Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Christina Baith
3 Nov 2016

Subject/ Topic/ Theme

Math, Graphing Linear Equations

Grade __8____________

I. Objectives
How does this lesson connect to the unit plan? This is the first step that they need to be able to complete the rest of the chapter.
The rest of the unit is going to build on and develop this section.
cognitiveR U Ap An E C*

Learners will be able to:

Recognize that lines represent solutions of linear equations (motivation)

Graph linear equations (all examples)
Solve equations to find points (motivation, example 1)
Solve a table of values (motivation, example 1)

U
An, E
An, E
E

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed: 8.EE.5 Graph proportional relationships,
interpreting the unit rate as the slope of the graph. Compare two different proportional relationships presented in different ways.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

Students should know how to plot ordered pairs from a table.

Pre-assessment (for learning): Students will complete table of values by entering x values and solving for y, and
will plot these points on whiteboards (introductory inquiry)
Formative (for learning): Whiteboard problems.
Formative (as learning): Introductory inquiry (motivation)
Summative (of learning): End of class whiteboard problems
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will hear speaking as

well as see written notes
projected on board
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Students will be given

definitions of linear equation
and solution
Provide options for comprehensionactivate, apply & highlight

Students will see a table of

values (points) as well as a
graph of the points (line)
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Students will be given direct

feedback on the in-class activity
(is it right or wrong)
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Students will do error analysis

based on feedback (if wrong),
and can check their answer on
graphing calculator

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Me: Notebook, pencil, graphing whiteboard, dry erase markers/erasers, doc cam, math book
Students: Notebook, pencil, graphing whiteboard, dry erase markers/erasers

Students all facing front in normal seats

How will your classroom
be set up for this lesson?
III. The Plan
Time
8:15

Components
Motivation
(opening/
introduction/
engagement)

Check to see that they drew the correct line.

In notes, write definition of linear equation (an
equation whose graph is a line) and solutions (the
points on the line).

8:25

8:30

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Draw on whiteboard an empty value table with
Students fill out table on whiteboard.
equation y=(1/2)x+1. (If students do not remember
how to fill out tables, walk them through by
Plot points on their whiteboard and draw line
completing each step with them.)
through them.

Development
(the largest
component or
main body of
the lesson)

8:40

8:45
Closure
(conclusion,
culmination,
wrap-up)

Show me whiteboards. Do error analysis if line is

wrong.
Write down notes.

Write down example 1 in notes and complete as

class (value table with y=-2x+1 and graph line).
Everyone checks answer by plugging in equation in
graphing calculator.

Write notes, complete example, graph equation on

calculator

Ask what the graphs of y=4 and x=2 look like after
they graph each.
Write down definition of graph of y=b and x=a and
example 2.
Draw y=5 as x=5, ask what is wrong with this (is
on the wrong axis)

Do a value table with y=4 and graph. Then do the

same with x=2. Show me for each.
Write down notes.

Show example 3 question (real world problem) part

a, complete as class.
Show part b and ask what is the hour when wind
speed (y) is 74?
Write problems for them to solve on board one by
one. Walk around and assist as needed.

Take notes, answer questions

Answer

Solve problems on boards and show me. Check

answers on graphing calculators. Do error analysis
if wrong.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

9-15-14

The students did not know how to fill out tables, so my lesson was different from the start. I had to teach how to fill them out,
which took up extra time, and so I just barely made it through the lesson. If I were to teach this in the future, I probably
would have skipped the intro activity so that I would have had more time to thoroughly explain the examples better. They
did, however, know where to plot everything, so that part went really quickly which helped to balance out my time a little.
Once we got to graphing lines x=a and y=b, they got a little confused and kept trying to graph everything as y=b. If I had
more time, I probably would have focused most on the differences between these equations to get them to see when they need
to do tables, and when they can graph that way.

9-15-14