Classroom Interactions

Lesson Plan Template

CI Lesson Plan
Teach date: Names of student(s) teaching:
October 5th, 2017 Thursday Catherine Clausen and Hannah Stanton

Teach time/period: Big idea / enduring understanding for the lesson:

12:51-2:40 (5th and 6th periods) Graphing linear equations

Standards for the lesson:

MAFS.912.F-IF.1.1
Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one
element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph
of f is the graph of the equation y = f(x).
MAFS.912.F-IF.2.4
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and
sketch graphs showing key features given a verbal description of the relationship.
MAFS.912.F-BF.2.3
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the
value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing

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even and odd functions from their graphs and algebraic expressions for them.

Objectives. Write objectives in SWBAT form. Assessment

SWBAT: What will you accept as evidence of student progress toward your lesson objective?

-Identify and sketch graphs of linear equations in Students are able to fill out the worksheets properly and explain how they used the
slope-intercept form equation to graph the line. Did they plug coordinates in? Did they plot the y-intercept and
then use the slope to find another point? How does simply looking at the linear equation in
-Interpret a graph of a linear equation, recognizing
slope-intercept form give the student clues as to what the graph might look like?
key components of the graph and their
relationship to the linear equation.
-Recognize what happens to the graph when real
numbers are added to the equation or when the
equation is multiplied by a real number.

Overview of Activities: In the space below, please provide a general overview of the various activities/events you will ask students
to engage in during the lesson. Please include the estimated time for each event.

Example: Engage students by asking T/F questions about osmosis to pique curiosity and assess prior knowledge. Have students post
their responses on the board (15 min).

5th period:
● Engagement: Show the following video https://www.youtube.com/watch?v=8l_FlvL8TQA
○ The video will remind students of slope and the four kinds of slope (positive, negative, zero, and undefined). This
video also offers a connection to the real world by showing students where they can find examples of slope in a skate
park (2 min)
● Warm-Up: Put a couple questions on the board pertaining to slope and the slope-intercept form. They will be asked to recall
y=mx+b, to explain slopes relationship to the steepness, and how they find slope. These are topics the students should be
comfortable with. (5 min).

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● Assess and Share: Ask for students ideas and answers to the posed questions, ask them to come to the board to explain their
thinking(5 min).
● Direct Instruction: Introduce the graphing linear equations, and the methods and techniques used to graph linear equations.
Graphing linear equations will be modeled and exemplified with students’ input and ideas. Part way through, practice
problems related to the lecture will be given, worked on, and discussed (25 min).
● Collaborative Activity: Pair students up and have them match linear equations with their graphs (worksheet) (12 min).
Students will also answer the question: “How did you know that this graph matched the linear
equation?” For each question on separate sheet of paper

6th period:
● Assess and Share: Review worksheet by calling on students to explain how they matched the equations with their graphs (15
mins)
● Individual activity: Have students work individually graphing equations (worksheet) so that students may reflect individually
on how well they learned the concepts for the day (15 min)
● Assess and Share: Go over the second worksheet by calling on students to come to the board and explain how they drew the
graphs (10 min)
○ This allows for discussion in case two students graphed the same equation in different ways
○ This also allows for clarifications of any misconceptions
● Wrap Up: Summarize the key points of the lesson, and if any extra time remains ask students what would happen to the
graph if real numbers are added to the equation or if the equation is multiplied by real numbers (5-10 min)

