Algebra for All Online
Lesson Plan Template
Mathematics Professional Development
Title: Indicate the lesson title. Put the grade level after the title.
Linear Functions Mini Unit – 9th grade students with Learning Disabilities in Math Reasoning and Math Calculation
Content Expectation(s):
Strand: Algebra and Functions Strand
Standard: A2 – Functions
A2.1 – Definitions, Representations, and Manipulation of Expressions
A2.2 - Operations and Transformations
A2.3 – Representations of Functions
A2.4 – Models of Real-World Situations Using Families of Functions
A3 – Families of Functions
A3.1Lines and Linear Functions
Topic: A2.1 – Definitions, Representations, and Manipulation of Expressions
A2.1.3 - Represent functions in symbols, graphs, tables, diagrams, or words and
translate among representations.
A2.1.5 - Recognize that functions may be defined recursively
A2.1.7 - Identify and interpret the key features of a function from its graph or its
formula(s)
A2.2 - Operations and Transformations
A2.2.2 – Apply given transformations to parent functions and represent
symbolically.
A2.3– Representations of Functions
A2.3.2 – Describe the tabular pattern associated with functions having a constant
rate of change (linear); or variable rates of change
A2.3.3 – Write general symbolic forms that characterize each family of functions
A2.4 – Models of Real-World Situations Using Families of Functions
A2.4.1 – Identify the family of function best suited for modeling a given real world
situation
A3.1Lines and Linear Functions
A3.1.1 - Lines and Linear Functions: Write the symbolic forms of linear functions
(standard, point-slope, and slope-intercept) given appropriate information,
and convert between forms.
A3.1.3 - Relate the coefficients in a linear function to the slope and x- and
y-intercepts of its graph
Content Expectation: A2.1.3, A2.1.5, A2.1.6, A2.1.7, A2.2.2, A2.3.2, A2.3.3, A2.4.1, A3.1.1, A3.1.3
Lesson Outcome: What will the students be able to do at the end of the lesson?
Students will be able to:
o Recognize whether a relationship is a function (given in contextual, symbolic, table or graph form)
o Represent functions in symbols, graphs, tables, diagram, or word and translate among representations.
o Write recursive functions in relationship to daily living activities
Materials and Resources: List all supplies and resources to be used in the lesson, including texts, computers, calculators, software, web-based resources, manipulatives, art supplies.
o COWS – Computers on Wheels
o Wolson’s Algebra 1 Wiki (as of last school year, this site was not available outside the district)
o Graphing Calculator
o Graphing Calculator Tutorial from AfA
o http://media.mivu.org/mvu_pd/a4a/resources/calculator/index.html
o Marching in Place activity from AfA
o http://media.mivu.org/mvu_pd/a4a/resources/marching/index.html
o Exploring Linear Equations Activities from AfA
o http://media.mivu.org/mvu_pd/a4a/resources/linearexplore/index.html
o Marching in Place handout
o Marching in Place Extension handout
o Describing Graphs (from AfA) – Includes Two Brothers Race and Four Sisters Race
o http://media.mivu.org/mvu_pd/a4a/resources/describinggraphs/index.html
o S’more or Less It’s Still Recursive Lesson Plan – S’more Recipe
o Wolson’s S’more or Less It’s Still Recursive Handout
o Book Holt Algebra 1 Units 5-6 to 5-9
Procedures: Describe the anticipatory set or “hook” to start the lesson, sample questions to students, and activities and tasks to be used in the lesson. The flow of the lesson, step by step, should be described, particularly in relation to what students will be doing.
Generally, my class is divided into the following three parts:
o Warm-Up/Homework Review 20-25 minutes
o Warm Up consists of 5 or 6 questions that are written on the board
§ There are always a couple review questions from past assignments
§ There are a couple of questions from the previous night’s work
§ The last question is related to the new material of the day and we use this as our jump off point into the day’s lesson
o Students volunteer to write their answers on the board – work and answer is shown
§ Multiple students may write the same problem on the board
o Students use the Teacher’s Edition to check their homework
§ There is a place on the board for students to write the homework problems they would like reviewed
§ Homework Quizzes are given periodically (Students are given a page number and the problems I would like to see from their homework. They copy the problem from their past homework)
o New Material 25-30 minutes
o Time to start homework or to get individualized help 15-20 minutes
o Students are given a maximum of 20 problems a day
o Assignments may be given online via the class Wiki
Day 1:
Warm Up is the week’s vocabulary. Students may make physical or virtual flash cards
Vocabulary: slope formula, point slope, parallel lines, perpendicular lines, parent function, transformation, translation, rotation, reflection
Hook: Relate to when the students learned rise over run. Ask for real life examples in which they see “rise”, “run”, or “rise over run”. Have students stand and use their arms to model shapes. Example: One student holds his arms so that his right arm is going up at an angle and his left arm is going down. Have another student hold both of her arms up curving slightly at the elbows. Have the students describe what they are seeing.
