Spring

13

Teacher Work Sample

Aleatra Nading
Spring Semester EDUC 390 5/2/13

Contextual Factors
West Salem School District: The West Salem School District is located in the rural community of West Salem, which is about 10 miles east of La Crosse. Troy Gunderson is the Superintendent who manages all three of the West Salem Schools, which consist of 1,751 students. The West Salem School District is committed to providing excellence in education for our children and our community. The recently developed mission statement Serve with Passion to Ignite Creativity, Innovation, and Excellence provides the basis for achieving our vision. Our new mission, vision, values and strategic plan were developed in response to community input and through community participation. We remain committed to working closely with our community in the coming years to continuously improve upon our performance and make our new vision a reality. West Salem Middle School: Grades: 6-8 Enrollment: 417 Overall Accountability Score and Rating: 68.2 Meets Expectations Principal: Dean Buchanan Counselor: Mike Lang Administrative Assistant: Janel Lochen & Anita Jagodzinski Race/Ethnicity: American Indian or Alaska Native 1.2% Asian or Pacific Islander 1.7% Black not Hispanic 1.9% Hispanic 3.1% White not Hispanic 92.1% Student Groups: Students with Disabilities 8.4% Economically Disadvantaged 28.5% Limited English Proficient 0.5% Programs Available: Advisor/Advisee Program, Art, Band, Choir, Computer Science, Healthy, Physical Education, and Special Ed. Extracurricular Activities: Cross Country, Football, Volleyball, Wrestling, Basketball, Softball, Track, Band, Theatre, Jazz Band, Forensics, Math Counts, and Imagination Destination.

Classroom Contextual Factors

Teacher: Mrs. Bentzen Schedule: A/A 7:50-8:07 1st Block 8:10-9:37 (Music/PE/Health) 2nd Block 9:40-11:05 (Core 1) 3rd Block 11:08-12:33 (Core 2) 4th Block 12:36-1:09 (Lunch) 5th Block 1:12-1:42 (Panther Time) 6th Block 1:45-3:10 (Core 3) Observation: On Tuesday, February 26, I went to West Salem Middle School to observe the 8th grade math teacher, Mrs. Bentzen. I arrived at 7:30am and Mrs. Bentzen explained the layout of the day and what to expect. It was a B Day so she had three 8th grade math sections to teach. I got to sit in on a team meeting in the morning with all the 8th grade teachers and then Mrs. Bentzen and I talked about when I would come back to teach a lesson to two different classes. She gave me a couple different resources to use while creating the lesson. I observed the same lesson back to back before lunch and then again for a third time after Panther Time.

Reflection: It was nice to have already been to West Salem Middle School once before when we shadowed a student because it helped me to become a little bit more familiar with the school setting. I sat in on one of Mrs. Bentzens math lessons when I shadowed a student for the day, so I was also somewhat familiar with the way she ran class. Jessse, Penny and I were able to sit in on a Team Meeting with the 8th grade teachers. It was quite interesting to hear the discussion of the teachers. Most of the time was spent trying to figure out where to place students for Panther time. They wanted to make sure the students were placed in the correct subject areas, so they could get help on what they needed. I started to observe classes then once the meeting was over. It was definitely an eye opener for me to see a teacher teach the same lesson over and over again

