PLC Lesson Plan Template

Name: Ryan Chan Course: Algebra 1 Lesson Plan # 2

Materials: Writing Utensil

TEKS Student Expectation

Content A.(2). Linear Functions, Equations, and Inequalities. 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:

(B). Write linear equations in two variables in various forms, including y = mx + b, Ax +

By = C, and y – y1 = m(x – x1 ), given one point and the slope and given two points.

Process A. (1). Mathematical process standards. The student uses mathematical processes to

acquire and demonstrate mathematical understanding. The student is expected to:

(D). Communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate.

Language 3. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety

of modes for a variety of purposes with an awareness of different language registers
(formal/informal) using vocabulary with increasing fluency and accuracy in language
arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in speaking. 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:
(E). share information in cooperative learning interactions;
(F). ask and give information ranging from using a very limited bank of high-
frequency, high-need, concrete vocabulary, including key words and expressions
needed for basic communication in academic and social contexts, to using abstract
and content-based vocabulary during extended speaking assignments;
Objectives
PLC Lesson Plan Template
Content: I can write linear equations in various forms by applying the slope into various linear forms.

Content: I can transform linear equations into standard, slope-intercept, and point-slope form by
manipulating variables in the equation.
Language: I can explain how to write the equation of a line by talking to my group members

Lesson Plan (Embed all activities and provide a description of what you will do in each section)

Engage
Chan_UP4
Engage.docx
Students will be given a review on finding slope given an equation. Since the previous
unit was about slopes and rate of change, a warmup exercise will serve to remind
students how to find slope.
Explore
Chan_UP4
Explore.docx

Before beginning the explore, there will be an explain section where the concepts of
slope-intercept, point-slope, and standard form are taught once more. Then, students
will work in groups writing out linear equations given certain information such as one
point and a slope, a slope and a y-intercept, or two points. Forming groups allows
students to work together but more importantly have them communicate math to each
other.
Explain Students will return to their seats and go over the problems worked out during the
explore. Each group can have a spokesperson and I can call on each group at least once.
Elaborate
Chan_UP4
Elaborate.docx

Students will work out problems that involve changing linear equations from one form
to another, such as slope-intercept to standard form. This reiterates that there are
multiple representations of the same line even through just equations.
Evaluate Students will work on an exit ticket that summarizes today’s lesson, incorporating both

concepts learned in the explore and elaborate. These questions are the ones that will

appear on their unit test.

7. What is the equation in slope-intercept form of the line that passes through the
PLC Lesson Plan Template
points (-4, 47) and (2, -16)?

A. y = 21x/2 +979/21

B. y = -2x/21 + 979/21

C. y = -21x/2 + 5

D. y = -2x/21 + 5

8. Which equation in standard form has a graph that passes through the point (-4, 2)

and has a slope of 9/2?

A. 9x - 2y = 36

B. 9x - 2y = 26

C. 9x - 2y = -40

D. 9x - 2y = -10

9. Write the equation of a line that goes through the points (1, 3) and (-1, -5).

A. y = 4x - 1

B. y = 4x - 11

C. y = x/4 - 1

D. y = x/4 - 11
Closure The exit ticket should be the last thing the students do for the day. They will
individually work on their exit tickets and turn them in when they are finished. Restate
the objectives i.e. "What did we do today?" and ask for examples such as "Can you tell
me what slope-intercept form looks like?"
PLC Lesson Plan Template

PLC Lesson Plan Points Possible Self- Instructor Instructor

Evaluation Points Comments
TEKS & Objectives 4 4
Engage 3 2
Feels too
simple and
I'm already
putting the
students to
work for
almost the
whole class
Explore 4 3
Explain 3 2
Elaborate 3 3
Evaluate/Closure 3 2
Not 100% if
closure was
done
correctly
TOTAL 20 16