Lesson Sequence Rationale / Things to Think About

Consider the questions below as you plan your lesson. Give a brief response to each question as a way to clarify your thinking and
provide your reviewers with insight into the reasoning behind your lesson planning
1. How did you decide on this lesson sequence and why do you feel this sequence will support student learning?
The first part of the lesson allows students to recall and reflect on knowledge that they understand and can apply to a new,
more difficult, but related concept. By participating in this warm-up, students should find it easier to digest new information and
understand its relevance to the rest of the course when presenting the material next. This also allows any misconceptions to be
exposed and corrected when they share their answers and thought process. During direct presentation of the material, students are
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encouraged to ask questions and we will pose questions. They can then apply this to the worksheets where they get to self-evaluate
their understanding, and hopefully help each other. We set it up this way to ease the students into the topic with confidence in their
abilities and a fresh look at applicable information. After presenting material, they get the chance to check their understanding by
individually solving similar problems and solving problems in pairs.
2. What are the big ideas of this lesson and how/when will they be expressed?
The big idea of this lesson is graphing. We will be graphing linear equations and therefore need to analyze and understand
linear equations and their components. This will be expressed after the warm-up. We will let the students know that they can apply
their ability of figuring out the slope of an equation by graphing it. Also, that the equation of a line can be modified by the addition
of certain numbers in the equation.
3. How will you introduce the lesson and task(s)? Engage students? Find out about prior knowledge?
After engaging students with the skate park slopes video and recalling their previous knowledge about slope, we will test
their understanding through the warm up. A warm-up covering prior relevant material will allows us to gauge their understanding of
topics needed to move forward. It should also allow us to challenge any misconceptions. The introduction of the lesson will be done
by relating it the the past topic of “slope” and how they have identified the slope of a line, but now need to be able to graph that
line themselves. We plan to engage students by asking for solutions and for the students to come up to the board and explain their
answers, giving the class a chance to see their peers thinking. We also want to engage them in groups, letting students work in pairs
to solve problems.
4. How will you maintain engagement of all students? For example, consider students who:
struggle with the task
We will ask them relevant questions to push them towards correct thinking. We may also ask them to explain their thinking out loud,
to hopefully expose in gaps in thinking to the teachers or other students. While they work on individual problems, we will be going
around the classroom monitoring their progress, and offering help in a one on one manner.
race through the task

We could ask them to explain what they are doing. This will get the student to slow down and think about the process, the
material, and its meaning. Even if they are doing the task correctly to begin with, this will give them and deeper, more
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thoughtful understanding. We could also give them more to think about by discussing the applications of graphing linear
equations (such as statistical and physical analysis).
express an idea that is hard to understand
Ask them to explain or demonstrate the idea. They can do this verbally, graphically, on paper, etc.
express an idea that is different from direction of lesson
If it does not relate at all, we will steer them away from that idea and thinking to stay on topic. If it's applicable, it may be
beneficial to explore that idea further, maybe one on one while they work individually.
are learning English
Try to express the topic, concept, basics, and applications off the level visually, graphically, and numerically. I believe graphic
and visual aids would be most efficient at conveying the topic, but it is possible to attempt to speak with a simpler vocabulary as
well.
are off task
Redirect them to the task. We can try to spend more time around them during individual work. They may be off task because
they are finding it difficult to complete the activity. In this case, we can offer more personalized help. If they are distracted by
something, we can remove the distraction. If another student distracts them, we may have to separate the students.
5. How will you set up/pose the task(s)? How will you communicate your expectations?
Expectations will be communicated verbally and concisely before each part of the lesson. Instructions and expectations are
repeated on any worksheets given to the students.
6. What questions will you ask to find out how students are thinking about the task(s)? What questions might you ask to extend
students’ thinking?
Some questions we will ask to find out how students are thinking about the task are: “How did you get that answer?”, “Why is the graph
increasing/decreasing?”

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Some questions we might ask to extend students’ thinking are: “What is another way you could have figured out how to graph this
equation?”, “What would happen if (real number) was added to the equation?”, “What would happen if the equation was multiplied by (real
number)

7. How will you transition from one lesson segment to the next? How will you wrap up the lesson at the end and help students
summarize the main ideas?
Before we begin the worksheets I will refer to the notes the students have just taken and instruct them that now they will have a turn to
look at some graphs. After going over the first worksheet, I will tell the students that now they get to draw the graphs all on their own. At the
end of the lesson, I will summarize the key points of the lesson: When we are given a linear equation, where can we look to find clues that will
help us draw our graphs?, If the slope is a fraction, what is the first thing we need to consider?

