Class(es): ________________________Algebra__________________________________ Unit: _____________________________________

Think about

What do I want students to learn and be able

to do?

What content knowledge and/or skills do I

want students to acquire, demonstrate, or

refine?
What assessment(s) will be used before
instruction to measure the level of student
mastery of each objective?
How will the objectives be shared with
students?
Why are the objectives for todays lesson
important?
How does this lesson align with curriculum
standards and school initiatives?
How does todays lesson connect with
previous and subsequent lessons?
What resources and materials will be needed
for this lesson?

Think about

Lesson Objectives:

Time:

Students will be able to group graphs based on their appearance in order to describe those characteristics
using mathematical terminology
Students will able to understand what a graph means in order to describe a real world situation that could be
given by a graph
The objective will be shared verbally with the students
Resources: Graph cut-outs, scissors,
Common Core Standard
8.F.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
8.F.5: Describe quantitatively the functional relationship between two quantities by analyzing a graph (e.g.,
where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.

Warm Up/ Drill:

Time:

up independently?

The drill for this lesson will be completed independently

20min

the lesson?

The drill scaffolds todays lesson by again looking at patterns and trying to identify the sequences that go
along with them. Graphing these sequences will be a large part of introducing characteristics of graphs

Will students be able to complete the warm How will the warm up provide scaffolding for
How will feedback from the warm up inform
instruction?

Will there be accountability for completion?

How will correct answers be shared?

The drills for the week will assess patterns and the comparison to graphs
Drills will be collected at the end of the week

Think about

Will there be accountability for completion?

How will correct answers be shared?
How will questions be answered?

Think about

How will I teach the lesson?

What will spark student interest in the lesson?

Homework Check:

Time:

I will be checking homework as the kids are completing the drill

Motivation and Connection:

During the course of the week, students will be organizing graphs into categories (based on why they think

Time:

 What connections can be made between this

Think about

What previously learned concepts will

connect to this lesson?

How will the new concept(s) be introduced?

What strategies will encourage active

they belong),

lesson and real-world applications?

What connections can be made across
curricula?

learning?
What technology, hands-on activities, and
manipulatives could enhance student
understanding?
How can reading and writing be
incorporated?
What research-based strategies could extend
and refine student understanding?
How will activities connect to one another?

What strategies and methodologies will

Instructional Activity/Activities:

140
min

There are multiple activities that will drive this lesson

Graph sorting
What does it look like?
Your vocabulary to math
Formal category sort
Write a story
Graphs and stories
Solving real life stories using graphs
Technology: ELMO, PowerPoint
Constant informal assessment will be given throughout the lesson

convey content and skill objectives to all

students?
What are the pivotal points of the lesson at
which assessments are essential?
How will student understanding be monitored?

Think about

How will I know if students learned what I

wanted them to learn?

What assessments will be used after instruction

to ascertain the level of student mastery of

each objective?
How will the results of this assessment impact
subsequent lessons?
How will I ensure that all students have
learned?
What will I do to accommodate students who
are struggling and students who have
mastered the lessons objectives and are
poised for additional challenge?

Think about

How does the assignment connect to the

lesson?

Are directions clear?

Will students be able to complete the
assignment independently? If not, how will
you differentiate?

Think about

What went well?

What should be changed?

Closure:

Time:

To conclude my lesson, I want to ensure that the topics are mastered/understood

20 min

How to tell if a graph is increasing, decreasing, linear, nonlinear, discrete or continuous

Exit ticket( graphs): A graph will be given. Tell if it is increasing, decreasing, linear, nonlinear,
continuous or discrete
Exit ticket (stories) Tell a story with the two graphs given

Homework (if applicable):

2-2 Skills #1
2-2 Skills #2
2-2 Assignment (a-d)
2-2 Finish assignment

Reflection:

Time: