Teacher Candidate: _____Dian Tang_______ Date: ____9/18/2023____

THE UCI Cal Teach 2021 MATH LESSON PLANNER - Math

ED 143 BW - Lesson #1 - Fall 2023
Class Context (pick 1-period)

Grade 9 Content Area/Class Title Slope-intercept form, Integrated Math I (Algebra

I)

Group 4 School Northwood High School

Size students
in each
group
(total 24
Students)

Lesson 90 min Mentor Teacher Ms. Ann Nguyen

Length
(min)

Student Context The students in this class have already been introduced to the concept of
(tell us a little about slope-intercept form (y = mx + b), and they have learned the slope formula
this class and the Δy
students in this (m = ) in previous lessons. However, the class is currently facing
Δx
period) challenges related to calculations involving defining input and output
correctly (i.e., especially when encountering situations when output is given
to find the input) and its graphical representation (i.e., understanding how to
convert a graph into an equation).
In this lesson, students will learn different representations of a linear
function in terms of the data table, graph, and equation (in slope-intercept
form) and focus on practicing the calculations of an input with the given
output, calculations of an output with the given input, and conversion of a
graph into equation under several different real-life scenarios. This lesson
focused on engaging students in accessing mathematical knowledge
through multiple ways, including context understanding, visualization,
symbolic representation, and verbal explanation. Students will gradually
develop their knowledge of the concept of linear function under case studies
of different shopping behaviors in a grocery store, be able to observe the
patterns existing in money spending (i.e., the more items we buy, the more
money we will spend), verbally explain the realistic meaning of the key math
vocabularies (i.e., slope, y-intercept, input, and output) of a given scenario,
create visualizations such as data table, and linear function graph on a
cartesian coordinate, develop a skill of constructing and evaluating a linear
equation in slope-intercept form to explain and predict future money
spending, and finally be able to extend and apply what they learned to other
real-life situations.

Language Proficiency Level (# of students at each level):

Emerging Expanding Bridging RFEP

1
 2 1
Students with Specific Learning Needs
IEP/504 Plans:
Classifications/Needs
Example: Visual Processing
Language Processing
Students with Specific
Language Needs
Example: English Language
Learners with only a few words
of English
0 4
Number of Students Supports, Accommodations,
Modifications, Pertinent IEP Goals
2 Close monitoring, translating
information in word problems into
sketches
1 ● Simplify written and verbal
instructions, breaking them
down into smaller, more
manageable segments. Provide
both written instructions on
PowerPoint/worksheet and
verbal instructions.
● In order to enhance the
student’s expressive language
skills, including vocabulary
development, sentence
structure, and the ability to
communicate thoughts and
ideas clearly, I can offer
instruction in smaller groups and
give scaffolding in a one-on-one
setting while encouraging this
student to ask questions and
express their thoughts. I can
encourage this student to make
predictions or form hypotheses
based on the information
presented and invite them to
think critically and express their
thoughts by asking open-ended
questions with more answers
than “yes” or no. For example, I
can ask more questions like
“What do you think about this
topic so far? Why would we use
a linear function to model such a
situation?” or “When do you
think a function will be
continuous, and when do you
think a function is discrete?”)
Number of Students Supports, Accommodations,
Modifications
2 Pre-teach key words and phrases
through examples and graphic
organizers (e.g. word cluster,
manipulatives, visuals)
2
Example: Students who speak a
variety of English other than that
used in the textbooks
English Language Learners who
speak Mandarin only know a
few words in English.
English Language Learners who
can speak and understand most
of the English vocabulary but
need help with understanding
academic proper nouns (i.e.,
math vocabulary).
5 MLR2-Collect & Display: Elicit & record
student language, then build from that
to layer on targeted academic
language.
2 ● Provide a vocabulary list with
Mandarin definitions for
students to get a preview of the
key math vocabulary for Math I.
● Have a vocabulary list with
translated Mandarin definitions
on the worksheet that covers all
the key math vocabulary this
lesson will cover for students to
start learning and using during
class discussion and
independent working time.
● Have flexible seats for those
students by allowing one
student (if possible) who can
speak Mandarin and English to
join their group.
● Provide translated instructions
in Mandarin during independent
work times.
1 ● Provide visual aids such as
pictures, diagrams, and explicit
examples to help ELL students
better understand academic
proper nouns by providing visual
context. For example, some
math vocabularies we will cover
during this lesson are “data
table,” “slope-intercept form,”
and “y-intercept,” where I can
provide specific examples of
showing students what a data
table is, what the slope-intercept
form looks like, and where do
we find a y-intercept from a
graph on a PowerPoint.
● Present academic proper nouns
in context and ask students to
use them in sentences,
paragraphs, or short texts to
demonstrate their meaning and
usage within the subject matter.
In this lesson, students will learn
how to represent a slope-
intercept form in different
formats of data table, graph,
and equation under a scenario
of buying food in a grocery
store. The proper noun of slope
can be represented as the price
3

