Lesson Plan

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Teacher: Caitlin Troy Grade: 9 Grade Subject: Algebra
Title of the lesson: Unit Menu for Linear Functions
Brief Description of the Technology Tool
EdPuzzle
EdPuzzle is a free assessment-centered tool that allows teachers and students to create interactive online videos by embedding either open-ended or multiple-
choice questions, audio notes, audio tracks, or comments on a video. EdPuzzle interactive videos can be made with videos from a number of websites,
including YouTube, TED, Vimeo, and National Geographic.

Goal and objectives of the lesson

Day 1 - I can plot points in a coordinate plane.
Day 2 - I can create a table from a given function.
Day 3 - I can graph linear functions given the equation of the line.
Day 4 - I can determine x- and y- intercepts of a linear equation and use intercepts to create a graph.
Day 5 - I can graph a line that is not in slope-intercept form.
Day 6 - I can write the equation of a line given the slope and the y-intercept.
Day 7 - I can write the equation of a line given a point and the slope.
Day 8 - I can calculate the slope of a line given two points.
Day 9-10 – Project

Education Standards Addressed (The state/national education standards that this lesson satisfies.)
CCSS.MATH.CONTENT.8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and
the corresponding output.

CCSS.MATH.CONTENT.8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

CCSS.MATH.CONTENT.8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of
a relationship or from two (x, y) values, including reading these from a table or from a graph.

Content knowledge to be covered (Give and/or demonstrate necessary information; for ex. Outline of teacher notes)
Plotting points, introduction to slope, writing an equation for a line, linear functions, slope, y-intercept, quadrants, slope formula, slope-intercept form of a
line, standard form of a line, x-intercept, substitution, evaluate, variable
Prerequisites Included (What skills/knowledge do students need prior to use the tool/website?
- Students should be comfortable with navigating google chrome books as well as the internet
- Students should be comfortable with using their personal email
- Students should be knowledgeable on Google Classroom

Procedure
Students will be given a unit menu for the two weeks of instruction. The unit menu is a way of providing student centered activities where students have the
choice on how to learn the content. The process for each day will go as follows:

1. For the mini-lesson on each learning target, students will complete an EdPuzzle video that teaches them math concepts.
2. Once they complete either the video, students will complete any 10 problems from a worksheet or any 10 problems for the textbook.
3. When the practice has been completed, students will take a quiz (exit ticket) to show mastery (70% or higher) on the learning objective.

The last two days of the two weeks of this lesson will be where students create their own EdPuzzle video and assessment for their classmates to complete.
Assessment (Describe the evaluation process)
Assessment during the lesson
EdPuzzle enables teachers to keep track of how many students watched the video, what percentage of the video students watched, when they watched it, what
questions in the video students answered right or wrong.

Closing assessment for end of lesson

The quiz (longer exit ticket) will allow for the teacher to see if students mastered the learning objectives for that day.

Assessment for end of two weeks

The last two days of the two weeks of this lesson will be where students create their own EdPuzzle video and assessment for their classmates to complete.
Students becoming the “teacher” will demonstrate if they have mastery of learning objectives from the past two weeks of instruction.

Step by step description of the Problem-based Group Project

The last two days of the two weeks of this lesson will be where students create their own EdPuzzle video and assessment for their classmates to complete.

1. In groups (2-3) students will be either creating or researching their own video on one of the learning objectives that was taught in this linear functions unit.
Students should consider what vocabulary should be introduced, what examples should be explained, and what the viewer will be asked to do.
2. Groups will need to brainstorm checks for understanding/questions on their learning objective that can be asked of students as they complete the EdPuzzle.
3. Groups should create necessary materials for the corresponding EdPuzzle video. (Ex: guided notes, worksheet, additional links, etc.)
4. Groups will need to upload their video to EdPuzzle and make sure all their “students” are synced to the site so they can monitor their learning.
Modifications for diverse population
 Students are assigned in groups based on the skill level that they have demonstrated throughout the school year. The teacher additionally will place low-
skilled students next to student who have higher skills and English Language Learners next to higher level ELL’s who can interpret information for them and
provide support. Also, the medium for which students learn the material has been predetermined based on their ways of learning surveys earlier in the year.

Rubric for the project:

Outstanding Good Competent Needs Revision

5 4 3 2

Select and implemented efficient Implemented appropriate Attempted to select Did not demonstrate an
Problem Solving strategies of describing math strategies of describing math appropriate strategies to solve appropriate explanation on
concepts. concepts. math problems. vocabulary.

Video is easy to understand and
user friendly. Examples,
vocabulary, and explanation of
Use of math concepts is accurate and
EdPuzzle helpful for students for students
to understand. Checks for
understanding are provided
thoroughly throughout video.
Uses mathematical language
Communication and notations accurately.
The video and video materials
Neatness and are presented in a neat, clear,
Organization organized fashion that is easy to
read.
Video is easy to understand.
Examples, vocabulary, and
explanation of math concepts
are accurate for students to
understand. Checks for
understanding are provided
throughout video.
Mostly uses mathematical
language and notations are
accurate.
The video and video materials
are in a neat and organized
fashion that is usually easy to
read.
Video is somewhat easy to Video is not easy to
understand. Examples, understand for learners.
vocabulary, and explanation Examples, vocabulary,
of math concepts are explanation of math concepts,
somewhat accurate for and checks for understanding
students. Checks for is not provided.
understanding are
sometimes provided.
Sometimes uses mathematical Uses limited mathematical
language and notations language and notation in an
accurately. accurate manner.
The video and video The work appears sloppy and
materials are presented in unorganized. It is hard to
an organized fashion but know what information goes
may be hard to read at times. together.

17-20 = A 16-14 = B 11-13 = C 10-12 = D <9=F

Reference: taken from the Facing History Algebra 1/2 curriculum