SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: August 10, 2014

Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will help to guide your students
through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction, Body, and Closure sections. After considering the needs of the
majority of your students, remember to consider the specific needs of striving readers, English learners, students with learning needs, and advanced students. This
will help you with pacing and delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.

Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAME /CO-TEACHER NAME:

Tony Gonzalez

SUBJECT:

Algebra 1

COURSE TITLE, GRADE LEVEL(S):

Algebra 1, Grade 9

UNIT DESCRIPTION ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE SENTENCE):

The lesson is the first of two lessons on connecting equations to graphs. The second part will focus more
on the slope and vertical intercept.

LESSON TITLE:

Unit 2 Lesson 10: Connecting Equations to Graphs (Part 1)

INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION:

The instructional resource is IM (Illustrative Mathematics). Presentation slides have been created for the
lesson based on the teacher guide provided. The “Student Task Statement” handouts were used from IM. The
“Cool Down” handout was also used from IM which will be used as an exit slip to check understanding. Lastly,
there is a “Practice Problem” handout to be given as homework in order to reinforce the activities learned today,
if necessary.

CLASS DESCRIPTION

Period 2: There are a total of 32 students. There are 12 males and 20 females. All students are Hispanic,
except 1 who is African American. There are 17 students are classified as English Learners, however, 11 have
been reclassified as to fluent English. There are 4 students with special needs.
LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)

HOW WOULD YOU SUMMARIZE THE LESSON? IF YOU WERE ASKED TO DESCRIBE YOUR LESSON TO A PRINCIPAL, A SUBSTITUTE TEACHER, OR PARENT/GUARDIAN,
WHAT INFORMATION WOULD YOU PROVIDE? THE SENTENCE FRAMES BELOW MAY HELP GET YOU STARTED.

The purpose of this lesson is to….

The purpose of this lesson is to analyze how the numbers in an equation ax + by = c are reflected on its
graph and are related to the rate of change in the relationship.

You will see students engaged in….

The students will be engaged in creating a linear equation of the form ax + by = c and interpret points on
the graph in context. The students will understand that different forms of a linear equations can give different
insights about the relationship it represents and about the graph.

You, the teacher, will ….

The teachers will guide the students throughout the lesson and activities.

The evidence that students demonstrate mastery of the content or perform the expected skills will include….

The evidence that students demonstrate mastery of the content will occur towards the end of the class.
The students will be given an exit ticket called a “Cool Down”. This activity serves as a brief checkpoint to
determine whether students understand the main concept of the lesson. This will also determine if further
instruction on this lesson is needed.
STANDARDS AND OBJECTIVES
CONTENT STANDARD (S)—IF COMMON CORE ENGLISH LANGUAGE OBJECTIVE (S) OF LESSON
STATE STANDARDS DEVELOPMENT STANDARDS (ELD)
APPLICABLE (STUDENTS WILL BE ABLE TO….)
ENGLISH LANGUAGE
ARTS AND LITERACY
IN HISTORY/SOCIAL
STUDIES, SCIENCE,
AND TECHNICAL
SUBJECTS,
PUBLICATION
VERSION
OR
MATHEMATICS,
PUBLICATION
VERSION WITH
FEBRUARY 2014
CORRECTIONS
COPY AND PASTE THE RELEVANT STANDARDS INTO COPY AND PASTE COPY AND PASTE THE RELEVANT PAY CLOSE ATTENTION TO HOW YOU WRITE YOUR INSTRUCTIONAL
THIS AREA. THE RELEVANT STANDARDS INTO THIS AREA. OBJECTIVES. THEY SHOULD BE SPECIFIC, CONCISE, MEASURABLE, AND
STANDARDS INTO OBSERVABLE.
THIS AREA. REVIEW THE URL FOR WRITING INSTRUCTIONAL OBJECTIVES:
HTTP://WWW2.GSU.EDU/~MSTMBS/CRSTOOLS/COGVERBS.HTML

