Concordia University Nebraska Education Department Lesson Plan Format

Name: Sarah Ragland Grade Level: High School

Topic/Central Focus: Slope Subject: Algebra

Time Frame: 50 minutes

Standard(s) to be met in the lesson:

F-LE.2. Construct linear and exponential functions, including arithmetic and geometric
sequences, given a graph, a description of a relationship, or two input-output pairs (include
reading these from a table).
F-LE.1a. Prove that linear functions grow by equal differences over equal intervals.

Learning Objective: Assessment Tool(s) and Procedures:

The student will be able to identify patterns of
growth from a graph.
The student will be able to construct an
equation of a function from a graph.
The student will be able to define and
determine the slope of a graph using the
change in y over the change in x.
-Groups will write their answers on the
board describing what they discovered
about slope from the Desmos activity.
-Thumbs up/thumbs down on whether the
tile pattern represents a function.
-Think-pair-share to discuss the problems
throughout the lesson.
-Homework

Research-Based Best Practice used in lesson and why it is appropriate/useful

-Think-pair-share: This practice is appropriate because it gives students the opportunity to
think about their answers on their own, then engage in mathematical discourse while
discussing their answers with their groups.
-NCTM really emphasizes students using mathematical discourse in the classroom. Allowing
students to work in groups encourages the use of mathematical discourse throughout the
lesson.
Student Engagement used throughout the lesson
Students will be engaged as they are able to follow along on their note sheets and talk about
the problems in their groups. Students will also be engaged as they explore the Desmos
Slope tool.
Academic Language:
-Slope triangles
-Slope
-Equivalent fractions
Materials: Technology:
-Note sheets -Projector to show slide show on the screen
-Slideshow and project the notes sheet on the screen.
-Student notebooks -Desmos Slope Tool
https://www.desmos.com/calculator/
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Updated 8/15/19
Concordia University Nebraska Education Department Lesson Plan Format

Assets (Knowledge of Students: personal, cultural, community)

-Students will be using their prior knowledge of what we have already learned about
functions, identifying patterns, and graphing.
-Students will relate their personal knowledge of a soda machine to the concept of a function.

Differentiating Instruction
-Using multiple representations to represent linear functions to help the students visualize the
concepts in many ways.
-Note sheet for all students to be able to fill out while we are going through the lesson and a
resource page for students to write notes on and has tile patterns and graphs as needed for
students to be able to use throughout the lesson.

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students
-Warmup: Students will work on the warmup in their notes while I go around and
collect their homework.
-Think-pair-share: Students will answer this question in their notes, then they
will have a moment to share their answers with their partners before we go
over it as a whole class. (5-7 min)

B) Communicate the purpose of the lesson to students (objective/assessment)

Say “Through our investigations today we will be able to identify patterns of growth
from a graph, construct an equation of a function from a graph, and define and
determine the slope of a graph using the change in y over the change in x.” (1 min)
C) Instructional Sequence:
-Opening: Project the chart on the screen with the multiple representations of a linear
function onto the screen and highlight the representations that we will be going over
today (table to equation, graph to situation to equation). Also, write these focus
questions on the board, “What makes lines steeper? What makes lines less steep?
How is growth related to steepness? Where is the starting value on a line?” (2 min)
-Pass out note sheets for students to fill out if they would prefer that to writing down
notes in their textbook. (1 min)
-Core problems from the textbook (they will be projected on the screen for students
to see)
-Problem 2-13: Go over the first one together to highlight to show the
similarities/differences of how to find the growth from the graph, then go over
the answers together. The students will work on the rest of the graphs in their
teams as I walk around to answer any questions and prompt with questioning
to get them on the right track. Once most of the tables are done, bring the
group back together and project the note screen on the board to fill it out. Ask
each table about the strategy they used to see how the pattern is growing.
Review what it means to be a function going back to the soda machine
analogy. Ask students to give a thumbs up/thumbs on whether they think it is
a function or not. Ask a student with a thumbs up to explain why they think it
is a function. (10 min)
-Problem 2-14: Students will work on the problem on their note sheet. During

Updated 8/15/19
Concordia University Nebraska Education Department Lesson Plan Format

this time, I will go around the room and use questioning to guide student
thinking and discussion. Then, bring the whole class back together to discuss
the different strategies they used to find the pattern. Ask students to think
about what we would change to make the line steeper, prompt them to think
about the vertical change if they don’t bring it up. (7 min)
-Problem 2-15: Allow go over the definition of slope triangles, slope, and
change in y and x. Make sure that students understand that slope is the
change in y over the change in x and teach them “rise over run” to help them
remember. To answer the questions, students will do think-pair-share as they
discuss their answers with their partners. Go over the answers together and
talk about how we are finding the equation the same way we were with
tables/tiles and that growth doesn’t have to always be a whole number. (7
min)
-Problem 2-16: The students will use think-pair-share to answer the questions
by themselves, then talk about it in their group, then go over the questions
together. Make sure to show that the fractions are equivalent and what that
means. (7 min)
D) Closure:
-Desmos slope tool: Students will use the Desmos slope tool to explore how the slope
affects what the graph looks like. Once they explore, they will talk with their groups
about what they noticed about the slope and the graph, then a representative from
their group will come up to the whiteboard and write one thing that they found. I will
then talk briefly about what they noticed to finish out the class period. (8-10 minutes)

Updated 8/15/19