TeachersName:Ms.

Godbout
GradeLevelorAges:8thGrade

LESSONPLANFORMAT

DateofLesson:10/0710/08/10/13
Topic:Slope

LearningObjectives:
Studentswillbeabletodescribeandidentifywhatslopeandtheyinterceptare.
Studentswillbeabletoidentifyifslopeispositive,negative,undefined,orzero.

CommonCoreStandardsAlignment:
Content:
Mathematics
Grade:
Grade8
Domain:
Expressionsandequations
Cluster:
Understandtheconnectionsbetweenproportionalrelationships,lines,andlinear
equations.
Standard:
CCSS.MATH.CONTENT.8.EE.B.6
Usesimilartrianglestoexplainwhytheslopemisthesamebetweenanytwodistinctpointsona
nonverticallineinthecoordinateplanederivetheequationy=mxforalinethroughtheorigin
andtheequation
y
=
mx
+
b
foralineinterceptingtheverticalaxisat
b
.
Rationale:
Studentsneedtoknowwhatslopeis.Theyalsoneedtolearntheequationforline:
y=mx+b.Studentswillbeabletoidentifyslopeandtheyinterceptfromthisequationandlearn
howtographtheline.

AssessmentPlan:
Formative:
Studentswillcompleteaworksheetonslopeandyinterceptduringclass.Studentsare
discoveringtheseconceptsfromusinganinteractivegraphdesmos.com/calculator.By
manipulatingtheslopeandyintercept,studentswillnoticehowtheirgraphiseffected.
Specifically,theywillnoticethedifferencebetweenpositiveslopeandnegativeslope,positive
yinterceptandnegativeyintercept,horizontallinesandverticallines.Theywillbeabletocraft
theirowndefinitionsandobservationsofwhatslopeandyinterceptare.Studentsareexpectedto
finishtheworksheetforhomework.Theteacherwillcontinuouslycheckinwithstudentsbya
thumbsupthumbsdownmethodofcheckingforunderstanding.
Ondaytwoofthislessonsstudentswillworkinpairstocompleteanactivityusingthe
sameinteractivegraphondesmos.com..Theteacherwillhaveonepartnerputtheirslopeat
andtheotherat5.Theywilldiscusswhatissimilaranddifferentabouttheirgraphs.Theteacher
willwalkaroundandtalktopairsandthenhavestudentssharetheirobservations.Therewillbe
fourdifferentexamplesthatwillincludeslopeandyinterceptconversations.

Studentswillworkonaworksheetwheretheywillbeabletolookatagraphandidentify
iftheslopeofthelineispositive,negative,zeroorundefined.Therearesixteenlineargraphs
thatstudentswilllabel.Theywillworksilentlyonthis.Whenstudentscompletethisassignment,
Iwillcallonstudentstoanswerandstudentswillselfcorrecttheirworksheet.Theywillkeepit
intheirnotebookasareference.
Studentswillallgetaminiwhiteboardandamarker.Iwillputlinearequationsonthe
boardandtheywillhavetoidentifytheslopeandyinterceptwhenIpromptthem.Forexample,
Iwillwritey=3x4andIwillaskwhatistheslopeofthisline?.Theywillwriteontheirboard
3andholditupsoIcanseealltheboards.Iwillalsoputlineargraphsontheboardandaskis
theslopeofthislinepositive,negative,zero,orundefined?.Theywillidentifyandwriteiton
theirboardandholditupformetosee.Thisgivesmeaquicksnapshotofhowallofmy
studentsaredoing.
Thelastassessmentstudentswillcompleteisanexitticket.Thequestionswillbe:define
slopeinyourownwords,definetheyinterceptinyourownwords,identifytheslopeand
yinterceptofy=3x+4,writeanyquestionsorcomments.Studentswillcompletethisandnot
writetheirnameonitsohopefullytheywillgivemeextremelyhonestinformation.Thiswill
helpmecontinuetoplanforlessonsandhelpmetoknowwhattoreview.Studentswillhandthe
halfsheetofpaperastheywalkoutthedoor.

Integration:
Studentswillintegratetheirverbalandwritingskillsintothislesson.Theywillbewriting
duringtheirexploratoryworksheetwhenusinganinteractivecalculatorondesmos.com.They
canbullettheirwritingorwriteincompletesentences,buttheyhavetocarefullyarticulatetheir
thoughtsandobservations.

