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PLC Lesson Plan Template

Name: Jessica Dominguez Course: Algebra 1 Lesson Plan # 4/5 for week 4
Materials: Parallel/Perpendicular signs, Explore handouts, Elaborate handouts, and Evaluate handouts.

TEKS Student Expectation


Content The student applies the mathematical process standards when using properties of
linear functions to write and represent in multiple ways, with and without technology,
linear equations, inequalities, and systems of equations. The student is expected to:
A(2)(G) Write an equation of a line that is parallel or perpendicular to the x- or y-axis
and determine whether the slope of the line is zero or undefined.

Process The student uses mathematical processes to acquire and demonstrate mathematical
understanding. The student is expected to:
A(1)(D) Communicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as
appropriate.
A(1)(E) Create and use representations to organize, record, and communicate
mathematical ideas.
Language (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language
learning strategies to develop an awareness of his or her own learning processes in all
content areas. In order for the ELL to meet grade-level learning expectations across the
foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is
expected to:
(C) use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and gradelevel vocabulary;
Objectives
Content: I can write the equation of a line that is parallel or perpendicular to the x- or y-axis by
correctly identifying the slope of the line.
Content: I can determine whether the slope of a line is zero or undefined by correctly identifying
their corresponding graphs.
Language: I can use comparing, contrasting, and memorizing to learn new vocabulary about “zero
slope and undefined slope.” (This is done in the explain when the students list key characteristics of
zero slope vs. undefined slope.)
Lesson Plan (Embed all activities and provide a description of what you will do in each section)

Engage Each student will be given a sign which will be premade by the teacher (the sign is a
piece of paper glued onto a popsicle stick that says “perpendicular” on one side and
“parallel” on the other.)

EngageUP.docx
PLC Lesson Plan Template
The teacher will display slides 2-4 on the board (one at a time) and the students will be
instructed to hold up their signs to identify whether they think the given equations are
parallel or perpendicular. Allow the student a minimum 10 second pause after viewing
each question before all signs are held up, this is to ensure the students have some
time to think about the questions. After each question, the teacher will call on a
student and ask why they chose their response. The students are expected to struggle
on the problem on slide 4. This struggle will serve as a transition statement to
introduce today’s lesson. During the transition, display slide 5 and leave the students to
wonder on this question as you pass out the explore activity.

Zero and Underfined


slope.pptx

Explore The students will be handed the following worksheet for the explore activity. The
students will be instructed to complete the activity with their groups and the teacher
will walk around providing guidance to the students when needed.

ExploreUP.docx

Explain After the explore activity, the students will turn to the last page in their explore activity
packet and as a class, key characteristics of zero and undefined slopes of a line will be
discussed/derived based on the activity they have completed. The teacher may use
slide 6 on the PowerPoint attached for this portion.

At the end of this explanation the teacher will show the students a “trick” that could
help them remember the difference between the two types of slopes. The image
below is displayed on slide 7.

Elaborate The students will work in groups to obtain more practice with zero and undefined slope
by completing the following worksheet.
PLC Lesson Plan Template

elaborateUP.docx

Evaluate The students should be given a minimum of 5 minutes to complete the following exit
ticket.

UPExit Ticket.docx

Closure After the quiz, the teacher will close the class by asking them for 3 questions they have
about the lesson before they are dismissed.

PLC Lesson Plan Points Possible Self- Instructor Instructor


Evaluation Points Comments
TEKS & Objectives 4 3
Engage 3 2
Explore 4 3
Explain 3 3
Elaborate 3 3
Evaluate/Closure 3 3
TOTAL 20 17

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