Name:_Cory Flake_____________________________________________ DATE:__04/20/11_____________ GRADE___9-12___________________ LEVEL:___Algebra 2 Regular level______________________ TITLE:_____Road Grade and Slope_(50 minutes)_________________________ OBJECTIVE(S): Students will

understand how to interpret road grade signs as an expression of slope. Students will know how to calculate slope and interpret it in the context of highways and roads. Students will be able to do: i. ii. Use survey equipment to find the slope or grade of a hill. Collect data and synthesize it into linear slope and functions.

ALIGNMENT OF OBJECTIVE(S) TO STATE CONTENT AREA STANDARDS Content Area: Patterns, Algebra, Functions Standard Label: Concept 2: Functions and Relationships Grade Level Span: 11 - 12 Performance Indicator(s): PO1. Express and solve problems that can be modeled using linear, quadratic, logarithmic, exponential, cubic, reciprocal, absolute value, and step and other piecewise-defined functions; interpret their solutions in terms of the context. Rationale: Taking data from survey equipment and creating linear functions. ASSESSMENT: Formative: I will observe the progress of the group work during the activity. I will ask questions as the groups are calculating the grades in the classroom. I will have the students draw a road grade sign with the results of their group activity and require them to turn this in before leaving class. Summative: A test on use of functions will be given at the end of the unit.

PRIOR KNOWLEDGE/SKILLS: The students know what slope is from prior math classes. The students will have seen a road grade sign. The students know subtraction and division necessary to calculate slope. INTEGRATION OF SUBJECT MATTER: Physics GROUPINGS: Groups of three students will be organized during work activity. Each student will be given an assignment in the groups: two students to operate the survey equipment and one student to record the data. Grades will be assessed based on observations from the teacher during the activity. DIFFERENTIATED INSTRUCTION STRATEGIES:

Verbal Group discussions on the topics of the lesson. Logical Students will calculate the grade of the hill as the slope. Visual Students will see pictures of Road Grade signs. Students will draw their own grade sign. Intrapersonal Students will draw their own sign privately. Interpersonal Group work on the assignment and discussions on the material. Kinesthetic Students will move outside and up and down a hill to work on the activity. Musical Not applicable for lesson

MODIFICATIONS/ACCOMODATIONS: I will review student's IEP/504 and make appropriate modifications and accommodations.

EXTENSIONS: Physics MATERIALS, RESOURCES, and TECHNOLOGY: Teacher materials: Desk camera and projector, pictures of road grade signs, white board, dry erase markers, survey equipment, clipboard, rubric for grading, paper, and pen. Student Materials: Road grade handout, notepaper, writing utensils, calculator. SOURCE FOR LESSON PLAN AND RESEARCH: The survey equipment is borrowed from Arizona Department of Transportation.

LESSON: See DETAILS of LESSON PLAN: ARIZONA STANDARDS FOR INITIAL CERTIFICATION: I am meeting the following standards though this lesson plan: Standard 5: The Teacher collaborates with colleagues, parents, the community, and other agencies to design, implement, and support learning programs that develop students' abilities to meet Arizona's academic standards and to transition from school to work or post-secondary education. The performance assessment shall measure the extent to which the teacher: 5.2 Collaborates with other professionals and agencies to improve the overall learning environment for students 5.3 Accesses community resources and services to foster student learning 5.5 Collaborates with colleagues to meet school and district goals Standard 7: The Teacher has general academic knowledge as demonstrated by the attainment of a bachelor's degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona academic standards: 7.1 Skills and concepts related to the subject area 7.1b At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she being certified to teach 7.3 Debates and processes of inquiry that are central to the discipline 7.5 Connections between knowledge of the subject areas and real life situations at the level of the students being taught Standard 8: The Teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and asses student learning. The professional knowledge assessment shall measure the extent to which the teacher has knowledge of: 8.4 Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals 8.6 Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community of student learning 8.7 Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work 8.8 Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts 8.11 Services and resources to meet the needs of exceptional children and how to access the services and resources 8.12 Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system8.13 Laws and ethics related to student, parent, and teacher rights and responsibilities

DETAILS OF LESSON PLAN PARAGRAPH ONE: The classroom should be arranged in one block of desks facing the main white board. There should be 5 columns with 5 rows of desks. The class seating chart is located to the right of my computer and should have current pictures with names for easier recognition. The class is already divided into groups of three and the list is under the seating chart. There is a podium to the right of the White Board to stand while giving instruction. You will need to use the camera at the podium to show the Road Grade sign pictures and Road Grade handout (see attached). The students will be working in groups to record vertical height of a hill at two points. The students will then calculate the slope of the hill at these two points. This lesson is useful for students to see a real life example of the use of slope. The lesson can help the students to learn that slope is important for building roads outside of school. See standards for Arizona Math above ANTICIPATORY SET: (3 minutes): Discussion. Have the road grade pictures (see attached) displayed on the camera that is shown on the board as students walk into the room. Have the groups start a discussion with Have you ever traveled by car and seen these signs? What do they mean? Why are they displayed on the highway? While students are working on the Anticipatory Set, attendance must be taken and reported on the computer for any absences or tardies. After attendance is taken walk and listen to discussions. The class should have followed established procedures to turn homework in before starting the anticipatory set. All previous homework assignments are on the board to the left of the main whiteboard so there should not be any questions from the students.