DifferentiatedInstruction:
Strategies:
Iwilluseavarietyofstrategiestopresentthisinformationtomystudents.Studentswill
learnthiscontentthroughdiscoverylearning.Wewillhaveafewshort,inquirybasedclass
conversationsaboutslopeandyintercept,butthemajorityofthelearningwillbedonebythe
studentsmanipulatingtheirgraphondesmos.com.Iwillpresentthedirectionstomystudentsin
threeways:visually(onmyiPadandprojector),orally,andwrittenontheirworksheet.All
studentswillbeactiveparticipantsintheirlearningandtheteacherwillconstantlybewalking
aroundtheroomtoanswerquestionsandassiststudentsasneeded.Studentswillworkinpairsa
coupletimesduringthislessonandtherewillbeopportunityforthemtoworkalone.

MultipleIntelligences:

Logic:
Studentswillbeusinganinteractivegraphtomakeconclusionsofwhatslopeand
yinterceptare.Theyareidentifyingthedifferencebetweenpositiveandnegativeslopeand
positiveandnegativeyinterceptbymanipulatingthemandbiny=mx+bonthegraph.
Verbal:
Studentswillbeabletotalkwiththeirpartnerorneighborthroughoutthislesson.They
willbetalkingtotheteacherinsmallgroupdiscussionsasneeded.
Kinesthetic:
Studentswillusethewhiteboardstodoasimplecheckin.Theteacherwillask
questionsaboutslopeandyinterceptandhavestudentsshowwhattheyknow.Thestudents
enjoyusingthewhiteboardstoshowwhattheyknowinwaythatisdifferentfrompencil/paper
method.
Visual:
Thegraphondesmos.com/calculatorisveryvisualforalllearners.Theareusedto
analyzinggraphsonpaper,butheretheycanmanipulatethegraphinrealtimeandseehowthe
variablesaffectthegraph.
Interpersonal:
Studentswillworkinpairsforathinkpairshareactivityusing
desmos.com/calculatorandmanipulatingthegraphofy=mx+b.
Intrapersonal:
Studentswillcompletetheworksheetaboutpositive,negative,zero,orundefined
slopeontheirown.Theywillalsocompletetheirownworksheetwhenondesmos.com.Thiswill
beusedasareferencethroughoutthisunit.Studentscanquietlytalkwithneighborswhile
completingthisortheycanchoosetoworkontheirown.

Modifications/Accommodations:
Iwillpresentdirectionsthreewaysduringthislesson.Theywillreceiveinstructions
visually,written,andorally.MyELLstudentswillbenefitfromthisimmensely,aswilltherest
oftheclass.Mystudentswhoarenervousaboutmathwillneedalotofoneononetimeand
extraencouragement.MystudentswhoareonIEPs,ZDandGS,mighthaveadifficulttime
understandingtheconceptofslope.Iwillhavesmallcubesthatwecanstacktomakestairsand
explaintheconceptofslope.Theywillbeabletoseethedifferencebetweenaslopeofanda
slopeof2andreallyconcretelyunderstandwhatisbeingexplainedontheworksheet.Mostof
mystudentswillneedmultipleclassconversationssotheycanaskclarifyingquestionsandIcan
repeatmyexplanationssincethisisnewtothem.

Extension:
Allstudentswillneedtocompletetheopeningworksheetonday1.Iftheyfinishearly
theycanstartonthefollowingproblem.Studentswhoalreadygrasptheconceptofslopecan
determinehowlargearampwouldneedtobetomeettheADArequirementforeachfootof
height,therampmustbe12feetlong.Thestudentsmustparticipateinalltheactivities,butmay
workonthisproblemwhentheyarefinished.