throughout the day. I was getting tired of hearing it by the third time, so I cant imagine how she feels everyday at the end of the day. I dont know if I would like having to repeat the same lesson numerous times in a day. This was also my first time experiencing block scheduling, which plays a factor in lesson planning. I can see how it is beneficial for a math teacher to have blocks because it allows enough time to review at the beginning of class and then teach a whole lesson, while allowing for work time at the end. Mrs. Bentzen said that students rarely have homework to take home because they are given enough time to finish it in class. As a middle school teacher, I would like having that extra time so I wouldnt feel rushed to get through an entire lesson. There was quite a range of ability levels in all three of Mrs. Benztens math classes. The 2nd block had two aids who came in to help. One of the aids sat with one particular student and wrote all of his notes for him. After the lesson was taught the aid and student left to work on the assignment somewhere else. I heard the aid tell Mrs. Benzten that it was just too overwhelming for him to work on it in the classroom so they were going to go to the special education room. Mrs. Benzten then told me that that student has behavioral issues and some days you can tell while other days you would have no idea. The other aid sat at Mrs. Benztens desk while she taught and then walked around to help students, specifically the lower leveled students. Mrs. Benzten pointed out at least five different students who were struggling and said that it helps out a lot by having the aids in the classroom. Her biggest class was block three and there were a couple students in this class that were struggling as well. I noticed that these students were in Mrs. Benztens Panther Time so they could get extra help on math. Her last block of the day seemed to catch on faster than the earlier classes. She said there were a lot of bright students in the class. It was obvious based on the students behavior that it was getting to the end of the day because they were chattier than the other two classes. It wasnt that they were miss behaving

or anything. She just seemed more relaxed with this group and I am not sure if it was because she knew that they wouldnt need the whole time to work or what. I was definitely tired at the end of the school day, just like when I shadowed the middle schooler. Mrs. Benzten and I discussed a time for me to come back and teach a lesson to two different classes and she gave me many different resources to use. She was very helpful and said that I could always contact her with questions.

Participation: I just sat back and observed during the 2nd block. I wanted to see Mrs. Bentzens routine and get a feel for the students. I stepped in and helped students during the 3rd, 5th, and 6th block. I would walk around to make sure students were following along and taking notes. Then during work time I would walk around the room and check in with students to make sure they understood the material. If a student had a question I would direct them to a particular section in their notes and then we would walk through the problem together. I would explain how their estimation should be pretty close to the exact answer. During Panther Time, I walked around the room and helped answer any questions the students had on the problems they were doing.

Classroom Management: One way Mrs. Benzten was preventive of misbehaviors was that she always had the students working on something, which meant there was no down time. She had everything laid out and very organized so the students could start right away. I didnt observe any major behavioral problems in any of her classes. She had to remind a few students to take notes and stay on task, but other than that the students were well behaved. The atmosphere in the school was bright and happy. The hallways were decorated with students work as well as tiles painted by students. Mrs. Benztens classroom had numerous

posters hung up about math. She had the schedule posted up on the bulletin board along with the classroom rules. The white board on the sidewall had the assignment posted and also what to expect during class. Mrs. Benzten would stand out in the hall between classes and greet students as they walked by or in to her room. I really like Mrs. Benztens classroom management techniques. It was evident that she demonstrated and explained what was expected of the students at the beginning of the year. She was always prepared to transition from one class to the next. You could tell the students knew her routine and were ready to focus when they came to her classroom. They knew that they only needed two pieces of tape to tape in their note sheet and that when handing papers up front that had to be in a particular order. This is how I see my classroom being someday. I liked how she started each class by having about eight comics to read. This was a great way to get students attention and for them to relax a bit. Then she would hand out a Minute worksheet, which had a variety of math problems for the students to review. It was a great way to have students keep up on some of the skills that were taught months ago. Her organization definitely kept the class flowing. I asked Mrs. Benzten if she had any particular accommodations or modifications for her students and she said the seating chart was a big thing. She placed students next to ones that work well together and the ones who need a little more help up front. Another one I noticed was that she hands out note sheets for the students to tape in their notebook and follow along with. They had to fill in spots and different examples, but it helped to keep class flowing and so she didnt have to wait on the students to write as much. As I talked about before, during the 2nd block there was one aid who works with a special education student. It appeared to me as if he wasnt really paying attention while Mrs. Bentzen

