Running Head: STANDARDS 1 AND 5 RATIONALE

NCTM CAEP Standard 1 and Standard 5 Rationale and Reflection

John Moyer

Regent University
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Rationale

The first standard requires that I show content knowledge. I believe that my math 7

lesson plan on slope and y-intercepts displays my understanding of the standard. The lesson

includes but is not limited to: finding slope via input-output tables, finding slope when given a

word statement, finding the y-intercept given an input-output table, and finding the y-intercept

given a function in the form of y = mx + b. The breadth of the information covered in this lesson

demands the full understanding of slopes, y-intercepts, and the many ways that the student may

be asked to come up with one (or both, in the future). By showing the students these tasks on

their own, the students will be able to pick up on the purposes of the m and b of the slope-

intercept form of an equation. The reason this shows my content knowledge is because of the

amount of information and the wide variety it must be taught in can be seen here.

The fifth standard to be shown is that of impact on students’ learning. The students are

taught how to plot points via a fun (and very check-able) activity. Most notably, this is an

activity that has relatively high engagement for seventh grade. Additionally it includes repetitive

practice for the students in plotting points on an (x, y)-coordinate plane. The students are to fill

out a sheet of graph paper based on points that they are given. The students will then draw lines

between the points as instructed in order to create a picture. Finally, the students will be given an

opportunity to color and show their creativity on the picture. This activity also has differentiation

where advanced students were able to try their hand at the more difficult Superman symbol,

whilst struggling learners could do the Batman symbol (which includes a lot of symmetry as well

as not requiring as much instruction regarding on how to know which points needed a line

between them. Being able to check the students’ drawings on the accuracy of their point

placement allows me to see the impact my teaching had on student’s learning.

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Reflection

Upon reflection, my lesson on slope and y-intercepts fulfilled its purpose. Its sheer

breadth of how the students were to engage with slope and y-intercepts shows my knowledge in

that area to be strong. Something I would have liked to do is implement some graphing device

usage in illustrating the points of the lesson. This would have been especially helpful in the

differentiation department. Birgin (2012) states: “It was also determined that some of them had

difficulties and misunderstood linear function equations, graphs, and slopes and could not

comprehend the connection between slope and the x- and y-intercepts.” However, I do have to be

careful with devices, as Zaslavsky et al (2002) points out that using software to illustrate slopes

could lead to pitfalls (p. 119). Looking over this research leads me to believe this decision to not

include graphing was a net-neutral decision.

Reflecting upon my point-plotting lesson, I believe that, yes, the impact my teaching on

the students was easily seen. However, I would have liked to have further enrichment activities.

A thought I had was to include a digital exploration of plotting points. Bundy (1993) states: “The

effective integration of the graphical and numerical solve features of the plotting calculator

appears to be beneficial in helping students to establish for themselves important visual and

numerical connections to the analytic presentations that are characteristic of most text books.”

Seeing this has me thinking about how I could go back and further differentiate and enrich, if

needed. Additionally, this enrichment could have lead more easily into areas of teaching such as

finding the function of a line given two points. This not only would have built a stronger

foundation for future lessons, but also would have allowed me to check on how my teaching

impacted students for this lesson. It would have been doubly as efficient to include these

additional activities in regards to seeing the impact I have on the students’ teaching.
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Teacher Education Lesson Plan Template

Teacher: John Moyer Date: 3/5/2019

Title of Lesson: Graphs, Patterns, and Slope Grade: 7

Core Components

Subject, Content Area, or Topic

Math 7 – Patterns, Functions, and Algebra
Virginia Essential Knowledge and Skills (SOL)
(7.10) The student will:
a) determine the slope, m, as rate of change in a proportional relationship between two
quantities and write an equation in the form y = mx to represent the relationship;
b) graph a line representing a proportional relationship between two quantities given the
slope and an ordered pair, or given the equation in y = mx form where m represents the
slope as rate of change;
c) determine the y-intercept, b, in an additive relationship between two quantities and
write an equation in the form y = x + b to represent the relationship;
d) graph a line representing an additive relationship between two quantities given the y-intercept and an
ordered pair, or given the equation in the form y = x + b, where b
represents the y-intercept
Lesson objectives

The students will be able to construct a linear function given a word description of the function.

The students will be able to construct input-output tables given a linear function.

The students will be able to make ordered pairs from an input-output table.

The students will be able to describe the input-output pattern given an input-output table.

The students will be able to graph a function given it in y=mx + b form.

The students will be able to determine which graph is steeper given an image or y=mx + b form.

Materials/Resources
Document Camera

Worksheets

SMART Board

Safety (if applicable)

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Time
Process Components
(min.)

5 min. *Anticipatory Set

A short warmup is given reminding the students how to make and fill out input-output tables
given a linear equation. As students complete their warmup they may be asked to place their
answers on the SMART Board in front of the class. These answers will be gone over to ensure
understanding.

