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Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

Common core:

A1.A-CED.A.2: Create equations in two or more variables to represent relationships between quantities;

graph equations on coordinate axes with labels and scales.

ISTE:

4b. Students select and use digital tools to plan and manage a design process that considers design

constraints and calculated risks.

5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent

data in various ways to facilitate problem-solving and decision-making.

ANCHOR:

Presentation of Knowledge an Ideas:

5. Make strategic use of digital media and visual displays of data to express information and enhance

understanding of presentations.

WORKPLACE:

Students often rely on various digital technologies for calculating, collecting and displaying data,

conducting research, creating presentations, and writing reports.

Students will illustrate their understanding of equations by constructing their graphs and interpreting their

meanings.

Students will label graphs and use precise scaling.

Students will commit to their new found learning of graphs by showing the graphs they created to their

peers.

Students will practice basic graph shapes by using their arms to mimic the shapes different functions

create.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading

tool? (rubric, checklist, etc.)

The FORMATIVE assessment is incorporated into the guided practice section. They will answer questions to guide me in

creating a graph. This will show if they are ready to work on their own or not. Finally, I will have students share their

interpretations of the graph I created with their partner. I will walk around and listen to what is being shared.

For the SUMMATIVE assessment will be the graphs the students complete in independent practice. These graphs will be

collected at the end of the day and I will check them before the next class period and look for what I need to go over again

and what I can move on from. If 80% of my students get a 80% or better grade on the independent practice, I will know it is

okay to move on.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as

write, list, highlight, etc.)

Key vocabulary: Materials/Technology Resources to be Used:

Graphs, axes, coordinate points, slope, y-intercept, zeros/x- Graphing paper, Laptops, GC (Graphing Calculator)

intercepts. application, Socrative APP

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Students will come into class with instructions on the board labeled How to create a graph Before this lesson, students

should have already been introduced to equations and should know how to interpret their meanings. The instructions on the

board will include specific coordinate points, slopes, and intercepts. Most likely, students will have little to no idea on what

any of this information means. Im simply attempting to get their minds going and get an idea of their interpretations of a

graph. They will be provided with graph papers that already have the outline of a blank graph on it (x and y axes and labels).

They will be given 3 minutes to input the given information on their graphs and then sketch the final graph. For the last 2

minutes, students will be asked to discuss within their groups what they already know about graphs or what they think they

know about graphs. (Cueing Question). Before I start the lesson and while collecting their graphing papers, I will ask my

students: Why do you think the graphs of equations matter? (Divergent Question)

Teacher Will: introduce graphs and all their components Student Will: take notes and draw their own pictures of

such as slopes, intercepts, and coordinate points. I will each graph I display. They will record the definitions I

display graphs of all the types of equations my students provide them with (slopes, intercepts, and coordinate

have already learned: linear, exponential, and quadratic. points). They will create their own drawings of the

Instructional Input

The equations of each graphs will be displayed on the graphs I display to them along with the equations that

graphs so that students can see the typical forms each of go alone with them.

the equations take.

Co-Teaching Strategy/Differentiation: For students who are hearing impaired, I will sit them at the front of the

room. For the visual learners, I will provide animations of the graphs being discussed and leave them up the entire

lecture. For the auditory learners, I will voice every step I make when creating the graphs for the class and go into

detail on all the components of graphs and their equations. My physical learns will be addressed in independent

practice.

Teacher Will: pass out graphing paper to all students. I Student Will: follow along with me when creating the

will display an equation for the class and we will work graph to the equation I provide. They will create the

together to create the graph of that equation. They will graph on a graphing paper provided to them while I

follow my lead as I ask guiding questions such as What create it on the projector for them to see. They will

is the slope? and What shape do you think this graph answer my guiding questions along the way. Students

will take? (Convergent Questions). This will be a part of will also download GC. Students will share with their

their formative assessment. We will label the graphs peers the mean and interpretation of the graph they

axes and pick out specific coordinate points to label and helped me create. They will then give me a thumbs up

Guided Practice

discuss. I will also bring up an application called of theyre ready to move on and a thumbs down if they

Graphing Calculator that allows students to create need more help. 80% of thumbs up tells me it is okay

graphs and incorporate all the information needed on the to move on.

graphs.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is

ready to move onto independent practice? And how are you going to differentiate if they do not understand?

I will ask questions and encourage participation to check for understanding. During the discussion, I will walk

around to check each students graphs. I will answer questions with detail to provide all students with as much

useful information as possible. If students do not understand, I will spend more time creating graphs with them and

going over every aspect of each graph.

Teacher Will: instruct students to use what theyve Student Will: open Graphing Calculator and create a

Practic

Indepe

ndent

learned to create the graph of the equation they were detailed graph of the equation I provide to them. They

e

given on Graphing Calculator. They are expected to will use their notes to find the slope, intercepts, and

provide as much information as possible (slopes, points, coordinate points of the graph. They will ask questions

intercepts). I will walk around and provide feedback when needed.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need

differentiation or accommodations? For students who are struggling, I will work one on one with them. I will

answer all the questions they have and guide them in creating their graphs. If they need extra help, I will advise

them to stay after class or come after school to see me.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential

questions will they reflect on in their closure of the lesson?

To close the lesson, I will discuss how graphs are used in everyday life such as for politics, to display data, and to show

trends. I will use Socrative to have students tell me where theyve seen graphs in the real work. I will also ask how they

interpreted graphs before this lesson and how they will now interpret them after this lesson. (Evaluation question).

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