Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Tyler Meyer Date 12-18-17

Subject/ Topic/ Theme Mathematics/Fitting Data to a Line/Linear Equations Grade __8th Grade_______

I. Objectives
How does this lesson connect to the unit plan?
This is my second lesson in my unit plan, in my first lesson the focus was on graphing functions while this lesson is writing linear equations from a graph/data, along
with an activity that applies this knowledge to real life.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Remember the rules of the slope-intercept formula R
 Create equations from a graph C
 Calculate average slope for staircases Ap


Common Core standards (or GLCEs if not available in Common Core) addressed:
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
F.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output
pairs (include reading these from a table).
S.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear fit in the context of the data.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

 Understand the basics of graphs – x-axis, y-axis
Identify prerequisite
 Know how to plot points
knowledge and skills.
 Know how to add and subtract integers
 Understand how to graph a function
Pre-assessment (for learning):

Formative (for learning):

While doing the warm-up questions which give the students more practice with graphing functions, I
will have the students who got the correct answer to raise their hand. From the students’ response I
will be able to determine if more practice is needed before we move on to the lesson for the day.
Formative (as learning):
During the notes, we will be working through the Writing Linear Equations worksheet as a class.
Outline assessment From the students’ responses to each question, if the students seem to have a good understanding of
activities how to write linear equations from graphs, then the rest of the worksheet will be done individual and
(applicable to this lesson) then together as a class we will go over it. But if the students’ appear to be struggling with writing the
linear equations, then we’ll go through the whole worksheet as a class to ensure all students have the
best chance to understand the lesson.
Summative (of learning):
The stair-case activity requires the students to measure one staircase that is not at school so measuring
that staircase and answering the questions based on the measurements are homework.
Skim intro to Lesson 3:Point-Slope equations, only have to copy down the point-slope equation in
their notes.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

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 Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection Worksheet on writing linear modify strategies
Worksheet on writing linear equations. Work through it
equations gives practice of the main
individual/as a class.
idea the students are learning in this
lesson.
Staircase activity, works with
Depending on the level of creating linear equations from
understanding by the class, I will data, instead of a graph.
either go over the answers after
there is individual student time with
the problems. Or, I will go over the
answers, problem by problem, with
the class.

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students work in groups to
obtain the staircase data,
allowing for quicker recording.
Allowing more time to answer
the questions.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and
communication- increase medium
of expression
When working through the
worksheet as a class, I will be
calling on students to help with
solving it step by step.
Staircase activity has students
finding linear equations from data
which is different than the
worksheet which was about graphs.
This forces the students to apply the
information to a new idea.

Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Students walk around the school
Staircase activity uses real finding the different staircases
world information for the data. to measure.
Showing the students the
immediate relevance of finding
linear equations for graphs/data.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Students’ Math notebook
Algebra Textbook
Writing Linear Equations worksheet
Staircase activity paper

The classroom is made up of 2-person tables added together, either with 2 tables (4 students) to a
cluster or 3 tables (6 students) to a cluster.
How will your classroom
be set up for this lesson?

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III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
*BLOCK DAY 90 MINUTE CLASS*
Motivation (5 minutes)
(opening/ Warm up – Student Answer
introduction/ - The questions will a combination of drawing - Students will write down their answers to the
engagement) graphs for an equation and matching an equation to warm up questions.
a graph, the matching is a good precursor to the
information taught in this lesson.
(5 minutes)
Warm up – Class discussion
- Students raise their hands to answer the questions. - Students participate in answering the questions,
Followed by chance for additional comments from correcting classmates’ mistakes.
other students.

(15 minutes) – worksheet notes

- Hand out Writing Linear Equations worksheet to
students.
- Use overhead projector to go through the - Students work through the note sheet with the
problems step by step. teacher.
- After working through the first two, the teacher
gives the students 5 minutes to work through - Students attempt to solve questions 3 and 4 and
problems 3 and 4. After the allotted time, the then give their answers to the teacher.
teacher has the students help them work through 3
and 4 step by step. After each problem the students
raise their hand if they got the equation correct.

(15 minutes)
- Depending on if it appears that the class needs - Students either continue working with the teacher
Development more practice with writing linear equations. The to solve problems 5-8 or students work through 5-8
(the largest class will either get 10 minutes to work on by themselves and the people around them.
component or problems 5-8 individually with help from their
main body of tables and then the teacher will go over them all.
the lesson) Or, the teacher will work through each problem
step by step with the class to better help with
understanding.

(5 minutes)
- Hand out stair case activity - Students read through the activity and raise their
- Read through the instructions as a class, focusing hand if they have any questions.
on the key things.

(40 minutes)
- Give students time to work through the activity in - Students work through the activity with their
groups (their desk clusters). Teacher walks around group which consists of their table cluster.
during this time to answer questions and to ensure
that the students stay on task.
- If finished with in class part of stair activity
before end of class, students can look ahead at
Lesson 3.
Closure
(conclusion, (5 minutes)
culmination, - Clean up time - Students put back any utensils that they borrowed
wrap-up) from the classroom (pencils, erasers, calculators)

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 - Students pick up any trash that they find on the
floor.

- Students pack up their back pack and remain at

their desk until the bell dismisses them to their next
class.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I was unable to teach this lesson to the class. However, the class was still able to do my staircase activity as part of another
thing so that was good. Overall, just reflecting on that part, the class seemed really involved in it and liked being able to walk
around the school a little bit to accomplish the activity. One thing that I may change would be to have more measurements of
things inside the school since the amount of time required was less than I thought it would be.

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