Introduction to Athletics

Daily Lesson Plan

Teacher Name: Ms. Otutua School Name: Pinckneyville MS

Unit Title: Exploring Various Forms of Linear Functions Time Frame: Approx 3 days

Sorting & Graphing Linear Functions: 3forms.

8.FGR.5.9 Graph and analyze linear functions expressed in various algebraic forms and
show key characteristics of the graph to describe applicable situations (intercepts)

8.FGR.5.5 Write and explain the equations y = mx + b (slope-intercept form), Ax + By = C

(standard form), and (y - y1) = m(x-x1) (point-slope form) as defining a linear function

ESSENTIAL SEQUENCE OF INSTRUCTION TIME

QUESTION-
OPTIONAL
What information Transfer In:
does the equation of In the previous lesson, you learned how to interpret and 2 minutes
a line give you? graph linear functions in Slope-Intercept form.
Set Induction:
How are equations The lesson starts off with this video that introduces the
and graphs related? Standard Form of Linear Functions. 3 minutes
https://www.youtube.com/watch?v=8kkfxJ_tIKI
The video gives students a different perspective on how to
understand Standard form and how it pertains to
Slope-Intercept form
DAILY LEARNING ACTIVITIES
OBJECTIVES: (engage, explore, explain, evaluate, enrichment)
Standard: Day 1 –
8.FGR.5.5 Students will complete notes on our lesson on converting 15 minutes
and graphing Standard form and how it relates to
Objective 1: Slope-Intercept form. I will then model how to graph the
Students will write function if it is in Standard form and how to convert the
equations in function to Slope-intercept form through Gradual Release.
standard form and
identify the x-and In the quick formative portion, students will turn-and-talk 3 minutes
y-intercepts of a to their classmates and compare their findings.
graph.
With the partners that have been assigned to them,
students will work on the Defend or Dispute assignment 30 minutes
on Google Slides.
https://docs.google.com/presentation/d/1OQ4hNAn_8Aw
bP6vxCC94PdLII1OhcCmhkUZKY3KIdY0/edit?usp=sh
aring
Partner 1 will make a copy and share with Partner 2.
Together the partners will decide whether they will defend
or dispute the statement made about the graph and
equations.

CLOSURE:
Students will complete an exit ticket on Jamborad 5 minutes
using this link
https://jamboard.google.com/d/1-qg8K_NalQG2YWJ
U0cXyPCzCDKjox65ewDL2o7_ESLo/edit?usp=shari
ng

TRANSFER OUT:
We have concluded our lesson Standard form of a Linear 2 minutes
Function and how it relates to Slope-Intercept form.
Tomorrow, we will continue to look at another form of
Linear Function called the Point-Slope form and how that
relates to Slope-Intercept form.
MODIFICATIONS/ACCOMODATIONS:
What will I differentiate? (Circle Choice(s)Below)
Content Process Product
How will I differentiate?

For the students who seemed to struggle with the quick

formative portion, I will direct them to my small group
and there I will check for misconceptions and scaffold the
quick formative for them to gain a better understanding
before sending them off to work on the assignment
Total 1 hr.