Other Learning Needs
Example: Struggling Readers
N/A
English Language Development
of the food per ounce (selling in
weight (oz)).
● Engaging ELL students in
interactive activities that involve
using academic proper nouns
can be helpful. I can assign at
least one student (if possible)
who can speak both Mandarin
and English and at least one
native speaker in this student’s
group and encourage this
student to start using the math
vocabulary during group
discussions. After presenting a
concept or problem, I can ask
students to think individually
about it first. Then, pair them up
to discuss their ideas with a
partner/or entire group. Finally, I
will invite students to share what
they discussed with the whole
class. This process encourages
students to process information,
articulate their thoughts, and
learn from their peers.
Number of Supports, Accommodations, Modifications
Students
5 - Provide oral explanations for directions.
Invite students to re-voice instructions
and directions.
- Use MLR6- Three Reads
N/A N/A
3 ● Notice and Wonder: After presenting
the scenarios related to the lesson, I
will ask students to observe and share
what they noticed and wonder about
the situation and any quantitative
relationships they can find. For
example, I can ask, “What is the input
and output in this scenario?” and “What
patterns do you find in the amount of
snacks we buy and the amount of
money we spend?”
● Turn and talk: I can pose questions
related to the lesson and instruct
students to discuss it with a partner,
where students will engage in
conversation with their assigned partner
and use math language to express their
ideas and reasoning. For example, I
can ask, “Discuss with your partner
what the slope and y-intercept
4
 represent in this context.”

Planning for the Lesson

How will the students have opportunities to engage in the Standards for Mathematical Practice
as they make sense of content?

● Make sense of problems and persevere in solving them.

○ Students will make sense of the content by first reviewing the equation for a line in
slope-intercept form (y = mx +b) and understanding its components, such as the slope
y 2− y 1
(m = ) and y-intercept (b is the y value when the x is 0).
x 2−x 2
○ Students are presented with real-world scenarios involving spending money on buying
food in a grocery store and learn how to use the slope-intercept form to predict money
spending for practical use. These scenarios require them to make sense of the
problem by identifying the relationship between the quantity purchased (in weight) and
the total cost (in dollar).
○ Students will define variables, input/output, and label meanings for each scenario's
slope (m) and y-intercept (b), which requires them to analyze the problem carefully.
○ When learning how to create a graphical representation for each given scenario,
converting data points from the data table into coordinates involves interpreting and
representing the problem graphically (i.e., graph continuous linear function).
○ In the final step of each scenario, students are tasked with predicting spending based
on their analysis and the equation they constructed, which requires perseverance in
solving the problem.
● Reason abstractly and quantitatively.
○ Students are asked to write equations in slope-intercept form based on their analysis of
each scenario and use equations to model the spending on buying food, implying a
linear quantitative relationship. This requires them to reason abstractly by translating
real-world situations into mathematical language.
○ The worksheet includes algebraic calculations, such as finding the slope y-intercept
and solving equations. Students must apply quantitative reasoning skills to perform
these calculations accurately.
● Model with mathematics.
○ Students will understand how to create mathematical models using different math
representations of data tables, graphs, and linear equations to describe real-world
phenomena and make predictions on scenarios such as money spending. The
scenario provided in the lesson involves simplified real-world situations, such as Ms.
Nguyen's spending on coffee cookies and sandwich biscuits. Students may make
simplifying assumptions when translating these scenarios into math models. Students
will also be encouraged to identify and discuss their assumptions when creating
equations and graphs based on the scenarios. For example, they may assume that the
relationships between the weight of snacks in ounces and total cost in dollars are linear
and consider they have a factor relationship. Students will also be invited to reflect on
their models' limitations and other applications, such as what real-world factors their
models might not account for. How might these limitations affect the applicability of
their models, and whether the math models they learned during class can be used to
solve other real-world problems?

Key Content Standards: Use California Common Core State Standards for Mathematics.
5
This lesson will focus on the linear equation part, and inequalities will not be covered.

