COREs Math Lesson Planning and Preparation Form

Lesson Title:

Linear Functions and Equations

Standards:
CCSS.MATH.CONTENT.8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not
linear. For example, the function A = s2giving the area of a square as a function of its side length is not linear because its graph contains the
points (1,1), (2,4) and (3,9), which are not on a straight line.

Learning Objective(s) What students will know and be able to do by

lesson's end:

Students will be able to determine different techniques that represent

the y-intercept and slope. Students will be able to recognize patterns
on tables of values.

Lesson Source (program, page, etc.):

Students will be able to.
To graph and write linear equations using the
Point-Slope formula and being able to identify
the terms.
Derive linear equations and being able to
identify the following steps.
Key Background Knowledge:

Materials:
Notebooks , color paper , markers and
pens
( Students will be making a booklet)
Key Vocabulary:
1. Point-Slope form
2. Slope-Intercept Form
3. Standard Form

Standards for Mathematical Practice:

Students should be able perform well in their

algebraic skills from yesterdays lecture on the
number system.

CCSS.MATH.PRACTICE.MP1 :

Students should know what an equation is.

CCSS.MATH.PRACTICE.MP8 :

Make sense of problems and persevere

in solving them
Look for and express regularity in
repeated reasoning

Teacher Actions

Student Actions

Intro/Model (10 minutes) Introduction, purpose, explanations, thinkalouds, visual or worked models, small steps working toward mastery, etc.:

As students walk in, a warm-up will be projected into the

smart board. I will be handing out graph paper. This warmup will be in pairs for 5 minutes. After the warm-up is
completed, I will review the answers, and answer questions.

Guided Practice (15 minutes) Include checks for understanding/

misconceptions, questioning, and engagement strategies and feedback:

Students will be completing the

following warm-up and be pasting
their graphs into their notebooks
Students will be able to create their
booklets for todays terms and
examples

Students will have access to their

notes about todays lecture.

The last 15 mins of class students will be completing a two question

quiz. The quiz will cover on the point slope form and how to graph
each equation. Students will have access to their notes. I will be
updating their quizzes into Aeries.

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COREs Math Lesson Planning and Preparation Form

Monitor Checks for understanding/formative assessment:

To check for understanding I will ask my students to do hand gestures such as: thumbs up, thumbs down and thumb to the side.
This will allow me to clarify their questions about the lecture if they were confused. If my students were confused I will reteach the
material.

Adjust instruction/reteach/additional guided practice (30

minutes) Support for students who are not mastering the concept or skill
and/or English language learners or students needing intensification:

I will be teaching my students and make them understand

when having a linear equation it can be written in Pointslope form. My students will visually see the slope of the
graph of the equation.

Students will be asking questions

about todays lecture if there were any
confusions. Students will be able to
ask question to their partners.

Independent Practice/Extension/Connections ( 15 minutes) Practice, extend, and apply the skills/concepts (inclusive of work that
requires higher-level thinking skills):

Students will be creating their booklets to demonstrate their knowledge about the concept. Class supplies will be
provided them to color code their booklets. They will be cutting and pasting from the handout that I passed out.

Closure (minutes) Explicitly connect ideas, concepts, and skills together, and clearly connect to the lesson objective(s):

The students are introduced to the table of values. Students will be able to actually see how the change of y/change
of x can be seen on the table of values. They can also confirm their answers comparing them to the actual y=mx+b
linear equation that is being provided. Students will be productive and be able to develop their communication skills
with others in the classroom.

Lesson Planning Directions Using Features of Universal Lesson Design (ULD)

Universal Lesson Design Overarching Principles
1.

Multiple means of presentation of information to students (e.g., audio, video, text, speech, Braille,
still photos, or images)

2.

Multiple means of expression by students (e.g., writing, speaking, drawing, video recording)

3.

Multiple means of engagement for students (e.g., to meet differing needs for predictability,
novelty, or group interaction)
Rose & Meyer (2002)

Effective Lesson Format

1. Purpose or Learning Objective: Carefully formulated, clearly stated
2. Introduction: Brief preview or explanation of why that objective is worth learning andof
particular importancehow it will be assessed
3. Modeling/Demonstrating: Teachers not only explain but explicitly show students, in very small,
deliberately calibrated steps, how to do the working and thinking necessary to succeed on that
days assessment
4. Monitor: To ensure that every student is attentive and engaged
5. Guided Practice: Recursive cycle that starts with students applying or practicing each small step
that the teacher has just modeled
6. Monitor: Check for understanding/formative assessment
7. Adjust Instruction: By reteaching or enlisting students' expertise by having them work in pairs
to help each other
8. Repeat Steps 57: Until all or almost all students are ready to complete the days assignment,
project, or assessment by themselves
9. Independent Practice and/or tutor students needing additional support
Schmoker (2013)

Common Core State Standards for Mathematical Practice

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Lesson Preparation and Planning Form

COREs Math Lesson Planning and Preparation Form

1 Make sense of problems and persevere in solving them. Mathematically proficient
students

Explain to themselves the meaning of a problem and look for entry points to its solution.
Explain correspondences between equations, verbal descriptions, tables, and graphs, or draw diagrams of important
features and relationships.
Check their answers to problems using a different method, and they continually ask themselves, Does this make
sense?
Understand the approaches of others to solving complex problems and identify correspondences between
approaches.

2 Reason abstractly and quantitatively. Mathematically proficient students

Make sense of quantities and their relationships in problem situations. Create a coherent representation of the
problem at hand, consider the units involved, attend to the meaning of quantities, and flexibly use different
properties of operations and objects.
Decontextualize a given situation and represent it symbolically, and also contextualize to probe into the referents for
the symbols involved.

3 Construct viable arguments and critique the reasoning of others. Mathematically

proficient students

Understand and use stated assumptions, definitions, and previously established results in constructing arguments.
Compare the effectiveness of two arguments, distinguish correct from incorrect reasoning and, if there is a flaw in an
argument, explain what it is.

4 Model with mathematics. Mathematically proficient students

Apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.
Make assumptions and approximations to simplify a complicated situation, realizing that these may need revision
later.
Identify important quantities and their relationships in a practical situation using such tools as diagrams, tables,
graphs, flowcharts, and formulas.

5 Use appropriate tools strategically. Mathematically proficient students

Use technology to visualize the results of varying assumptions, explore consequences, and compare predictions with
data.
Identify relevant external mathematical resources, such as digital content located on a website, and use them to
pose or solve problems.
Use technological tools to explore and deepen their understanding of concepts.

6 Attend to precision. Mathematically proficient students

Communicate precisely to others. They use clear definitions in discussion with others and in their own reasoning.
State the meaning of the symbols they choose. They are careful about specifying units.
Calculate accurately and efficiently, and express numerical answers with the appropriate degree of precision.

7 Look for and make use of structure. Mathematically proficient students

Look closely to discern a pattern or structure.

Step back for an overview and shift perspective.

8 Look for and express regularity in repeated reasoning. Mathematically proficient students

Notice if calculations are repeated, and look both for general methods and for shortcuts.
When solving problems, maintain oversight of the process while attending to the details, and continually evaluate the
reasonableness of results.

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Lesson Preparation and Planning Form