CEP Lesson Plan Form
Colorado State University
College of Health and Human Sciences
Page 1
Teacher: Sierra Londenberg, Megan Campain Date: October 31, 2019 School: Boltz Middle School Grade Level: 7/8 Content Area: Algebra 1 Title: Linear Equations and Inequalities Lesson #: 1
Lesson Idea/Topic and Rational/Relevance:
This lesson is about graphs of linear systems, student will be learning how to interpret functions in four different ways, and how compare functions in real world examples.
Student Profile:
The classroom consists of 28 students, 2 students are on an IEP and 1 student has a 504. The only accommodations needed are two pre-printed sets of notes for the students.
Content Standard(s) addressed by this lesson:
(Write Content Standards directly from the standard)
HAS-CED.A.1
–
Create equations that describe numbers or relationships. 8.EE.C.8
–
Analyze and solve linear equations and pairs of simultaneous linear equations.
Understandings:
(Big Ideas)
Understand that there are four faces of a function, that a system of equations has a point of intersection and a solution, and that graphs are approximations to real world problems.
Inquiry Questions:
(
Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
•
What situations call for systems of linear equations and related inequalities?
•
How do we write systems of linear equations and related inequalities?
•
How do we use graphs to estimate solutions to systems of linear inequalities?
Evidence Outcomes:
(
Learning Targets)
Every student will be able to:
Set equations equal and solve for a coordinate pair and interpret graphs as an estimate to solutions of systems of equations and linear inequalities.
I can:
Set equations equal and solve for a coordinate pair and interpret graphs as estimations to solutions of systems of equations and linear inequalities.
This means:
I can determine when to set equations equal and when to use a graph provided to solve a system of equations and linear inequalities.
List of Assessments:
(
Write the number of the learning targets associated with each assessment)
Learning Target: Identify situations with linear equations and inequalities, write systems of linear equations, and graph these systems.
CEP Lesson Plan Form
Colorado State University
College of Health and Human Sciences
Page 2
Planned Lesson Activities
Name and Purpose of Lesson
Graphs of Linear Systems Purpose: Identify situations with linear equations and inequalities, write systems of linear equations, and graph these systems.
Co-Teaching
Will co-teaching models be utilized in this lesson? Yes
Which model(s) will be used?
One Teach, One Assist
Why did you choose this model(s) and what are the teachers’ roles?
We chose this model to ensure that the students are fully grasping the information and benefit from having both teachers in the room. Londenberg will be the main teacher, while Campain will observe and add anything needed during the lesson.
Approx. Time and Materials
Time: 8:05 am
–
9:27 am. Approximately 82 minutes. Materials: Students will need their INB, planner, tape, and The Shapes of Algebra textbook.
Anticipatory Set
The strategy we intend to use is: Begin by having students get their desk ready, then write in their planner, we will give the success criteria for the day, then start the warmup. This should take about 10 minutes leading to the warmup. We are using this strategy here because: It will get students ready for the period and ease them into the class.
Procedures
The strategy I intend to use is: We intend to do a more interactive lecture with students leading the conversation, then they will have time to work in their cooperative learning groups while the teachers float around answer questions. I am using this strategy here because: The flow of the lesson will allow time for students to work independently, as a class, and in small groups. This allows all different learners to experience a piece of class that they prefer.
Teacher Actions Student Actions Data Collected
Minutes 0-4 Getting settled into class, getting their desks ready. How are students feeling today? Minutes 4-8 Writing the nights homework in their planners. How are the students feeling, general feel for the class energy that day. Minutes 8-10 Students are listening to and reading on the board their learning objective for the day. No data is being collected at this point; students are learning what the expectations are.
CEP Lesson Plan Form
Colorado State University
College of Health and Human Sciences
Page 3
Minutes 10-17 Students are working in cooperative learning groups on the warmup. Data collected will be how the students are processing the warmup and their level of understanding. Minutes 17-27 Students are participating in reviewing the warmup. Data collected will be how students handled the warmup. We will get a feel for how ready they are for the days lesson. Minutes 27-37 Students are reading the launch of the lesson and answering the questions together. Here we are giving students the tools that they need to begin answering the questions in the lesson. Minutes 37-52 Students are working in their cooperative learning groups on problem 2.1 in their Shapes of Algebra textbook. Data collected here is how students are responding to the information and their level of understanding on the concepts. Minutes 52-62 Students will be participating in reviewing the work on problem 2.1 in their Shapes of Algebra textbook. Data collected here is how well the students understood the concepts and their ability to move forward with the topics. Minutes 62-72 Students will be taking notes in their INB that summarize the lesson from the day. No data is collected here, students are gathering information and summarizing their learning from today. Minutes 72-82 This time will either be taken up by another time slot above or students will be working on the
night’s
homework. There is no data collected here.
Closure
The strategy I intend to use is: I intend to summarize the day
’
s lesson through having the students take notes on what they learned. I am using this strategy here because: It adequately puts into words what the students were doing during the class period.
CEP Lesson Plan Form
Colorado State University
College of Health and Human Sciences
Page 4
Differentiation Modifications:
Content N/A Process N/A Product Two students will get pre-printed notes. Environment N/A
Extensions:
N/A N/A N/A N/A
Assessment
We will know that students met the learning targets for the day if they can set equations equal and solve for a coordinate pair and interpret graphs as estimations to solutions of systems of equations and linear inequalities. The students will be formally assessed on this knowledge, but as this is the launch into the unit, that assessment is still to be determined.