was teaching, but instead had his head on his desk. The aid really didnt force him to sit up or anything. She took notes for him and then they left to work on the assignment elsewhere. I did not see any differentiation of the curriculum. She taught every class and every student the same lesson. You can definitely tell that Mrs. Benzten has many years of experience. She exhibits with-it-ness in her teaching. She always walked around during work time to check with each student for understanding. Even if she was talking to one student she was still aware of what was going on around her. She knows what works with students and what doesnt. She said that note sheets seem to work the best, because students follow along better. It is evident that she reaches out to students to give them the help that is needed. Importance of Contextual Factors: It is extremely important for teachers to be aware of the contextual factors of the classroom, as it has a large impact on the teaching and learning process. Environmental, classroom, and student factors all can play a role. The geographic location and socioeconomics play a role in shaping the students. It is important to know the location of the school because that can help determine the students background knowledge. Knowing the socio-economics of the school is important because students basic needs need to be met before learning can take place. Teachers must consider these factors while teaching. Teachers need to consider all of the students characteristics when creating lesson plans and teaching. It is important that teachers are using the correct accommodations and modifications for students to strengthening their learning. All students learn differently, so teachers need to be aware of this and make sure they are doing whatever it takes to meet

all the students needs. Therefore, knowing our students contextual factors will help guide our teaching to ensure our students are given the best education possible.

Unit
The theme of my instructional unit is graphing. I chose this topic because it fits perfectly into Mrs. Bentzens curriculum schedule. In this unit the students will learn the foundational skills for graphing, which will be expanded upon in later math classes such as algebra. The students will learn the basic concepts of both linear and nonlinear equations and graphs. They will be able to make a table of x and y values based off the equations given. Then use the points they calculated to plot them on the graph. Once the basic graphing skills are taught, students will learn how to analyze the graphs to become more critical thinkers. These skills will help to determine the slope of a line and or equation. This unit is important because it helps students to visually see an equation, which can guide them when calculating points on a graph. The skills learned in this unit pave the way for many more mathematical concepts to come in higher-level math classes.

Unit Objectives: 1.) Given the graph of Cater Lake, TSW answer three graphing relationship questions with 100% success rate. 2.) Given the formula from the Lake of Ozarks problem, TSW plot five points with 100% success rate.

3.) Given an equation, TSW calculate five numbers in that equation and graph the points with an 100% success rate. 4.) Given the graphs already completed, TSW relate and compare 8 graph equations and formulas of both linear and nonlinear equations. 5.) Given the graph, TSW analyze three components of a good graph. 6.) Given the graph, TSW compare the line on a graph and slope to make at least two correlations between the two. 7.) Given the graph, TSW identify the rise/run to find the slope with 100% accuracy. 8.) Given the graph, TSW identify the slope to write an equation for the line with 100% accuracy.

Unit Standards: NCTM -A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. -8.F.3 Interpret the equation y=mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. -8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Pre-Assessment: The pre-assessment for my unit will consist of an entrance ticket. The students will complete the five questions on the first day when they arrive. I will give them about 10 minutes to complete the entrance ticket. It will not be graded, but instead used to guide my teaching and to see where the students are at with graphing. I will look over the students tickets while they complete the Minute handout. Based on the data I will determine what the students already know and get a feel for what they are struggling with. I will also keep these to compare what the students learned at the end.

Ticket to Enter
1.) Solve y=3x + 1, when x = 3. 2.) Draw a picture of a linear graph.

3.) Draw a picture of a nonlinear graph.

4.) Graph the point (3,4)

5.) Solve y=4x 2, when x=3.

Viterbo University Lesson Plan Essential Elements Aleatra Nading

Lesson 1

Learner Profile: 8th grade classroom -3rd Block: 25 students -11 Males -14 Females th -6 Block:21 students -10 Males -11 Females Goal(s): The students will gain a better knowledge of graphing both linear and non-linear equations. Common Core Standards: -A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. -8.F.3 Interpret the equation y=mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. -8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Objectives: 1.) Given the graph of Cater Lake, TSW answer three graphing relationship questions with 100% success rate. 2.) Given the formula from the Lake of Ozarks problem, TSW plot five points with 100% success rate. Time Frame: Each block is 1 hour and 25 minutes Materials: Comics, Minute 39, note sheets and grid paper for each student, tape, note sheet transparency, and markers. People: N/A Instructional Procedure: Introduction: (25 minutes)

