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Lesson Plan Design
Subject:
Math 8 Grade:
8
Lesson Topic: Writing linear functions as y=mx + b
Candidates Name:
Cristina Rodriguez
ID #
022484080
Site Supervisor:
Pete Vedborg
NU Supervisor:
Barbara May
Date:
November 9, 2015
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations).
Student total: 27

Rationale: By connecting students prior

English Learner (only): 2

knowledge it will help scaffold learning to

SPED (only): 5

the rest of chapter 5.

SPED and English Learner: 6

Relationships to Previous Days Learning Activities, Content
and Product: Students will review and practice their skills
from Chapter 4. They will continue learning more about the
equation y=mx+b.
Focus Learner: Middle 1/3 Students be able to finish half of
each questions and understand half the material.
Behavior expectations:

Rationale:

1.

Be respectful to classmates and other adults in the

Students need to learn to respect adults

classroom.
When teacher is speaking, students are quiet.
Students will raise their hands when they have a

and learning to communicate with their

2.
3.

peers as well as adults.

question, answer, or comment.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Common Core Standards:

8.EE.8b. Solve systems of two linear equations in two
variables algebraically, and estimate solutions by graphing
the equations. Solve simple cases by inspection. For
example, 3x + 2y = 5 and 3x + 2y = 6 have no solution

Rationale: Students will practice reading

questions and asking their fellow student
how to do the problems. Since this is a
new chapter there will be many questions
so it important to have patience.

because 3x + 2y cannot simultaneously be 5 and 6.

Measure mastery: By the end of class each group will be able
to finish half of each question on their worksheet. Those
who are advanced will be able to finish the entire worksheet.
Standards for Mathematical Practice:
1- Make sense of problems and persevere in solving them.
5- Use tools appropriately and strategically.
6- Attend to precision.
3. Pre-assessment Activity: (Determine students abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Pre-assessment activity:

Rationale: By working together I want

Students will work together on their first question as review

students to trust their classmates for help

from the previous chapter.

on how to understand how to do math and

not only rely on the teacher. This will help
their social and emotional development.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
ELL (Focus Student): ELL I would still allow students to

Rationale: It is important to encourage the

have time to respond to questions.

ELL to speak English while in class.

Learning Challenge (Focus Student): SPED students need

Rationale: Taking pauses in between group

more time thus it is important to break the learning to smaller

work and when giving explicit instruction

chunks so students are able to understand the material.

more often helps break learning into

chunks.

Upper 1/3 of Class: Needs to be pushed further and given an

Rationale: These students need to have the

opportunity to grow.

chance to grow and challenge themselves

in the classroom. I challenge students by
having them accomplish the entire
worksheet.

Lower 1/3 of Class: Needs more time to understand the

Rationale: By giving them more time it can

material.

relax students from the stress but still give

a push to do well in the class. Students
who have AVID class and study skills class
can continue to work on these problems in
these other classes.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Technology: IPads, dongle, Smart Board, Notability, and

Rationale: Students have the IPads to use

internet.

at school and at home. The IPad connects

to the Smart Board by a dongle, which
helps me to communicate with all the
students visually.

Audio: To repeat questions and directions.

Rationale: For when I have a student that is

unable to make connections audibly, it is
beneficial to use group responses for
support.

Visual: Students have IPads and books for those who have

Rationale: For the students who have a

visual challenges. Print a couple of copies of the pdf in case

hard time seeing, each group has a

a student does not have an IPad and one student on their IEPs

textbook and an IPad where they can

states that they may ask for a paper copy of the assignment.

follow what I have up on the Smart Board.

Kinesthetic: Students have Algebra tiles to work with on

Rationale: The concept of solution and

some of the study guides problems. I will work with each

using Algebra tiles to express the solution.

group asking question and clarifying any confusion.

They have the option to use these tiles if

they feel it necessary.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
Length of Time:
1.

The class will open the worksheet from Canvas into

Rationale:
The class a quiz on Friday but it is a new

2.

Notabilty. (2 minutes)
Since this is the start of a new chapter, it is
important to go over new vocabulary. I will cover
the new concepts such as linear equation, standard
form, growth, and y-intercept. I will take this
opportunity to make connections to previous

3.

knowledge. (10 minutes)

Each group will work together on problem 5-1. As I

chapter thus I will be leading most of the

learning.
Working together students are
collaborating to solve each question. I will
walk around to each group giving support
and making notes to give the class
feedback.

walk around checking on each group and answering

4.

questions. (5 minutes)
Then I will work with the entire class to answer the
question. While clarifying any questions that are

5.
6.

Students are encouraged to ask for help

from their peers and their peers explain
what they are learning.

confusing students. (5 minutes)

(Repeat steps 3 and 4 for the nest five problems)
Closure: At the end of the class, I will tell student to
complete any problems that we have not finished in
class. In addition, remind students to read the notes
from the beginning of the class. (3 minutes)

Check for Understanding:

Walking the classroom taking notes on my participation quiz
and asking if there are any questions at the end of class.

Even though students are not finishing

each question, it is important for students
to try solving new questions. Students
may finish these problems in their support
classes or on their own time.

Questions to encourage critical thinking:

Is the information from the question adequate for achieving
your purpose?
Do you have a complete understanding of the to solve the
question?
What is the purpose or goal of the question?
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
(Look at 6)

Rationale:

Check for Understanding:

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Activity: Students will have homework tonight questions 5-6

Rationale: Students need to work on the

and 5-7.

questions on their own to prepare for the

Check for Understanding:

test. The test helps me understand how

The homework is checked the next class day.

well students remember the material.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
Formal Assessment: Students have a quiz on Friday.

Rationale: Students show that they

understood the lesson for the sections done
this week and the quiz will reinforce
student learning.

Informal Assessment: While walking around I will ask

Rationale: During my walk around the

students to explain the process they are using to solve the

class I will assess how well students are

problems.
able to check the solutions.
10. Closure: (Describe how students will reflect on what they have learned.)
At the end of the class, I will tell student to complete any

Rationale: Even though students are not

problems that we have not finished in class. In addition,

finishing each question, it is important for

remind students to read the notes from the beginning of the

students to try solving new questions.

class.

Students may finish these problems and the

notes in their support classes or on their
own time as review.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)
Revised: 10/22/12