LESSONPLANFORMAT

TeachersName:Ms.Godbout
DateofLesson:10/14/15
GradeLevelorAges:8thGrade
Topic:Slope

LearningObjectives:
Studentswillbeabletographcoordinates.
Studentswillbeabletographlinearequationsusingtheyinterceptandslope.

CommonCoreStandardsAlignment:
Content:
Mathematics
Grade:
Grade8
Domain:
Expressionsandequations
Cluster:
Understandtheconnectionsbetweenproportionalrelationships,lines,andlinear
equations.
Standard:
CCSS.MATH.CONTENT.8.EE.B.6
Usesimilartrianglestoexplainwhytheslopemisthesamebetweenanytwodistinctpointsona
nonverticallineinthecoordinateplanederivetheequationy=mxforalinethroughtheorigin
andtheequation
y
=
mx
+
b
foralineinterceptingtheverticalaxisat
b
.
CCSS.MATH.CONTENT.8.EE.B.5
Graphproportionalrelationships,interpretingtheunitrateastheslopeofthegraph.
Rationale:
Studentswillbeabletoidentifytheyinterceptandslopeofalinearequationinthe
formofy=mx+b.Studentsshouldknowhowtographcoordinatesbutwewillreviewthis.After,
studentswilllearnhowtographlinearequationsusingtheyinterceptandslope.

AssessmentPlan:
Formative:
Studentswillhaveawhiteboardwithacoordinateplaneonthebackofit.Wewillreview
thequadrants,theyaxisandxaxis,andhowtographcoordinates.Studentswillpracticethison
theirwhiteboardgraph,usingcubesastheirpoints.Theteacherwillshowstudentshowtograph
linearequationsandstudentswillfollowalongontheirboards.Studentswillbeexpectedgraph
equationsontheirownwiththeirwhiteboardgraphandusingthecubesaspoints.
Asstudentsbegintograsptheconcepttheywillbegivenamarkertoplottheirpointsand
drawtheline.Forthelastfewminutesofclass,theteacherwillaskreviewquestionsand
studentswillwritetheiranswersontheirboardslikewedidinthepreviouslesson.Questions
aboutpositive,negative,andzeroslopewillbeaskedaswellasquestionsabouttheyintercept.

Integration:
Studentswillbeintegratingtheirverbalskillsintothelesson.Studentswillbe
communicatingtomethroughdiscussionsandoneononehelp.Studentswillusetheirpartneras
aresourceiftheyhaveaquestionaboutgraphinglinearequations.

DifferentiatedInstruction:
Strategies:
Thislessonwillmostlyinvolvedirectinstructionwithstudentsfollowingalongwitha
handsonactivity.Theteacherwillshowstudentshowtographlinearequations.Withthe
knowledgetheygatheredinlessonone,movingontographingshouldnotbecompletelyforeign
tothem.Studentswillfollowalongwiththeteacherusingwhiteboardsandcubes/markers.The
teacherwillgivestudentsequationstographandshewillwalkaroundtheroomchecking
studentsworkandencouragingstudentstoworkwiththeirneighbors.Studentswillmoveonto
usingmarkerswiththeyfeelcomfortabledoingso.Theteacherwillmakethissuggestionwhen
shethinkssomestudentsmaybereadyforit.Wewillendclassbyusingthewhiteboardstodoa
quickresponsegamewhereIwillaskstudentsquestionsandtheywillrecordtheiransweron
theirwhiteboardsandflashthemtothefrontoftheclass.

MultipleIntelligences:
Logic:
Studentswillbebuildingonwhattheyknowaboutslopeandyintercept.Withthe
knowledgefromthepreviouslesson,studentswillbelearninghowtographlinearequations.
Thiswillencouragethemtoconceptuallyunderstandslopeandyinterceptinmultipleways.
Studentswillalsolearnaprocessforgraphinglinearequations.Studentswhoarelogicalthinkers
areinterestedinlearningprocessesandaregoodatrememberingthem.
Verbal:
Theteacherwillpromptstudentstoanswerherquestionsduringdirectinstruction.She
willcallonstudentstoexplainconceptthatwerelearnedinthepreviouslesson.Shewillinquire
abouthowwecouldusetheskillstographlinearequations.Studentsneedtoactiveparticipants
andlistenersduringthis.
Visual:
Interpersonal:
Studentswillcollaboratewithpeersasneededduringthelesson.Theywillbe
encouragedtousetheirneighborasaresourcetodiscoverhowtographlinearequations.They
haveasolidfoundationofunderstandingwhatslopeandyinterceptaresotogethertheycan
worktogetherdiscovertheconcept.
Intrapersonal:
Studentswillworkontheirownboard.Theycanworkaloneforafewminutes
whiletheyfollowalongwithmyinstruction.WhenIreleasethemtographtheequationsontheir
own,studentscantryitontheirownfirstandthenaskapeerorteacherforhelp.
Kinesthetic:
Thislessonfocusesheavilyonusingwhiteboardgraphs,cubes,andmarkers.
Studentswillbeactivelyengagedinthelessonthroughtheuseofhandsonmaterials.