1. I will give each student a Ticket to Enter as they walk into the classroom. They will be given time to complete the problems. This will serve as a pre-assessment for my unit. I will collect them and look them over as the students work on their Minute 39. 2. Pass out Minute 39. Give them time to work alone and then have the students work with their 12 oclock partner. Then well go over the answers and record their scores. 3. Read 8-10 comics 4. Today we are going to continue on with Module 3. Everyone please open your math textbook to page 172. 5. Ask someone to read the Setting the Stage to get the students engaged and understand how equations are used in real life. Developmental: (35 minutes) 1. Pass out the note sheets and grid paper for the students to tape in their notebooks. It will have the table printed on it. - We will use an equation and a graph to model the relationship between a cars speed and the recommended following distance. 2. Use the table given to complete this equation: a. Following distance = ____ x speed Following distance = 1.5 x speed 3. We will follow these steps to graph the equation. a. Make a coordinate grid. (Shoe how following distance depends on speed, so put following distance on the vertical axis. In general, when one quantity depends on another, put the dependent quality on the vertical axis. b. Write the data in the table as order pairs: (Speed, Following distance) c. Plot the ordered pairs. Draw a line and connect the points 4. A driver is traveling at 45 mi/hr. (Use the graph and the equation to recommend a following distance to the driver. 67.5 ft 5. Ask the students which model they used to find the answer. Was it easier to use the graph or equation? Which model gave the more accurate answer? The equation 6. Let s = the speed of a car in miles per hour. Let d = the recommended following distance in feet. Model the relationship in (2) with an equation using the variables s and d. d=1.5s 7. Discussion: Some drivers estimate the distance between their car and the one ahead using a car length as a benchmark. At 50 mi/hr, how many car lengths would you recommend as a minimum following distance between two cars? 5 car lengths. Use the equation d=1.5s to find the following distance of 75ft (d=1.5 x 50 = 75ft) Then divide 75 by 15 to get the number of car lengths. 8. The equation used in 6 has two variables. An ordered pair of numbers that makes an equation with two variables true is a solution of the equation. The graph of an equation includes all possible solutions of the equation. 9. There will another table on the second note sheet. Use the formula s=5.5 x the square root of (d x f) to complete the table. 10. Plot all the points in the table on a coordinate grid. Then draw a smooth curve through them.

11. Use graph to estimate the speed of a car that leaves 19ft skid marks on a road. About 20 mi/hr 12. Use your graph to estimate how far a car traveling at 55 mi/hr will skid when the driver slams on the brakes. About 124 ft

Contextual Factors (examples listed, not limited to)

Accommodations: Materials, resources, and physical attributes needed to enhance student performance. Addresses the physical, cognitive, emotional and social needs of every learner.

Modifications: Adjustments to what the student is asked to do based on their learning style and contextual factors. Allows for multiple pathways of meaningful learning. It is comprehensive and flexible. Sometimes shorten assignments

Why necessary?

HPL SES 3rd Block: (3 students at risk) 6th Block: (1 student at risk) ELL Spec. Educ. 3rd Block: - EBD 6th Block: - Hearing impaire d

N/A Preferential seating

Sit closer to the front so they are more likely to pay attention and not get distracted. Sit near students who can guide and help them if they have questions. So the student doesnt get distracted and easily upset. The student who is hearing impaired is seated at the front so he is closer to teacher to hear. This also helps him from zoning out. The students go to Mrs. Bentzens room everyday for Panther Time to work on their math skills.

N/A Preferential seating

Other: 3rd Block: (4 students in Math Panther Time) 6th Block: (2 students

in Math Panther Time)

Closure: (25 minutes) 1. After completing the notes, I will give the students 3 problems to do before they leave. This will be their Exit Slip. They will have to complete 11-13 on page 176. It is a continuation of a problem they did in their last unit. 2. They will be given the rest of the time to work. I will walk around the room assisting students.

