Lesson Plan
2022-23
Date:
3/20 – 3/24
Subject Area/Topic:
Math / Functional Relationships in Graphing
Altus University Session Attended/Month/Year:
MS Math Target F / February 2023
Number of Expected Student Participants:
15 students
Learning Target(s) (Students will be able to...):
1. Students will be able to qualitatively
describe the functional relationships
between two quantities by analyzing a
graph and constructing a graph that
exhibits the qualitative features of a
Timeframe:
5 lessons of 1 hour each
SBA Math or ELA Claim:
Target F - Goal 4 and 5
Altus University Strategy Implemented:
Desmos Activity / Visuals in Math
Established Goals (CCSS, ELD, Content, Social,
Language):
8.F.5. Describe qualitatively the functional
relationship between two quantities by analyzing a
graph (e.g., where the function is increasing or
decreasing, linear or nonlinear). Sketch a graph that
exhibits the qualitative features of a function that has
been described verbally.
ELD.PI.8.1.Br - Exchanging information/ideas
Contribute to class, group, and partner discussions by
following turn-taking rules, asking relevant questions,
affirming others, adding relevant information and
evidence, paraphrasing key ideas, building on
responses, and providing useful feedback.
ELD.PI.8.3.Br - Supporting opinions and persuading
others 
Negotiate with or persuade others in conversations
using an appropriate register (e.g., to acknowledge
new information and justify views) using a variety of
learned phrases, indirect reported speech (e.g., I
heard you say X, and that’s a good point. I still think Y,
though, because . . .) and open responses.
Essential Question(s):
How can you describe and construct functional
relationships?
How can you construct personalized goals and
monitor your progress toward achievement of these
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 Lesson Plan
2022-23

function that has been described verbally as goals?

measured by earning a passing score on the
SBA and Quizizz assessments.

2. Students will create personalized goals

based on their progress and achievement
levels and self-assess their achievement of
these goals as measured by the goals
creation sheet and the final self-assessment
activity.

3. Students will be able to exchange

information and support opinions as
measured by observations of student group
interactions.

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2022-23

Time: Instructional Activities:

Day 1 Introduction
 I will begin the lesson series with administering a pre-assessment, particularly
Smarter Balanced Assessment (SBA) practice questions 1 and 2, to gauge
students’ prior knowledge and progress towards meeting this SBA math target.
 I will then help my students construct personalized goals that focus on content
acquisition and assessment performance. The students will construct goals
individually, share with a peer, and then receive feedback from me.
 I will then check in with my students to see how they felt about this process.
 I will then introduce the topic to my students and tap into their prior knowledge
to determine what skills or knowledge exists for the whole class.
 I will then have my students go over the norms and rules of our classroom to
ensure we have a safe learning environment for each student.
 I will then go over the essential question, content and ELD standards, and the
learning targets and goals. The students will write all of these down in their
notebooks to reference as needed.

Day 1-4 Body

 I will begin the lesson series of Desmos lessons on this target, Desmos lessons
from another target, and other activities with my students. Within these lessons
are imbedded vocabulary instruction, practice problems, videos, guided
discussions, reflections, and exit tickets. In most of these lesson activities, the
students will be working self-paced and will be provided with additional
activities and resources as needed.
 Each day, we will review prior content from these lessons, and explore new
content to continue to prepare students for the SBA summative assessments. In
particular, each day will consist of explicit vocabulary instruction review,
modeling of new problems, individual and group practice, exploration of new
videos from Khan Academy and related websites, and personal reflections of
how students are approaching their personalized goals.
 At the end of each day, students will engage in reflections and brief exit tickets
to help them reconceptualize their learning and their progress toward their
goals.
 At the end of each lesson, I will review data and determine what next steps
need to be taken to reinforce old learning and to prepare students for new
learning.

Day 5 Closure
 At the end of this lesson series, I will administer a post-assessment of SBA
practice questions to gauge student learning.
 The students will also complete a quiz on Quizizz to gauge their comprehension
of the content.
 The students will receive their data and complete a self-assessment of their
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Assessment: Entry Level:

 In terms of entry level assessments, the students will complete the SBA practice
problems to gauge initial levels of math content and skills.
 As another entry level assessment, the students will create initial goals based on
their assessment data and what they hope to accomplish. Students will work
individually, in groups, and with me to set appropriate, personalized goals for
the lesson series.

Formative/Progress Monitoring:

 There are a variety of formative and progress monitoring assessments that will
be used in this lesson series. For example, I will be using questioning and guided
discussions throughout this lesson series to gauge students’ comprehension and
engagement.
 I will also incorporate daily vocabulary practice into these lessons with supports,
such as sentence stems and visuals.
 I will also use initial activities in each lesson to gauge student levels and prior
knowledge from previous lessons.
 The constant utilization of various Desmos lessons will allow me to engage
students in self-pacing to monitor their progress and skills.
 Finally, I will use reflections and exit tickets with my students to help them
reflect on and demonstrate their new learning.

Summative:

 There are a variety of summative assessments that will be used at the

conclusion of this lesson series. For example, I will use the post-assessment of
SBA practice questions to determine student progress from the beginning to the
end of this lesson series.
 I will also administer a district-created quiz on Quizizz to further gauge students’
comprehension and achievement of the learning goals.
 Finally, the students will engage in a self-assessment of their personalized goals
to determine if they achieved their goals or need further interventions.
Essential
Strategies: Indicate how the following will be used in your lesson:

Collaboration: Student collaboration will be used in this lesson by engaging students in frequent
discussions and group activities. Students will also discuss their responses to the math
questions throughout the lesson. Students will also have opportunities to gain feedback
from their peers regarding their goals creation and monitoring.

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Technology: Students will use the following pieces of technology:

 Desmos
 Chromebooks
 Videos
 Digital calculators
 Smarter Balanced website
 Quizizz

Real-World  These lessons have real-world relevancy in the practice problems, videos, and
Relevance: examples that are shared to help students see how their math skills can be
applied to the real world.
 Students will gain real-world relevancy in the creation, monitoring, and self-
assessment of their personalized goals.
Differentiation: A variety of differentiation strategies will be used throughout the lesson series to ensure
that each student’s unique needs are met. These supports will be adjusted in-the-
moment based on the needs of my students as demonstrated by the entry level and
formative assessments throughout the lesson.

 Adjusted modeling
 Vocabulary instruction quantity adaptations
 Sentence stems/starters
 Video captioning
 Adjusted practice problems
 Self-pacing and extra time
 Goals creation
 Guided discussions sentence stems
 Adapted questioning
 Reflections
 Exit tickets
 Adapted assessments
 Presenting ideas through both auditory and visual modalities

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