PARAGRAPH THREE: (10 minutes): Display Road Grade handout on the camera (see attached). Have student volunteers read the instructions for the whole class to listen. Ask the students if they have any questions about what they are to do. Ask the students to separate into their groups and choose the members for the tasks of the activity. Pass a handout to each group and have the students write their names at the top right hand of the handout. Remind the students to be quiet while in transition. After five minutes signal the group members that need to learn how to use the survey equipment come to the teachers desk for a demonstration. PARAGRAPH FOUR: (32 minutes): Do the activity. Walk with the students to the hill and show them the survey equipment. Please ask the students to have extra care with the equipment as it is borrowed from the Arizona Department of Transportation for this activity. Observe the groups progress as they complete the activity and record the data by moving from group to group. Complete the Rubric for grading group interaction (see attached).

Walk the students back to the room. Ask the students to start and finish the calculations necessary to figure out the slope and grade. Walk among the groups for individual questions. Write an example of slope calculation on the board for reference. Point out that the slope will be negative, but the grade will be positive and understood as going downward.

CLOSURE: (5 minutes): Start a discussion about the importance of grade signs and slope. Answers may include: drivers of cars and trucks need to anticipate the need to use brakes if their speed is too much, as slope is steeper gravity makes vehicles go faster without the use of the gas pedal. Allow five minutes for whole class discussion. Ask the students to draw a road grade sign of their own and place the results of their activity as the grade percentage. This drawing will allow them to exit the classroom. REFLECTION:

Name: Name: Name: Road Grade Handout Algebra II Data Sheet Instructions

1. Assign two group members to take the survey equipment. The members need to come to me to learn how to use the equipment and record the data (height). 2. Assign one group member to record the data on this handout. 3. One student will stand at the base of the hill and one will stand at the top of the hill. 4. Place the survey rods on the marked lines at the top and base of the hill. 5. The student at the top will look into the telescope and speak the change in vertical height to the recorder. 6. Repeat 2 times to receive an average for better accuracy. 7. Move top survey rod to Lower spot and repeat steps 3 6.
Data: Placing the survey rods on the lines controls the horizontal distance between the rods. Data Point 1 2 3 Greater Height ft ft ft Lower Height ft ft ft

Calculations

1. Take the average of the data. 2. Use 30ft for the lower height and 60 ft for the greater height for the horizontal distance. 3. Calculate the slope or grade.
Greater Height (40 ft) Average vertical drop in height Slope calculation Grade calculation Lower Height (20 ft)

Rubric for Grading Group Interaction (Six Groups) Group # Do all of the members of the group interact according to the handout? Everyone participates Two members participate No one participates Do all of the members of the group interact according to the handout? Everyone participates Two members participate No one participates Do all of the members of the group interact according to the handout? Everyone participates Two members participate No one participates Do all of the members of the group interact according to the handout? Everyone participates Two members participate Does the group follow instructions by setting the equipment in the right places Correct placement at both lines Correct placement at one line No correct placement on lines Does the group follow instructions by setting the equipment in the right places Correct placement at both lines Correct placement at one line No correct placement on lines Does the group follow instructions by setting the equipment in the right places Correct placement at both lines Correct placement at one line No correct placement on lines Does the group follow instructions by setting the equipment in the right places Correct placement at both lines Correct placement at one line Is the handout completed neat and orderly Group Score

5 points 3 points 0 points

Handout complete and neat Handout not complete but neat Handout not complete or neat Is the handout completed neat and orderly Group Score

Group #

5 points 3 points 0 points

Handout complete and neat Handout not complete but neat Handout not complete or neat Is the handout completed neat and orderly Group Score

Group #

5 points 3 points 0 points

Handout complete and neat Handout not complete but neat Handout not complete or neat Is the handout completed neat and orderly Group Score

Group #

5 points 3 points

Handout complete and neat Handout not complete but neat

0 points Group #

5 points 3 points 0 points

No one participates Do all of the members of the group interact according to the handout? Everyone participates Two members participate No one participates Do all of the members of the group interact according to the handout? Everyone participates Two members participate No one participates

No correct placement on lines Does the group follow instructions by setting the equipment in the right places Correct placement at both lines Correct placement at one line No correct placement on lines Does the group follow instructions by setting the equipment in the right places Correct placement at both lines Correct placement at one line No correct placement on lines

Handout not complete or neat Is the handout completed neat and orderly

Group Score

Handout complete and neat Handout not complete but neat Handout not complete or neat Is the handout completed neat and orderly Group Score

Group #

5 points 3 points 0 points

Handout complete and neat Handout not complete but neat Handout not complete or neat

Road Grade Sign Pictures