TPA-Referenced Lesson Plan v2
Teacher Candidate Name: Hannah Hasz
Grade & Subject Area: 8th Grade Mathematics Linear Algebra
Date for Planned Lesson: October 5th
Lesson Plan #1
Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus
- derived from standard,
- communicates general goal
Learning Target for this Lesson
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL)
a. Domain-specific Acad vocabulary
b. General Academic vocabulary
(words used in school across many b. Build, headings, column, prediction, describe, identify, compare
subject areas)
c. Syntax Sentence Frame: Example
sentence that students can use
to accomplish target
d. Point in lesson where students will d. Students will use academic vocabulary throughout the entire Google
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Graphing Y = Equations
8.2.1.3 Understand that a function is linear if it can be expressed in the
form f(x) = mx + b or if its graph is a straight line.
8.2.1.5 Understand that a geometric sequence is a non-linear function that
can be expressed in the form f ( x )=a b x where x = 0, 1, 2, 3,
Students will identify parts of a linear equation f(x) = mx + b and how each
part affects movement of a line graphed by the equation.
Students will use a TI-84 graphing calculator to study how changes in the
equation affect the graph.
Students will identify if a function is linear through multiple representations.
Students will identify if the graph for a linear equation will move up or
down.
a. Linear, non-linear, equation, graph, table, moves down, moves up,
division, square root, exponent, variable
c. If the equation has an exponent, division by x or a square root, then the
graph of the equation is non-linear.
Activity. While working through the activity students will be asked to
graph equations and make a table. At the end of the activity, students
will answer questions about what they have done and what patterns they
found. They will answer the questions using academic vocabulary.
Students will also use academic vocabulary when answering the starter
questions.
Since the activities are accessible through Google Drive on the students
iPads, a print out of the activities will be provided to the students who get
easily distracted or discouraged by technology.
For students who struggle with writing and neatness, I will provide them
with an already made table with the equations listed in it.
Ipads, graphingTI-84 calculators, pen for signing, print out of activity, print

Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will read
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
out of table.
Activity description / teacher does Students do
Teacher will bring up directions for the class on
the smart board and go over the plan for the Students will complete
hour. starter problems using
Teacher will set a timer for 4 minutes for the their ipads and Google
students to complete their Google Form Form.
Starter Questions. Starter problems consist
of content from previous and current
activities along with some challenging
questions from activities they will eventually
be doing. In this starter, there is one
question about putting an equation into
function notation and one question about
what students should look for on a graph to
identify a line as linear or non-linear.
Teacher will wonder around the room and help
with any technical issues with the ipads and
answer questions that arise.
By using Google Form, all the students
answers are put into a spread sheet for the
teacher to look at. It will also say the
percentage of students who answer each
question.
When the timer goes off from the starters, Students will actively
teacher will bring up the Google Form starters participate while going
and go over questions the students struggled over answers of the
with. starter problems.
Teacher will explain that a line on a graph is
linear if it is a straight line.
Teacher will also explain that direction of the
line (up or down) does not make it linear or non-
linear.
Teacher will have the students complete a quick Students will participate
1, 2, or 3 rating with their fingers of their and self-assess their
understanding of the starter problems. understanding of the
Teacher will explain that a 3 means I starter problems in the
understand everything, a 2 means I understand 1, 2, or 3 rating with
most, a 1 means I dont understand most of their fingers
them.
Teacher will tell students to begin working on Students will then work
their practice work for the day. The students on their practice work
should be working on the activity Graphing Y= either by themselves or
Equations. If the students are ahead of this with their group
activity thats ok too. Students are expected to members and ask

Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated practice work during class time, teacher will
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
work at their own pace. questions when they
Teacher will move around the room, helping need help.
students work through their activity and answer
any questions that they have.
Teacher will encourage the students to work
with their group members to complete the
activities.
Teacher will sign students papers when the
activity calls for the students to show their work
and answers to the teacher.
Since this is a flipped classroom where students Students will show their
work at their own pace and complete their work and answers to
the teacher when the
assess the students when asked to sign their activity calls for it and
activities. have the teacher sign
Teacher will provide feedback while looking off on their work.
over work and fix any misconception and error
together with the student.
Teacher will continue to walk around the room Students will either work
during practice time and ask the students who independently or with
rated their understanding of the starter their group members to
questions a 1 or 2 what they are struggling with complete their practice
and help students with their questions. work.
Since this is a flipped classroom where students Student will fix any
work at their own pace and complete their errors that they had and
practice work during class time, teacher will once finished with the
assess the students when asked to sign their activity, turn it into the
activities. wire basket on teachers
Teacher will provide feedback while looking desk.
over work and fix any misconception and error
together with the student.
Teacher will restate learning target when going
through starter problems with the class. Going
over the answers with the students and
reminding them a line is linear if it is straight is a
way of restating the learning target.
Teacher will explain to students that there will
be problems like the ones they completed today
in the starter problems as well as the
Assessment 1 after they complete Line
Movement 4 activity.
Teacher will explain to students that while
completing Assessment 1, students will circle
the level of learning they think they are at for
that particular question.
Assessment Example: (3 columns on attached roster)
Reteach, Extend Slightly, Transfer to new situation/topic
 next steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
Graphing Y= Equations

Class Time needed: 2 days

Target: I can use the TI-84 graphing calculator to determine if an equation is linear.
1) Get a graphing calculator from the filing cabinet.
2) Turn the calculator on and press Y=.
3) Clear any equations out of the list.
4) If Plot 1, Plot 2 or Plot 3 are highlighted, use the up arrow and left or
right arrows until the blinking cursor is over the highlighted Plot 1, Plot 2 or Plot
3. Then press ENTER. This will turn the plot off.
5) Press ZOOM, then press 6. A graph will appear.
6) You will be graphing 10 equations on the TI-84.
7) Build a table 12 lines long with 3 columns.
8) Use these headings in your table:

Equation Moves Up or Down Linear?

When Moving From
Left to Right?

9) Write these 11 equations in the Equation column.

a) y = 3x
b) y = -4x
c) y = -x2
d) y = 0.75x
e) y = x3
f) y = 3x + 2
g) y = -2x - 4
10
h) y = +1
x
i) y = 5
j) y = x + 6
k) y = x 3

10) Look at the equations in your table. Under the Linear column write
down the number of equations that you think will be Linear.
11) Press Y= and enter the first equation.
 12) Press GRAPH.
13) If the line moves up as you look at it from left to right, write UP in the 2nd
column and move to direction 15.
14) If the line moves down as you look at it from left to right, write DOWN in
the 2nd column.
15) Is the line linear? Write Yes or No in the third column.
16) Press Y= and clear the equation.
17) Show your table to Ms. Hasz.
18) Finish graphing the equations and filling in the table.
19) How close was your prediction on how many lines would be linear?
20) Describe how to look at an equation and identify whether its graph is
linear or non-linear.
21) Show your table and answers to Ms. Hasz.
22) Keep your table and move to the next activity.
 Equation Moves Up or Down Linear?
When Moving From Left
to Right?
y = 3x
y = -4x
y = -x2
y = 0.75x
y = x3
y = 3x + 2
y = -2x - 4
10
y= +1
x
y=5
y = x + 6
y = x 3