Deer Park Union Free School District

DAILY LESSON PLAN TEMPLATE

P.A.R. (Preparation, Activities, Reflection)
TEACHER’S NAME DATE SUBJ/GR/PER LEARNING UNIT/TOPIC
Lauren Stein 10/26/16 Math 8 Module 4 Lesson 2- Linear and
Non-Linear Expressions in x

OBJECTIVE Common Core Learning Standards ESSENTIAL QUESTION

Students know the properties
of linear and non-linear
expressions in x. Students
transcribe and identify
expressions as linear or non-
linear.
DO NOW / BELL WORK
Do Now:
8.EE.a Give examples of linear equations in one How can we write and solve
variable with one solution, infinitely many
solutions, or no solutions. Show which of these Linear Equations?
possibilities is the case by successively
transforming the given equation into simpler
forms, until an equivalent equation of the form
x = a, a = a, or a = b results (where a and b
are different numbers).
8.EE.b Solve linear equations with rational
number coefficients, including equations whose
solutions require expanding expressions using
the distributive property and collecting like
terms
MOTIVATION / ANTICIPATORY SET / HOOK
Students will complete the do now having them
discover what it means to be linear versus nonlinear.
Students will then be asked to come up with a
definition for both terms and will share their ideas with
the class. Students will then be placed into pre-
arranged heterogeneous groupings.

SCAFFOLDED LEARNING ACTIVITIES that incorporate: Input, model, guided practice, independent practice,
guiding questions that incorporate Bloom’s Taxonomy
The teacher will go over the Do Now and any HW questions the students had from the night before.
 After the do now, Students will then be placed into pre-arranged heterogeneous groupings. They will be asked
to determine as a group whether they think the following examples are either linear or nonlinear. One will be
x0 while the other example will be 1/x which we will discuss is the “reciprocal.” Students will also be asked
to recall how we can write 1/x using negative exponents. After this discussion students will write down the
proper definitions of both the linear and non-linear expressions and make final decisions about the two
problems at hand.
 a) Linear Expressions- Expressions that are sums of constants and products of a constant and x raised to a
power of 1 or 0

b) Non-Linear Expressions- Expressions that contain powers that is not 1 or 0. Students will already be in
their designated groups.

 Instructions will be given to the class before they begin the activity for the period on the following slide:

 In student groups they will be given a set of cards. 10 will be one color while the other 10 will be another.
They will utilize their group and peers to transcribe the written statements into mathematical expressions first,
when they complete that portion then they will decide if it is linear or nonlinear.
 The teacher will act as the facilitator of the lesson. While the students work together, the teacher will walk
around and see how each group is progressing. The teacher will listen to what the students are saying. If
needed the teacher will ask probing questions. The teacher may need to ask questions like: What are some
key words? What do these key words mean in terms of operations? Can you re-write this expression another
way to determine linear versus nonlinear? What is a reciprocal? How can we re-write reciprocals using
negative exponents? Can we use any laws of exponents to help us determine if this is linear or non-linear?
Etc.
 All questions will be used as prompts to get students to discuss their solutions and start determining the linear
versus non-linear expressions. Once appropriate students will place these on a written worksheet which will
be handed out while students are working.
 When there are 10 minutes left of the period the teacher will have students put their seats back into rows.
They will then come to the board and drag the proper expression into the appropriate column. This interaction
portion of the lesson will allow kinesthetic learners to get up and walk around. Students will be able to agree
or disagree with the choices their peers make respectively.
CLOSURE / REFLECTION
After students have completed the board activity they will be asked to summarize the difference
between linear and non-linear expressions in their own words.

Homework: pg. 10-11