SoE Lesson Plan Template

Teacher Candidate (TC) Name: Date: CCU Course Number:

Melinda Ekstrand 11/04/22

School Name: Grade: School-Based Subject:

Leman Academy 7th Mathematics

Field-Based Course Descriptor (check one): ❑ Field 1 ❑ Field 2 ❑ Field 3 ❑ Student

Teaching

School-Based Teacher (SBT) Name: Katherine Krock CCU Supervisor Name: Tim Welch

Colorado Academic Standards: http://www.cde.state.co.us/standardsandinstruction/gradelevelbooks

Colorado Teacher Quality Standards (TQS - indicated in red text below):

http://www.cde.state.co.us/educatoreffectiveness/teacherqualitystandardsreferenceguide

Colorado Endorsement Standards: In the pdf via the link below, see page 58 for Elementary, page 146 for Special Education: Generalist,
page 71 for Secondary English, page 86 for K-12 Music, page 88 for Secondary Science, and page 90 for Secondary S. Studies CDE
Endorsement Standards - 1 CCR 301-37 effective 03/30/2016

IES Practice Guide: Organizing Instruction and Study to Improve Student Learning: http://files.eric.ed.gov/fulltext/ED498555.pdf

PLANNING
Colorado Academic Standard(s): 5.01(a), 5.03(b)
Mathematics
Standard 2:
Algebra and Functions

“Prepared Graduates” will: 5.01(a), 5.01(e)

Look for and make use of structure.

“Grade Level Expectation”: 5.01(a)

Use properties of operations to generate equivalent expressions.

“Evidence Outcome(s)”: 5.01(a)

Demonstrate that rewriting an expression in different forms in a problem context can shed light on the
problem and how the quantities in it are related.

Learning Objective(s): 5.01(a), 5.03(b), 5.03(g)

7th grade students will be able to use formulas to find the slope of a line when given a graph and point
values with 80% accuracy.

Accommodations/Modifications for Culturally and Linguistically Diverse Learners: 5.01(a), 5.01(f), 5.02(a),
5.02(b), 5.02(c), 5.02(d), 5.03(c), 5.04(c)
Accommodations/Modifications for Students with Special Needs:

Extensions for Students who have Achieved Proficiency on the Learning Objective:

Differentiation: 5.01(a), 5.01(d), 5.02(a), 5.02(b), 5.02(c), 5.02(d), 5.03(a), 5.03(c), 5.03(f)

Pre- and Post-Assessments: 5.01(d), 5.03(b), 5.03(h)

Pedagogy Evidence-Based Techniques: 5.01(d), 5.01(e), 5.01(f), 5.02(a), 5.02(d), 5.02(f), 5.03(a), 5.03(c), 5.03(d), 5.03(e), 5.04(c)

Plan for Distributed Practice:

Materials, Resources & Technology Needed: 5.01(d), 5.03(d)

Pre-made slideshow and coloring practice worksheet

INSTRUCTION
Introduction: 5.01(e), 5.01(f), 5.03(e), 5.03(g)
1. Allow students to go through Bellwork for the first 5-10 minutes of class
2. Introduce the topic of the day as slope. Explain why we use this in mathematics,
telling students that slope is used throughout Algebra and most kinds of math after
that. ( 5 minutes )
3. Hand out guided notes worksheets and explain that we’ll be doing things a little bit
different today as we will be taking notes on the worksheet instead. ( 5 minutes )
4. Change the slide to show the formula of slope being rise over run. Use the 4
examples to practice this and explain why it works and define uphill and downhill. (
5-10 minutes )
5. Allow students to work with table partner through the 4 rise/run examples for 5
minutes, or until I feel students are working through them successfully
6. Ask students to raise their hand to go through the problems and explain it to their
classmates ( 5 minutes )
7. Introduce the Real Life example on the backside of the worksheet. Walk students
through the two ways to solve (making a table or drawing a graph) and allow them
to work in pairs. ( 5-10 minutes )
8. Ask two students to work through the problem on the whiteboard (one using the
table and one using a graph) ( 5 minutes )
9. Introduce steepness by asking students to identify which line is steepest on the
graph. Ask why they believe it is the steepest. If no students mention that it has the
greatest slope, make sure to include that at the end. ( 1-3 minutes )
10. Conclude the topic of slope by asking students to recall the formulas, definitions of
uphill and downhill, and steepness! ( 2-4 minutes )
11. Allow students to do lesson practice and homework for the remaining class period.

Instructional Input (script with time allocations) & Real-Life Applications: 5.01(d), 5.01(f), 5.02(a), 5.03(g), 5.04(c),
5.05(d), 5.05(b)
Explain why slope is important (Algebra and even Calculus) and work through real life
example together.

Graphic and Verbal Representations:

 Slideshow and guided notes worksheet.

Guided Practice & Probing Questions: 5.01(b), 5.01(c), 5.01(d), 5.02(a), 5.02(b), 5.02(c), 5.02(d), 5.02(f), 5.03(c), 5.03(f), 5.04(c),
5.05(d)
Guided practice includes Bellwork and slideshow examples. Students will show their thought process
on the whiteboard to their classmates.

Independent Practice: 5.01(b), 5.01(c), 5.02(a), 5.02(f)

Independent practice includes examples and lesson practice at the end.

Closure: 5.03(h)

Remind students why slope is important and how it can be used in the future!

ANALYSIS/REFLECTION
Post-Assessment Results: 5.03(b), 5.03(h), 5.04(a), 5.06(a), 5.06(b1)

Reflection: 5.02(e), 5.03(b), 5.03(h), 5.04(a), 5.04(b), 5.05(a), 5.06(b2)

Adjustments/Plan for Future Lessons: 5.01(d), 5.03(b), 5.03(c), 5.03(h), 5.04(a), 5.04(b), 5.05(c), 5.06(b2)