Amanda Tustin

Dr. Ilaria

28 October 2016

Math Demo Lesson Plan: Graphing

What is important to learn?:

I can find the x-intercept, y-intercept and the slope after I graph an equation.

Leveled Learning Progression:

Level 4: I can determine the constant variation when given a direct variation equation.

Level 3: I can find the x-intercept, y-intercept and the slope after I graph an equation.

Level 2: I can rearrange an equation into function form using addition and subtraction.

Level 1: I can describe and define what slope-intercept, x-intercept, and y-intercept are.

CC Standard:

CC.2.2.7.B.3: Model and solve real-world and mathematical problems by using and connecting
numerical, algebraic, and/or graphical representations.

CCSS Mathematical Practices:

#1: Make sense of problems and persevere in solving them.

#3: Construct viable arguments and critique the reasoning of others.

#5: Use appropriate tools strategically.

#7: Look for and make use of structure.

Activities:

Level 1: Have students describe where the x intercept, y intercept and slope are and where they
are located on a graph. Students will work in groups of two, discuss and solve for the problem
they receive. Every group will receive a different problem. When complete, one person from
each group will come up to the board and share their solutions.

Level 2: Give students an equation to rearrange into function form. Teacher will walk around
classroom to check for different strategies being used. Students will then turn and talk with a
classmate and share their approach. Two different approaches, subtraction and addition.

Level 3: Have equations on the board, students will need to identify based on the equation, the x
intercept, y intercept and slope. They will need to put the equation into function form first, and
then find the y-intercept, x-intercept and slope.

Formative Assessment Strategies:

Level 3: Teacher will check the x intercept and y intercept identified by students. One student
from each group will come up to the board and share their solution. Any student that is not
checked, will be asked to read theirs aloud.

Level 2: Students will pick the strategy they did not use and rearrange an equation into function
form on an exit card (level 3 also.)

Or

Students will be asked to graph two different equations. What are the differences among them?
Slope? X-intercept? Y-intercept?

Level 1: Teacher will have students write their descriptions and definitions of slope, x-intercept,
y-intercept on white board and have them hold it up.

Instructional Adjustments: What happens if students cant do activity?

Level 3: If students struggle with finding the x-intercept, y-intercept and slope from the equation
written in function form, they will be shown how to put the x and y intercepts into a table.

Level 2: Students will be given another question in the form of an exit ticket. They will be asked
to put an equation into function form, and show their work.

Level 1: Have student who graphed equation correctly put their answer on the board and a
student who didnt answer it correctly put their answer on the board. As a class, we will compare
the differences seen.