HSOE Lesson Plan Template

TEL7170: Technology in the Curriculum

HSOE Lesson Plan Template

GRADE

8th

SUBJECT

Algebra

LESSON
SUMMARY

Understand the concept of linear function and slope by graphing

points and understand how to express a line as a function by
identifying the slope and y-intercept.

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This lesson uses a flipped and blended format which allows the
flexibility to include elements of a number of learning theories.
The lesson incorporates some of the first principles of instruction
identified by Merrill elements of which are found in a wide
selection of teaching theories. (Merrill, 2002) Merrill identifies the
four principles of learning which work together to solve a problem.
These principles are activation, demonstration, application and
integration. Activation involves using prior knowledge to reinforce
new knowledge. This is accomplished by integrating the
circumference diameter ratio into the linear equation lesson.
Students will see that the relationship between various
circumferences of a circle to their respective diameters is a linear
one, i.e., the rate of change or slope is constant (pi).

How is
Theory
applied in
this lesson?

Demonstration is used in the pre-lesson by providing links to

videos which explain some of the prerequisite knowledge for the
lesson as well as the lesson itself. The demonstration phase is also
present in the lesson itself and will depend on some of the
activation derived from the pre-lesson. Application plays a part in
the problem solving portion of the lesson where students are asked
to apply what they have learned from the demonstration and prelesson. Finally, integration is strived for by linking the pre-lesson,
demonstration, and application phases to a classroom activity
plotting the relationship of the circumference to the diameter.
Some of the ideas presented by Bandura were also incorporated
(Bandura, 2001). The class activity of graphing measured
circumferences and diameters is error prone due to the limitations
of the measuring technique. Nevertheless, a general pattern
emerges which demonstrates the concept and hopefully reinforces
student self-efficacy by taking the focus off the inaccuracies and
showing how they contribute to an accurate understanding of the
concept.
Use was also made of the nine ways to reduce cognitive overload
as described by Mayer and Moreno (Mayer & Moreno, 2003). Pretraining is an essential element of the flipped lesson. Segmenting
was taken into account to by dividing the lesson into various
phases. Off-loading was used to divide the lesson between visual
and auditory. Also, class slides were examined to achieve
alignment.

OBJECTIVE.
What will your students be able to do?

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Students will understand the concept of slope and be able to identify the slope
given an equation in slope-intercept format. Students will be able to use the slope
formula to derive the slope from a set of two points.
ASSESSMENT
How will you know whether your students have made progress toward the
objective?
How and when will you assess mastery?
Student worksheets from pre-lesson, guided practice and independent practice will
be used to assess their progress.
COMMON CORE
How will you address Common Core standards?
CCSS.Math.Content.8.F.A.1, CCSS.Math.Content.8.F.A.2, CCSS.Math.Content.8.F.A.3,
CCSS.Math.Content.8.F.B.4, CCSS.Math.Content.8.F.B.5
DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your
classroom?
How will you address your English Learners?
List the specific strategies you will use.
To reach a diversity of learners a list of prerequisite subjects will be provided in the
pre-lesson along with links to internet sites and videos where students can review
these concepts. A list of difficult vocabulary will be provided to assist English
learners. As much as possible English learners will be encouraged to act as
presenters to provide them opportunities to further develop their English skills.
OPENING (10 minutes suggested)
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance? How will
you communicate connections to previous & future
lessons?
How will you engage students and capture their
interest?
TIME Teacher: See attached
Students will be
PowerPoint for details of the
prompted to
10
lesson opening.
suggest solutions
during the
opening to
ensure their
understanding.

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MATERIALS/STRATEGI
ES

PowerPoint
Video
Discussion
Graphing calculator
Computer projector

INTRODUCTION OF NEW MATERIAL (10 minutes

suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in
information?
How will you vary your approach to make information
accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER
STUDENTS
20
Emphasize concept of slope
Students will
as a rate of change. Even
participate in this
though this rate is constant
portion by asking
for a linear equation, it is
questions and
nevertheless a rate.
anticipating
Approach will be varied by
solutions to
showing the slope in a
sample problems.
variety of formats, a rate, a
graph, an equation and by
identifying examples of rates
or slopes.
Potential misunderstanding
might arise concerning the yintercept. This is where the x
value is zero and line crosses
the x-axis. Explain that
intercept really means the
point at which the line
crosses the x-axis. Also
clarify that in the slope
intercept formula the b value
is only the y-coordinate of the
point where the line crosses
(0, b).
Students will be engaged by
linking this to knowledge
they already have about
graphing lines and points.

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PowerPoint
Video
Computer projector
Graphing calculator

GUIDED PRACTICE (15 minutes suggested)

How will you clearly state and model behavioral
expectations?
How will you ensure that all students have multiple
opportunities to practice?
How will you scaffold practice exercises from easy to
hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER
STUDENTS
15
Act as mentor for students
Complete
while they complete
worksheet and
worksheets
identify concepts
which are
See PowerPoint for details
unclear.
INDEPENDENT PRACTICE ( 25 minutes
suggested)
How will you clearly state and model behavioral
expectations?
In what ways will students attempt to demonstrate
independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?

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Worksheet
Computer projector
Graphing calculator

TIME TEACHER
25

STUDENTS

Circular objects
Part 1:
Cloth tape measures
Students will be
Table worksheets
Part 1:
given a number
Calculators
Students will be given a
of circular objects
number of circular objects
(blocks, cans, or
(blocks, cans, or the like) with the like) with the
the diameter marked. They
diameter
will be given metric cloth
marked. They
tape measures and will be
will be given
asked to measure the
metric cloth tape
diameter and circumference
measures and
of each object and record the will be asked to
results in a table and graph
measure the
the data.
diameter and
circumference of
Part 2:
each object and
Students will be given a list
record the results
of diameters and using a
in a table
calculator asked to compute
the circumference (pi *
diameter) and graph data.
Explain lesson procedure.

See PowerPoint
CLOSING ( 5 minutes suggested)
How will students summarize what they learned?
How will students be asked to state the significance of
what they learned?
How will you provide all students with opportunities to
demonstrate mastery of (or progress toward) the
objective?

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TIME TEACHER
Summarize concept of slope
5
as a ratio or rate. Delta y
over delta x.

STUDENTS
Ask questions.

Graphing calculator.
Graph board.

The graph of the ratio of the

diameters (x input) of circles
to their circumferences (y
output) is a linear ratio.
Pi is a constant and the rate
of change or slope of the
graph is constant.
Pi is still a rate of change. If
you expand the size of the
diameter of a circle, its
circumference will expand at
the constant rate of pi.
HOMEWORK (if appropriate). How will students practice what they learned?
NA
References:

Bandura, A. (2001). Social cognitive theory of mass communications. In J.

Bryant, & D. Zillman (Eds.). Media effects: Advances in theory and research
(2nd ed., 121-153). Hillsdale, NJ: Lawrence Erlbaum.

Merrill, M. D. (2002). First principles of instruction. Educational Technology

Research and Development, 50(3), 43-59.

Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in
Multimedia Learning. Educational Psychologist, 38(1), 43-52.

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