Modifications/Accommodations
Theteacherwillcreateavocabularylistontheboardprevioustostartingthislesson.It
willincludeallconceptthatwerelearnedinthepreviouslesson:slope,positiveslope,negative
slope,positive/negativeyintercept,zeroslope,andundefinedslope.Theteacherwilldraw
picturesasnecessaryforstudentstouseasaresourceduringthislesson.Shewilldrawstudents
attentiontoitbeforethelessonbegins.
Theteacherwillbegingraphingequationswithintegercoefficients(ex.slopeof2,slope
of5).Theteacherwillintroducefractioncoefficientsandwillgivestudentsanoptiontostay
withintegercoefficientsormoveontofractionswhenworkingindividually.

Extensions
Oneextensionthatwillbeofferedtostudentsindividuallywillbetocreatetheirown
linearequations.Anotherwillbetoworkwithapartnerandhaveonepartnergraphtwopointsto
makealineandhavetheotherpartnerfigureouttheslopeandyinterceptoftheline.Students
willtaketurnspickingthelineanddiscoveringtheslopeandyintercept.

Materials,ResourcesandTechnology
Whiteboards
Cubes
Markers
Erasers
Largewhiteboard
Laptop
Projector
Paper/pencils
Homeworkworksheet

SourcesforLessonPlanandResources
Lessonplanidea:
http://www.doe.virginia.gov/testing/solsearch/sol/math/8/mess_816.pdf
Hook:
https://www.youtube.com/watch?v=TTYKcHJyLN4

TeachingandLearningSequence:
45Minutes
Open(15minutes)
Reviewhomeworkfrompreviouslesson(multiplyinganddividingintegers)
Hook:GraphShopGraphinglinesThriftShopParody(3minutes)

 Reviewconceptsfrompreviouslessonanddrawstudentsattentiontothevocaband
picturesontheboardtheycanreferto
Havestudentsremindtheclasswhatslopeandyinterceptare.Discusspositive
andnegativeslope.Zeroandundefinedslope.Havestudentsdiscussthe
differencesbetweenhorizontalandverticallinesandemphasizethatthereisa
hugedifferenceandtheyneedtoknowit.Horizontallineshaveaslopeof0.
Verticallinesareundefinedandhavenoslope.
Passoutwhiteboards,cubes,andmarkers/erasers

Body(25minutes)
Reviewthefourquadrantscallonastudentthatremembers
Havestudentsidentifytheyandxaxis
Remindstudentsthatthefirstnumberinacoordinateisthexvalueandthesecond
numberistheyvalue.
Givestudentsfivecoordinatestoplotwithcubesontheirwhiteboard.Thisisreview,but
manystudentswillneedthewarmupbeforewebegingraphing.
(0,0),(7,8),(5,4),(3,7),(1,5)
Showstudentshowtographalinearequation
y=2x+1yinterceptisoneplotapoint.Slopeis2risetwooverone.Have
studentsfollowalongontheirboards
Theteacherwilldotwomoreexampleswiththestudentsandthenshewilllet
themdoitontheirownandwalkaroundtheroomansweringquestions

Close(5minutes)
Askstudentstoturnovertheirwhiteboards.Putgraphsontheboardandaskstudentsif
theslopeispositive,negative,zero,orundefined.Putequationsontheboardandask
studentstoidentifytheslopeandyintercept.Studentswillputtheiransweronthe
whiteboardandflashittothefront.
Passouthomeworkandexplainquestion1onestepequations
ex.44=y33
add33tobothsidessoy=77

CommonCoreTeachingStandardsandRationales
Standard#1LearnerDevelopment
Thislessonwillbechallengingforallstudentssinceitisnewmaterial.Studentsare
equippedwithvocabularyandimagestheyneedtobeactiveparticipantsinthislesson.Students
spentvariousamountsoftimeondesmos.comthathaspreparedthemtographlinearequations.
Studentswillusehandsonmaterialstobegingraphinglinearequations.Wewillreviewbasic
graphknowledgeandstartslowbypracticingplottingcoordinates.

