Teacher Name: Ms.

Savidge
Class and Grade: HS Algebra
Date: Tuesday March 3, 2015

Thinking through a Lesson Protocol (TTLP)

Lesson Logistics and Setting
Unit Topic:
Previous Lesson Topic: Comparative Growth

Current Lesson Topic: Formulating the

Rate
Next Lesson Topic: The Why of the Line

Lesson Objectives:
(The learner will know/understand/be able to )
Find an expression for the rate of change in terms
of x1, y1, x2, y2.
Students will be introduced to rate of change as
slope (m)
Students will understand that slope represents
what they did in the more concrete examples of If
Looks Dont Matter What Does?
Students will understand that it doesnt matter
which points you use to find slope, but that
consistency in the order of subtraction matters
Assessment:
(How will I know if my students have met the
objectives?)
Through discussion as a class, students should
present the equation of slope and be able to
answer How could you describe the computation
of slope in words? With answers like the change
in y over the change in x or the rate at which y
is changing as you move to the right along the
line
In further discussion, students can answer

Standards Addressed:
Common Core Content Standards
Create equations that describe number or
relationships
o Create equations in two or more variables to
represent relationships between quantities; graph
equations on coordinate axes with labels and
scales.
Common Core Content Practice Standards
Make Sense of Problems and Persevere In Solving
Them
Reason Abstractly and Quantitatively
Construct Viable Arguments and Critique Reasoning
Materials Needed:
IMP, Small World, Isnt It? Lesson: Formulating the Rate [Teacher materials: 30-35; Student
materials: pp. 239-241]
Paper and pencil
Powerpoint
Classroom
Business Routines:
(announcements, homework review, etc.)
Warm-up, Group Work, Class Discussion, Summary, Assign Homework

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Thinking through a Lesson Protocol (TTLP)

Lesson Activities
(Attach any handouts you will use)
Students are working
Lesson

(details about how students are

configured, what work they are
doing and how they are
recording their work)

Anticipated Student
Thinking/Questions

Teacher Moves

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Thinking through a Lesson Protocol (TTLP)

Launch (Introduction)
5:55-6:01
WarmUp problem so we
have something to
reference when talking
about why the formula
for slope works.

Students discuss at tables

how they did the homework
problem.
Students verbally explain
what they discussed to the
class.

2. Why did other

students/groups use
different points?
Ask group how they
found the average rate
of change, and explain
what the average rate
of change means.

5:55-5:56
In small groups, talk
about how they found
their average rate of
change from #3. If Looks
Dont Matter What Does
(1 min.)

3. Why did we get the same

answer by using different
points?
Help students realize
that the graph is of a
straight line, and the
rate of change is
constant along the
straight line, so it
makes sense to get the
same answer.

5:56-6:01
Class discussion how
students found the
average rate of change
from the graph. (5 min.)
Find a final answer for
the average rate of
change.
*Anticipated solutions
Lesson

1. How do I find the average

rate of change?
Reference Mr.
Poulsens lesson, and
how he discussed how
to find average rate of
change.

Students are working

(details about how students are

configured, what work they are
doing and how they are
recording their work)

Anticipated Student*
Thinking/Questions
(Include what you think
students will say and ask)

Begin by asking groups to

discuss how they found their
answer to #3 from If Looks
Dont Matter What Does for
the next minute.
As a class, discuss how
groups found their answer.
Ask: Did other groups find
their answer differently (ex:
by using different points). If
no one used different points,
ask to see if could have
gotten the same answer by
using first points and last
point (9, 31) and (0, 13)
Ask: Does it matter which
two points you use in
computing the average rate
of change?
Decide on a final answer for
the average rate of change.

Teacher Moves
(Include what you will say and do
including the exact questions you will ask)

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Thinking through a Lesson Protocol (TTLP)

Explore (Development &
Guided Practice)

Students work at tables to

find their expression.
Students should be
finding their
expression in terms
of x1, y1 and x2 and
y2

6:01-6:05
Students will find an
expression for the rate of
change in terms of x1, y1,
x2, y2.
Students have one
1. After introducing the
member of group record
task by discussing
their answer on the board.
homework problem, ask
While students wait
students to turn to page
for other groups to
239 and find expression
record their answer,
as a group.
ask them to discuss
how they will
explain how they
2. Ask students to record
found their
expression on the front
expression.
board.

