Lesson Plan Guide LPG Word

Name: CATHERINE NICOSIA LESSON PLAN GUIDE
TEKS: (C2) Objective: (C3)

2c : write linear equations in two variables given a We will demonstrate knowledge of writing Linear
table of values, a graph, and a verbal description Functions from a graph, table, and verbal
expression using a worksheet on formative.
Specific Measurable Attainable Relevant _Time
Grade: 9th Subject: Algebra 1
Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be
taught:
Assessment: (C5)
Strategies for Success: (C6) Element of Technology: (C6)

Flow chart organizer on steps of what the parts of the Calculators, Chrome Books, Promethean Board, Laptop,
equation are and how to find each part. TI SmartView
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Short form equiz/etest. Due to environment of Covid, Algebra 1 is limited to online assessments. I do offer retests or
Y – intercept,Chrome
slope
Visual – toVideo
requiz’s
showing the instructions. Can be repeated. book, Google classroom, YouTube & go
show if students have learned the mastery of the subject. I also offer office hours, where students can ask
formative Online translation dictionary
questions
Auditory – orVideo
get reading
clarification over the topics covered.
steps and talking thru how to find them.
How to identify the y intercept, how to find the slope, putting all of Linear, Slope, Rate of Change, Slope
those steps together Intercept Form, Standard Form, Point
Kinesthetic Workable examples that can be done at own pace. Slope Form, Y-Intercept, X-Intercepts,
Higher Order Questions to ask: (C6)
1. For the equation y=mx+b the +b stands for the y intercept. What happens when the y intercept is negative?
2. Remember that we learned how to find slope earlier in this unit. What is the equation of finding slope?
3.
Now that we have gone over how to find each part and how we put them together, how about each of you try
to find the equation of this line. (Insert a picture on the promethean board of a line that is y=x+1)
Hook: (C7) Closure: (C7)

Have the letters y, m, x and b on student’s tables as Exit slip: quick doodles – the student draws or doodles
they walk in prompting a discussion on what the topic two or three topics they have learned that day.
of the day is leading into the slope intercept form of an
equation.
1. Teacher Input / Direct Instruction / Modeling: (C6)
(Students are given a partially filled out graphic organizer for their notes binder) Today we are going over linear
equations and how we would write them. (Insert picture of y=mx+b on promethean board) Previously we have
been finding the slope of an equation. We call slope m. (label on picture) Can anyone tell me the equation for
slope? (m=y2-y1 / x2-x1) Now we also need to find the b. This is the y – intercept. (label on picture) When x=0 we
have the y – intercept. (show on a graph and table how to identify intercept) Start student activity and guided
practice.
2. Student Activities / Guided Practice: (C6)

Kahoot activity where students identify y – intercept and slope of an equation (5 minutes- 8 minutes) Correct
answers would be shown to the whole class with brief explanation.
Complete even problems on homework assignment together with student lead instructions.
3. Independent Practice: (C6)

Go formative assignment on chromebooks where student have graphs, tables, and word problems where they
must find the equation of the line. (Odd problems from the work sheet done in class)
Graphs:
Find the equation of this line. (picture of graph) in the form y=mx+b
Tables:
Find the equation of the table. (picture of table) in the form y=mx+b
Word problem:
Give a word problem and find the equation of the line in the form y=mx+b
Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)
Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: We will demonstrate knowledge of writing Linear Functions from a graph, table, and verbal expression
Rigor using a worksheet on formative.
OPENING:
Retrieval Put y, m, x and b’s on students desks prompting discussion on the topic of y=mx+b
TEACHER INPUT:
Relevance Flow chart organizer on steps of what the parts of the equation are and how to find each part.
(see teacher input above)
MODEL:
Routing Y = Mx +b
M= Slope = (y2-y1)/(x2-x1)
B is y – intercept, find b when x=0 on graph or table.
GUIDED PRACTICE:
Retaining / Rehearsing
Kahoot activity where students identify y – intercept and slope of an equation (5 minutes- 8 minutes) Correct answers would be shown to the whole
class with brief explanation.
Complete even problems on homework assignment together with student lead instructions.
INDEPENDENT PRACTICE:
Go formative assignment on chromebooks where student have graphs, tables, and word problems where they must find
the equation of the line. (Odd problems from the work sheet done in class)
CHECK FOR UNDERSTANDING:

Recognizing
Mid class question passed out asking students to label the parts of the equation. Graded and given back with notes.
ASSESSMENT:
Go formative assignment on chromebooks where student have graphs, tables, and word problems where they must find the
equation of the line. (Odd problems from the work sheet done in class)
RESOURCES / MATERIALS:
Chrome books, promethean board, worksheet, calculators, you tube
CLOSURE:
Re-exposure
Exit slip: quick doodles – the student draws or doodles two or three topics they have learned that day.

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Name: CATHERINE NICOSIA LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Strategy to teach Language: (C4)

Strategies for Success: (C6) Element of Technology: (C6)

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Hook: (C7) Closure: (C7)

2. Student Activities / Guided Practice: (C6)

3. Independent Practice: (C6)

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

CHECK FOR UNDERSTANDING:

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