Standard#2LearnerDifferences
ThislessonshasbeenmodifiedformyELLlearners.Studentswillhaveaccesstothe
teacherwhenevertheyneedherhelpandtheywillbeabletoasktheirpeersforhelpiftheyneed
it.Studentswillbeabletocheckinwiththeirneighborswhentheyareworkingontheirown.
Thevocabularyandgraphingknowledgeneededtounderstandtheconceptwillbeavailableto
studentsontheboardduringtheentirelesson.Studentswillallbeabletousetheinformationas
neededtohelpthem.

Standard#3LearningEnvironments
Somestudentswillbegintofeeloverwhelmedbecausethistopicisstillverynewand
thereareafewpeopleinthisclasswhogetfrustratedwithnewmaterial.Theteacherwill
continuouslyaddressthefactthatthisisnewtostudentsandsheunderstandsitcanbe
overwhelming,butwewillgoslowandaskquestionswheneverneeded.Studentswillbeableto
askquestions,buttheywillknowtheymusthavespecificquestionsandwillnotshoutIdont
getit!!!.Studentswillbeextremelyactiveinthelearningprocessandwillworkwiththeir
neighborwhentheteacherisnotinproximitytoanswerquestionsthatarise.

Standard#4ContentKnowledge
Studentswillbeabletoconnecttheconceptofgraphinglinearequationswiththe
definitionsfromslopeinterceptformthatwerediscoveredinthepreviouslesson.Studentswill
continuetodeveloptheknowledgetheylearnedwhilecompletingthedesmos.comactivity.
Studentswillbeencouragedtodiscoverwaystheycouldusethisinformationinarealworld
scenario.

Standard#6Assessment
Theteacherwillbegatheringevidencethroughoutthisentirelesson.Shewillbeworking
oneononewithstudentswhoneedextraencouragementandpraiseforthemtokeepgoingand
notgetfrustrated.Theteacherwillbeabletogetasenseofwhichstudentsarecatchingonand
whichstudentsarenotandshewilladdresstheissuesinclass.Thewhiteboardactivitythat
concludesthelessonwillinformtheteacherifstudentsareunderstandingtheconceptofslope
andyinterceptandwhichpartstheyaremissing.

Standard#7PlanningforInstruction
Studentshavebeenworkingongraphinginscienceaspreparationfortheirexpedition
worksowewillmakeconnectionstowhattheyhavebeenworkingoninscience.Alotof
studentswillprobablyquestionwhentheywilleverusethisandwewilltalkabouthowitwillbe
usefulfortheirexpeditiontopicsanddissectingthedataforthetopictheychoose.Studentswill
needtounderstandlinearequationsintotointerpretdataovertimeandwhatthismeansfortheir
topic.


Standard#8InstructionalStrategies:
Afewstrategieswillbeusedduringthislesson.Themainstrategywillbedirect
instruction,butitwontbeanoverwhelmingamount.Astheteacheriscarryingoutthedirect
instructionstudentswillfollowalongwithmanipulativessotheycanbegintomakeconnections
beforetheyareexpectedtodotheworkontheirown.Themanipulativeswillhelpstudentspay
attentiontotheteachersinstructionsbutalsoremembertheprocesssheisexplainingtothem.

Reflection
Fivestudentsmettheobjectives,13studentspartiallymettheobjectives,andtwo
studentsdidnotmeettheobjectives.Iknewitwasgoingtotakeafewlessonsforallstudentsto
meetthelearninggoalofgraphinglinearequations.Ithinktheteachingmethodsforthislesson
wereveryeffective.Thelessonstartedveryslowlyandmostofitwasreview.Studentswereable
topayattentiontothedirectinstructionwhilealsofollowingalongandgraphingthelinear
equationsonthewhiteboardgraph.Thematerialswereveryeffectivebecausestudentsdonot
seemasstressedusingwhiteboardsastheyarewithpaperandpencil.Thecubesandwhiteboards
wereveryeffectiveandfunforthestudents.
SW,LSandLRdidverywellinthislesson.IfIweretodothisagainIwouldmostlydo
thelessonthesame.Iwouldwanttoaddmoreextensionsbecausesomestudentsgraphedthe
equationsveryquicklyandthenjustsattherewaitingforanotherequation.Iwouldhave
somethingforthemtodowhiletheywaitedformetoputanotherequationontheboard.