HSA-CED.A.3: Represent constraints by ELD 09-10.1.A.1: Students will describe the connections
equations or inequalities, and by systems Exchanging between an equation of the form
of equations and/or inequalities, and information and Ax+By=C, the features of the graph, and
interpret solutions as viable or non-viable ideas with others the rate of change in the situation.
options in a modeling context. For through oral
example, represent inequalities describing collaboration Students will be able to graph a linear
nutritional and cost constraints on discussion on a equation of the form Ax+By=C.
combinations of different foods. range of social and
academic topics. Students will construct meaning by
HSA-CED.A.4: Rearrange formulas to rewriting the equation for a line in different
highlight a quantity of interest, using theELD 09-10.1.B.5: forms and explain that it is easier to find
same reasoning as in solving equations. Listening actively certain kinds of information about the
For example, rearrange Ohm’s law V = to spoken English relationship and about the graph.
IR to highlight resistance R in a range of social
and academic
HAS-REI.D.10: Understand that the graph context.
of an equation in two variables is the set
of all its solutions plotted in the ELD 09-10.1.C.12:
coordinate plane, often forming a curve Selecting and
(which could be a line) applying varied and
precise vocabulary
and other language
resources to
effectively convey
ideas.
ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S (SUMMATIVE)
Add boxes as needed.

TYPE PURPOSE IMPLEMENTATION FEEDBACK STRATEGY HOW WILL THE

(TITLE/ AND FORM)
IS THIS A FORMAL OR INFORMAL
ASSESSMENT? IS IT EL, PM, OR
S?
HOW DOES THIS ASSESSMENT
BENEFIT INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S) DOES
THIS ASSESSMENT ALIGN?
DESCRIBE HOW WILL YOU, THE
TEACHER, ADMINISTER THE
ASSESSMENT?
INDIVIDUAL OR GROUP? IN-CLASS
OR OUT?
(TO THE STUDENTS)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/ CORRECT
ANSWERS?
ASSESSMENT INFORM YOUR
TEACHING
HOW WILL YOU, THE TEACHER,
MAKE DECISIONS ABOUT RE-
TEACHING?

IF ALL STUDENTS DO POORLY ON

THE ENTIRE ASSESSMENT, THE
TEACHER MAY…

IF ALL STUDENTS DO PARTICULARLY

WELL ON AN ASSESSMENT, THE
TEACHER MAY…

IF THE RESULTS ARE MIXED, THE

TEACHER MAY….

EL: Warm Up Previously, students The students will be This warm-up Later in the lesson,
have written and arranged in groups prompts students to students will dig
10.1 Games and interpreted of 2. The students interpret and make deeper into what
Rides equations that will be a couple of sense of some the parameters and
model quantitative minutes of quiet equation in context, graphs of the
relationships and work time and then familiarizing them equation reveal.
constraints. They another minute to with the quantities
have also share their response and relationships. Review individual
rearranged and with their partner. work.
solved equations, Followed with a Partner discussion.
isolated one of the whole class Review partner
variables, and discussion. Whole class discussions.
explained why the discussion
steps taken to Individual work Whole class
rewrite equations time. discussion.
are legitimate.
Partner discussion.
Throughout this
lesson, students will Whole class
use a context that discussion.
involves two
variables-the
number of games
and the number of
rides at an
amusement park-
and a budgetary
constraint.
PM – Class In this lesson, Students start by Students will see Ensure students
Activity 1 students consider interpreting linear that is form offers share these
how parts of two- equations in useful insights interpretations:
10.2 Graphing variable linear standard form, about the quantities Equation 1 –
Games and Rides equations- the Ax+By=C, and and constraints Games and rides
parameters and using them to being represented. cost $1 each and
variables-relate to answer questions They also notice they are spending
features of the and create graphs. that graphing $20 on them.
graph of those equations in this Equation 2 –
equations. Students will be form is fairly Games cost $2.5
given a minute of straightforward. each and rides cost
The students will quiet time to think $1 each and they
also think about about what each Students will then are spending $15 on
how different forms equation given analyze the graphs them.
of two-variable means in the to gain other Equation 3 –
equations affect the situation and then insights. Students Games cost $1 each
information we discuss their will determine the and rides cost $4
could gain about interpretations. rate of change in each and they are
the relationships each relationship spending a total of
between the Students will be in and find the slope $28 on them.
quantities and about groups of 3-4. and vertical
the graph. Assign one intercepts of each Review individual
equation to each graph. Then work.
This activity is the group. The group rearrange the
first of serval that will then answer the equation to isolate Review group
draws students’ questions for that y. discussions.
attention to the equation.
structure of linear Few minutes to Whole class
equations in tow Individual quiet discuss their discussion.
variables, how it work time. responses with their
relates to the graphs group and resolve Select students to
of the equations, Few minutes to any disagreements. briefly share the
and what it tells us discuss their graphs and
about the situation. responses with their Then followed by responses.
group and resolve whole class
any disagreements. discussion.

