Objective:

Students will be able to identify the slope and Y intercept variable in a Y=mx+b equation. 

Set: (5 min)

Introduction. Hi as most of you know my name is Miss Spangler. For the next couple of weeks I will be teaching your math class. Something I think is really important for me to tell you is that I am still learning how to be a teacher. I am not going to be just like Mr. Kidd because I haven’t been a teacher before. I do really like math and I hope you will like learning math from me. I’m pretty sure I know most of your names but if we can just go around the room one time and have everyone say their name that would be very helpful for me. Repeat names. I’m going to give you a pre-test that covers the information I will be teaching you. Don’t worry if you feel like you don’t know how to do this stuff yet. That is what we are going to learn. If you can answer part of the question, please do. Please show all of your work. This is not graded, it is only for me to see what you already know.

Transition: Pass out pre-test.

Input/Activity/Lecture: (35 min)

-Students will take the pre-test.

-After all tests are completed and collected, ask if there were any questions they would like to see done right away on the board. Transition to white board.

-Talk a little bit about the test to get the general feel. Was it hard? Did you recognize anything? What were the things that you recognized? 

-If there is still time left, pass out note cards with different vocabulary for slope and y-intercept written on them. (These include start value, rate of change, x,y table with the y intercept circled, a graph with the y-intercept circled, change in y over change in x, and the slope formula).

-Ask students who thinks they have the card that is the title of one of the categories (y-intercept or slope cards). (Literacy Component, transferring between different vocabulary)

-Write these categories on the board. 

-Then ask students to decide what other cards fall under each category

-As they volunteer their cards, write the different vocabulary on the board under the correct categories.

-Does anyone know how to use the slope and y-intercept to graph an equation?

-What is the first thing I look for (y-intercept)

-Where do I put that on my graph (draw graph on board)

-Graph equation y=2x+3

-Assign problems 1-9 in the textbook (pg. 95)

-Walk around and assist in graphing

Transition: Pass out notecards

Closure: (5min)

Exit cards:

Have students write their names and one or two things they learned today, and one or two things they feel like they already know how to do.

Assessment:

Assessments will be the pre-assessment to gage how much students already know, and also a formative assessment based on the answers they give when asked about their note cards. Use exit cards to determine if they are ready for the lesson tomorrow. 

Differentiation:

Students on IEPs will receive extra time on the pre-assessment and extra assistance with the problems in the textbook. 

Reflection:

Today went okay for the first day. I think the students have seen quite a bit more of this material than I was expecting, so they may have been a little bit bored. I also noticed however that although they have seen much of this material the do not know what to do with it and are lacking in some basic algebra skills. I will have to take this into account and emphasize the algebraic parts of many of these lessons. This may mean I will need to take more than 10 lessons to get though the material I had originally planned to tackle. I will have to see how it goes, but I have a feeling that I will have to change some of my original lesson plans, or go slower and split some of my lessons into two. Overall however, they talked to one another when they did the assignment. One of my IEP students (who supposedly needs extended time on tests) actually finished the pre-assessment first and was correct on many answers. Some students finished the homework assignment in class and others really struggled with it. On my exit cards I received feedback from students. 7 feel comfortable with graphing linear equations and 5 feel like they need more practice. We will be practicing tomorrow because I noticed that all of the students had questions event he ones who said they know how to do this already. I think they learned the basics of identifying slope and intercept as many of them were completing that part of the assignment with no trouble. That was mostly what my objective was. I wanted them to identify slope and intercept and they even knew a bit of how to apply it.

Set: (15 min)

Have iPad set up.

Have students come up to the board and draw some graphs from their homework. Talk about whether these graphs look correct. Discuss problem 10 on pg, 95. Have them do it in their table groups. Have one or two groups tell what is wrong with the graphs. Discuss why it is important to get the slope right.

Transition to iPad.

Input/Activity/Lecture: (25 min)

-       Use Math Flyer to have students manipulate and predict how different parts of the equation change the way the graph looks.

-       Have students suggest changes to make to the equation. (increase/decrease y-intercept, increase/decrease slope).

-       What can we tell about the slope from this demonstration?

-       What happens when the slope gets flatter? Steeper? What about when it gets negative?

-       What can we tell about the y-intercept? Does the slope change when the y-intercept changes?

-       Discuss why the graph changes in the ways it does. Transition to white board

-       Graph two more equations: Y=3-2x,   Y=-2/3x+6

-       Talk about why when it is in a different form it can get confusing (i.e. Y=5+2x instead of Y=2x+5) Can you open your books to lesson 16?

-       Assign problems 11-19 all and 20-24 even in lesson 16

-       If the problems are not completed in class, they will become homework.

-       Walk around and assist with the assignment. Answer questions. Pass out notecards.

Closure: (5min)

Students will identify their own learning by filling out an exit card that has their name and one or two things they learned today written on it. 

Assessment:

Assessments will be based on students’ predictions during the Math Flyer activity, on exit cards, and on homework from the night before. While they are working on the assignment that was assigned during this lesson, walk around and make sure they understand what they are doing. Get a feel for where they are at in their practicing.  

Differentiation:

Students who are on IEPs will receive extra help on the problems in the textbook and will only need to do problems 11, 12-24 even.

Reflection:

Today ½ of the class was missing because of sports. Fortunately most of the students who were absent are the students who are already demonstrating understanding when we are graphing equations. I am not too worried about them missing this lesson because I will be able to have them complete it tomorrow during the math lab time. I will be able to have them perform the same activities with the iPad and begin on the assignment. Some of the students who were in attendance today are still really struggling with the difference between the slope and the y-intercept. Some of these students really had ah-ha moments when I used the iPad to demonstrate how an equation and a graph are related. They made excellent predictions about what would happen to the graph when we changed the slope vs. when we changed the y-intercept. When we changed the slope they could see that the graph still crossed the y-axis in the same place and they could still tell from the equation that +2 had not changed. It was great to see them understand this. I even had one student say, “I never got this until now!” That was very positive to hear. There was not a whole lot of time to do the assigned problems in class, and I would have liked to have seen how well they could calculate these on their own, so I will need to watch the clock a bit more closely next time and probably help them complete some of these problems in the math lab tomorrow. Overall the exit cards were really positive. No student wrote that they did not understand or they did not learn anything. I believe that this lesson was helpful in giving my students the opportunity to identify the slope and y-intercept in an equation and then gain a conceptual understanding of how these two pieces of information affect what the graph looks like, so that when they are drawing their graphs they can sort out how to plot points and work with the slope.

Set: (15 min)

Go over homework from November 2^nd.  Students who were absent will receive an extra day to complete the homework. Review what was talked about yesterday: What is the y-intercept? What is the slope? Where are these in the equation? What do we know about slope when the equation is in slope intercept form? What point do we place first on our graph? Do we think we can write an equation from a graph? Transition to books: Can you open your books to lesson 17?

Input/Activity/Lecture: (25 min)

-       Have students complete the Explore! activity as a class (pg. 98)

-       Begin by directing the first few steps of the Explore! as a whole group and then allow them to finish as individuals.Transition to white board.

-       Draw some graphs on the board. Y=1/2x=3, Y=3/2x-2

-       What can you tell me about these graphs that would help me write an equation?

-       What number should I look for first? Why is it helpful to find this value first?

-       After I find the first number, what do I do?

-       How do I write this equation? What form is this?

-       How do I know if it is a positive or negative slope?

-       If the explore activity is not finished in class it will become homework. Pass out note cards.

Closure: (5min)

Exit cards:

-Have each student write the steps to writing a linear equation without using the book. Find y-intercept, find slope, write in mx+b form. Then have them write whether or not they feel that they understand what these steps mean. (Literacy component)

Assessment:

Assessments will be formative. Homework will be graded. Also because there are only 12 students I will be able to get a pretty good feel for how each student is doing based on how they answer questions in class. I will also be able to read their exit cards to see if they understand.

Differentiation:

IEP students will receive extra assistance from myself and my cooperating teacher on the Explore! activity.

Reflection:

The set went well. Students were able to identify slope and y-intercept in the equation and direct me to place these two pieces of information on the graph. This give me confidence that what we did yesterday has really sunk in as they were able to describe and essentially “teach” me how to do it. The explore activity took much longer than I expected but that ended up being okay because we did get through the whole lesson. They had more difficulty than I thought they would transferring their knowledge of slope and y-intercept from graphical to equation form. I thought this would be easily seen as the opposite of what we learned yesterday, but I was incorrect. We ended up working on the Explore!activity as a whole class after I had them work on it as individuals. I think it got better by then end as everyone was able to write the three steps to writing an equation on their exit cards which is really what I needed them to be able to do in order to write an equation from a graph. Because the Explore! activity took so long, I decided not to give them homework which was in my original plan, but that was okay because we got through all of the information. I did not want them to go home and become discouraged while working alone if I did not feel they had had enough practice in class to be able to do it by themselves. I have moved this assignment to Monday and I may end up shortening it depending on how class goes and if I think they need much more practice. If they have not learned enough in class to do one homework problem they certainly will not be able to do 18.

Set: (10 min)

Review what we began doing last week. Using equations to graph lines, using lines to write equations. Review the slope formula. 

Input/Activity/Lecture: (25 min)

-Ask students to get out a piece of paper

-Ask them to write a linear equation in slope-intercept form on the paper

-Pass out graph paper

-Have each student draw a graph of the equation and label at least 2 points on the graph paper.

-Have students trade graphs with the person they are sitting next to.

-Have each student write an equation from the graph they have been given.

-When finished writing the equation, trade back and discuss in pairs if they got it correct, why/why not. (Literacy Component: discussion of thought processes)

Transition to white board

-Use one group as an example and draw it on the board. This may be an incorrect example or a correct example, or both if there is time.

-Did this help? We can write equations, and graph them, and now we can look at a graph and determine what the equation is. Can we all do that? 

-Assign problems 1-8, and 12-18 on page 101 and 103

Closure: (5min)

Exit cards:

-Have each student fill out a note card with name, and one or two things I either learned today or better understand today.

Assessment:

Assessments will be formative. Homework will be graded. I will observe students as they are graphing their given equations, and as they answer each other’s questions. I will also be observing their responses to questions in class.

Differentiation:

Students who are on IEPs will receive extra assistance and may also be given a shortened assignment depending on how well they are doing during the lesson.

Reflection:

The students were very rowdy today. Even the students who are normally very quiet were talkative. It was the first day of basketball practice so that may have been part of the problem. I had 4 students not finish the homework assignment from last Wednesday. They have had 4 days to do 12 problems, so I will have to have them come in at lunch to finish and I can determine whether or not they just have not done the assignment, or they do not understand. The review part of this lesson went well (set). They seem to remember some of the things and concepts but they still have some trouble applying them. The trading of graphs went well. All pairs of students except one wrote correct equations from their traded graphs. This informed me that for the most part they understand this section and these concepts. Because of this I may begin a new section tomorrow depending on how many questions they ask on the homework. If there are a lot of questions or they tell me that they had trouble on the assignment, I will have a back-up extra practice worksheet for them. They really need to be solid in this concept before I move on to the next section because the next section builds upon these skills.

Set: (10 min)

Review the homework from yesterday. Ask if there are any specific questions. If there are no questions on problems, go over problems 4, 6, and 7. Have students pay attention to the scale of the graph. If we ignore the scale of the graph in problem 7 we get a rise of 3 and a run of 5, so we would say our slope is 3/5. But if we pay attention to the scale we see that the Y-axis is measured in tens. Instead of 3 we should have a rise of 30. 30/5=6. A slope of 6 is much different than a slope of 3/5. Do we agree with that? The scale is very important. So now what have we learned? Can we use equations to draw graphs? Can we use graphs to write equations? Transition to white board

Input/Activity/Lecture: (25 min)

-There are still a few things we are really confused about when writing equations.

-How do we graph y=3?

-Have students raise hands and direct how to draw this on a coordinate plane.

-Use the points (1,3) and (2,3) in the slope formula to show why the slope of this equation is 0.

-How do we graph x=2?

-Have students raise hands to direct how to draw this on a coordinate plane.

-Use the points (2,2) and (2,3) to show why the slope is undefined (we cannot divide by 0)

-Pass out worksheet.

-This is extra practice. It is due tomorrow.

-Walk around and assist students with the worksheet if needed.

Closure: (5min)

Exit cards:

-Have each student fill out a note card with name, and one or two things I either learned today or better understand today.

Assessment:

Assessments will be formative. Homework will be graded. Observe students as they are answering questions in class, directing how to draw graphs and as they complete the worksheet.

Differentiation:

Students who are on IEP’s will receive extra assitance with the worksheet (in class, in the math lab, or after school.) 

Reflection:

Today’s lesson went okay. I had several students tell me before class in the math lab that they needed help on problems 7 and 8 of the homework. I decided to use my back-up lesson plan that was mostly lecture of examples they were having trouble with  and then an extra practice worksheet so that I could help them while they were working though the problems. They did a really good job of directing me on how to graph the two examples of y=3 and x=2. This was really positive. I think they are far less confused about these two cases. Instead of starting section 18, I decided to give them a worksheet with problems from lesson 17 and a few from lesson 16. I thought they needed a bit more practice to really solidify their understanding of these two sections because I would hate to move on if they did not get it. Almost everyone finished the worksheet in the 15 minutes at the end of the lesson. Even students who were struggling almost finished. This signaled to me that they know how to do this now. Tomorrow I am planning on moving on to lesson 18 but I am going to begin with a story problem from  lesson 17 as a warm up just so that I can check one more time that they understand this.

Objective:

Students will be able to write an equation in slope-intercept form when given the slope and a point on the line.

Set: (10 min)

Warm up: On a piece of paper please do problem 9 on page 102. I will be collecting this when you are finished. After all students are finished, ask if that was easier than it was yesterday. If yes, collect the papers and move on to lesson 18. If no, do problems 10 and 11 as extra example and have them write these on the same piece of paper that will be collected.

-Have a few volunteers come up and explain these problems on the white board.

Input/Activity/Lecture: (25 min)

-So what two pieces of information do we need to write an equation when we do not have a graph?

-Can we use other information to find the slope and the Y-intercept and then write the equation?

-Will a volunteer please tell us the steps to writing an equation?

-Find the slope (m) of the line, Find the y-intercept (b) of the line. What happens if we have the slope and a point but no y-intercept? Can we find it? How?

-Do we recognize that each point is really one x and one y value?

-Does x or y come first in the ordered pair? How can we remmeber that? (XYZ, like the alphabet)

-When we find the y intercept and the slope we write it in slope intercept form.

-Please get out a piece of paper.

-At the top of your paper, please write the 3 steps to solving an equation in your own words. (Literacy Component)

-Have a student give 2 pieces of information and do one more example from that. 

-Talk about basic algebra skills that need to be employed to solve these equations such as solving for unknowns and replacing variables with numbers. 

-Assign problems 1-5 on page 106.

Closure: (5min)

Exit cards:

-Have each student fill out a note card with name, and one or two things I either learned, better understand, or remembered from previous classes.

Assessment:

Assessments will be formative and will be based on the set activity as well as how students are doing on their homework and what they write on the exit cards.

Differentiation:

IEP students will only do problems 1-4 in page 106 and will receive extra assistance problem 9 in the set activity.  This help may come from students who are really starting to understand these concepts.

Reflection:

Having the students come up to the board turned out to be a great way to engage them. They like to learn from their peers and 8^th graders really like writing on the white board. This was also a helpful way to encourage them to demonstrate their own learning. I had them explain to the class what their thought processes were as they solved the problem. This helped some students understand better as they could follow the thought process of their fellow students, but perhaps not my own thought process. At the beginning of class they al were really slow at working though the story problem, but I am still unsure whether it took them a long time because it was a story problem or because they do not understand the concept. They seem to back off anytime there happens to be words in math even if they can do 100 equations correctly. If the information happens to be in a story problem instead of a plain equation they get scared.

 In the end though they could get the answer to the story problem, which made me confident enough to move on to the beginning of lesson 18 in the textbook. They were pretty engaged in the intro, and were able to answer many questions and direct me through the examples. I only gave them a few homework problems however, because I did not feel that we spent enough time for them to do many problems without someone there to help them. They did demonstrate some good thinking processes and as they began their assignments I could tell that they were making progress as they were answering each other’s questions.

Objective:

Students will be able to write an equation in slope-intercept form when given the slope and a point on the line.   

Set: (15 min)

Take questions on the homework. Did you have trouble with this?

-What are we trying to find? We are trying to write an equation from information right? So when we are given the slope and the intercept is it easy to write an equation? What do we do with those pieces of information? What happens if we just have the slope and a point on the line? We have to do more steps right? Transition to white board

Input/Activity/Lecture: (25 min)

-What are the steps to writing a linear equation?

-Find the slope (m) of the line, Find the y-intercept (b) of the line. What happens if we have the slope and a point but no y-intercept? Can we find it? Write the equation in slope intercept form.

-So that is what we are going to do today. Work more on writing equations from the slope and a point.

-I’m going to do two examples and then we are going to play a game.

-Example #1 Slope= ¾, point= (-4,3)

-Example #2 Slope= ½, point= (6, -2)

-Group students by 2, they may have one pencil per group

-Give each group relay card #1.

-When they have finished the problem they will bring it up to have the answer checked by the teacher.

-If the answer is correct, put it in the box and give that group the next card.

-If the answer is incorrect they must take the card back and re-solve for the correct answer.

-They must switch who is writing every turn (this is the reason for only one pencil per team).

-Total of  8 cards

-When it is 5 minutes until the end of class we will stop and draw one card from the box. That team gets 5 tickets. All other teams get one ticket each.

-Collect all cards to check for understanding. 

-Pass out cards for exit statement.

-Homework is problems 8-12 in Lesson 18 (pg. 106). Pick one problem and write the steps you used to solve it in you own words. (Literacy Component)

Closure: (5min)

Exit cards:

-Each student will write his or her name and one or two things he or she learned or better understands today.

Assessment:

Check answers on the relay cards, and see what groups of students get through the most cards. By only letting them use one pencil per group, and making them take turns writing assessment of what they know by how they are teaching each other can also be observed.

Differentiation:

Students who are stuggling will be partnered with students who are really understanding this concept. If they are not able to complete the relay cards, they will be offered extra hints.

Reflection:

This activity went really well. There were not questions on the homework that I assigned yesterday, but I have noticed that with this group of students that does not necessarily mean that they all understand it. This is why I still carried out this activity. I wanted them to actively show me that they understood how to do this and they did just that. The relay was very successful. Most of the pairs of students worked together well, except two groups who had some communication problems. Most groups were able to solve for the correct answer on their cards on the first or second try and all of the groups except two made it through all 8 cards before the time was up. The two groups that did not make it through all 8 cards struggled from communication issues, but the answers they did solve for were all correct making it apparent that they knew how to do the problems.

I helped them complete the few extra problems I assigned as homework and they seemed to be able to solve those successfully as well. Even a student who normally struggles with math was demonstrating some great progress. He actually explained to me how to do one of the problems on the homework. I am still unsure that these students have all of the algebra tools to full grasp the concepts I am supposed to be teaching them, as their mistakes are usually algebraic and not conceptual. The real test of this will come on Monday when I will see if they can put all of this knowledge together to write an equation when only given 2 points on a line.

Most students wrote that they better understand how to write and equation in slope intercept form and how to plug in an x and y coordinate pair into an equation, which was really awesome to see them identify that as their own learning.

Objective:

Students will be able to write a linear equation in slope intercept form when give two points on the line.

Set: (15 min)

Pass out a note card to each student. Have them solve ¾ slope and (2,1). This needs to be used to write a linear equation in slope intercept form. They must show all work. They will have about 8-10 minutes to complete this and then it will be collected.

Thumbs up, thumbs down on how we feel about that activity?

Today we are going to continue with the same idea except now they are going to give us two points on a line. Transition to white board

Input/Activity/Lecture: (25 min)

-What do we need to write an equation in slope intercept form? What two things?

-So now we have 2 points and no slope, but what have we learned about two points?

-Can we find the slope from 2 points? (Find slope using slope formula)

-So now we have the same information as we did in our previous problems correct?

-We just need to employ one extra step?

-Do an example: (3,2) (4,7)

-Lets try it, please get out a piece of paper and write an equation in slope intercept form using 2 points (4,5) (2,-1)

-Walk around and check student work.

-Pass out and assign worksheet

-If it is finished in class, no homework, if it is not finished it will become homework.

Closure: (5min)

Exit cards:

-Have each student fill out a note card with name, and one or two things I either learned today or better understand today.

Assessment:

Assessments will be formative. I will check for understanding with the set activity that uses skills learned the previous day. I will also walk around and help students with the example problem and I will be able to spend some time walking around and helping them with the worksheet.

Differentiation:

Students who are on IEP’s will receive extra help on the worksheet either today in class, or tomorrow in the math lab. The assignment will not be shortened for them however as it is only 10 problems. They should be able to finish easily with the extra assistance. If they cannot however, I will re-consider and shorten the assignment. 

Reflection:

Students were not as prepared for today as I thought they would be. Although the lesson last week went well and almost everyone finished the assignment before class had finished, when I gave them the warm-up (set activity) they all looked at me like they had never seen this before. As I let them work through it, it seemed to come back to most of them and they were eventually able to get the correct answer. Watching them however, it was apparent that they were still confused about what steps they should take to get all of the information they would need to write an equation. If I suggested that they should solve for the slope, they had no trouble setting up that equation and solving it. Once they found the slope though, they were unsure of what to do with it. If I suggested plugging it in to they slope intercept equation then they usually were able to do that, but once they solved for b they still had trouble putting all of the pieces together.  What I am seeing is a lack of showing of work. These problems have multiple steps and showing your working is an integral part of solving for variables in linear equations. We are not going to be able to move on to the next topic tomorrow as I had hoped, but instead I think I will make them a worksheet with steps that they can follow and then we will re-enforce that learning by playing a relay. They are on their way to figuring this out, but they definitely need more practice but not in the form of straight homework because they have a tendency not to do homework especially if they have even the slightest inclination that they may not fully know how.

Objective:

Students will be able to write an equation in slope-intercept form when given two points on the line.

Set: (10 min)

Take questions on the homework. Did you have trouble with this?

-Hand out example worksheet.

-Have students fill in steps to writing an equation from two points.(Literacy Component, students must fill in the steps to solving in words as well as mathematically)

-Does this make more sense? Can we follow the steps and solve more problems like this?

Input/Activity/Lecture: (30 min)

-Group students by 2, they may have one pencil per group

-Give each group relay card #1.

-When they have finished the problem they will bring it up to have the answer checked by the teacher.

-If the answer is correct, put it in the box and give that group the next card.

-If the answer is incorrect they must take the card back and re-solve for the correct answer.

-They must keep solving until they get the correct answer.

-They must switch who is writing every turn (this is the reason for only one pencil per team).

-The person who is not writing will be directing the person who is writing.

-Total of 10 cards

-When it is 5 minutes until the end of class we will stop and draw one card from the box. That team gets 5 tickets. All other teams get one ticket each.

-Collect all cards to check for understanding. 

-The assignment for the day is to go back and review the worksheet that was assigned yesterday. Make sure all work is shown and re-work problems that you were unsure about.

-Pass out cards for exit statement. 

Closure: (5min)

Exit cards:

-Each student will write his or her name and one or two things he or she learned or better understands today.

Assessment:

Check answers on the relay cards, and see what groups of students get through the most cards. By only letting them use one pencil per group, and making them take turns writing will be an assessment of what they know by how they are teaching each other can also be observed.

Differentiation:

Struggling students will be paired with non-struggling students and students on IEPs will receive extra assistance during the relay from the instructor.

Reflection:

Today’s lesson went very well. I could tell that the students actually understand this now, as they were able to explain it to each other. The worksheet I gave them that had steps to fill in proved to be very helpful and I think I will give them another one like that for the lesson we are starting tomorrow. They referred to this paper during the relay when solving the problem, which is exactly what I wanted them to be able to do. It was great to see them using the resources I gave them to help them understand.

During the relay every student was engaged for almost the entire 30 minutes. Some groups were frustrated when they could not figure our problems and I would not accept incorrect answers, but this gave them the opportunity to keep grappling with this concept themselves instead of having me simply explain how to do it, which is what they all wanted  me to do. It’s hard to just give information and not just explain how to do it, but I had already given them the steps and eventually they all figured out for themselves what they needed to do to solve the relay problems. Of course not every student is perfect at this, but overall I got the feel from the relay that they all understand the concept, it was just the algebra that they had a hard time with. This is pleasing to me however because my objective was for them to be able to write an equation in slope intercept form using two points on the line. They all understand the from the points they need to find the slope and them plug in points to the equation to find the y-intercept and then re-write the equation. It was just when some of  them actually performed this they got confused with negative numbers and parts of the algebra and arithmetic.

The exit cards were really positive as well. They all wrote that they either could do this now, or they could do it before but better understand it now.

Relay Cards:

Objective:

Students will be able to convert a linear equation from standard form to slope intercept form.

Set: (10 min)

Pass a note card out to each student. Have them write an equation using the points (4,3) (6,6). They need to use these points to write an equation of the line that contains them. Inform them they will have about 7 minutes to complete this before it will be collected.

Doe we feel good about this? Today we are going to begin lesson 19 which is converting from a standard form of a linear equation to slope intercept form.

Input/Activity/Lecture: (30 min)

-Introduce the topic by writing -3x+4y=12 at the top of the board and y= ¾ x+3 at the bottom.

-What if I told you that these are the same equation except in different forms?

-Examine the first one. What differences do you notice about this equation? Which one is slope intercept form? How do you know that?

-Can anyone tell me what they think might be the first step to rearranging the first equation to look more like the second one?

-Go through that example all the way.

-Pass out papers with example #2-has 2 steps and answer

-After they complete that, give them example #3 (Literacy Component, students must fill in the steps to solving in words as well as mathematically)

-If that is finished in class pass out the worksheet.

-Have them circle problems 2, 6, 7, 10, 11

-Those problems will be the homework assignment.

Closure: (5min)

Exit cards:

-Have each student fill out a note card with name, and one or two things I either learned today or better understand today.

Assessment:

Assessments will be formative. I will check for understanding with the set activity that uses skills learned the previous day. I will also walk around and help students with the example problems and I will be able to check for understanding by talking with them and seeing what they have written as steps. The exit cards they fill out I can also have them identify their own learning to see if they think that they understand.

Differentiation:

Students on IEPs will receive extra assistance with the set activity and with the worksheet. They may also receive less problems on the worksheet depending on how well they are doing at the end of class.

Reflection:

This lesson went fairly well. The students were utterly unenthusiastic about the note taking worksheet I gave them where there were examples and they had to fill in the blanks. They whined about having to write words and show their work, but what I noticed was that when I gave them the assignment, almost every student used the notes to help them complete the problems. This is exactly what I wanted and why I gave them the worksheet to begin with. Even though they whined they did learn to use a resource, which pleased me, and I think helped them.

By the end of class most of the students had the hang of how to re-arrange equations into slope intercept form. They understand the concept of what they are doing, but sometimes add or subtract incorrectly. This is really why I need them to show their work on all problems. If they just write the answer and it’s incorrect I cannot tell if they understand the concept. They whine when I tell them they have to show all of their work, but it’s helping me to learn that they do understand the concepts of the things I am teaching them, they are just sloppy when doing arithmetic.

Overall I think this lesson provided a good intro into this topic, and a good starting point for the one extra step we are going to learn tomorrow. I am going to make them another note-taking example worksheet for tomorrow because even though they kind of hated it, I saw it as a tool that enhanced learning and understanding. I think in the long run they will appreciate it.

Objective:

Students will be able to convert a linear equation from point-slope form to slope-intercept form.

Set: (10 min)

Pass a note card out to each student. Have them convert the equation 2x + 4y = 8 to slope-intercept form. Inform them they will have about 7 minutes to complete this before I will collect it.

Doe we feel good about that? Today we are going to finish lesson 19 which is converting from point slope form to slope intercept form.