8. How will you facilitate a discussion of the big ideas that reveals student thinking? What is the structure of this discussion?
Groups? Pairs? Whole class? Combination?
The discussion will first happen in pairs. While students are matching the equations to the graphs on their worksheets, they will be
talking out loud with their partner about why they are matching the equations to the graphs. When we are going over the first worksheet,
students will be asked to explain to the class why they made their matches. After students work individually, they will get a chance to explain
how they graphed their equations and if other students graphed their equations in a different way they can also share it.

9. What kinds of artifacts will you require? How will those artifacts be used in the lesson?
We will require students to fill out the worksheets we hand them and then turn them in at the end. The worksheets will be used as a
way to have students practice graphing linear equations and use to have students think about how certain elements of a slope-intercept form
linear equation affect its graph (specifically the slope and y-intercept).

10. Work through (solve the problem, conduct the experiment, explore, etc.) the task yourself and predict what students might
do. Play around with it. See if you can find alternative, viable pathways through the task. Describe what you learned from doing this.
Students might only use the y-intercept to match the graphs in the first worksheet. In the second worksheet, they might plug in real
numbers for x and solve to get the y-coordinates or they may start by finding the y-intercept and then use the slope to find the next coordinate. I
learned that there are multiple ways to solve the problems on each worksheet. Hopefully, that will contribute to a rich discussion while we are
reviewing the worksheets together.

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LESSON EPISODES (In segments. No set number.)

In writing a description of your lesson, it should be detailed enough that someone else can read this document and envision the
lesson as it is going to play out in the classroom. Please add more rows as needed.

Estimated Segment title/ What teacher is doing step by step (Include specific What students are doing (consider transitions to the
time description questions that the teacher will ask as well as sample next segment and grouping)
problems)

12:51-12:53 Engagement Asking students what they remember about slope, Watching the video, connecting slope to the real
then showing a video about the four kinds of slope world, and recalling previously learned material about
and real world examples of those kinds of slope. slope.

12:53-12:58 Warm-Up Introduce the warm-up and write it on the board. Ask Students will be working through the warm-up and
students to attempt the problems and to be ready to recalling past knowledge.
share their solutions.
Students may ask each other questions or ask the
“Do we remember how to find the slope of an teacher any applicable questions.
equation?”
“What does our standard equation for a line look
like?”
Example problem: What is the slope of y=¾ x+2?
What is the slope of y=x+4
What is the slope of y=3x
Which slope is steepest?
Can you graph that line?
Teacher should monitor students as they work,
making sure they are on topic and understand the

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posed questions.

Resources for this segment & Expo markers and whiteboard

SAFETY considerations

12:58-1:03 Asses & Share Tell students the time on the warm-up is over. Students should be respectfully and attentively
listening to their peer explain their solution.
Ask for volunteers to come to the board and share
their solutions. Students should raise their hands to respond to
questions.
“How did you find the slope of the equation?”
Students can disagree with their peers’ answers.
“Why does this equation have the steepest slope?”
Students should be correcting their warm-up.
“How does steepness and slope correlate?”
“Does everyone understand how “students name”
got this answer?”
“Does anyone disagree with the solution?”
Teacher should make sure students are responding in
a respectful manner. If no students volunteer teacher
may call on a student or jump to the questions
depending on time or the student's’ demeanor.
“Any questions? This will be important for today’s
topic.”

