Planning for Purpose and Modeling

Lesson Title: Solving Absolute Value Equations

Grade/Time: Algebra 1 / 3,4,7,8

Assessed Need:

Standards: (Please align each standard with the purpose you establish below – the SWBAT)
SWBAT:
● HSA-CED.A.2
● HSF-IF.B.4
● HSF-IF.C.7a
● HSF-LE.B.5
● Find the slope of a line.
● Use the slope-intercept form of a linear equation.
● Use slopes and y-intercepts to solve real-life problems.

Text/s I will use: Big Ideas Resources By Chapter

Materials needed for this lesson are: Notes sheet, Pen/Pencil

Purpose of the lesson is: (in other words, SWBAT & how will you know? In the learning plan
note where each objective is addressed. So, "The student will be able to ___________________
as evidenced by ______________________."
The students will be able to find the slope and y-intercept of a line by graphing the equation or
interpreting slope-intercept form.

Global EQ associated with this lesson:

Content EQ: (what the students take away from this lesson to apply in to their learning inside
and outside school) Linear Functions, Multiple Representations of Functions
Opening: (Prime the Pump)
DO-Now, Which One Doesn’t Belong

Learning Plan: (how will the class unfold. There should be at some point in the learning plan
MODELING or DI/I do, SCAFFOLDING/We do, FORMATIVE ASSESSMENT, and INDEPENDENT
PRACTICE/You Do. Ask yourself: what have I taught? What have you "given" students that they
did not have before class?)
● DO-Now/Which One Doesn’t Belong - 20 minutes
● Period 3 - Exploration 2 pg 79 - 10 minutes
● Others - Direct Instruction 3.5 - 10 minutes
● Period 3 - Quiz - 30 minutes
● Others Extra Practice 3.5 - 10 minutes
 ● HW 3.5 - Rest of class, when done with quiz
● Others Quiz - 30 minutes

For students who struggle: (how will you modify or differentiate content, instruction, and/or
assignments for students who struggle with mastery?)
During the opener, let them speak first. Encourage students to share any of their noticings, not
just ones they feel sound correct or what I want to hear. In notes, encourage writing to specific
students and include multiple ways of thinking about the content (slope as stairs, walking left to
right, rise over run in different directions)