PLC Lesson Plan Template

Name: Thuy Le Course: Algebra I Lesson Plan # 3

Materials: calculators, name tents, matching cards, explore worksheets, explain worksheets, elaborate

worksheets, and evaluation worksheets.

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:

C). Write linear equations in two variables given a table of values, a graph, and a

verbal description.

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.

(E). Create and use representations to organize, record, and communicate

mathematical ideas.

(F). Analyze mathematical relationships to connect and communicate

mathematical ideas.

Language 74.4. English Language Proficiency Standards. Cross-curricular second language

acquisition essential knowledge and skills.

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(1) Cross-curricular second language acquisition/learning strategies. The ELL uses

language learning strategies to develop an awareness of his or her own learning

processes in all content areas. 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:

(A) Use prior knowledge and experiences to understand meanings in English;

(B) Monitor oral and written language production and employ self-corrective

techniques or other resources;

Objectives

Content: I can write a linear equation with two variables from real world problem by identify the

independent, dependent variables, and their relationships

Content: I can transfer the answer in mathematic forms back to real world problem by interpret the

meaning of each variable.

Language: I can explain to my partners about the correct linear equation by using vocabularies in the

description and speaking clearly.

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

Engage Time: 7 minutes – Matching game

Yesterday, students already learned about writing equation with real-problem in

UP4_engage.docx
the form y = ax. Therefore, 20 students will participate in a matching game. Each
PLC Lesson Plan Template
student will randomly pick up a card with either number (for example: 3,5, or 9) or

variable (for example: x, t, or z). With 10 problems are displayed on the ppt, students

will try to make a match as they form pairs.

For example: In a coffee shop, a latte costs $3 each. How much does it cost to

buy x latte cups? Student with card has number 3 will need to pair up with student

has card labeled “x”.

Explore Time: 10 minutes

Student will work in group to highlight words or phrases that imply ratio and find
UP4_explore.docx
the information that does not go with ratio or linear relationship.

They will discuss and notice that the information implies ratio is the term “ax” in

the equation y = ax + b while the non-ratio piece represents for b. After that, students

form the equation based on the discovers.

This is time when students have to decide:

1. Find the ratio and non – ration relationships

2. Put them together to form the equation

The next section of the worksheet is evaluating the equation and express the

answer in real life scenario.

This is where the language objectives should be emphasized as students will

express and explain their thinking.

Explain Time: 5 minutes

The explanation will be led by students. I will provide PowerPoint with the

correct answers, but students will share their results first and if they have a correct
PLC Lesson Plan Template
explanation, then there will not be much explaining for me to do. I want student to

explain to me if they can see the connection between the standard equation y = ax + b

and all the terms they just found.

Overall, students recognize some key word for linear relationship such as “per”

or “each” as well as know how to transfer the numbers into words for y-intercept or a

random value of x.

For example: in the music problem, students will have to interpret the y –

intercept as: “If you do not download any song (x = 0), you still have to pay $20 for

the registration fee”.

Elaborate Time: 10 minutes

After the explanation, students will work in pairs to apply the technique they just
UP4_Elaborate.docx
learn. In this section, students will move on to practice more problems when equation

is expanded to in y = ax + by + cz +d. Most likely some students will confuse this

will bring up a good discussion to check if student understand the ratio relationship

deeply. In addition, more deep questions will be provided as a continue part of

explore worksheet that requires students to think and calculate carefully.

I will monitor the class and assist students if they need help or need some

classifications. I will be flexible if students want to choose to a different term of the

independent and dependent variables if the problem does not justify specifically.

Evaluate Time: 5 minutes

Students will be provided the evaluate worksheet and do it individually to

UP4_evaluate.docx
measure how they understand the lesson.
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This can be considered as an exit ticket if I do not finish the lesson.

Closure Time: 3 minutes

I will let students have a table talk in 1 minute and each table will share what

they have learned through today lesson. If students have any question or concern, I

will explain and assist them to make sure they get the materials. Last, I will reminder

them about the quiz on the next day and the expectations for that quiz.

PLC Lesson Plan Points Possible Self- Instructor Instructor

Evaluation Points Comments

TEKS & Objectives 4 4

Engage 3 4

Explore 4 4

Explain 3 3

Elaborate 3 3

Evaluate/Closure 3 3

TOTAL 20 20