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Jimmy Siengs Lesson Plan

Date: Oct 7, 2016 Class: Secondary Math I Topic: Graphing Linear Functions Grade/Period: 9th/ Period 2

Strengths of the Class: Students come into class on time and most of the time are on task with the Do Now
exercise. They are respectful and view me as a teacher figure. This class is generally friendly to each other and the
different groups in each table tend to collaborate with each other. They are also responsive when the teacher checks
for understanding.

Unique Needs of the Class: There are three ELL students who struggle with the material and understanding the
vocabulary. One particular student, Sione, tends to talk to his classmates during instruction and disrupting the
classroom flow. It is important that I continue to check for understanding and involve Sione and other students alike
in the lesson. As in asking effective questions and discussion.

Subject: Secondary Math I

Curriculum Standards: This lesson is supposed to help students transition from using rate of change to slope.
This follows the State Common Core Standard F.IF.4

Lesson Topic: Graphing and determining linear functions with a given table or distinct points..

Homework (if any) from previous day: none

Content Objectives for the Lesson: Students will be able to graph a linear equation from a table and identify if an
equation is linear from its table of values.

Learning Objectives for Students: Students will know the difference between a linear equation and non-linear
equation by finding the rate of change and graphing the function.

Language Objectives for Students: Students will be able to graph a given equation and determine whether it is a
linear or non-linear function individually and in groups by using a whiteboard.

Techonology Used: This lesson is fairly simple and will only require students to have a calculator for calculations.
We will be using the SMART Board technology along with its slide presentation feature. It allows us to write while
working on problems that were developed beforehand and thought through.

Vocabulary and Key Words:
Rate of Change
Ordered Pairs

Starter (Activate Background Knowledge): Students will be given a table with x and y values. They will need to
first find the rate of change and second, determine if it is a linear function. Purpose is to review their
progress learned the previous day. They will need to feel comfortable with plotting points on a graph to
check their answers.

Class Procedures: 7 min: go over the do now and review I can.. objectives.
2 min: students taking out their notebooks and obtaining a white board and marker.

Class Work (Questions/Activities):
60 minute class.
7 min: Do Now (Starter) and I Can Sheets
8 min : Class discussion on what determines a line. Also what expectations we are looking for with a given
equation. Have a blank graph on the board and have students experiment and determine what is needed to
create a line.
20 min: Using the SMART board. We will go over slides of different examples and identify pitfalls for each
given equation.
o The first half is problems with a variety of distinct points. Students need to find the rate of change
and determine if its linear and then plot it.
o The second half is with a given linear equation, students need to pick three values of x and then find
the corresponding y. They then need to put those solutions on a table and find the rate of change.
20 min: During each equation, students will work together and determine if the equation is linear and also
find the rate of change.
Plans for Assessment: There will be brief formative assessments using the whiteboards and having students
respond. Depending on the percentage of correct responses, will determine how much time is spent on an equation.
Later near the end of the unit, we will have a summative assessment with this concept on Kahoots.

Homework assigned and due date: MathXL assignment 13A, due next Wednesday.

Plans for Enrichment: This lesson will be a combination of instruction and students solving different equations.
We will all be on the same pace together as a class. Students who understand are encouraged to help their

Plans for Remediation: Pairing with students. Go over vocabulary and its connection with the equations and
numbers. Hints will be given if the same students continue to struggle with their responses.

Plans for English Language Learners (Adaptations or Modifications): The best way for this is to have students
cooperate with the ELL students and the teacher is briefly checking with the student and going over misconceptions

Reflection on preparation, execution, student learning, behavior, etc. (Here are ideas as to how to think through the
lesson. This list of questions is NOT exhaustive.)

--What went well? Why? What didnt go so well? Why?
--What will you definitely do again next time? What will you definitely modify/eliminate next time?
--What insights do you have about the content? The worksheet/graphic organizer? The quiz?
--Did the students meet the objective(s)? Which students? Which objectives? How will you proceed tomorrow?