1 to 2 *State the Objectives (grade-level terms). The student should be able to say:
min.
Input-output tables can be made from linear equations.

Graphs with a bigger slope are steeper.

Graphs cross the y-axis at a value equal to its y-intercept value, or b, in y = mx + b.

10 *Instructional Input or Procedure

min.
The teacher will go over y = mx + b, including what is called (a linear function), what the values
m (slope) and b (y-intercept) represent. In addition, the teacher will go over the form for an
ordered pair (x,y) and what an input-output table represents (the output is dependent on the
input)

10 *Modeling
min.
The teacher will go through task 1 in its entirety on the document camera.

5 min. *Check for Understanding

Throughout the modeling, the teacher will ensure understanding by giving students brief
prompts for an answer to be used in the modeling. In addition, the teacher will quickly look
over a few students’ worksheets to ensure they followed along correctly.

10-15 *Guided Practice (NOTE: This is after task 2 in independent practice but before task 10)
min.
The teacher will go through task 9; however, this time the students will lead the way with a
little prompting as possible from the teacher. If students seem to be stuck, guided practice
may be extended to either task 2 or 10 if need be.
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20-25 *Independent Practice

min. The students will independently work on task 2 and task 10. During this time the teacher will
peruse the room answering any questions and helping students that are stuck or doing the
problems incorrectly. Students who finish early may be checked and allowed to do a task on
the document camera later, during the assessment.

1-5 Assessment (formal or informal)

min.
The tasks will be handed in and checked for understanding.

1-5 *Closure
min.
The students will hand in their work as they leave the classroom.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

As stated in the Independent Practice, early finishers will be given additional work to ensure they stay
engaged.

Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part of the lesson
would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

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Teacher Education Lesson Plan Template

Teacher: John Moyer Date: 2/19/19

Title of Lesson: Plotting Points Grade: Grade 7

Core Components

Subject, Content Area, or Topic

Mathematics, Graphing
Virginia Essential Knowledge and Skills (SOL)
7.7 The student will apply translations and reflections of right triangles or rectangles in the coordinate
plane.
Lesson objectives

Students will be able to plot points on a grid given the points in (x,y) form.
Students will be able to begin forming line segments between two points on a grid.

Materials/Resources
Superman Symbol Worksheet

Graph Paper

Document Camera and Display

Safety (if applicable)

Not applicable

Time
Process Components
(min.)

5 min. *Anticipatory Set

As students enter the class, they will be provided with a short warmup that reminds the
students what they have done so far in regards to plotting points.

1 to 2 *State the Objectives (grade-level terms). The student should be able to say:
min.
I can plot points on a grid given the points in (x,y) form.
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I can form line segments between two points.

10 *Instructional Input or Procedure

min.
The teacher will explain how to plot points by going over the warmup.

10 *Modeling
min.
The teacher will reinforce the warmup by going through the first shape of the Superman
Symbol Worksheet on the graph paper on the document camera.

5 min. *Check for Understanding

The teacher will ask if there are any steps that they are confused about during and after the
modeling in order to check for understanding. If the teacher feels that the students are not
understanding, they will model the second shape as well.

30 *Guided Practice
min.
The students will be asked to finish the rest of the shapes on the Superman Symbol
Worksheet. The teacher will go throughout the room to see that the students are correctly
plotting their points. If the teacher spots a student plotting incorrectly, the teacher will provide
guidance.

N/A *Independent Practice

The students will not be performing this practice without guidance this time.

1-5 Assessment (formal or informal)

min.
The students will be expected to turn in their graphs after coloring them at home. These will
be checked (not graded) for correctness and hung up as artwork.

1-5 *Closure
min.
The students will be told to finish up any parts they did not finish during class and return it to
class.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

The students can have the option of the Batman Symbol, which is simpler as it only has one
interconnected shape rather than several disconnected shapes.

Classroom Management Issues (optional)

The students are seated in such a way that students who struggle with the concepts are set up front and
the talkative students are kept apart from one another.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
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part of the lesson would you change? Why?

After a little guidance, all of the students, regardless of their learning levels managed to understand
easily how to plot correctly. If I had to change a part of the lesson, I might pick a shape that could
involve reflections or translations, rather than explicitly stating out all of the points of every shape,
better including all of the SOL standard.

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature
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References

Birgin, O. (2012). Investigation of eighth-grade students understanding of the slope of the linear

function. Bolema: Boletim De Educação Matemática, 26(42a), 139–162. doi:

10.1590/s0103-636x2012000100008

Budny, D. (1993). Plotting calculators in group teaching. Proceedings of IEEE Frontiers in

Education Conference - FIE '93, 122-125.

Zaslavsky, O., Sela, H., & Leron, U. (2002). Being Sloppy about Slope: The Effect of Changing

the Scale. Educational Studies in Mathematics, 49(1), 119-140. Retrieved April 5, 2020,

from www.jstor.org/stable/3483262