Teacher: Terri Bello Date: January 28, 2014 Subject: Algebra 1, Grade 9 Number of Students: 5 Time of Lesson: 11:04

- 11:54 Length: 50 minutes Curriculum Frameworks Algebra I: Interpret the structure of expressions Interpret linear models 7. Interpret the slope (rate of change) and (constant terms) of linear model in context of the data (HSS-ID.C.7 page 105). Objective: Students will conceptually understand slope distinguishing between positive and negative, undefined and zero, as well as steep and shallow lines 2. Pre-requisite skills/ knowledge Students have exposure to the motion detector, which will be used in order for them to discover for themselves the significance of rate of change 3. Schedule and Pacing: a. Warmup: students will review function notation and graphing functions to use input and output values to graph a linear function (6 minutes) b. Notes on slope: Students will use class sort from Monday to engage in conversation about different types of lines those with positive slope and yintercept, positive slope and negative y-intercept etc about different types of graphs (10 minutes) c Acitivity: Students will use a motion detector to walk lines discovering themselves positive versus negative slope, rate of change and undefined versus zero( 10 minutes) d. Sort and categorize: Students separate cards into positive and negative, zero and undefined slope, if finish early students estimate slope of each card one a separate piece of paper (opportunity to practice using m for slope and gaining number sense to be able to identify potentially miscalculations e. Ticket out (5 minutes) f. Homework: Labeling slope worksheet and video restating ideas of slope http://education-portal.com/academy/lesson/graphing-undefined-slope-zero-slopeand-more.html#lesson (6 minute video and quiz take a screen shot of quiz) 4. Materials: -Warmup -Notes one slope -Notes template -Ranger (motion detector) -Graphs to make for ranger -Linear sorting cards -Ticket out -Homework instructions

5. IEP Goals/ Objectives / Benchmarks a. Given explicit instruction, Student A will demonstrate increased independence and accuracy in the execution of math calculations pertaining to slope through using abstract knowledge on slope to locate and fix arithmetic mistakes. b. Student B will be able to take accurately copy notes from the board independently on 8 out of 10 measured occasions. Annual Goal: a. When presented with two different problems regarding the same mathematical skill, and prompted by his instructor, Student A will be able to identify the key differences between them on 7 out of 10 measured occasions. 6. Specially Designed Instruction (modifications) There are no modifications in this lesson plan only accommodations. However, the depth and breath of the curriculum covered in regards to understanding linear functions is less than a traditional Algebra 1 high school class. 7. Accommodations / Adaptations a. Students with learning disabilities often have difficulty calculating slope because of arithmetic challenges. The goals is that students will learn to abstractly understand slope and therefore use this conceptual understanding to correct miscalculations such as forgetting that a negative times a negative is a positive. Instead they will see that line goes up and remember discussion from the activity and recognize the positive slope. This hand on approach to teaching this material makes the information more accessible and allows students the opportunity to engage with content without being burdened by adding and subtracting numbers. b. Students will be taught to use a template in order to help them focus in on important information Students will be given a template instead of taking their own notes, and will be required to copy key words onto template from the board. Small class size

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8. Possible Problems and Solutions Students fly through ranger activity since they already have exposure to it. A possible extension in order to make the lesson more challenging is to have students start deriving and estimating the equations of these linear functions focusing only on the slope. 9. Lesson Closure Students will label positive, negative, zero, and undefined slope from linear graphs

10. Assessment Students will label positive, negative, zero, and undefined slope from linear graphs and homework (quiz) Homework: Labeling slope worksheet and video restating ideas of slope http://education-portal.com/academy/lesson/graphingundefined-slope-zero-slope-and-more.html#lesson (6 minute video and quiz take a screen shot of quiz)