CEP Lesson Plan Form

Teacher: Mr.Wagner Date:

School: Rocky Mountain High School Grade Level: Freshman Content Area: Algebra 1

Title: Linear Function Bingo Lesson #:1 of 1

Democracy for the 21st Century Skills - Identify how this lesson meets 1 or more of the 4-part Mission of
the National Network for Educational Renewal

Equal Access- Providing all the necessary supplies to the students that will be utilized in the lesson.

Lesson Idea/Topic and Rational/Relevance: As the students are entering the linear equations, this is
What are you going to teach and why is this one of the first steps that they will take. Identifying
lesson important to these students? What linear functions versus non-linear functions. Students
has already happened in this classroom will have previously been taught about what makes a
surrounding the subject you will be function and what does not make a function, so this is
teaching? What do students already know? the next step in the process.
Why are you going to teach this topic now
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?

What is the key vocabulary necessary for Function

students to know in order to learn the
material? Line

xy-axis

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

HS.F-BF.A. Building Functions: Build a function that models a relationship

between two quantities.

Literacy Standards: Use logic to analyze and critic ideas

Math Standards: HS.F-BF.A. Building Functions: Build a function that models a relationship
between two quantities.

Content Understandings: (Big Ideas)-(Learning Target)

Identify linear functions using graphs, tables, and equations

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

Graph linear functions using data

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

How can you determine whether a function is linear or nonlinear?

Evidence Outcomes: (Learning Targets) AND (Success Criteria) Next to each Learning Target OR
Objectives, state how you are addressing literacy AND numeracy within this lesson.

I can: Identify linear functions.

This means: Look at an equation and graph and say if it is non linear or linear. As well as match a linear
equation to a graph

List of Assessments: (Note whether the assessment is formative or summative?)

Formative assessment through a class game of Bingo.

Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students to Linear Function Bingo.
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what 90 minutes
materials will you need?
Anticipatory Set Warm Up Question: Would you rather speak every language or talk to
The “hook” to grab students’ attention. These are animals?
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of Riddle Me This: You are a farmer taking a fox, a chicken, and a sack of grain
mind. to market and you come across a river. The only way across the river is by
 To focus student attention on the lesson. a small boat, which can only hold at most you and one of the three items.
 To create an organizing framework for the Left unsupervised, the chicken will eat the grain or the fox will eat the
ideas, principles, or information that is to chicken (however, the fox won't try to eat the grain, nor will the fox or the
follow (advanced organizers) chicken wander off). What's the quickest way to get everything across the
An anticipatory set is used any time a different river?
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is: Claim Support Question

Why are you using it at this point in your lesson? I am using this strategy here because: When asking students to engage in the “Riddle Me
This” explanations of what they think the correct way to solve the puzzle is, I will have
students make a claim, ask them to support their claim, question them again (Do
you think there is a faster way to make it across the river?) and address their
claim or support. It causes students to get into the mindset of deep thinking, and
not just accepting the first answer that may come to mind.

Procedures

Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form

(Include a play-by-play account of what students The class will come in and when the bell rings, the teacher will ask the class to take their
and teacher will do from the minute they arrive to seats and take out their work. The slide show for note taking will be loaded up on the
the minute they leave your classroom. Indicate the screen after announcements take place. The teacher will introduce the Warm-up
length of each segment of the lesson. List actual question, sharing first their own response, then opening it up for students to share. The
minutes.) riddle me this problem will be asked and students will be given time to figure out the
Include: riddle as their work from previous classes is checked by the teacher. Once work is
-teacher input checked, and the period is reaching the 15 minute mark, the teacher will pull the class’s
-modeling attention and ask for students to share their answers, explaining why they got to their
-questioning strategies answer. The teacher will go over the correct answer with the reasoning if necessary. The
-guided/unguided: entire warm-up will last 15-20 minutes.
-whole-class practice After the warm up, the teacher will pass out the notes packet for the day. The teacher
-group practice will go through the slideshow that matches the notes packet. First giving definitions for
-individual practice what linear and nonlinear functions are. Then looking at identifying a linear function
-check for understanding through a table, showing that if the input(x) values go up by the same amount, then the
-other output(y) values should also be going up the same increment if the function is linear. The
teacher will switch slides and demonstrate linear versus non-linear functions on a graph,
pointing out that linear has the word “line” in it as a way to remember the difference
between linear and non-linear. The next slide has two tables on it, which the teacher will
point out and asks students to try and identify if they are linear or non linear using the
previous techniques. Time will be given for students to try the examples and talk to their
group members about the answers. The teacher will ask for 2 students to volunteer to
show their work on the board, and will lead a discussion about the student’s work. The
teacher will then give examples of linear and non-linear functions using equations. They
will work with the students as a class discussion to figure out if the 6 example problems
are linear or not, and the reasoning behind them. The teacher will also go through the
next two examples(using an equation to make a table and graph to decide if it is linear or
not) with the class, and ask the students to complete problem 3 while giving them time
to. Once again the teacher will ask for a student volunteer to come up to the board to
show their work and a discussion about it will be led by the teacher. The teacher will ask
what questions students are having about the problems they just worked on, and answer
any that came up.

