Learning Experience Plan (Day 3)

Grade level: 9th

Subject: Math
Unit: A-CED
minutes

Length of LEP (days/periods/minutes): 25

Topic: Graphing
Content Standards:

(include only standards addressed in this LEP)

A-CED 2- Create equations in two or more variables to represent relationships

between quantities; graph equations on coordinate axes with labels and
scales
Literacy Standards:

(include only standards addressed in this LEP)

Learning Experience Outcomes

(knowledge/skills)

Students will: be able to graph equations

in order for them to visualize the
relationships from the two variable
equations they have been working with
Differentiation
Approaching

Learning Experience Assessments:

Worksheet 4 in class worksheet

(What will you do to meet the needs of students at these different levels?)

On-level

Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Students will be drawing lines on graph paper, which may overlap into some of the
content from students art classes.
Material Procedures/Strategies
s
Workshe
et 5
Markers

Day 3

(add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)
Ask students to come in, take out their homework, and check over their
answers.
After they have checked their answers, ask them to leave a space between
yesterdays example and their notes from today. Later in class they will
continue the example from yesterday in that space.
Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
How can we use a graph to represent our equations with two variables?

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Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)
Think about middle school when you practiced plotting ordered pairs (x,y)
how might this apply to todays lesson?
Direct Instruction (input, modeling, check for understanding)
Modeling- We will graph the equation y=2x+2 on the board. We will then
ask students to describe the graph. Use the following questions as
prompts to get the students going.
1. Where does the graph hit
the y-axis?
2. Where does the graph hit the
x-axis?
3. What is the rise over the
run?
4. Is the line increasing or
decreasing?
Input- After discussing the function,
have them copy down the following
notes in their notebook:

The general equation for a linear line is:

y = mx + b

m = slope

b = y intercept

change in y /
change in x
When given the equation of a line, plug in values of x and find the
corresponding values of y. Put these values in a table, because they will
help you when it comes to graphing.
Ex. y = x +1
Use the table to plot the ordered pairs. Then,
connect the points using a
straight edge

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Check for Understanding- Ask the following questions to recap the

notes, and make sure that all the students have a grasp on what was
taught.
Can someone tell me what the b variable represents in their own
words
can someone tell me what the m variable represents in their own
words
Guided Practice (how students will demonstrate their grasp of new learning)
We will hand out worksheet 4 and do it as a class. The teacher should ask
students about which steps to do next, and correct any misconceptions
students may have during this time.
Independent Practice (what students will do to reinforce learning of the lesson)
Have students return to yesterdays example about Snickers and Kit-Kats.
Have them answer the
following questions using
that example.
a) Create a
table of
values to
show how
many KitKats you can
buy when
you buy, 0
7 Snickers.
Graph the
table you
construct.

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15

13

11

b)

c) Would buying 8 Snickers make sense? Why or

why not?
No. Each Snicker costs 2 dollars; so 8 Snickers
would cost 16 dollars. You only have 15 dollars
so you cannot afford that 8th Snickers.
Note: When you plug in 8 Snickers into your equation from
part c, you would get -1 Kit-Kats, which is impossible because
you cannot buy negative Kit-Kats.

Also, as additional independent practice, students will receive worksheet

5, which contains empty graphs. Their homework is to take Part II from last
nights homework (worksheet 3) and graph their answers.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

close)
Ask the following recap questions:

References:

SMA Jacobs

Why is it important to create a table of values?

If the slope is a negative value, what does that tell you?
If the slope is a positive value what does that tell you?

(e.g. Book, course packet, pg #, complete web address URL)

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