Assessment: For this lesson I will use an Exit Slip to assess what the students learned. They will have to complete problems 11-13 on page 176. These problems are extensions on to problems they worked with last unit (Crater Lake and Lake of Ozarks). Students will be given time in class to complete these problems. I will collect the problems from each student as they finish. I will not grade these, but instead use it to direct my teaching. I want to make sure all the students understand these foundational skills of graphing before we continue on with equations.

Viterbo University Lesson Plan Essential Elements

Aleatra Nading

Lesson 2

Learner Profile: 8th grade classroom -3rd Block: 25 students -11 Males -14 Females th -6 Block:21 students -10 Males -11 Females Goal(s): The students will gain a better knowledge of graphing both linear and non-linear equations. Common Core Standards: -A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. -8.F.3 Interpret the equation y=mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. -8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Objectives: 1.) Given an equation, TSW calculate five numbers in that equation and graph the points with an 100% success rate. 2.) Given the graphs already completed, TSW relate and compare 8 graph equations and formulas of both linear and nonlinear equations. Time Frame: Each block is 1 hour and 25 minutes Materials: Comics, Minute 40, note sheets and grid paper for each student, tape, note sheet transparency, and markers. People: Tammy Bentzen Instructional Procedure: Introduction: (18 minutes) 1. Pass out Minute 40 give the students about 8 minutes to work alone and then 4 minutes with their 7 oclock partner. 2. Go over the answers and have the students record their scores. 3. Read 8-10 comics.

4. Today we are going to continue on with graphing. Last class you were given points to plot on a graph. Today we are going to use equations to come up with our own points to plot. We will look at both linear and nonlinear graphs. Developmental: (35 minutes) 1. Pass out the note sheets and grid paper for the students to tape in their notebooks. 2. Ask a student to read the couple sentences at the top of the note sheet. a. We will highlight linear and nonlinear b. Then write what a linear graph is below the graph. Do the same for the nonlinear graph. 3. Then I will show the students how to graph the equation: y=x 4 a. Show them how to switch the (-) to a (+) b. Then explain how to choose 5 x values to use in the equation to get y values, so we have points to plot. We want both negative and positive numbers. c. Then plot the 5 points and draw a line. 4. Then with help from the students we will graph the equation: y= -2x + 1 5. Then I will give the students the equation y=3x to graph on their own. a. Remind them to find 5 points to plot. b. When they are done working on it we will go through it as a class to make sure they did it correct. 6. As a class we will graph the equation y=2 a. Explain how no matter what x values we choose the y values will always be 2. It will be a horizontal line 7. As a class we will graph x=-3 a. Explain that all 5 x values will be -3 and then we choose the y values. This will be a vertical line when we plot the points. 8. Now we will graph nonlinear equations. 9. Together we will graph the equation y= -1x^2. Explain how it is in the shape of a parabola. 10. Then give the students the equation y=x^3 1. Switch the (-) to a (+) a. When the students are done, we will go through it as a class to make sure they did it correct. 11. Ask if there are any questions.

Contextual Factors (examples listed, not limited to)

Accommodations: Materials, resources, and physical attributes needed to enhance student performance. Addresses the physical, cognitive, emotional and social needs of every learner.

Modifications: Adjustments to what the student is asked to do based on their learning style and contextual factors. Allows for multiple pathways of meaningful learning. It is comprehensive and flexible. Sometimes shorten assignments

Why necessary?

HPL SES 3rd Block: (3 students at risk) 6th Block: (1 student at risk) ELL Spec. Educ. 3rd Block: - EBD 6th Block: - Hearing impaire d

N/A Preferential seating

Sit closer to the front so they are more likely to pay attention and not get distracted. Sit near students who can guide and help them if they have questions. So the student doesnt get distracted and easily upset. The student who is hearing impaired is seated at the front so he is closer to teacher to hear. This also helps him from zoning out. The students go to Mrs. Bentzens room everyday for Panther Time to work on their math skills.

N/A Preferential seating

Other: 3rd Block: (4 students in Math Panther Time) 6th Block: (2 students

in Math Panther Time)

Closure: (32 minutes worktime) 1. After completing the notes, I will handout the homework that is due the following class period. There assignment is to complete a worksheet that Mrs. Benzten created. It has 8 equations to graph. They will get the rest of the time to work on the homework problems. I will walk around to check in with each student and answer any questions.