Once notes have been completed, the teacher will pass out Bingo cards and explain that

Colorado State University College of Health and Human Sciences Page 4

CEP Lesson Plan Form

the class will be playing bingo with the linear functions, helping to identity which
equation goes to which function, using tables to help plot points as well. The first few
students to get a bingo will get candy. The order of the equations will be written on the
board in an order chosen by students picking numbers (the number/equation list will be
held by the teacher and is listed at the bottom of this lesson plan.)

Example Bingo Card:

How do you intend to engage your students in

thinking during the PROCEDURE? The strategy I intend to use is “I used to think, now I think” and “What makes you say
that”
Why are you using it at this point in your lesson?
I am using this strategy here because: “I used to think, now I think” will be done verbally
for the lesson, and allows students to reflect on their own learning and though processes
and help students see that they are learning. “What makes you say that” is a wonderful

Colorado State University College of Health and Human Sciences Page 5

CEP Lesson Plan Form

strategy that has students come up with reasoning behind their answers, allowing them
to see patterns between problems. Why does a linear function have the general formula
that it is? What is that general formula? These questions that might be generated in a
student’s mind could help with motivation during the next lesson about the general form
of a line.

Closure Closure strategies and individual check-ins will occur during the Bingo portion of the
Those actions or statements by a teacher that are lesson. I will walk around in between bingo questions and see what questions student’s
designed to bring a lesson presentation to an have and if anyone is getting stuck anywhere. Once Bingo has ended, students will be
appropriate conclusion. Used to help students bring congratulated on playing the game and will be asked to think about the equations we
things together in their own minds, to make sense saw that day and what they have in common, as that will be the topic of a future lesson.
out of what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is: connection portion of “Explanation game”

Why are you using it at this point in your lesson? I am using this strategy here because: I want students to think about the patterns they
see in the equations that were used in examples today. This can help them to build an
basis of understanding for how linear functions fit into the general form of y=mx+b,
which they will soon learn.

If students need more examples for graphing linear functions, identifying tables, or
understanding linear equations, the teacher can either talk to them 1:1 to answer
Differentiation: questions, and/or write extra example problems on the white board and work them
Differentiation should be embedded through with students.
throughout your whole lesson!!
This is to make sure you have met the During Bingo, the teacher can work through the problems as well so that students will be
confident about their answers.
needs of all the students in your

Colorado State University College of Health and Human Sciences Page 6

CEP Lesson Plan Form

classroom.

Assessment Reflection: (data analysis)

How will you know if students met the learning I will know that students have met the learning targets through walking around the room
targets? Write a description of what you were during the Bingo game and asking for explanations behind which graph they chose as the
looking for in each assessment. answer and why.

Colorado State University College of Health and Human Sciences Page 7

CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

Through the assessment of walking around and talking to students individually, I noticed
something interesting. Students were understanding the concepts for the lesson and were able
to reproduce results when the formulas we used were in terms of x and y. However, when the
variables changed, students struggled to determine which was the input and which was the
output, even though they had been doing it previously. I also think that the students
understood how to identify a linear function using the three methods we talked about in class
because of their correct responses to the in the moment challenge problem I gave them, where
my inputs were not sequential but the outputs still matched a linear function.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

I think the overall lesson went pretty well. It more started to unravel with the time constraint
that the school mandated finger print scanning took out of class time, which led to less time to
complete the bingo activity. For the bingo activity, I would either omit it completely and try a
different type of practice strategy since the class has a big variation of time it takes for students
to complete assignments. I would probably do a solo activity instead. As well as making sure I
print out my materials probably around a week before I need them so if something is off (like
not being able to read the axis of the graphs I made), I could spend more time adjusting my
assignments.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
The next lesson would be diving into the equations for linear functions, and what
standard form looks like. The students seemed to have a grasp on recognizing what a
linear function in, so it is time to dive into how to make one. I would also try and teach
about different variables than (x,y), and focus on the point that x and y are placeholders
that are pretty arbitrary. Any letter can be a variable, we just choose x and y more often
than others.

Colorado State University College of Health and Human Sciences Page 8

CEP Lesson Plan Form

1. y = x+8,
2. y = 3x/5,
3. y = x+3,
4. y = 3.8,
5. y = 2x,
6. y = 15.95x,
7. y = -5x,
8. y+x = 6,
9. y = x-6,
10. y-x = 9,
11. y = x/2,
12. 5y = x,
13. y = 7x+1,
14. y = 6x-3,
15. y = -x/2 + 4,
16. y = 17-4.5x,
17. Not a Function,
18. Not Linear,
19. y = 7.5,
20. y = 3x/9 +3,
21. y = x/3 -3,
22. y = -5x/2,
23. y = -x,
24. y = -4
25. y=0

Colorado State University College of Health and Human Sciences Page 9

CEP Lesson Plan Form

Colorado State University College of Health and Human Sciences Page 10