Materials,ResourcesandTechnology:
StudentiPads

TeacheriPad
Desmosworksheet
Slopeworksheet
Projector
Whiteboards
Markers/Eraser
Exitticket
Pencils

SourcesforLessonPlanandResources:
Lessonidea
http://mrshester.blogspot.com/search/label/slope
Desmos
www.desmos.com/calculator

Slopeworksheet
http://www.kutasoftware.com/FreeWorksheets/PreAlgWorksheets/Slope.pdf

TeachingandLearningSequence:
DAY1(50Minutes):
Open(15minutes)
**Handbackquizfrompreviouslesson**
Someonetellmewhatslopeis?Recordonboard.
WhatdoweknowaboutyinterceptRecordonboard.Teacherwillbrieflyexplain
becausethisismostlikelythefirsttimetheyhaveseenit.
StudentswillgetouttheiriPadsandopenSafariandteacherwillpassoutworksheet.
Teacherwillshowhowtogetontothewebsiteandopenthegraphontheprojector.
Studentswillbeginworkingontheirgraphicorganizer.
Body(30minutes):
Studentswillworkonworksheetwhiletheteachercirculatestheroomtoworkwith
students(15minutes).
Teacherwilltakeabreakandaskforclarifyingquestions.Shewillcallonstudentsto
giveexamplesofwhattheyalreadyhaveforpositiveslope(5minutes).
Studentswillcontinueworking(10minutes).
Close(5minutes):
Teacherexplainsthatstudentsneedtofinishthisworksheetforhomework.Sheexplains
thatitistobeusedasareferenceforthestudents.Theyneedtobeactiveparticipantsin
theirlearning.PutiPadsandclassworkawayandgetreadytobedismissed.

DAY2(60minutes):
Open(10minutes):
Gooverslope/yinterceptworksheet/referencepage.Callonstudentstosharetheirideas
andobservations.Askforquestions.


Body(35minutes):
Studentswillgetinpairs.TeacherexplainsthepurposeofcompletingtheDesmos
activity.Shewantedstudentstobeabletoseehowthegraphchangeswhentheslope(m
iny=mx+b)changes.Studentswillnoticethegraphchangesdirectionifitspositiveor
negativeandgetssteeper/lesssteepasthemchanges.Whentheymanipulatethe
yintercept,theywillseethatthelinemovesupanddown,thelineintersectstheyaxisat
differentpoints.
Intheirpairsbothstudentswillputtheiryinterceptat0.
Thepartnertotherightwillhave
theirslopeatandthepartnertoleftwillhavetheirslopeat6.Studentswilldiscussthe
similaritiesanddifferencesoftheirgraphs.
Intheirpairsbothstudentswillputtheiryinterceptat0.
thepartnertotherightwillhave
theirslopeat5andthepartnertoleftwillhavetheirslopeat4.Studentswilldiscussthe
similaritiesanddifferencesoftheirgraphs.
Intheirpairsbothstudentswillputtheirslopeon1.Thepartnertotherightwillhavetheir
yinterceptat3.5andthepartnertoleftwillhavetheiryinterceptat2.Studentswilldiscussthe
similaritiesanddifferencesoftheirgraphs.

Studentswillnowcompletetheaworksheetwheretheyhavetolookatalineargraphand
identifyiftheslopeofthelineispositive,negative,zero,orundefined.Wewillgoover
theanswerswhenstudentsarefinished.Eachstudentwillgiveanansweroutloudtothe
class.

Close(15minutes):
Theteacherwillquicklyreviewhowtoidentifytheslopeandyinterceptintheequation
y=mx+b.
Everystudentwillgetawhiteboard,markeranderaser.
Theteacherwillbeexampleslikey=+4ontheboardandaskstudentstoidentifythe
slopeontheirboardandholditup.Thenexttimetheywillidentifytheslope.
Theteacherwilldrawgraphsoflinearequationsandaskiftheslopeispositive,negative,
undefinedorzero.
Completethisuntilclasstimeisup.

CommonCoreTeachingStandardsandRationales
Standard#1LearnerDevelopment:
Thislessonwasdesignedwithmystudentsvariousneedsinmind.Mystudentslearn
bestwhentheyarecollaboratingwithotherssoIhaveincludedavarietyofwaystoaccomplish
this.Thereareafewmomentswhentheymustworkaloneaswell.Ihavemanymodificationsin
placeifmystudentsonIEPsneedthem.Specifically,Iwillhavecubestobuildstairsandbetter
explaintheconceptofslope.CAandMZarestudentsthatmaybenefitfromthisaswell.