Assessment: Using the gradual release of responsibility model, I will ask questions and guide students through problems. My questioning will help identify what the students learned and how well they understood the concepts throughout the lesson. Collecting and grading the homework assignment will serve as an additional formative assessment.

Analysis: As a guest presenter I was not able to collect student created work. However, observing the students during the class period most students were able to meet my objectives. After the lesson, the regular classroom teacher supported my analysis by making the same observation. The majority of the students finished the assigned homework before the bell rang.

Reflection: I was a little nervous going to West Salem Middle to teach my lesson. This was my first time teaching to middle school students and my first time teaching in my minor area to a whole class. Mrs. Bentzen reassured me that she would be there to answer any questions or offer help if I needed it. When the students all got settled, Mrs. Bentzen introduced me and explained I was a Viterbo student who would be teaching. I began by passing out the Minute 40 and giving the students time to work. After they worked with their clock partner we went through the answers together. The students knew the majority of the answers. I explained how to do the last few. During the first block I taught, I got too wordy when explaining the bonus problem. So during the 6th hour block a couple students explained how they found the answer, which worked better. Then we went through the comics and started the lesson. I used the gradual release of responsibility model while teaching the lesson. I would continually ask students as we worked through multiple examples. I wish I would have known the students names better, so it would have made it easier to call on students. This would have helped to get more students involved as well, because the same students tended to answer questions. After I finished teaching the lesson I handout the assignment and they had the rest of the time to work. Both Mrs. Bentzen and I walked around the room answering questions and checking in with each student to make sure he or she was completing the problems correct. Overall, for my first time teaching math to middle school students I thought it went really well. I thought my delivery of the lesson was clear and effective. The majority of the students completed their homework before the bell rang. I definitely felt more comfortable the second time I taught the lesson. Between the two blocks I made minor changes to

enhance the lesson. I also think it would be different if I would have known the students better. It would have been easier for knowing names and to add humor because I would have known each of them. It was a great experience.

Viterbo University Lesson Plan Essential Elements Aleatra Nading Learner Profile: 8th grade classroom -3rd Block: 25 students -11 Males -14 Females -6th Block:21 students -10 Males -11 Females

Lesson 3

Goal(s): The students will gain a better knowledge of finding the slope of a line and or equation. Common Core Standards: -A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. -8.F.3 Interpret the equation y=mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. -8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Objectives: 1.) Given the graph, TSW analyze three components of a good graph. 2.) Given the graph, TSW compare the line on a graph and slope to make at least two correlations between the two. Time Frame: Each block is 1 hour and 25 minutes Materials: Comics, Minute 41, note sheets and grid paper for each student, tape, note sheet transparency, and markers. People: N/A Instructional Procedure: Introduction: (20 minutes) 1. Pass out Minute 41, so the students can work on it alone for a little bit and then find their 5 oclock partner to work with for the last few minutes. 2. Go over the answers and have the students record their scores. 3. Read 8-10 comics. 4. Today we are going to continue to analyze and learn more about equations and graphs. Developmental: (35 minutes) 1. Read Setting the Stage: Big Foot on page 180.

a. Answer question #1 and #2 (slope: persons height compared to footprint) b. Discuss what you observe or can tell by the data we graphed. 2. After we finish working on these two problems together we will read the Introduction on page 181. Guide the students through problem #3 and #4. a. The table will be printed on the note sheets so the students can tape the data right in. b. Make a graph with the data given in the chart: time, distance, and rate. Choose four different travel time and calculate the distance and rate. c. Compare graphs from the red group to the blue. The blue group has faster rate, which you can see in the graph because it has a steeper line. Its steeper because they have faster walkers. 3. Have the students fill in the definition of slope. a. Slope a ratio that measures a lines steepness. It is a constant rate of change. Formulaslope = rise( vertical)/run (horizontal). b. I just want you to think about this definition and what it means and tomorrow we will dive deeper into it. 3. Any questions.

