Concordia University Nebraska Education Department Lesson Plan Format

Concordia University Nebraska Education Department Lesson Plan Format
Name: Maddie Beran Grade Level: 9th and 10th grade
Topic/Central Focus Subject: Algebra 1

Linear Functions: Finding Slope Time Frame: 45 minutes
Standard(s) to be met in the lesson:
MA 11.2.1.a Define a function and use function notation.
MA 11.2.1.c Classify a function given graphs, tables, or algebraic notation.
Learning Objective: Assessment Tool(s) and Procedures:
Students will be able to find the slope of a Students will take part in a bell-ringer
linear function when given two points using the Kahoot activity on their Chromebooks that
formula for slope. reviews yesterday’s lesson about relations
and functions. Each question asks them to
identify whether or not the given relation is
a function or not. Some are in the form of
graphs, some equations, and some tables.
https://create.kahoot.it/details/identifying-
functions/953310bd-1528-4599-9a5d-
1e5ea841a4f3
Students will turn in an exit ticket about what

they learned in class that day or any questions
they may still have.
Research-Based Best Practice used in lesson and why it is appropriate/useful

 Activating Prior Knowledge – Students will be able to review the previous day’s lesson
during the class review game before jumping into the new material.
 Direct Instruction – I will spend time explaining what rate of change and slope mean
in the context of linear functions and how we find slope when given two points on a
line.
 Unstructured Think Time – Students working memories need time to process
information in order to retain more of what they learn. Allowing students a time at the
end of direct instruction where they can reflect on what they just learned by writing or
drawing about it will increase retention.
 Dual Coding – Especially with ESL students, dual coding is an important aid in learning
content-specific vocabulary.
 Exit ticket – Students will be able to let me know what they learned and what they are
still confused about if they are having any trouble.
Updated 8/15/19
Student Engagement used throughout the lesson

Students will take part in a review game at the beginning of class. They will also be asked
questions during direct instruction and will either write or draw about what they learned
during their unstructured think time.
Academic Language:
Relation, domain, range, function, function notation, linear function, rate of change, slope
Materials: Technology:
Chromebook, note sheet or notebook, writing Chromebook, Kahoot, PowerPoint

utensil, calculator
Faith/Values Integration:
N/A
Assets (Knowledge of Students: personal, cultural, community)

Students will have already been primed with the previous day’s lesson and are familiar with
the concept of slope even if they have not called it by its technical term. Nothing should
really be “brand new” for anyone yet, as they have previously been able to identify patterns
with a table of values.
Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)
Students will be given a 7-minute unstructured think time where they will be able to draw a picture of what we
have been talking about or summarizing the lesson in their own words. This will allow student’s time to process
the material in their working memory.
Students will have the option to use a guided-note sheet that I will provide them.
Dual Coding – The new vocabulary words will have both the definitions and a picture of the what the word means
on the slide.
Procedure with time allotments:
A) Hook/Engage/Pre-Assess Students
 Students will take part in a Kahoot bell ringer activity where they will be asked to
identify whether or not the relation is a function. Some questions will have graphs,
some will have tables, and some will have equations. (10 minutes)
B) Communicate the purpose of the lesson to students (objective/assessment)
 I will tell my students that the learning objective for the day is that they will be
able to find the slope of a linear function when given two points on the line. (1
minute)
C) Instructional Sequence:
 Direct Instruction – Students can either take notes in their notebook or use a fill-
in-the-blank guided note sheet that I will provide for them. We will first go over
the definition of a linear function and talk about the fact that it is a straight line
Updated 8/15/19
(which makes it unique from other functions). We will then talk about the rate of
change or the slope of a linear function. I will explain its definition explain how
sometimes slope can be referred to as “rise-over-run” while reiterating that it is
important they understand that rise over run means the change in one quantity
in relation to the change in another quantity. I will explain that while slope is
sometimes a whole number, it can also be a fraction or decimal and can be
positive or negative. We will then go over the equation to find slope and do an
example together as a class. I will explain that they need to make sure to assign
one point to be the (x1,y1) point and the other to be the (x2,y2) point and be
consistent with that the entire time they solve. Our example question will be
finding the slope between the points (1,5) and (2,-7) which is -12. (15 minutes)
 Unstructured Think Time – At this time in the lesson, students will be asked to get
out a sheet of paper and write or draw about what we have been learning and
what questions they still have. This will allow them time for reflection and time to
process the information in their working memories. (7 minutes)
 Students will then have some time to work on the eight practice problems on the
last slide. Each problem gives them two points and they are to use the slope
formula to find the slope of the line between each of them. Any problems that
they do not complete in that time will be assigned for homework due the next
day. (7 minutes)
D) Closure:
 Exit ticket – Students will turn in their work they completed for their unstructured
think time as their exit ticket. These could be drawings or descriptions of what the
lesson was about. They will have a short amount of time to add any finishing
touches on their work as most of it should be done during the unstructured think
time from earlier in the lesson. If they are finished with their exit ticket, then they
can continue to work on completing the homework problems. (5 minutes)
 Students will watch a 9-minute Khan academy video that discusses slope-slope
intercept form for homework as part of the flipped instruction that will be used in
the next lesson. (homework)
Video: https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:forms-of-linear-
equations/x2f8bb11595b61c86:intro-to-slope-intercept-form/v/slope-intercept-form
Analyzing Teaching (Reflection):

Completed after the lesson is taught.
Give evidence that the lesson was successful for students meeting the learning
objective(s).
If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.
Updated 8/15/19
Clearly state each change you would Explain why and how you would change
make. it.
Updated 8/15/19

Concordia University Nebraska Education Department Lesson Plan Format

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Concordia University Nebraska Education Department Lesson Plan Format

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Concordia University Nebraska Education Department Lesson Plan Format

Name: Maddie Beran Grade Level: 9th and 10th grade

Topic/Central Focus Subject: Algebra 1

Standard(s) to be met in the lesson:

MA 11.2.1.a Define a function and use function notation.

MA 11.2.1.c Classify a function given graphs, tables, or algebraic notation.

Learning Objective: Assessment Tool(s) and Procedures:

Students will turn in an exit ticket about what

Research-Based Best Practice used in lesson and why it is appropriate/useful

Student Engagement used throughout the lesson

Chromebook, note sheet or notebook, writing Chromebook, Kahoot, PowerPoint

Assets (Knowledge of Students: personal, cultural, community)

Analyzing Teaching (Reflection):

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