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    Saint Francis University Loretto, PA 15940 Education Department Lesson Plan Format

    Uploaded by

    Arlan Zelenky
    This is Lesson Plan #011 from Arlan Zelenky's student teaching semester. This is an Algebra I Keystone Intervention Lesson Plan.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Saint Francis University Loretto, PA 15940 Education Department Lesson Plan Format

    Uploaded by

    Arlan Zelenky
    42 views4 pages
    This is Lesson Plan #011 from Arlan Zelenky's student teaching semester. This is an Algebra I Keystone Intervention Lesson Plan.

    Original Title

    Arlan Zelenky- 011- MI- 1-29-19, 2-4-19 and 2-5-19 Lesson Plan.pdf

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    © © All Rights Reserved

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    This is Lesson Plan #011 from Arlan Zelenky's student teaching semester. This is an Algebra I Keystone Intervention Lesson Plan.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    42 views4 pages

    Saint Francis University Loretto, PA 15940 Education Department Lesson Plan Format

    Uploaded by

    Arlan Zelenky
    This is Lesson Plan #011 from Arlan Zelenky's student teaching semester. This is an Algebra I Keystone Intervention Lesson Plan.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    1/29/19, 2/4/19, and 2/5/19

    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 60 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):

    I felt that this lesson went over extremely well. I was able to incorporate each one of my students in some way into one of
    the lessons over the course of three days. I was able to go over several different topics with them that will definitely
    appear on the Algebra I Keystone exam. I could tell that the level of participation I was getting from these students was
    starting to rise near the end of this lesson.

    I am happy to report that each student participated in a group problem setting. One of the major points in my educational
    philosophy is that students have to teach others in order to create their own meaning of material. One of the best ways for
    me to incorporate teaching others is by assigning group problems.

    I wish I could have spent more time on these little topics because they are so important for basic understanding in algebra
    because these students really need to work on their basic understandings. However, I know that the Keystone test requires
    several different levels of thinking that go beyond basic comprehension. As a result, I had to move on after only three
    days because I need to cover some topics that require a process in order to solve real-world problems.

    If I am going to get any of these kids to pass the Keystone test, I need to prepare them for real-world situations and how to
    problem solve. My next unit/lesson with the Math Intervention class is going to focus on solving systems of equations that
    can be applied to almost any situation.

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