Contextual Factors (examples listed, not limited to)

Accommodations: Materials, resources, and physical attributes needed to enhance student performance. Addresses the physical, cognitive, emotional and social needs of every learner.

Modifications: Adjustments to what the student is asked to do based on their learning style and contextual factors. Allows for multiple pathways of meaningful learning. It is comprehensive and flexible. Sometimes shorten assignments

Why necessary?

HPL SES 3rd Block: (3 students at risk) 6th Block: (1 student at risk) ELL Spec. Educ. 3rd Block: - EBD 6th Block: - Hearing impaire d

N/A Preferential seating

Sit closer to the front so they are more likely to pay attention and not get distracted. Sit near students who can guide and help them if they have questions. So the student doesnt get distracted and easily upset. The student who is hearing impaired is seated at the front so he is closer to teacher to hear. This also helps him from zoning out. The students go to Mrs. Bentzens room everyday for Panther Time to work on their math skills.

N/A Preferential seating

Other: 3rd Block: (4 students in Math Panther Time) 6th Block: (2 students

in Math Panther Time)

Closure: (30 minutes) 1. After I am done teaching the lesson I will assign problems from the book. The homework will be listed on the board. Theyll have to complete #3 and #7 on page 181 and 182. They can use the rest of the work-time to finish their math problems.

Assessment: Throughout this lesson I will ask questions and guide student through problems, by using the gradual release of responsibility model. This will help identify if the students understand the new material. Another form of assessment I will use is homework that will be graded the next day in class. I will record each students score. Students who struggled on the assignment will be given the opportunity to increase their score by fixing the problems they got wrong.

Viterbo University Lesson Plan Essential Elements Aleatra Nading Learner Profile: 8th grade classroom -3rd Block: 25 students -11 Males -14 Females -6th Block:21 students -10 Males -11 Females

Lesson 4

Goal(s): The students will gain a better knowledge of finding the slope of a line and or equation. Common Core Standards: -A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. -8.F.3 Interpret the equation y=mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. -8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Objectives: 1.) Given the graph, TSW identify the rise/run to find the slope with 100% accuracy. 2.) Given the graph, TSW identify the slope to write an equation for the line with 100% accuracy. Time Frame: Each block is 1 hour and 25 minutes. Materials: Comics, Minute 42, note sheets and grid paper for each student, tape, note sheet transparency, and markers. People: N/A Instructional Procedure:

Introduction: (20 minutes) 1. Correct homework problems that were assigned the day before. Pass up and turn in. 2. Pass out Minute 42 and give the students about 8 minutes to work alone and then a few minutes to meet with their 3 oclock partner. 3. Go over the answers and have the students record their scores. 4. Read 8-10 comics. 5. Today we are going to continue learn about slope. a. Review from yesterday --- slope is a ratio that measures a lines steepness. It is a constant rate of change. The equation for slope = rise/run. Developmental: (35 minutes) 1. Have the students graph (5,4) and (3,1) on their note sheet. Now discuss that the horizontal change is the run 5-3=2 and the vertical change is the rise 4-1=3. a. Slope = rise/run (3/2 or 1.5) 2. As a class we will use a different pair of points to find the same slope (3/2). a. Does is matter which points you choose? No because its linear and there is a constant slope. b. Why is the order in which you subtract one set of coordinates from the other set of coordinates important? You need to match up with ys and xs in the same order so that you get the right sign (positive or negative) on the slope. 3. Look at the graph Filling a Tub discuss how water is added to the tub at a rate of 2 gal/min. 4. Give the students a couple minutes to find the slope for 6a and 6b. a. Discuss how they found the slope and 3. 5. The slope of a line often gives you information about a situation. Sometimes you can use that information to write an equation. (This links to what we learn yesterday about the faster walker.) Use the graph to find the daily rate Crownpoint Car Rental chares. Then write an equation for the total cost of renting a car for a given number of days. a. First Find the daily rate. To find the daily rate, find the slope of the line. The slope is 20, so the rate is $20 per day. b. Next Write an equation. Let C = total cost and d = the number of days. (Total cost = daily rate X number of days >>> C = 20d) c. Then - Check your work. Choose at least two points from the graph. Check that their coordinates are solutions of the equation C = 20d. i. (3,60) 60 = 20(3) ii. (4,80) 80 = 20(4) d. How does the graph show what the units of the daily rate are? They are the labels on the bottom and side of the graph. e. Suppose Crownpoint Car Rentals rate becomes $25 per day. How will the graph of rental costs be different? The line will be steeper because the slope went up. f. How will the equation be different? C=25d