The lecture for today is Slope Intercept Form and Point-slope Form.
We will use examples from the book to explore slope formulas. Throughout the class students will be asked to use their arms to predict what will happen to an equation based on the slope.
Homework: 20 equations from the book
Day 2:
Warm Up: 2 questions from the first half of this chapter (previous unit), 2 slope questions from last night’s homework, 1 graphing problem
Hook:
I know this will seem crazy, but has anyone ever said; (insert whiny voice) “When will I ever use this?” Today, we’re going to do an activity that will help you recognize when math takes place in real life.
Marching in Place Activity (from AfA)
Students will have a link to this activity on the class Wiki.
o http://media.mivu.org/mvu_pd/a4a/resources/marching/index.html
o Marching in Place handout
o Marching in Place Extension handout
Homework Quiz: 2 problems from a homework assignment given the past week
Homework: Using the class Wiki go to the Graphing Tutorial or go to:
http://media.mivu.org/mvu_pd/a4a/resources/calculator/index.html
Write one real life activity that would produce a linear equation
8 equations from the book
Day 3:
Warm Up: Have students write their real life activity from last night’s homework on the board. Ask for a student to lead a discussion to determine if these activities will produce linear equations.
Hook: Have examples of line art around the room. M. C. Escher’s work would work well. Are you ready to combine art and math? Look around you and tell me if you see any examples of linear functions.
Exploring Linear Equations from AfA and Recursive from AfA (links can be found on the class Wiki)
Exploring Linear Equations
http://media.mivu.org/mvu_pd/a4a/resources/linearexplore/index.html
Recursive Representations http://media.mivu.org/mvu_pd/a4a/resources/recursion/index.html
Pair students up in groups of two and have one student use the Linear Equations tutorial and the other student use the Recursive tutorial. When they finish, they should teach what they learned to their partner. Team students that are struggling to teach their new knowledge to their partner with another team. The ticket out the door today is to tell me what he/she learned from his/her partner. The partner will verify if the description is accurate.
Homework: Go to the class Wiki and use the link to Describing Graphs (from AfA)
http://media.mivu.org/mvu_pd/a4a/resources/describinggraphs/index.html
Write a 3-5 sentence summary of what you learned from this activity and email it to Ms. Wolson
Day 4: This is the assignment I created for Week 2’s Integrated Assignment.
Title:
S’more or Less, It’s Still Recursive (9th Grade)
Students will determine how much of each ingredient is needed to make my form of S’mores
This is the culminating lesson of this unit. Examples of finished work from the stations are available for reference in the class binder.
Integration Week 2 – Wolson – Lesson Plan
S’more or Less It’s Recursive - Recipe
Homework: Study for unit test
Day 5:
Warm Up: Review/Question Answer for Summative Test
Test questions come from Warm Ups, Homework, and examples from the book
Assessment: How will you determine if the students have achieved the learning outcome(s).
Students have been assessed throughout the unit.
Daily Warm-Up
Day 1: Using their body to predict linear graphs
Day 2: Writing a real life activity that will produce a linear equation
Day 2: Homework Quiz
Day 3: Discussing each person’s real life activity from Day 2 and determining if it is an actual example of a linear equation
Day 3: Emailing a summary of the Describing Graphs homework activity to Wolson
Day 4: Creating successful S’mores
Day 5: Summative Exam
Additional Notes: Fill in additional comments and considerations, such as special instructions, extension opportunities, differentiation strategies, re-teaching resources, etc.
Attachments: Provide copies of any worksheets, handouts, and other associated elements related to the lesson. Make a list of the attachments for reference in this space.
o Graphing Calculator Tutorial from AfA
o http://media.mivu.org/mvu_pd/a4a/resources/calculator/index.html
o Marching in Place activity from AfA
o http://media.mivu.org/mvu_pd/a4a/resources/marching/index.html
o Exploring Linear Equations Activities from AfA
o http://media.mivu.org/mvu_pd/a4a/resources/linearexplore/index.html
o Marching in Place handout
o Marching in Place Extension handout
o Describing Graphs (from AfA) – Includes Two Brothers Race and Four Sisters Race
o http://media.mivu.org/mvu_pd/a4a/resources/describinggraphs/index.html
o S’more or Less It’s Still Recursive Lesson Plan
o Wolson’s S’more Recipe
o Wolson’s S’more or Less It’s Still Recursive Handout