Resources for this segment & Expo markers and whiteboard

SAFETY considerations

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1:03-1:28 Direct “We will be moving on to graphing linear equations in Students should be taking down notes.
Instruction the form of y=mx+b. Determining the slope of the
Students should be responding to the teacher's
equation is the first step, luckily you all are familiar
questions.
with this.”
Students should be focusing on formulating questions
Write notes on the board, going at an appropriate
about the topic in order to evaluate their
pace
understanding.
Teacher should take a chance once in a while to ask if
the students understand.
Teacher should attempt to engage students but
asking conceptual questions and for educated
guesses.
Teacher should give example problems as well as
practice problems. l will then give the students a
chance to attempt them and ask questions.
“Do we understand how I got this value”
“Do you understand how the variable b in the
equation affects our graph?”
“Can you recognize what multiplying the equation by
“value” or “negative value” did the out graph”
“I'm going to hand out a worksheet. Do you have any
final questions”

Resources for this segment & Expo markers and whiteboard

SAFETY considerations

1:28-1:40 Collaborative Teacher hands out worksheet and asks if there are Students work in pairs to complete the activity.
Activity any questions pertaining to the worksheet.
Students should ask the teacher for help if they
Teacher walks around room monitoring students’
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progress. struggle.
Students should complete the worksheet before the
break.

Resources for this segment & Copy of the worksheet for each student
SAFETY considerations

1:41-1:47 Break Answering any questions that students have Taking their 6 minute bathroom break

Resources for this segment & N/A

SAFETY considerations

Estimate Segment title/ What teacher is doing step by step (Include specific What students are doing (consider transitions to the
d time description questions that the teacher will ask as well as sample next segment and grouping)
problems)

1:47-2:02 Assess & Share After regaining students’ attention from their break, Students are sharing their answers and explanations,
we will review their “Matching Linear Equations” listening to other students share, and checking their
worksheet. own work and understanding.
The teacher will ask for volunteers to share their
answer and then explain why they and their partner
matched the equation to that graph. If no one
volunteers a random student pair will be selected.
“Who would like to share what graph they matched
to the equation y=_____?”
“And (name of student), why did you select this
graph?”
“Did anyone match this equation to this graph any
other way?”
“How else could you have found the graph for this
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equation?”
Probing question if needed: “How did the [slope/y-
intercept] of the equation help you?”
Transition question: “If the graph was not already
available to you, how could you have used the
equation to draw the graph?”

Resources for this segment & Lady Bug projector and white board
SAFETY considerations

2:02-2:17 Individual Activity “Now you will have a chance to graph some linear Students are graphing the linear equations listed on
equations.” the worksheet on the individual coordinate systems
provided on the worksheet as well. Students may ask
Teacher passes out a copy of the “Graphing Linear
the teacher questions if any arise.
Equations” worksheet to every student.
“You will be working individually to graph the
equations written on the worksheet on the graphs
provided on the same worksheet. If you have a
question you may ask me. Afterwards, we will go over
the worksheet together and some of you will explain
how you graphed an equation.”
Teacher then walks around the classroom to monitor
student progress and ensure that students are staying
on task.
Some probing questions include: “Why is the graph
(increasing/decreasing) from left to right? What is
causing that to occur?” “How do you know the graph
crosses the y-axis here?”

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Resources for this segment & A copy of a worksheet for every student
SAFETY considerations

2:17-2:27 Assess & Share The teacher will ask for volunteers to come to the Students are sharing their answers and explanations,
board and explain how they graphed the linear listening to other students share, and checking their
equation while also graphing the linear equation on own work and understanding.
the board. If no one volunteers a random student will
be selected.
“Who would like to share how they graphed the
linear equation y=___?”
“And (name of student), why did you choose to graph
the equation in this way?”
“Did anyone graph this equation any other way?” OR
“Did anyone use a different process to graph this
equation?”
“How else could you have graphed this equation?”
Probing question if needed: “How did the [slope/y-
intercept] of the equation help you?”

Resources for this segment & Lady Bug projector and white board
SAFETY considerations

2:27-2:40 Wrap Up Teacher collects all worksheets.
If extra time remains, the teacher can extend the
lesson by asking what might happen if an equation
had a real number added to it? What happens to the
graph? What if the equation is multiplied by a real
number?
Students are giving the teacher their worksheets.
Students are extending their thinking beyond what
they have just learned.
Students are hypothesizing what might happen and
testing out their hypothesizes by coming to the board
to draw the new graph on the same coordinate

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system as the old graph.

Resources for this segment & White board

SAFETY considerations

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