6. After we finish going through these examples, I will post more examples for the students to come up and do. I will use a rubric to assess how each student did. a. I will ask 2 students to come plot points on the Rent-a-Video Costs graph b. I will ask a student to find the rise and another student to find the run. c. Another student will come up to write the equation of the line. d. Then there will be more follow up questions like the last example we did. e. I will also have another examples, in which I will ask similar questions to make sure every student has an opportunity to complete the problems. These will also be on the students note sheets so they can refer back to them. f. Lastly, I will ask a few students to come up and find the slope of different points: i. (2,5) and (6,8) = ii. (4,-1) and (6,2) =3/2 iii. (6,4) and (3,5) = 1/-3 iv. (-5,1) an (-2,-2) = -1

Contextual Factors (examples listed, not limited to)

Accommodations: Materials, resources, and physical attributes needed to enhance student performance. Addresses the physical, cognitive, emotional and social needs of every learner.

Modifications: Adjustments to what the student is asked to do based on their learning style and contextual factors. Allows for multiple pathways of meaningful learning. It is comprehensive and flexible. Sometimes shorten assignments

Why necessary?

HPL SES 3rd Block: (3 students at risk) 6th Block: (1 student at risk) ELL Spec. Educ. 3rd Block: - EBD 6th Block: - Hearing impaire d

N/A Preferential seating

Sit closer to the front so they are more likely to pay attention and not get distracted. Sit near students who can guide and help them if they have questions. So the student doesnt get distracted and easily upset. The student who is hearing impaired is seated at the front so he is closer to teacher to hear. This also helps him from zoning out. The students go to Mrs. Bentzens room everyday for Panther Time to work on their math skills.

N/A Preferential seating

Other: 3rd Block: (4 students in Math Panther Time) 6th Block: (2 students

in Math Panther Time)

Closure: (30 minutes work time) 1. After completing the notes and going over many examples I will assign the homework, which will be due the next class period. The students will have to complete #1-4 on page 187 and #15-22 on page 189. They will have the rest of the class period to work on these problems. I will walk around to check in with each student and answer any questions. Assessment: I will continually ask questions and help from the students, while going through notes (GRR). This will help to identify if the students need more examples or if they are understand the material enough to continue. Another assessment I will use in this lesson is a rubric while each student has to come up to the overhead to complete an example. Lastly, the homework problems will a form of assessment that will be grading the next day in class.

Post Assessment: This unit definitely could be expanded upon into more lessons with more content. However, for the unit I did create for my TWS I would use a quiz as a post assessment. It will consist of similar problems that were in the pre-assessment as well as other problems that were taught in the unit. I will collect quantitative data by grading and recording each students quiz score. I will compare their quizes to the pre-assessment they did at the beginning of the unit. This will show me what areas the students did well on as

well as areas where they struggled. This will guide my teaching and help to determine if I need to go back and re-teach any parts.

Graphing Unit

Name:____________________________

Solve: 1.) y= 4x -1, when x=1 2.) y= x + 3, when x=5 3.) y= -2x + 2, when x=3

Make a graph for these equations: 4.) y= x + 2, is this graph linear? 5.) y= .5x + 4 6.) y = -3x 2, is this graph linear? 7.) x= 2

Find slope: 8.) (3,4) and (4,7) 9.) (1,4) and (3, 5) 10.) (2,1) and (5, 3)