Standard#2LearningDifferences:
Thislessonusesabalanceofthemultipleintelligences.Avarietyofapproacheswillbe
usedsothatalllearnerswillbeactiveparticipants.MyELLstudentsneedtoreceiveinstructions
inavarietyofwayssoIhaveplannedforthistohappen.Theyhavewrittendirectionsontheir
worksheet,howevertoomanywordscanbeoverwhelmingforthem.Iwillcompletethe
directionsorallyandvisuallyupontheprojector.

Standard#3LearningEnvironments:
Therewillbeavarietyoflearningenvironmentsduringthislesson.Studentswillhave
multipleopportunitiestocollaboratewiththeirpeersandtheywillalsohavetimeduringthe
lessontothinkindependentlyinaquietenvironment.Iwillbewalkingaroundtheroom
observinggroupsandaskingquestionsasneededtokeepgroupsontask.Thismaterialisnewso
manystudentswillneedalotofencouragementandpraise.Theywillneedtobecalmeddown
andIwillrepeatedlytellthemhowIunderstandthatitishardandwillhelpthemlearnthe
material.

Standard#4ContentKnowledge:
Thestudentswillbelearningthisnewmaterialthroughadiscoverymethod.Insteadof
metellingthemthedefinitionsandhavingthemcopyitdownonnotepaper,theywillbe
exploringthenewmaterialandconstructingtheirowndefinitions.Thisisadifficulttopicto
learn,butIknowitwillhavemoremeaningifthestudentscanmaketheirownconnectionsand
conclusionsaboutlinearequationsandtheirgraphs.

Standard#6Assessment:
Thislessonincludesavarietyofformativeassessmenttools.Thinkpairshare,quick
slopeworksheets,whiteboardcheck,andanexitticketarethetoolsusedduringthislesson.The
mostimportantistheexitticketbecauseitwillhelptheteacherassesswhatthestudentsknowor
dontknowandhowsheshouldplanforthenextlesson.

Standard#8InstructionalStrategies:
Thislessonusesavarietyofinstructionalstrategies.Directinstructionwillbeusedafew
timesforaboutfiveminutesorlesseachtime.Itwillmostlybediscoveryandinquirybased.
Studentswillbediscoveringnewconceptsandlearningtoaskquestions.Inthislessontheywill
alwaysbeabletorelyontheinteractivegraphatdesmos.com/calculator.

Reflection:
Twostudentsdidnotmeetthelearningobjectives,threepartiallymet,and15met.The
lessonwentgreat.IamgladIdecidedtoextendthislessonintotwodays.Thestudentslearned

whatIwantedthemtolearnandIknowthisbecauseofthewhiteboardcheckingameandthe
exitticket.Thislessonhadavarietyofindividualandpartneractivitieswhichhelpedstudentsbe
abletoworkindependentlyandworkcollaboratively.Iwillteachstudentshowtographlinear
equationnextlesson.
IfIweretoteachthislessonagainIwouldstartthelessonbyputtingtheminpairsand
givingthemspecificdirectionsonwhattoputtheirslopeonandwhattoputtheiryinterceptat.
AftergivingthemspecificinstructionstoworkwiththegraphIwouldthenletthemexploreand
discoverontheirownandfillouttheworksheet.

Name:_________________________ Date:________ Sequence:____

1.
2.
3.
4.

5.
6.

7.
8.

Gotowww.desmos.com/calculator
Onthelefthandsidetypetheequationforaline:y=mx+b
Pushthebuttonlabeledallwhenaskedaboutsliders
Carefullywatchingthegraphonthescreen,slidethesliderformonly.Trypushingtheplaybutton!
Discusswithyourpartnerwhathappensandrecordyourobservationsinthepositiveslopeandnegative
slopesectionsbelow.
Setthesliderbacktom=1
Next,slidethesliderforbonlyandwatchwhathappenstoyourgraph.Discusswithyourpartnerwhat
younoticeandrecordyourobservationsinthepositiveyinterceptandnegativeyinterceptsections
below.
Trytomakeaperfectlyhorizontallineonyourgraph.Canyou?Whatdoyounotice?Whydoyouthink
thisisso?Recordyourfindingsinthehorizontallinessection.
Trytomakeaperfectlyverticallineonyourgraph.Canyou?Whatdoyounotice?Whydoyouthinkthisis
so?Recordyourfindingsintheverticallinessection.

PositiveSlope

Positiveyintercept

NegativeSlope

Negativeyintercept

Horizontallines

VerticalLines