CEP Lesson Plan Form

Teacher: Madison Rhodes Date: 5/3

School: Thompson Valley High School Grade Level: 9 Content Area: Algebra 1

Title: y = mx+b Lesson #:__ of __

Lesson Idea/Topic and
Rational/Relevance:
I will be teaching a lesson that reviews converting equations from standard form into slope intercept
form, as well as writing an equation in slope intercept form from a graph. This is important for review
as each form of linear equation can give you different information, and being able to write equations
from graphs allows you more freedom in mathematics in terms of what you can say about the graph.
The students have been focusing on quadratic equations and need to remember linear equations also.

Student Profile: There are 28 students, 9 females and 19 males. 27 are freshman and 1 is a sophomore. I know many of the
students from before I entered the classroom so I they tend to give me a little more effort than the rest of my
classes. They are easier to motivate.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

CCSS.MATH.CONTENT.HSA.SSE.A.2​ - Use the structure of an expression to identify ways to rewrite it.

CCSS.MATH.CONTENT.HSA.SSE.B.3​ - Choose and produce an equivalent form of an expression to reveal and explain properties of
the quantity represented by the expression.

Understandings:​ ​(Big Ideas)

Different forms of lines show you different details of a graph

You can go back and forth between graphs and equations to give you different details.

Inquiry Questions:​ ​(Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

What information can you get from each type of equation?

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CEP Lesson Plan Form

Is there a “best” form for graphing? Why?

Evidence Outcomes:​ ​(Learning Targets)

Every student will be able to: ​(Create your own lesson objectives from the standard, follow the ABCD format, using student voice)

I can:

Convert an equation from standard form into slope-intercept form

Write equations in slope-intercept form from a graph and 2 points.
This means:

Students recognize standard form and then use algebra to convert the equation into slope intercept form

Students can use what they know about graphs and slope intercept form to create an equation

List of Assessments:​ ​(Write the number of the learning target associated with each assessment)

Individual work - Practice of skill that should be a re-fresher, something the students already know (Formative)

Group work - Practice of the new skills gone over in groups so that they can support one another (Formative)

Homework - Worksheet showing the skills they learned throughout the lesson (formative)

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Name: y = mx+b

Purpose: Each form of a linear equation can give you different information, and
being able to write equations from graphs allows you more freedom in
mathematics in terms of what you can say about the graph. Students are getting a
refresher on the material to bring back old material from before winter break and
connect it to the material we are teaching in lessons to come.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson? Why did you choose this model(s) and what are the teachers’ roles?
Yes ___ No _x__

Approx. Time and Materials 3 minutes - warm up

5 minutes - set up
8 minutes per station
10 minutes - closure/exit ticket

8 station papers and copies of questions for students to fill out, index cards for exit
tickets, closure presentation
Anticipatory Set The strategy I intend to use is: Having students graph equations in standard and vertex
form of quadratic equations on whiteboards as a warm up.
I am using this strategy here because:
This will help bring the connection of standard and graphing forms of linear equations
when we talk about them in the lesson. Since we have done a lot of graphing in the past
few lessons, this graphing warm up should be relatively easy for students.

Procedures The strategy I intend to use is: Group stations

I am using this strategy here because:
In an effort to incorporate multiple intelligences I am incorporating stations as a group in
order to go over something the students may have forgotten a bit about. This will
reinforce the material as each station is targeting a different kind of learner and make it
so that students must think in new ways to do them all.

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CEP Lesson Plan Form
Teacher Actions
Go around room
encouraging students to
finish their graphs. Asking
prompting questions like
“what should you do if you
don’t know the shape of
the graph?” and “What x
values make sense for this
graph?”
Introduce stations. There
are four kinds of stations
with two of each kind
throughout the room. The
first and fifth stations ask
groups to read word
problems, interpret the
equations and graph them.
The second and sixth ask
students to take the graph
and write an equation from
it using the intercept and
slope. The third and
seventh ask students to
convert equations and give
a written explanation of the
steps as well. The fourth
and eighth station ask
students to explain to one
another what each part of
the slope intercept
equation is and how they
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Student Actions Data Collected
Students work on graphing
a quadratic equation in
standard and graphing form
individually for three
minutes. When they are
done they will stand up at
their seat. They may stretch
but not move away from
their area
Students will be grouped up
into groups of 3-4, for a
total of 8 groups with a
group at each station. After
8 minutes the bell will ring
and students will go
clockwise to the next
station in the room. Each
student will fill out the
corresponding questions
and do the activity with
their group.
CEP Lesson Plan Form

affect the graphs.

Directions and questions
are on each station.

After all the stations are Students will check their

visited I will call students to work during the
take their seats and review presentation and then fill
the main concepts covered out an exit ticket at the end
in the stations through a of class individually to
powerpoint. At the end an demonstrate what they’ve
exit ticket and their learned that day.
worksheets will be
collected.
Closure The strategy I intend to use is: during the last few minutes of class we will gather backup
and discuss the steps going from standard to point slope form, as well as giving students
an exit ticket to show what they learned or remembered during the period.
I am using this strategy here because:
This gives students a change to know exactly what they needed to get out of the day’s
activities since it is mostly exploring old material in new ways and I can see what
students have remembered about this material from first semester.
Differentiation Content Process Product Environment
Modifications: For students Students will be Students will Students can sit
who need less paired with receive the exit at the middle
content, they patient ticket midway of the room
may go to a students are through the day with copies of
station in the are good at instead of near the stations in
middle of the explaining their the end to give order give
room and work thinking for a them more space from the
their way group and I will time to go over other groups,
through half check in on the question. or be outside in
the statons. them more the hallway if
This gives them often.

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CEP Lesson Plan Form

twice the time they need

with each quiet.
station.
Extensions: In each station
there is a
challenge
question that
they may
choose to work
on that
encaptures the
primary
question of the
station.
Assessment Exit ticket - allows me to see what they have remembered from first semester

Worksheet from stations to show what they did during the period.

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