Direct instruction

Subject: Mathematics (8th Grade Pre-Algebra)

ollege Ready Standards, ISTE Standards apply to this lesson

+ b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
roblem solving, and decision making.
nd collaboration.
ire student learning and creativity.
work and learning.

ormula

ether a graph is linear or non-linear based on how the graph looks.

nction is linear or non-linear based off of a table that lists x and y values.
y = mx + b models a linear function.
slope form (y = mx +b) to slope-intercept form (y - y1 = m(x x1) and recognize both represent linear functions.

duct /Include an explanation of how you are going to grade/grading tool? (rubric, checklist, etc.)

h means of a simple exam that covers the key concepts of this standard. There will be credit for partial work and it will be measured by a
nts earn at least a 70% to ensure evidence of mastery. Formative: The teacher will also evaluate students using Plickers as an exit ticket
z questions before class ends.

complex): Content and Language objectives action verbs such as write, list, highlight, etc.)

h other giving examples of real world applications of slope.

ear equation.
ge using Legos.
pe and slope-intercept.
other to answer Plickers quiz questions.

hange in variables, positive, negative, y-intercept, linear, nonlinear, function, Materials/Technology Resources to be Used: Plickers card
architecture where slope is applicable, Lego blocks or so

ing, and make RELEVENT to real life) ENGAGE/ hook the students

hitecture next to that image behind a graph and the slope displayed over it. This will show students that slope can easily be applied to rea
etc. Will talk about the fundamentals of slope (rise over run, change in variables, positive vs negative) utilizing various examples. Studen
al world applications.

Student Will: Be specific

lope form being modeled by different real-world architecture examples. Observe graphs and tables to differentiate between linea
vs nonlinear graphs. Show how point-slop form and slope-intercept form are point-slop and slope-intercept form and prove that they a
w to write/differentiate between the two. represent the slope from the ground to the top of a Lego

on How will your instruction look different for those students who need differentiation or accommodations during your instructional input/

ary and concepts both visually and orally to ELLs or students with other difficulties. Teacher will have students work in groups as teams
ng students understand every approach.
 Student Will: Be specific

o raise an open fist (palm) if the graph/table/equation is linear or raise a Raise an open fist (palm) if the graph/table/equation is li
observing reactions. Will walk around the classroom while class is working observing reactions. Work on rewriting equations to ensu
-intercept to point-slope (and vice versa) and assisting anyone struggling.

on/Check for Understandinghow are you going to know if EACH student is ready to move onto independent practice? And how are you

duals needing extra help to reach the learning goals. Correct any mistakes that observed. Give extra assistance to individuals struggling
ith the students step-by-step.

Student Will: Be specific

tower to each group (multiple tables 3-4 students). Have them make a Work in teams to build Lego bridge utilizing a slope equa
ound to the tower. Map out the slope theyve chosen and give an equation. their bridge with their own personal slope work. Afterwa
measurement of 1. Finally, give a short exam consisting of 5 problems that evidence of mastery.
d in the lesson plan.

on How will your instruction look different for those students who need differentiation or accommodations?

the exam if they need the extra assistance. Walk around the classroom and give hints or strategies to students who are stuck or strugglin
hile completing the exam.

What connections will students make to their real lives? What essential questions will they reflect on in their closure of the lesson? Studen
d applications as previously stated. They will hopefully reflect on how constant rate of change can be used in their lives now a
udents will make the connection that slope plays a massive role in a number of different realistic ways.