If groups finish
early, then answer
the question for the
next equation of
their choice.

Then followed by
whole class
discussion.
PM – Class In this lesson, Graphing the In this activity, only Teacher to notice
Activity 2 students consider equation involves whole numbers graphing decisions
how parts of two- some decisions. values are made by students.
10.3 Nickels and variable linear The axes of the meaningful for both
Dimes equations- the blank coordinate variables (i.e. the Identify students
parameters and plane are not number of nickels who draw a discrete
variables-relate to labeled, so students and number of graph (points not
features of the need decide which dimes). connected) to share
graph of those quantity goes on with class.
equations. which axis which Students will
affects what each consider whether Some students who
The students will point on the graph decimal solutions wish to change their
also think about represents. are reasonable in equation from
how different forms the situation. standard form to
of two-variable Students could also slope intercept form
equations affect the choose to draw a may get stuck
information we continuous graph (a because they are
could gain about line) or a discrete not sure whether to
the relationships graph (using points solve for n or d.
between the only- not Either choice is
quantities and about connected) acceptable but this
the graph. is a good
Students will be in opportunity for
This activity serves groups of 3-4. students to think
2 practice goals: through the
writing and implications of
graphing linear their choice.
equations of the
form Ax+By=C to Check for
represent a understanding by
constant, and asking in the form
interpreting point of y=mx+b which
on a graph in terms variable goes on the
of the situation it horizontal axis and
represents. which goes on the
vertical axis.

Others may wish to

graph using the
standard form
equation without
rewriting it into
another form. Ask
if they can identify
two points on the
graph, for example,
how many nickels
if there were 0
dimes, 1 dime, 2
dimes?
S – Cool Down
To help students Students to Student to discuss Teacher to review
consolidate their consider to responses with the responses
work in this lesson themselves first and partners / groups. between the
the teacher will then with a partner students / groups.
discuss a few the questions posed
questions. by the teacher.

Teacher will then The student will The “Cool Down” Teacher to review
pass out a “Cool complete the “Cool will be reviewed the “Cool Down”
Down” worksheet Down” worksheet the following day prior to the next
to each student. prior to leaving the as a group. Students lesson in order to
classroom – Exit to discuss results of address any new
Slip. the “Cool Down”. misconceptions
students may have.
LESSON INTRODUCTION/ANTICIPATORY SET
HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME: TEACHER(S): STUDENTS:

LENGTH IN DESCRIPTION: DESCRIPTION:
MINUTES:
10.1 Games and Rides 10.1 Games and Rides
5-10
The teacher will present the following Students will have a couple of minutes of quiet work time:
context: The students will determine (1) which equation represents
“Jada has $20 to spend on games and the relationship between the number of games, x, and the
rides at a carnival. Games cost $1 each number of rides, y, that Jada could do if she spends all her
and rides are $2 each.” money: (a) x+y=20; (b) 2x+y=20; (c) x+2y=20. Then (2)
explain what each of the other two equations could mean in
Teacher will give a couple of minutes this situation.
of quiet work time.

Teacher will then give another minute Students will then share their response with their partners.
for students to share their response
with their partner.

Teacher will invite students to share
their interpretations of the equations in
a whole class discussion.
Most students are likely to associate
the 20 in the equation with the $20 that
Jada has, but some students may
interpret it to mean the combined
number of games and rides Jada enjoys
which is natural to do for x+y=20. If
this interpretation comes up,
acknowledge that it is valid.
Students will then participate in a whole class discussion.
Responses:
(1) Equation (c) represents the relationship
(2) A: Jada spends $20 on games and rides, which are
$1 each or the combined number of games and rides
that Jada enjoys is 20; B: Jada spends $20 on games
and rides, where games are $2 each and rides are $1
each.
BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME: TEACHER(S): STUDENTS:

LENGTH IN DESCRIPTION: DESCRIPTION:
MINUTES:
10.2 Graphing Games and Rides 10.2 Graphing Games and Rides
20-25
Teacher will tell students that they will Students will listen to the teacher as he/she reads the
now interpret some other equations opening paragraph found in the task statement.
about games and rides. Students will
also use graphs to help make sense of
what combinations of games and rides
are possible given certain prices and
budget constraints.

