Sierra Nevada College Lesson Plan

Teacher Briana Parish Lead Adrian McCarthy

Candidate: Teacher:
Grade/Subject: 9th/ Algebra 1 District: Washoe County School
District
Lesson Content: Linear Equations School: Hug High School
SNC Supervisor: Ron Seckler Time 50 minutes
Allotted:

Materials, including technology:

Warm Up, TV, Pencils, Worksheets, Rulers, Scissors, Glue

Standard(s), including literacy for all content areas and/or SMP

CCSS.MATH.CONTENT.HSA.SSE.A.1.A
Interpret parts of an expression, such as terms, factors, and coefficients.
CCSS.MATH.CONTENT.HSF.LE.A.1.B
Recognize situations in which one quantity changes at a constant rate per unit interval
relative to another

How will learning be assessed at the end of the unit/learning cycle (summative):
Formative assessments will be conducted during lessons through student work, feedback, and
exit tickets. A summative assessment on polynomial properties will be given at the end of the
unit to determine student mastery.

Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK or
Bloom’s)
1. Students will be able to demonstrate knowledge and skills of DOK 2
graphing linear equations.

2. Students will be able to explain different parts of linear DOK 3

equations and slope intercept form.

Connections to past learning or experience, building background

Students have prior knowledge of order of operations from past lessons throughout the year.
Students have just completed a unit on exponents and can use their last learning of exponential
rules to help them solve polynomial expressions.

Essential Vocabulary Definitions

Linear Arranged in or extending along a straight or nearly straight
 Sierra Nevada College Lesson Plan

line.
Slope Intercept Form y = mx + b. where m is the slope of the line and b is the y-
intercept of the line, or the y-coordinate of the point at
which the line crosses the y-axis. To write an equation
in slope-intercept form, given a graph of that equation,
pick two points on the line and use them to find the slope.
Slope Or gradient of a line is a number that describes both the
direction and the steepness of the line.
y-intercept Of this line is the value of y at the point where the line
crosses the y axis.
Coefficient a numerical or constant quantity placed before and
multiplying the variable in an algebraic expression
(e.g., 4 in 4x y).

Strategy for teaching new

vocabulary
Student will be given a
worksheet the day prior and
students will complete
definitions of different
vocabulary words in their own
words and then as a class we
reviewed the definitions together.

Sequence and Scope of Instruction (include Instructional Strategy estimated

instructional strategies, questions, opportunities for time
meaning making through discourse and other
engagement strategies, formative assessments,
opportunities for metacognition, grouping,
differentiation and transitions)
-Students will locate the lesson entry task by the Questioning techniques 10 minutes
teacher’s desk. As a class we will review the will be used to ensure that
worksheet that we completed the day prior, with students are gathering
the vocabulary words and linear equation information but also
examples. The teacher will go over the correct creating a higher level of
answers with the students, whom will then learning. Reviewing this
compare the differences between their answer and information will help
the correct answer. students remember the
- Information such as the review of combining like information from the day
terms, order of operations, and examples between prior’s lesson. This review
binomial, polynomial and trinomials will be will help students while
shown. they are completing the
 Sierra Nevada College Lesson Plan

review.

- The teacher will go over the different During this time student 35 minutes
requirements within the activity to ensure that all will rotate through
students have the same information prior to starting different stations
the lesson. completing polynomial
-Students will work with their table to solve and addition and subtraction
graph these equations. problems and teachers will
-The students will cut out the different equations be circulating through
and glue them into the correct corresponding completing formative
zombie. . assessments on student
-The teachers will take the time to walk around and mastery of this content.
check for understanding of the assignment.
Teachers will also ask leading questions to provoke
thought and a deeper understanding.
-Students will take their time and complete their
assignment.
-Teachers will make adjustments and answer
questions as need to ensure that students are
getting the fullest out of the lesson.

Students will be completing a short exit ticket that 5 minutes

reviews the concepts of linear equations.

Closure : specific activity to review content

Students will be completing a short exit ticket that reviews the concepts of linear equations.

Teacher Candidate Reflection on the lesson (after delivery)

[Type text]

SNC: April 3, 2014