*Anticipated solutions
attached

Students are working

*Anticipated
Student Solutions must be
Lesson
(details
about
what and how
attached
students are sharing)

Students will hopefully

find the expression for
slope to be:
Y2-Y1/X2-X1

Ask students to turn to page 239

and do the exercise as a group,
then record their answer on the
board when they are done.

1. What are yx1, y2, x1,

and x2
These are x and ycoordinates, but
they have
subscripts so we
know they are two
different points.

While students are working, make

sure board is ready for groups to
write on.
After all groups have posted their
expressions, begin discussion and
summary.

2. What does this have to

do with the homework
problems we have been
doing?
Notice that now
instead of having
values like we did
when we looked at
Lanis savings
account, we have
variables. Use
those variables to
decide on an
expression.

Anticipated Student
Thinking/Questions
(Include what you think
students will say and ask)

Teacher Moves
(Include what you will say and do
including how you will set up the
discussion of the big math ideas)

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Thinking through a Lesson Protocol (TTLP)

Summarize (Share and
Discuss)
6:05-6:15
Discussion formally introduces
rate of change as slope and the
formula for slope.
a. Discussion about what
students found for their
expression. (2 min)
b. Introduce that this
expression gives us the
slope of a straight line
(call this m). (1 min)
c. As a group answer: How
could you describe
computation of slope in
word present answers
out loud. (3 min)
d. Additional
discovery/explanations if
time allows - Discussions
about why this formula is
correct and how it
connects to warm-up. (3
min.)
Summarize findings
Announce Homework
*Anticipated solutions
attached

Groups volunteer to explain

their expression, and how
they got that expression.
Students participate in
discussion about why the
expression is correct; do this
by exploring in reference to
warm up problem.
Students recognize that this
expression is to find the rate
of change of a straight line,
and this is called slope (m).

Why was my expression

different than other groups?
Explore as class in
discussion-----
Does this expression work
for curved lines too?
Mention that we
have been looking at
straight lines to find
the expression for
slope. Note that this
expression works
because the rate of
change, or slope, is
constant on a
straight line.
Reassure them that
we will explore cases
when the line is not
straight.
Whats the difference
between a formula and an
expression?
Formula: special type
of equation that
shows the
relationship between
two variables
Expression:
mathematical
relationship whereby
there is no solution

a. ASK: How did your groups get their

expression? Did any other groups get
their expression in a different way?
What expression have we decided on?
b. INTRODUCE: Slope at last! This is
formula found the rate of change of a
straight line, and we call this the
slope. The letter m is often used to
represent slope. m=
c. ASK GROUPS TO
DISCUSS/PRESENT: How could you
describe computation of slope in
words?
d. ASK: Does it matter which two
points you use in computing the
slope? Help students reference the
warm-up problem and how groups
used different points to find the rate of
change but got the same answer.
Ask: Could we use
to compute
the slope? (Here we are subtracting in
different order on top than we are on
the bottom)
a. Use two coordinates from
warm-up problem and ask
students to calculate. Did you
find the same rate of change?
Answer is not the same, so
make note that although it
doesnt matter what points you
use, it does matter that you
subtract in the same order on
top and bottom.
SUMMARY STATEMENT
ANNOUNCE HOMEWORK

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Thinking through a Lesson Protocol (TTLP)

Summary Statement: (May change based on what actually happens in class)
Today, we started by looking at a homework problem that asked us to find the average rate of change, and then we used
the same idea to find a general formula y2-y1/x2-x1. We found this formula was called slope, and explored how this
formula works.

Independent Practice & Homework:

Students work on Rates, Graphs, Slopes, and Equations found on pages 240-241
Students will work with rates and slopes, exploring their connections to graphs and formulas.
This homework further explains slope as rise over run
Students find slope by plotting graphs, from in/out tables, and by finding two points on a graph.
Beings introduction on concept of y-intercept

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