1/29/19, 2/4/19 – 2/7/19

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Arlan Zelenky Grade 10

Subject Algebra I Keystone Remediation _
Time Needed for Lesson 100 minutes Lesson Concept Slopes & Equations of Lines__

PA STANDARD(S) (Write out standards):

2.8.A1.D: Demonstrate an understanding and apply properties of functions (domain, range) and characteristics of linear
functions.

CC.2.2.HS.C.1: Use the concept and notation of functions to interpret and apply them in terms of their context.

BIG IDEAS/ESSENTIAL QUESTIONS:

How can we identify the slope and the y-intercept of a function?

How can we determine the slope between two points on a graph?
How can we determine the equation of a line given two points?

ELIGIBLE CONTENT:

A1.2.1.2.1: Create, interpret and/or use the equation, graph, or table of a linear function
A1.2.2.1.4: Determine the slope and/or y-intercept represented by a linear equation or graph

OBJECTIVE(S) (Be sure to include all four parts):

The student will identify the slope and y-intercept of a function on the Bell Ringers assignment (#2) with 80% accuracy
and the GMM assignment with 75% accuracy.

The student will solve for the slope of a line between two points on the Bell Ringers assignment (#3) with 80% accuracy
and the Group Problem assignment (#3) with 80% accuracy.

The student will find the equation of the line through two points on the Bell Ringers assignment (#4) with 80%
accuracy and the Group Problem assignment (#5) with 80% accuracy
MATERIALS:
Whiteboard
Marker
Eraser
GMM software
Bell Ringers for Week 2 Worksheet
1-31-19 Group Problem Worksheet
Smartboard
iPad
Stylus
Get More Math software
Desmos.com Graphing Calculator

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 The teacher sit in the front of the classroom.
 The teacher will say that the “slope” of a line is sometimes called “rise over run”
 The teacher will get out of the chair and say that this is “rise”
 The teacher will run over to the door of the classroom and say that this is “run”
 The teacher will say that if we had a ball of yarn, we could draw a line from the top of my head where I was
sitting to the top of my head now. This line is what “slope” is describing.
 The teacher will state that this week we are going to look at identifying the slope and y-intercept of a function,
calculating the slope between two points, and find equations of lines given information about the slope.

BODY (Bulleted step by step/differentiation must be included)

 The teacher will ask students to get out their “Bell Ringers for Week 2” worksheet
 The teacher will ask students what they think the answer to Tuesday’s question is.
 The teacher will give students one minute to look over the question.
 The teacher will ask students to show hands if they believe the answer is “A”, “B”, “C”, or “D”
 The teacher will say that those students who believed it was “A” are correct.
 The teacher will explain that when given a function in equation form, the slope of the line is just the number in
front of the ‘x’
 The teacher will also explain that the other number in the function with no variable (no x) is the ‘y-intercept’
 The teacher will go to Desmos graphing calculator and plot y=4x+6 (the question on their bell-ringer sheet)
 The teacher will explain that we could also have determined both of these things using the graph of a function
 The teacher will explain that the y-intercept is simply where the line crosses the vertical axis
 The teacher will explain that the slope can be found using the “rise over run” technique that we mentioned earlier
 The teacher will check for student understanding by having students put their heads down and ask for a thumbs up
if they are ready to move on
 The teacher will ask students to put their heads up and go to GetMoreMath.com to work on the assignment for
1/29/19

 The teacher will ask students to get out their “Bell Ringers for Week 2” worksheet
 The teacher will ask students what they think the answer to Wednesday’s question is.
  The teacher will give students one minute to look over the question.
 The teacher will ask students to show hands if they believe the answer is “A”, “B”, “C”, or “D”
 The teacher will say that those students who believed it was “B” are correct.
 The teacher will review the “rise over run” principle with students.
 The teacher will explain that there is a more precise approach to describing “rise over run”.
 While you can still sit down, stand up, and run to a new point, there is an easier way to calculate the slope of that
line without having to do all of that extra work.

 The teacher will introduce the formula:

 The teacher will say that we can choose either one of the two points that we are given and call it “point 1”
 The teacher will label the x value as x_1 and the y value as y_1.
 The teacher will say that the other point is “point 2” and label this point in a similar fashion.
 The teacher will provide another example on how to use this formula
 The teacher will also introduce the formula:
 The teacher will say that we can use this formula to find the equation of the line through a given point

 The teacher will ask students to get out their “Bell Ringers for Week 2” worksheet
 The teacher will ask students what they think the answer to Thursday’s question is.
 The teacher will give students one minute to look over the question.
 The teacher will ask students to show hands if they believe the answer is “A”, “B”, “C”, or “D”
 The teacher will say that those students who believed it was “B” are correct.
 The teacher will work through the problem using the formula:
 The teacher will ask students if they have any questions
 The teacher will ask students to turn in their “Bell Ringers for Week 2” worksheet
 The teacher will pass out the “1-31-19 Group Problem” and have students work together on the problems in
groups of 3-4 students

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 The teacher will say that so far in class we have talked about relations, functions, slope, equations of a line, and
other properties of functions and graphs. We talked about how to identify the slope and y-intercept of a function,
finding the slope between two different points, and then finding the equation of a line through two points.
 You can always go back and forth between the equation and the graph of a function if you are not sure what to do.
 Slopes and y-intercepts are properties that can be expressed in both equation form and graph forms.
 The teacher will say that each one of us learns differently and prefers to learn in different ways. If you like
equations but only have a graph, you may want to find the equation of the line of a graph. If you like graphs but
only have an equation, you may want to graph the equation of the line.

ACCOMMODATIONS/MODIFICATIONS:
 The teacher will provide positive reinforcement strategies to students during group work activities
 Students who cannot access GMM or forgot their Chromebook will be able to use my laptop to access the website

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
  The student will master the objective of identifying the slope and y-intercept of a function by answering
number two on the Bell Ringers assignment with 80% accuracy and completing the GMM assignment with 75%
accuracy.
 The student will master the objective of solving for the slope of a line between two points by completing
number 3 on the Bell Ringers assignment with 80% accuracy and completing number 3 on the Group Problem
assignment with 80% accuracy.
 The student will master the objective of finding the equation of the line through two points by completing
number 4 on the Bell Ringers assignment with 80% accuracy and completing number 5 on the Group Problem
assignment with 80% accuracy.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):

1/29/19: I felt that I did a good job at introducing this new lesson of identifying the slope and y-intercept of an
equation. I feel that students were able to understand the concept of y-intercept and slope very well upon their
first exposure to the topic. I liked how I was able to call on non-volunteers in order to answer the bell ringer
questions as well as other in-class examples that I provided.

I also liked how I was able to incorporate an activity that required the kids to be active participants in class. (I
wanted to review the concepts of relations and functions from Monday’s lesson and then lead into the new topic
of slopes and y-intercepts. The students were required to answer five questions, throw their paper to someone
else in the classroom, and then we checked over the answers. I had each student return their paper to its rightful
owner and each student had to explain why they got questions wrong (teaching others).

For the first day, I think I planned too much however for the GMM assignment. I wanted them to do 20
problems on the software where they have to identify the slope and the y-intercept given an equation. One of the
students was able to do so and another student got 18 problems done. The other students definitely will need
more time to complete this however. Completing the assignment on GMM will be the first thing that we will do
on Monday 2/4/19 after our series of snow days is complete.

2/4/19:

2/5/19:

2/6/19:

2/7/19: