Standards-Based Weekly Lesson Plan for Course/Content Area



UNIT OUTCOME(S): |Chapter 5

1. Slope

2. Slope Intercept Form

3. Writing Equations in Slope Intercept Form

4. Writing Equations in Point Slope Form

5. Slope and Direct Variation | |

|ESSENTIAL QUESTIONS: |What is the slope? |

| |How is slope used in real world applications such as construction and architecture? |

| |How is the slope used in writing equations and how do we graph equations of lines/ |

| |How is direct variation used in expressing the relationship between two variables? |

|Resources |Glencoe Algebra 1 Text, Document Camera, LCD Projector, Pencil, Paper, Timer, Notebook, Overhead Markers, Teacher Resource |

|(Materials/Texts/Visuals/Technolo|Materials, Markers, Whiteboards, Overhead Graphing Calculator, Copy graph paper, overhead graph paper, chart paper, |

|gy): | |

|COLLEGE READINESS SKILLS: | |

| |GR 20-23: Exhibit knowledge of slope |

| |GR 24-27: Determine the slope of a line from points or equations |

| |GR 24-27: Match linear graphs with their equations |

| |EEI 33-36: Write equations and inequalities that require planning, manipulating, and/or solving |

| |GR 16-19: Locate points on the number line and in the first quadrant |

| |GR 20-23: Locate points in the coordinate plane |

|MODIFICATIONS AND ACCOMMODATIONS |Students will be given more time to complete assignments and will be allowed to use a calculator if needed. Students will |

|(for the week): |work in teams and will be allowed time to discuss the mathematics and share their learning. |

| |Provide more concrete examples |

| |Allow students to work in pairs |

| |Reduce the number of problems |

| |Allow students to verbally demonstrate solutions |

| |Allow extended time |

| |Allow use of calculator |

| |Allow the use of notes for test |

| |Students will work in teams and will be allowed time to discuss the mathematics and share their learning. |

|Examples of Instructional Activities and Strategies: (i.e. demonstration, explanation, discussion, lecture, lecture—discussion, case studies, cooperative |

|learning, discovery learning, problem based solving, scaffolding, please be specific) Students will work in cooperative learning groups. I will ask questions |

|that will guide their learning. I will facilitate student learning. Problem-based solving will be used within the lessons. I will lecture using the document |

|camera and LCD projector and students will discuss the mathematics within each lesson. I will use the lecture-discussion also when I am introducing a lesson |

|and am asking thought provoking questions for students to discuss. Students will participate in informal presentations as they discuss the math with their |

|classmates. Students will use whiteboards as they learn concepts. This will allow me to individually assess student progress as they learn new concepts. |

|MONDAY 1/31 Section 5.4 |

|OBJECTIVE: |Students will be able to write to write an equation of a line in slope intercept form given |

|Skills: What the students will be able to do… |the slope and one point on the line or given two points on the line with 80% accuracy by |

| |Wednesday. |

|Activities and Strategies |Do Now – Write equation of line in slope intercept form given slope of -1 and y intercept 10. |

| |Write equation of line given a graph of line. Graph y = ½ + 4. Graph 2x and 3y = 6 after |

| |transforming to y intercept form. Go over to check for misunderstandings. |

| |Homework requests: 5.3 |

| |Teacher will relate previous concept of slope intercept form to finding the form given a slope |

| |and point on line. Students will use substitution to find the b-y intercept. Students will do |

| |guided and independent practice. Teacher will demonstrate and explain how to write equation of |

| |line given two points by first finding slope and then using above method to write line. |

| |Students will do guided and independent practice. Teacher will summarize by asking students to |

| |list the steps for each method. |

| |4. Students will work collaboratively on guided and independent practice problems on white |

| |boards. Teacher will assess. |

| |Double period will work on 5.4 study guide and intervention practice sheet. Collect what they|

| |have completed. |

| |CLOSURE – Wrap up and answer remaining student questions. Exit Ticket: write equation of line |

| |given point ( 3,7 ) and slope -3 Write equation given slope of (5,1) (8,-2) |

|Alternative Instructional Activities and Strategies: |If students who do not understand after the 1st set of directions, they will be able to ask |

|(anticipating student confusion, please include other |other students. I will also ask clarifying and guiding questions to check for understanding. |

|strategies to help students who do not understand after the |Stress putting the correct number in the correct place. Label x,y. |

|first set of instructional activities and strategies) | |

|Homework: (Not a completion of class activities!) |5.4 P 283 4-9, 11, 12 |

|TUESDAY 2/1 5.4 |

|Daily Objective: |Students will be able to write an equation in slope intercept form given information from real |

|Skills: What the students will be able to do… |world problem and then solve the problem with 70% accuracy by Weds. |

|Activities and Strategies |1. Do Now Write an equation of in slope intercept form that passes through (3,-2) (6,4). Write|

| |an equation in slope intercept form given point (5.3) on line and slope of ½. Student will |

| |volunteer to do and explain problem on board. Hand back interim practice test and have students|

| |evaluate errors. Collect |

| |2. Homework requests 5.4 |

| |3. Teacher will demonstrate and give examples of solving real world problems using linear |

| |equation in slope intercept form. Do p 282 #3, #4 using guided practice for #4.Students will |

| |independent practice #40, then 38,39. |

| |4. Students will work collaboratively and share books on guided and independent practice |

| |problems. |

| | |

| |5. Double period will finish 5.5 worksheet.- collect. |

| |5. CLOSURE – Wrap up and answer remaining student questions. |

|Alternative Instructional Activities and Strategies: |Peer Modeling. Tutoring, additional examples. Use coordinate plane to stress physical |

|(anticipating student confusion, please include other |representation of slope. Stress the real life value of predicting population growth. Stress |

|strategies to help students who do not understand after the |rise/run when determining slope from a graph. |

|first set of instructional activities and strategies) | |

|Homework: (Not completion of class activities!) |Homework: finish 5.4 |

| |PQ 1 P 270 1-10 Review sheet for interim assessment. |

|WEDNESDAY 2/2 5.6 |

|Daily Objective: |SWBAT write an equation of the line in slope intercept form that passes through a given point,|

|Skills: What the students will be able to do… |parallel or perpendicular to a given line with 80% accuracy by Friday. Students will be able to|

| |convert minutes to hours, state place value,write algebraic expression, find area of square, |

| |estimate length in a diagram, find unequal angles given parallel lines. (interim assessment |

| |questions) |

|Activities and Strategies |1. Do Now –– slope, finding equation in slope intercept. |

| |2. Homework requests: Review sheet for interim assessment. |

| |3 . Teacher will relate previous concepts from this week to writing equations of line parallel |

| |or perpendicular given a point and another equations. Stress that we have done this procedure |

| |this week, except that parallel lines have same slope and perpendiculars are opposite |

| |reciprocals. Demonstrate what parallel lines look like and ask what students think is the |

| |relationship. Have student note that slopes of perpendicular lines are opposite, one line goes |

| |down other goes up. Have students do guided and independent practice. |

| |6. Double period does 5.6 worksheet. |

| |5. CLOSURE – Wrap up and answer remaining student questions and have students state procedure |

| |for writing linear equation parallel or perpendicular to given line through given point. |

|Alternative Instructional Activities and Strategies: |Peer Modeling. Tutoring, additional examples. Stress rise over run when graphing. Stress |

|(anticipating student confusion, please include other |negative and positive slopes and how line should rise or decline and relation to perpendicular |

|strategies to help students who do not understand after the |lines. Stress that perpendicular slopes are two changes- change sign and take reciprocal. Some |

|first set of instructional activities and strategies) |students think they are always negative. |

|Homework: (Not a completion of class activities!) |Homework: |

| |5.6 p 295 1-7, 9-11 |

| | |

|THURSDAY 2/3 REVIEW |

|Daily Objective: |SWBAT find slope, write and graph linear equations in slope intercept, transform equation in |

|Skills: What the students will be able to do… |standard form to slope intercept form and model real world data with an equation in slope |

| |intercept form with 80% accuracy on test tomorrow. Students will be able to convert minutes to |

| |hours, state place value,write algebraic expression, find area of square, estimate length in a |

| |diagram, find unequal angles given parallel lines. (interim assessment questions) |

|Activities and Strategies |1. Do Now – write an equation perpendicular to y = 4x + 6 through (1.1) |

| |2. Homework requests: 5.6 and review for interim assessment. |

| |3. Students work on second interim assessment practice sheet as teacher assists and assesses. |

| |4. Double period finish 5.6 practice sheet |

| |5. CLOSURE – Wrap up and answer remaining student questions. Exit |

|Alternative Instructional Activities and Strategies: |Peer Modeling. Tutoring, additional examples. Stress putting x and y in proper place. Always |

|(anticipating student confusion, please include other |write form first and then fill in. Be careful of signs. Use calculator if necessary especially |

|strategies to help students who do not understand after the |when fractions are involved. |

|first set of instructional activities and strategies) | |

|Homework: (Not a completion of class activities!) |Study for test. |

|FRIDAY 2/4 TEST |

|Daily Objective: |TEST |

|Skills: What the students will be able to do… |After test if finished early Students will be able to convert minutes to hours, state place |

| |value,write algebraic expression, find area of square, estimate length in a diagram, find |

| |unequal angles given parallel lines. (interim assessment questions) |

|Activities and Strategies |1. TEST |

| |2. Students work on interim assessment practice sheet. |

| |3. Teacher assists students working on interim assessment problems. |

|Alternative Instructional Activities and Strategies: |Peer Modeling. Tutoring, additional examples, peer tutoring. |

|(anticipating student confusion, please include other | |

|strategies to help students who do not understand after the | |

|first set of instructional activities and strategies) | |

|Homework: (Not a completion of class activities!) |Interim practice sheet # 3 |

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