Before moving into the activity, give them an overview of next week. Monday and Tuesday are review for the test, and the test will be on Wednesday.Transition to white board

Input/Activity/Lecture: (30 min)

-Introduce the topic by writing y – 5 = 2(x + 1)  at the top of the board and y= 2x + 7 at the bottom.

-What if I told you that these are the same equation except in different forms?

-Examine the first one. What differences do you notice about this equation? Which one is slope intercept form? How do you know that?

-Take out a piece of paper and see if you can re-arrange the first equation to look like the second one.

-Can anyone tell me what they think might be the first step to rearranging the first equation to look more like the second one?

-Go through that example all the way.

-Pass out packets that show example and have blank spaces to fill in. (Literacy Component, students must fill in the steps to solving in words as well as mathematically)

-When the packets are finished and filled in correctly they may move on to their homework.

-Assign the rest of the problems from the lesson 19 worksheet, and problems 1-15 on pg. 111

-Pass out notecards

Closure: (5min)

Exit cards:

-Have each student fill out a note card with name, and one or two things I either learned today or better understand today.

Assessment:

Assessments will be formative. I will check for understanding with the set activity that uses skills learned the previous day. I will also walk around and help students with the example problems and I will be able to check for understanding by talking with them and seeing what they have written as steps. The exit cards they fill out I can also have them identify their own learning to see if they think that they understand.

Differentiation:

Students on IEP’s will receive extra assistance on the rest of the worksheet and may be excused from the problems in the book. These problems are for extra practice for the upcoming exam and are not essential for an understanding of the math concept. Because one of my IEP students really struggles with focusing, he may be excused from such a long assignment. 

Reflection:

 This lesson went well just like yesterday. When I gave them the fill in note taking sheets they caught on even quicker this time and rapidly filled in the packets and used the examples to help them figure out how to do the assigned problems. This time I only had to show them a few examples and then thay caught on and were solving problems all by themselves. They were working so quickly that I was able to give them the extra practice assignment in the book that I had planned. I was nervous that we wouldn’t get there. I really think that with the test coming up they will benefit from this extra practice. I definitely did not want to give it to them however, if I felt that they did not understand.

Hopefully this extra assignment will help them remember to show all of their work. They all seem to understand the concept but when they do the assignments, they make errors when they are adding/subtracting, multiplying/dividing. I feel very confident that they understand the concept because they get through their worksheets very quickly get mostly correct answers. I am worried that when they do not have the steps next to them they will get scared or discouraged and say that they cannot do it, and I am also worried about them not turning their work in so I can check for understanding. Overall however, I feel that we have come a long way in the short time I have been teaching.

Objective:

Students will be able to utilize the skills they have acquired in the past few weeks to complete the preparation materials for the test.

Set: (10 min)

Go over the worksheet that was assigned on Thursday. Answer questions.

Make a list on the board of all of the things we have learned how to do since Miss Spangler has started teaching:

            Graphing equations in slope intercept form

            Writing equations from graphs

            Writing equations from key information

            Converting equations from standards and point slope to slope intercept form. Transition to stations game.

Input/Activity/Lecture: (30 min)

-Set up 8 stations in the room.

-Each one has a paper with a problem on it.

-The problems are from the different topics we have covered.

-It does not matter what station you begin at, but try to go to all of the stations.

-No more than 3 people at a station at a time.

-Get out a piece of paper and a pencil and put your name at the top of the paper.

-When I say go you may begin.

-Please have your answers checked with me before you move on to the next station.

-When the time is called for the ending of this activity, have students return to their desks and pass out the multiple choice review. This review is due tomorrow. 

Closure: (5min)

Exit cards:

-Have each student fill out a note card with name, and one or two things I either learned today or better understand today.

Assessment:

Assessments will be formative. I will check for understanding with the stations activity as they must confirm their answers with me before moving on. I will also be able to read the exit cards to see if they are ready for the test.

Differentiation:

Students who are on IEPs or who are simply struggling with these concepts will be given the opportunity to receive help from me and the regular classroom teacher during this activity. Students who are very comfortable with this activity and finish early will be allowed to go around to the stations and help the teacher check answers

Reflection:

 This activity went very well. The students displayed good cooperative skills when working at the stations and did not fight over who got to go to what stations first. I was impressed with their manners during this activity. Sometimes when we play games like this, they can get a bit out of control.

I noticed that at one of the stations that had them writing equations from two points on a line, they seemed to remember how to get the slope, but then forgot to plug it back into the original equation to find the y-intercept as well. This makes me a little bit worried for the test, although I have another review day planned before I give them the test. This was the topic we spent the most time on however, and I was fairly confident that they understood it by the end of the 4 days we spent on it. I’m not sure if maybe they were just being a bit lazy or if perhaps they forgot some of the steps over the long weekend. I’m sure I will find out tomorrow when I look at their reviews and give them a practice test. When we correct the review we will get to talk about a few more examples and hopefully clear up any confusion that may still exist.

