Kate

Andersen
August 14, 2016

Integrated ELD Lesson Plan

Grade Level:
9th-10th

Total Time:
50 minutes

Content Standard:
Algebra I, A-CED.2: Create equations in two
or more variables to represent relationships
between quantities; graph equations on
coordinate axes with labels and scales.

English Language
Proficiency Level:
4 Emerging
5 Expanding
6 Bridging
5 Proficient

Content Objective:
Students will be able to interpret real life
situation data, and how to represent it in an
equation and on a graph. They will learn to
define variables and answer conceptual
questions about the situation.

Do Now:
Time: 5 minutes

1. Pass out graphic organizer notes sheet packet. For Emerging students, this includes
additional handouts to support the lesson. (see annotations on attached notes sheets)
2. Students will complete WARM UP activity. In student table groups, students split into
partners. With your partner, interpret the graph on the document camera (see 2.7 Solving
Real Life Problems Example: Writing a Story). Answer the questions in the Warm Up (#1-4)
to help you write a story for a real world situation that could represent the graph shown.
3. If students finish before time is up, share and compare their interpretation with the group
before returning together as a whole class.
**During this time, students can get rulers and colored markers from the front of the class to
help illustrate ideas and help with graphing for the rest of the class.

Students will be able to tell a story of a real world mathematics situation based on their
interpretation of data and a labeled graph. They will also learn to reverse this process, and
represent a story through variables and a graph.

4. Come together as a class, and discuss students stories from Do Now activity. Go over
slope, y-intercept, x-intercept, table, and how to properly label the graph. Students should
correct and make notes on their handout as needed.
5. To review previous material, show students Khan Academy video on graphing from a slopeintercept equation. Point out Vocabulary and Concept Review section in the handout to
help students identify key ideas being presented in the video that will be discussed
afterwards.
<LINK: https://www.khanacademy.org/math/8th-engage-ny/engage-8th-module-4/8thmodule-4-topic-c/v/graphing-a-line-in-slope-intercept-form>
6. Go through Vocabulary and Concept Review in the handout, asking students for help
providing definitions and examples. Make sure to fill out the table on the document camera
and allow time for students to copy down on their own notes sheet.
7. Explain Examples 1 & 2: Real-Life Application from the textbook. Students will follow along
and take notes in their math journals. Examples will be written on fresh paper as they are
explained for students to follow along on the document camera, rather than showing the
completed textbook copy. Use anticipation guide strategy, allowing students to write down
what they think is the correct answer for defining variables, etc., and ask students to share
their thoughts.
**Emerging students will be provided with a copy of the examples for the notes to help follow
along as mentioned in step #1.

Student Friendly
Objective:
I do:
Time: 20 min

CA ELD Standard:
PII.9/10.5, Interpretation, Listening Actively:
Demonstrate comprehension of oral presentations
and discussions on familiar social and academic
topics by asking answering questions, with
prompting and substantial support.

ELD Objective:
Students will listen and discuss real-life problems
in a mathematical sense. Students will interpret
data and graphical representations to tell a story
of what they see. They will then reverse the
process, and represent a story graphically.

We do:
Time: 5 min

You do:
Time: 15 min

8. Think-Pair-Share: Discuss how problems would differ if variables were switched, values were
changed, or slopes were given opposite values (positive or negative). Use previous examples
discussed to help discussions. Come together as a class and discuss the possibilities.
9. Together as a class, set up homework assignment that can be started if You Do activity if
completed early. Clarify any initial questions students have from looking over problems on
set up. (See 2.7 Exercises for homework problems)