Teacher will read the opening

paragraph in the task statement and
display the 3 equations for all to see,
“Here are the 3 equations. Each
represents the relationship between the
number of games x, the number of
rides, y, and the dollar amount a
student is spending on games and rides
at a different amusement park.”

Display- Students will review the 3 equations displayed on the

Equation 1: x+y=20 PowerPoint presentation. Students will use the one minute
Equation 2: 2.5x+y=15 of quiet time to think about what each equation means in the
Equation 3: x+4y=28 situation.

Teacher will give students a minute of Students will discuss their interpretation which should be
quiet time to think about what each the following:
equation means in the situation Equation 1 – Games and rides cost $1 each and they are
presented in their handouts. spending $20 on them.
Equation 2 –
Teacher to discuss students Games cost $2.5 each and rides cost $1 each and they are
interpretations which should be the spending $15 on them.
following: Equation 3 –
Equation 1 – Games and rides cost $1 Games cost $1 each and rides cost $4 each and they are
each and they are spending $20 on spending a total of $28 on them.
them.
Equation 2 –
Games cost $2.5 each and rides cost $1
each and they are spending $15 on
them.
Equation 3 –
Games cost $1 each and rides cost $4
each and they are spending a total of
$28 on them.
 Teacher will arrange students in groups Students are arranged in groups of 3-4.
of 3-4.

Teacher will assign one equation to Students assigned one equation to each group.
each group.

Teacher will ask them to answer the Students to answer the questions for that equation found in
questions for that equation (see the “Student Task Statement”
questions 1-7 on student task sheet:
graphic organizer)

Teacher will give students 7-8 minutes Students given 7-8 minutes of quiet work time (individual)
of quiet work time, and then a few to work on the questions.
minutes to discuss their responses with
their groups and resolve any
disagreement.

Teachers will ask groups that finish Students given a few minutes to discuss their responses with
early to answer the next question as a their groups and resolve any disagreements (3-7 minutes).
second equation.

Groups that finish early can be asked to answer the

questions for a second equation.

Teacher will then have a whole-class Students to discuss as a whole class – activity synthesis
discussion – activity synthesis

LENGTH IN DESCRIPTION: DESCRIPTION:

MINUTES: 10.3 Nickels and Dimes
10-15
This activity serves two practice goals:
writing and graphing linear equations
of the form Ax+By=C to represent a
constraint, and interpreting points on a
graph in terms of the situation it
represents.
Teacher will arrange students in groups
of 3-4.
10.3 Nickels and Dimes
In this activity students will consider whether decimal
solutions are reasonable in the situation.
Students to decide which quantity goes on which axis and
its impact.
Students to decide between continuous graph vs a discrete
graph.

Teacher presents the following Students to listen to the situation presented to them.
situation to the students: “Andre’s coin
jar contains 85 cents. There are no
quarters or pennies in the jar, so the jar
has all nickels, all dimes, or some of
each”

Teacher will give the students a few Students to take a few minutes to answer the questions on
minutes to answer the questions in their handouts, individually.
presented in their handouts -
(Individually)
Teacher will ask groups to discuss
results with their groups.
Teacher to have students share their
graph that have been previously
identified to discuss – display on
screen/overhead projector
Teacher to discuss as a whole class and
address any misconceptions, for
example, do they solve for n or d –
either choice is acceptable.
Ready for More – if time permits
Teacher to present a different situation:
“What are all the different ways the
coin jar could have 85 cents if it could
also contain quarters?”
Class discussion on the different ways
the coin jar could have 85 cents if it
included quarters.
Students to discuss the results with their groups
Previously identified students to share their graphs.
Students to discuss as a whole class
Students to understand all graphs selected are acceptable
representation of the relationship between the quantities.
Showing only dots may be time consuming (discrete
graphs) vs showing a line may be quicker to see possible
solutions and used for problem solving
Ready for More – if time permits
Students to think for themselves and list the various
combinations, such (N,D,Q) = (8,2,1), (2,0,3), (0,1,3), there
are about 22 different ways.
Students list different ways of 85 cents if the jar included
quarters.
LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT YOU, THE TEACHER, (S) AND STUDENTS WILL BE DOING,
INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME: TEACHER(S): STUDENTS:

LENGTH IN DESCRIPTION: DESCRIPTION:
MINUTES:
10.4 Kiran at the Carnival (Exit Slip: 10.4 Kiran at the Carnival (Exit Slip: Cool Down)
5-10 Cool Down)

Prior to exit slip, teacher to summarize Student to review lesson with teacher by responding to the
lesson to help students consolidate their questions presented, such as,
work by discussing questions as such (1) In this example, the standard form allows us to see
as: the cost per ride, the cost per game, and the budget.
(1) We saw equations in different (2) It gives us the slope and y-intercept of the graph.
forms representing the same The slope tells us what is given up in terms of rides
constraints, for example, for each additional game played. The y-intercept
x+4y=28 and y=-1/4x+7, both tells us how many rides are possible when no games
represent the games and rides are played.
that a student could do with a (3) Substituting 0 for x or for y in the equation gives us
fixed budget. What information (x,0) and (0,y) which are the horizontal and vertical
about the situation and about the intercepts of the graph. We could use two other
graph can we gain from the points, as well, but using 0 eliminates one of the
standard form Ax+By=C? variables, simplifying the calculation. You can also
(2) What information does the isolate y and rearrange the equation into slope-
slope-intercept form give us? intercept form which would show us the y-intercept
(3) What might be an efficient way and the slope.
to graph an equation of the form
Ax+By=C?

Teachers pass out “Cool Down” to each Students review and complete exit slip prior to leaving the
student. classroom.

The exit slip presents the following
situation: “Kiran is spending $12 on
games and rides at another carnival,
where a game costs $0.25 and a ride
costs $1.
Students to write an equation to represent the relationship
between the dollar amount Kiran is spending and the
number of games, x, and the number of rides, y, he could
do. The student will also select the graph that represents the
relationship.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

X ONE TEACH, ONE ASSIST

▢ DIFFERENTIATED TEACHING

▢ SUPPLEMENTAL TEACHING

▢ STATION TEACHING

X TEAM TEACHING

▢ PARALLEL TEACHING

X ONE TEACH, ONE OBSERVE

 ▢ NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS (INCLUDING ASSESSMENTS)
FOR THE LESSON.

▢ ENGLISH LEARNERS ▢ STRIVING READERS ▢ STUDENTS WITH IDENTIFIED ▢ ADVANCED STUDENTS

SPECIAL NEEDS

During the group
discussions, the teacher
will listen for and collect
languages students use
to describe the meaning
of the equations.
Visual display will
provide students with a
resource to draw
language from during
small group and whole
group discussions
Help students to analyze
how different
mathematical forms and
symbols can represent
different situation.
The teacher will write
down an interpretation
next to each of the
equations on a visual
display. Use arrows or
annotations to highlight
connections between
specific languages of the
interpretation and the
parts of the equations.
Listen for and amplify
any questions that address
quantities of each type of
coin - .05, $0.05, 5 cents,
five cents, or 5¢.
Demonstrate, and Ask students who finish
encourage students to use early answering the set
color coding and questions, then to answer
annotations to highlight additional questions in
connections between the activity. Also, have
representations in a students write down
problem. Use colors their reasoning in words.
consistently as students Lastly, have students
discuss. help out other students.
Activate or supply
background knowledge
about generalizing a
process to create an
equation for a given
situation. Some students
may benefit by first
calculating how many
nickels Andre would have
if there were 0, 1, 5, or 10
dimes in a jar, and then
how many nickels if there
were 0, 1, 5 or 10. Work
with students to use what
they notice about the
process.

RATIONALE SECTION:
WHAT ARE THE REASONS FOR YOUR DECISIONS? PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES,
ASSESSMENTS, AND ADAPTATIONS.

Previously, students have written and interpreted equations that model quantitative relationships and constraints.
They have also rearranged and solved questions, isolated one of the variables, and explained why the steps to
rewrite equations are legitimate.

In this lesson, students consider how parts of two-variable linear equations- the parameters and variables-relate
to features of the graphs of those equations. They also think about how different forms of two-variable
equations affect the information we could gain about the relationship the quantities and about the graphs. The
lessons have students practice reasoning quantitatively and abstractly, as they interpret equations and graphs, in
context.
INSERT SUPPORT MATERIALS.

See attached “Student Task” and “Cool” handouts.