.Thislessonisdesignedto
enhancetheirlearningandhelpstudentswhohavenotyetgraspedtheconcept.Thisactivitywill
bebeneficialforalllearnerstoparticipateintomasterlinearequations.Studentswillalsohave
torecognizetheslopeandyinterceptinslopeinterceptform.

Standard#2LearnerDifferences
Studentswillfeelcomfortableandsafeparticipatinginthislesson.Allstudentswillbe
supportedbytheteacherasneeded.Shewillbeanactivefacilitatortoensureallstudentsare
moreabstractly.Allstudentswillfeelconfidentintheirabilitytographlinearequationsatthe
conclusionofthislesson.
Standard#3LearningEnvironment

Thelearningenvironmentwillbecomfortableandexcitingforstudents.Theywillbe
overjoyedthatwearegoingoutsideforthislesson.Theylovetogetoutoftheclassroomand
intoanewenvironment.Studentswillworkcollaborativelyforthemajorityofthislessonso
studentswillhaveincrediblesupportfromtheirpeers.Studentswillalsobesupportedasneeded
bytheteacherwhowillactasthefacilitatorforthisactivity.Studentswillbeactiveparticipants
intheirlearningandtheteacherwillencouragestudentstobeselfmotivated.Theywillonly
learnfromthislessoniftheyareactivelyengagedinthelesson.

Standard#4ContentKnowledge
Theteacherhascreatedafunandengaginglessonforstudentstolearnmathcontent.The
teacherwillbeabletocoachthestudentsthroughgraphinglinearequationsinabodily
kinestheticactivity.Theteacherwillnottellthestudentswheretostandonthegraph,butrather
coachthemthroughhowtheywilldecidewheretostand.Throughinquirybasedquestionsand
havingpeershelpingeachother,thestudentswillbeactivelyengagedinlearningthemath
content.

Standard#6Assessment
Theteacherwillcollectdataonstudentprogressastheyestablishthemselvesaslearners
inthislesson.Theteacherwillgagewherestudentsareindividuallyandcollectivelyasthe
equationsgetmorechallenging.Theteacherwillbeabletoexplainwhereherstudentsarebased
onwhattheycompletedontheirindividualgraphpaperduringclass.Theteacherwillhave
variousmeansofassessinghowsheshouldplanforfutureclasses.

Standard#7PlanningForInstruction
Studentswillworkcollaborativelyduringthislesson.However,theywillhavetoworkin
theirgroupstoplanstrategiesandhowtheyaregoingtoworktogethertographtheirlinear