I think the practice test will go well. Hopefully they will have enough time to finish all of it in class so that I can answer any questions they may have before I give them the test in two days. Overall I think they are ready for the test. There are a few things they are still slightly confused about, but I can tell from the quality of questions they ask and what they have been doing in their homework, that they understand much more than when I started teaching.

Objective:

Students will be able to utilize the skills they have acquired in the past few weeks to complete the preparation materials for the test.

Set: (10 min)

Correct the multiple choice questions that were assigned yesterday.

Make a list on the board once again of all of the things we have learned how to do since Miss Spangler has started teaching:

            Graphing equations in slope intercept form

            Writing equations from graphs

            Writing equations from key information

            Converting equations from standards and point slope to slope intercept form.

Input/Activity/Lecture: (30 min)

-Go over a few problems that we seem to keep having trouble with. Y= 2, X= 4, Y= -2/3x + 1 (negative slope), forgetting to re-write the equation after solving for b, and example with negative numbers, possibly (-2, 3) and (4, 5).

-Pass out practice test.

-This is 3 pages and should take the rest of the class period.

-They may work together, but everyone must turn in their own practice test tomorrow.

-The test is tomorrow, the practice test is due tomorrow.

-Remember, if you get home and you are struggling with the practice test, you have some note sheets that you filled in over the last couple of days. Look at those to help figure out problems. 

-Walk around and assist with practice test.

Closure: (5min)

Exit cards:

-Have each student fill out a note card with name, and one or two things I either learned today or better understand today and if they feel ready for the test, why/why not.

Assessment:

Assessments will be formative. I will check for understanding by assisting students with the practice test. I will observe the kinds of conversations they have with each other when they are helping each other. I will also be able to assess where they are at based on how many questions they have on the multiple choice worksheet from the day before.

Differentiation:

Students who are on IEPs will receive extra assistance from the instructor and may  not have to complete all of the problems on the practice test. It depends on how they are doing in class. I have been noticing that one of my IEP students finishes assignments first and has one of the best grades in the class. The other still needs extra time and assistance but has made incredible gains in his understanding of this topic.

Reflection:

Correcting the homework went well. I was able to call on every student for at least one problem and have him or her explain how he or she got his or her answer. Even the struggling students were able to do this. This makes me confident that the test tomorrow will go well. When I collected and graded the reviews most students did better than they have been doing on their homework assignments.

They worked quietly in groups of two or three on the practice test and everyone except one of my IEP students finished before the end of class, however he was nearly finished as well. They were not many questions on the practice test. The students looked fairly confident when completing the practice test. I think they will have very little trouble on the test tomorrow. I am worried that one of my IEP students will not have enough time to finish the test, but I am hoping to make arrangements for that, like perhaps letting him begin early or stay through the next class.   

Overall I think my students are prepared for the test tomorrow and I cannot wait to see how they do tomorrow.

Objective:

Students will be able to demonstrate in writing and solving equations, the math skills they have acquired over the last several weeks.

Set: (5 min)

Today we are going to take the test. Can everyone place their practice tests in the middle of the table?

Move some students around so that there are no more than 2 students at a table together.

Please clear everything off your desks except a pencil.

Collect Practice tests and pass out Post Assessment.

Input/Activity/Lecture: (35 min)

-You may begin your test as soon as you get it as long as all voices are off.

-Please read all of the directions and show all of your work.

-If you do not show your work, you will only receive partial credit.

-When you finish the test, please raise your hand and I will come collect it.

Closure: (5min)

Survey:

When students finish the test give them a short survey to fill out about how they felt about the class for the last couple of weeks.

Thanks for letting me teach you guys! Happy Thanksgiving and I will see you next week!

Assessment:

Post Assessment for the unit.

Differentiation:

Students who are on IEPs or students who need more time will be able to move into another room and finish the test even after their class period has ended.

Reflection:

The test went really well. All of the students were quietly working the whole class period. Many on them finished early and then went on to read a book or silently draw. Overall they were very respectful.  One of my IEP students needed more time so we moved him into another room with a teacher so he could finish his test.

After they were finished with the test I gave them a short survey to fill out about how they felt the class went the last few weeks. The responses on the survey were very positive. No one said they were not able to learn while I was teaching. The fact that every student said that they had learned something made me very happy. Getting them to identify their own learning seems to be half the battle.

The scores on the post assessment we also very good. Mostly As and Bs with one C and one F, but even the F was a huge improvement from that student’s pre-assessment. I was very excited about the scores as was my cooperating teacher. I really enjoyed teaching this class and I am very confident that these students have learned enough to move on to the next section of their class.

The literacy component is embeded in the daily lesson plans and is highlighted in blue font.

Adaptations are embeded in the daily lesson plans under the section titled "Differentiation."