Flipped Classroom Lesson Plan

Your Name: Kaylyn Reynolds

Type of lesson: Flipped Classroom

Lesson Plan Title: Graphing Linear Equations

Discipline/Topic: Mathematics / The topic of this lesson is Graphing Linear Equations and it
will cover how to graph linear equations in equations in y = mx + b form on a coordinate grid.

Target Population:
Grade Level: Junior High (7 9)
Population Characteristics: This lesson is designed for a seventh grade honors
mathematics class. The students in this class are eager to learn and math is a skill that
comes naturally to many of them. They tend to ask deeper level questions and I am able
to go more in depth with them on certain topics. While they enjoy the discussion that
occurs during a lesson, technology does seem to increase their engagement.
Lesson Groupings: Small Group (Partner)

Curriculum Links: This lesson is the final lesson of the Linear Expressions unit in seventh
grade, an eighth grade topic briefly introduced to students prior to moving on to ninth grade
algebra. This chapter follow a chapter on single variable equations, so students should have a
basic understanding of equations. Additionally, slope was introduced during the first unit of the
year, Ratios and Proportions. So far in the current chapter, students have learned about the
components of a linear equation and are able to determine the slope and y-intercept of a line.
They will use this prior knowledge to complete notes, practice problems, and an activity on
graphing linear equations. Following this lesson, students will review to complete an assessment
on the chapter.

Objectives: Students will be able to

1. Determine the slope and y-intercept of a line from an equation.

2. Use the slope and y-intercept of a line to graph a given line on a set of axes.

List the ISTE Student Standards objectives with which your lesson plan aligns.

Knowledge Constructor: use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways.
Computational Thinker: break problems into component parts, extract key information,
and develop descriptive models to understand complex systems or facilitate problem-
solving.
Creative Communicator: communicate complex ideas clearly and effectively by
creating or using a variety of digital objects such as visualizations, models or simulations.
 Global Collaborator: contribute constructively to project teams, assuming various roles
and responsibilities to work effectively toward a common goal.

Materials and Timing:

Materials: For this lesson, the following materials are required:

o Projector/SMART Board
o iPads for each pair of students
o Chapter notes for students to reference
o Flipped Lesson Video: https://youtu.be/ENMiB5bzvAU
o Geogebra Graph the Line App: https://www.geogebra.org/m/WVGxwKKn
o Homework Sheet

Timing: 1-45 minute period

Scope and Sequence:

Online:

Flipped Lesson Video (7:35)

o Before class, students will watch the Graphing Lines from Equations video on Google
Classroom and take notes along with it on the note sheet provided.
Students are encouraged to rewind and re-watch as much as necessary.
o After students feel they have an adequate understanding of the material, they will
answer the five multiple-choice questions listed on Google Classroom.
Students are also encouraged to ask any additional questions in the comment
section of the video.

Classroom:

Introduction: Graphing Linear Equations (5 7 min.)

o Students will individually complete a warm-up in which they will graph two linear
equations.
o This warm-up will serve as a formative assessment of the video lesson and as a
preparation for the days activity.
As students work, I will circulate the room to evaluate individual understanding to
determine which students watched and understood the video.
o Once the majority of the class has finished, we will go over the warm-up together to
ensure each student sees the correct solution.
Review of Flipped Video (~5 min.)
o As a class, we will discuss the questions asked on Google Classroom based on the
Flipped Video.
I will address any commonly missed multiple choice questions and/or any
questions students ask, either on Google Classroom or in person.
Geogebra Graph the Line App (10 min.)
o With a partner, students will graph as many lines as possible during the next ten
 minutes (a timer will be set) on the Geogebra Graph the Line App, keeping track of
how many they are able to graph correctly.
o While students are working, I will circulate the room to aid students and to evaluate
class-wide and individual understanding.
Practice Homework (20 min.)
o For the remainder of class, students will work (individually or with a partner) on
additional practice problems related to graphing equations.
Questions #5 and #6 are labeled with an * as they require students to incorporate
prior knowledge of equations, not reviewed in the video lesson. These questions
serve to integrate review into the lesson and to show students the connection
between this lesson and previous lessons.
o This will serve as the homework portion of the lesson, based on the video lesson
students have watched.
o While students are working, I will circulate the room to aid students and to evaluate
class-wide and individual understanding.
Exit Ticket (5 min.)
o Students will answer a short answer question on Google Classroom prior to exiting
the class which asks them to write the equation for a line provided on a graph.

Evaluation of Students:

Needs
Objectives Good/Satisfactory Excellent
Improvement

Less than 7 slopes/y- 7 or more slopes/y- 10 or more slopes/y-

1. Determine the
intercepts are intercepts are intercepts are
slope and y-
correctly identified correctly identified correctly identified
intercept of a line
on the Geogebra on the Geogebra on the Geogebra
from an equation. Graph the Line App Graph the Line App Graph the Line App

2. Use the slope and

Less than 7 lines are 7 or more lines are 10 or more lines are
y-intercept of a
correctly graphed on correctly graphed on correctly graphed on
line to graph a
the Geogebra Graph the Geogebra Graph the Geogebra Graph
given line on a set
the Line App the Line App the Line App
of axes.

Evaluation of the lesson:

I will judge the effectiveness of this lesson based on informal assessments during the lesson and
a formal assessment of each students homework after the lesson. During the lesson, I will
evaluate the degree to which students are able to correctly identify slopes and y-intercepts in
given equations, and then use these components to graph a line. I will know in the moment that
the lesson is successful if the majority of the class is able to graph at least seven lines with little
to no aid. While performing this informal evaluation, I will be cognizant of specific difficulties
multiple students are struggling with to determine if I should spend further time reviewing it
prior to starting a new topic, or during review of the chapter. If a certain issue arises constantly, I
will also take into account how I teach that topic in the future. When grading the classs
homework, I will be able to see more clearly which students have a good understanding of
graphing linear equations and which students are still struggling. I will also be able to further
analyze class-wide understanding of this topic to guide my future instruction.

Lesson Materials:

Flipped Video Guided Notes

Lesson 5: Graph Lines given Equations

Reminder!

Slope Intercept form

y = m x + b

where m = ________________

and b = __________________________________

*Label the x-axis and y-

axis.

y = 3x + 1
STEP 1: Plot the
____________________________________.
*Note: If there is no y- intercept given, the y-
intercept is ___________________.
STEP 2: Use the ____________________________, to
graph more points.

*Note: If the slope is a whole number, put it
over 1.

STEP 3: Connect your points, draw arrows

on each end of the line, and label your line
with the given equation.

!
y = -2x 4 y = !x

Now answer the following questions on Google Classroom before coming to

class tomorrow.

1. What two numbers do you need to graph the equation of a line?

2. What does the letter m represent?

3. What does the letter b represent?

 4. Where do you begin when graphing a line?

5. How do you figure out more points on a line? (AKA how do you move?)

Still have questions?? Post on Google Classroom or write them here to ask
me in person tomorrow.

In Class Warm Up:

Directions: Given the following equations, graph and label each line.
!
1.) y = 3x 3 2.) y = !x 2

In Class Homework:

Practice: Given the following equations, graph each line.

1.) y = x + 3 2.) y = -x 1

 !
3.) y = - x + 2 4.) y = 4x
!

*5.) 2x + y = 1 *6.) 3y = 3x 9

Exit Ticket:

Directions: Write the equation of the following line.