Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Tyler Meyer Date 12-18-17

Subject/ Topic/ Theme Mathematics/Fitting Data to a Line/Point-Slope Equations Grade __8th Grade_______

I. Objectives
How does this lesson connect to the unit plan?
This is my third lesson in my unit plan, in my first two lessons the focus was on the relationship between linear equations and graphs/data. This lesson focuses on
point-slope equations and how/when to use them.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Remember the rules for slope-intercept form R
 Calculate a line in point-slope form if given two point on a line or in a data. Ap
 Recognize that linear equations can be written in the following forms: slope-intercept, point-slope, and standard form. U


Common Core standards (or GLCEs if not available in Common Core) addressed:
A.CED.1 Create equations and inequalities in one variable and use them to solve problems.
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
F.LE.5 Interpret the parameters in a linear or exponential function in terms of a context.
(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  Understand the basic of graphs – x-axis, y-axis
knowledge and skills.  Know how to plot points
 Understand how to graph a function/write a function to fit a graph
Pre-assessment (for learning):

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
While doing the warm-up questions which give the students more practice with graphing functions and
writing equations for graphs, I will have the students who got the correct answer to raise their hand.
From the students’ response I will be able to determine if more practice is needed before we move on
to the lesson for the day.
Formative (as learning):
Along with the notes, the students will be working on the point-slope form worksheet. If during the 10
minute no assistance time I notice that students are struggling with the worksheet or certain problems
and their table can’t help them solve their issues. Then after the 10 minutes, I’ll go through the ones
that are troublesome as a class. That way the whole class can see what is expected of them after their
time working on it by themselves.
Summative (of learning):
Homework for the next class period is to read Lesson 4, and writing down the key terms and formulas
in their notes.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection modify strategies
In groups they discuss the
Students working alone with the problem with the slope-
help of their table on the point- intercept form when you are not
slope form worksheet. From the
notes we take in class, finding
given the y-axis.
point-slope form when given a
point and the slope of a line. Students add information on
point-slope form to their notes
After the 10 minute no-assisting as the teacher writes
period is over, I will be walking information on the board.
around giving feedback on whether
or not the point-slope forms are
correct.

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 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students work by themselves
along with the help of their desk
cluster on Part 1 of the point-
slope form worksheet for 10
minutes without teacher help.
The students must collaborate
with each other if they have
questions.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and
communication- increase medium
of expression
Students compare their findings
from the stair case activity with
the people at their desk cluster,
determining which person had
the steepest stairs.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Class starts with warm up
questions that are a combination
of drawing graphs for equations
and writing equations for graphs
and data tables.
Students’ Math notebook
Algebra Textbook
Staircase activity paper
Point-slope form worksheet

The classroom is made up of 2-person tables added together, either with 2 tables (4 students) to a
cluster or 3 tables (6 students) to a cluster.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Motivation *REGULAR 50 MINUTE CLASS*
(opening/ (8 minutes)
introduction/ Warm up – Student Answer and Class Discussion
engagement) - Students will write down their answers to the
warm up questions.

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 - The questions will be a combination of drawing
graphs for an equation and writing equations from
graphs and data tables. - Students participate in answering the questions,
correcting classmates’ mistakes.
- When a majority of the class is finished, we’ll go
over the problems as a class, addressing any issues
that the students had.
- In their desk clusters compare each others’
(5 minutes) findings for the stair case activity.
- Students take out stair case activity from previous
class and compare with their desk cluster who
found the steepest stairs, and then that student
shares it with the class. After this is complete, the
stair case activity is collected to be graded.
- Students talk in their desk clusters of the issue
(5 minutes) Desk Cluster Discussion with slope-intercept form without knowing the y-
- Have the students talk in their desk clusters about intercept.
the issue with slope-intercept form if we do not - Students share with the class their group
know the y-intercept. discussions.
- After 2 minutes of talking in groups, have one
person from each desk cluster (different than the
one who shared for the stair case activity) tell the
class what their group thought the issue is.
Development
(the largest (5 minutes)
component or - Introduce to the class the point-slope form of a - Students are respectfully listening to teacher and
main body of line. How this can be a useful way to model a writing down notes in their notebook.
the lesson) linear data set.

- Explain each part of the formula

represents any point on the line
b is the slope of the line

- Have the students write down the point-slope

formula in their notes

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 - Students compare point-slope and slope-intercept
(5 minutes) and answer the questions in their notebooks. After
- Ask the students to compare this formula with the writing in their notebook they can converse with
slope-intercept formula, what is alike? What is their table about how they are alike and different.
different? Have the students write their answers in
their notes, then share with their table.
- While the students are writing this, pass out the
point-slope form work sheet/investigation.
- Students work through Part 1 of the point-slope
(20 minutes) work sheet without help from the teacher. They are
- Tell the students that they are to work on Part 1 of encouraged to discuss any issues with other
the work sheet. For the first 10 minutes, they are students in their desk cluster.
not allowed to ask for help, but are allowed to talk
with their desk clusters. - Students continue on Part 1 but after 10 minutes
- For the last 10 minutes, the students can ask for are allowed to ask the teacher about any questions
assistance with any problems they have. they have.
- If the students finish Part 1 before clean up time,
they can start reading on Lesson 4: Equivalent
Equations.
- Homework for the next class period is to read
Lesson 4, and writing down the key terms and
formulas in their notes.

Closure
(conclusion, (2 Minutes)
culmination, - Clean up time - Students put back any utensils that they borrowed
wrap-up) from the classroom (pencils, erasers, calculators)

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.)
I was unable to teach this lesson. Going through point-slope form with the class would have been interesting in my opinion
because it builds a lot off of slope-intercept which they have prerequisite knowledge of so they could have had a very easy
time understanding point-slope so we could look at more complex problems.

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