10. Students will be broken up based on proficiency level into homogenous groups to complete a
worksheet. Emerging students are provided with a word bank and illustration to help prompt
their story telling, and Expanding students are provided with a word bank.
11. If any students finish early, they can check in with instructor and begin on their homework.
Emerging
Expanding
Bridging
Group all emerging students Group expanding students Pair up bridging students
together. Students will work
together into a pair and a
with a proficient student
together to complete
group of 3. Students will
(with one group of 3).
Emerging handout use
work together to complete Students will work together
provided word bank and
Expanding handout use to complete the
illustrations to help prompt
provided word bank to help Bridging/Proficient
story telling.
prompt story telling.
handout (no additional
After each exercise (a & b),
After each exercise (a &
support provided with word
use the three-step interview b), use the three-step
banks or illustrations).
strategy: break group into
interview strategy: each
Partners will discuss
pairs, each student will write a student will write a
possible real-life problems
clarifying questions about the clarifying questions about
based on units and
article. Partner A will ask
the article. Partner A will
information provided,
Partner B his or her questions, ask Partner B his or her
relating back to terms
and vise versa. If they still have questions, and vise versa
discussed earlier in class.
trouble answering, pairs can
(Include Partner C for group Teacher will check in with
come together as a group to
of 3).
groups throughout the
discuss.
Teacher will check in with process, asking what the
Teacher will work closely
the group throughout the
units can tell about the
with the group throughout the process, and help build on
situation, or how the rate,
process, and help build on
story telling. Ask questions x-intercept, and y-intercept
story telling. Teacher will ask
about what the given
affect the problem. Dig
questions about what the
information and work bank deeper by asking questions
given information, word bank, can tell us about what is
about how the problem
and illustrations can tell us
going on. Discuss
would change if you altered
about what is going on. Refer
significance of vocabulary
values or switched values
back to vocabulary words and words discussed earlier in
and signs.
concepts reviewed earlier, and these examples.

discuss their significance to
Additional Khan Academy
the problem.
videos may be viewed and
Additional Khan Academy
assigned if necessary.
videos may be viewed and

assigned if necessary.

12. On the last page in notes sheet, labeled Exit Ticket, there are three options for problems to
be solved by students. Students can pick one to solve to be turned in as their exit ticket.
Instruct students to write down any additional questions they have after todays lesson.

Exit
Ticket/Closure:
Time: 5 min

Textbook excerpts and adaptations from:

Larson, Ron, and Laurie Boswell. Big Ideas Math Algebra 1: A Common Core Curriculum. Erie, PA: Big Ideas Learning,
2014.

This will be used

to accompany
WARM UP /Do
Now activity. To
be projected on
document
camera

Start by only showing

above the line during
Do Now exercise
B


In Class Notes Sheet: Solving Real-Life Problems Involving Linear Equations


Warm-up

Split your table group into pairs, and complete the
activity below. Once you have finished, compare and
contrast your ideas with your group.

Write a story based that uses the graph to the right. To
get you started, complete the steps below:

1. Interpret the slope, y-intercept, x-intercept.





2. Make a table that shows data from the graph.

X









Y










3. Label the axes of the graph with units.

4. Write a story considering the above information.

Vocabulary & Concept Review

Write down definitions and examples we review to help you remember and add to
your notes. Add any others you think of!

Key-term
Definition
Example
y-intercept





x-intercept



Slope
(rate)


Variables



Formula



Coordinate axis



Linear
equation

BRIDGING / PROFICIENT

Describe a real-life problem that has the given rate and intercepts. Draw a line that
represents the problem on the provided graph. Remember to label your axes with
units. Be creative!


EXPANDING

Describe a real-life problem that has the given rate and intercepts. Draw a line that
represents the problem on the provided graph. Remember to label your axes with
units. An optional word bank has been provided to help you get started with
describing a real-life situation. Be creative!

Word Bank: feet, seconds, moving, decreasing, down, drop, building, falling, box

Word Bank: bank, account, statement, monthly spending, months, dollars, decrease,
spend, savings, payment, balance

EMERGING

Describe a real-life problem that has the given rate and intercepts. Draw a line that
represents the problem on the provided graph. Remember to label your axes with
units. An optional word bank and illustrations have been provided to help you get
started with describing a real-life situation. Be creative!

Word Bank: feet, seconds, moving, decreasing, down, drop, building, falling, box

Word Bank: bank, account, statement, monthly spending, months, dollars, decrease,
spend, savings, payment, balance

Example to be
covered in class -
copy of these notes to
be provided for
Emerging students

Example to be
covered in class -
copy of these notes to
be provided for
Emerging students

Homework
Problems

EXIT TICKET

Pick ONE of the following to complete, and circle your choice. Show all your work to
solve the problem! Then write down any questions you still have after todays
lesson in the space provided.

Additional Questions??