● A-REI.3: Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters. [Linear inequalities; literal equations that are linear in the
variables being solved for; exponential of a form, such as 2^x = 1/16.]
● A-REI.3.1: Solve one-variable equations and inequalities involving absolute value, graphing
the solutions and interpreting them in context.
● S-ID-7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model
in the context of the data.

Key ELD Standards (Only need to include if you have English language learners in your class) :

● ELD Standard 1: Interacting in Meaningful Way.

○ The lesson encourages students to engage in classroom discussions and peer
interactions. They will explain their reasoning, discuss their findings, and present their
solutions to their peers. This involves listening to others’ explanations and speaking to
convey their ideas. The strategy involves asking a question or posing a problem,
having students individually think about their response, and then pairing up with a peer
to discuss their ideas before sharing them with the whole class. This encourages peer
interaction and gives students time to articulate their thoughts. Students will also be
assigned in small groups to problem-solving activities and projects, such as creating a
poster to foster collaboration, discussion, and sharing multiple perspectives. The last
group task also incorporates peer teaching, where one group will be invited at the end
of the lesson to present their findings while explaining their collaborated works and
solving process to the whole class, while the rest of the students can correct their own
works, post further questions, and add comments for this group’s works.
● ELD Standard 2: Learning About How English Works
○ In the lesson, students are required to read and comprehend informational text related
to real-world scenarios involving spending money on various items. They must
understand the problem descriptions in order to create data tables, graphs, and
equations to make sense of the situations presented. During this lesson, students will
be facing academic proper nouns such as “equation,” “linear equation,” “slope-intercept
form,” “y-intercept,” “input/output,” etc. Volunteers will be selected to read the scenarios
aloud in front of the whole lesson, and strategies such as “turn and talk” will be
incorporated involving posing a question and using guiding questions to instruct
students to discuss with a partner, which provides a lower-pressure environment for
students to share their ideas, and increase the participation rate. Questions like “What
does the slope and y-intercept stand for under a context, and how can we find them by
analyzing the graph, finding patterns, or calculating algebraically?” will be asked to the
students.
○ Students are expected to write mathematical equations, labels for data tables and
graphs, and explain their problem-solving processes. Students are required to use
written language effectively. During individual and group discussions, students will be
able to record their thoughts by jotting down their discussed ideas on the lesson
worksheet for me to assess their understanding and check for potential
misunderstandings while circulating the classroom.
● ELD Standard 3: Using Foundational Literacy Skills.
○ Students are expected to read and comprehend the problem scenarios, data tables,
and graph information fluently. They will listen to the teacher’s instructions,
explanations, and peers’ contributions during class discussions. The lesson follows a
gradual release model, starting with teacher-led instruction and transitioning to guided
and independent practice, from guiding students work on scenario 1 and 2, students
will finally be given more free and independent spaces to work on the final “you try”
6
 problem on a poster paper with their group mates. This lesson will also breaking down
linear equations into different representations of visual to symbolic, from collecting data
tables into converting data points into points of coordinate, from the given points of
coordinate to form a linear graph, and then from observing the features on a graph
(i.e., slope and y-intercept) into form a linear equation in slope-intercept form.
○ Students are required to use both oral and written language to convey information.
They need to write mathematical equations, labels, and explanations on the worksheet.
Additionally, they may participate in class discussions to explain their problem-solving
strategies.

How does this lesson relate to the Big Ideas of the Unit?
A. Where is the lesson located in the Unit? What was taught before and what will be taught after to
give students a big picture idea?

● This lesson is located in lesson 2.1.4: Slope, y=mx+b from the CPM Integrated Math I
curriculum. The focus of this unit is for students to learn different representations of linear
functions (i.e., data table, graph, and slope-intercept form in y = mx + b) and how to apply
them under a real-life life scenario.

What was taught before:

● Students have learned about linear equation, its slope-intercept form (y = mx + b), and the
meanings of variables within the equation (i.e., Students already learned m represents the
Δ y y 2− y 1
slope and its formula as m = = . Students also knew b represents the y-intercept
Δx x 2−x 1
where it is the y (output) value when x (input) equals 0).
● Students have been introduced to graphing linear equations and understanding how the slope
and y-intercept affect the graph’s characteristics, where slope affects the steepness of the
graph, and y-intercept shows the point of intersection between the graph and y-axis.
● The class already covered how to solve linear equations, including solving for y (output) and x
(input) and finding points of intersection, including y-intercept.
● Students have been introduced to the shape of a continuous linear equation, which can be
described as a straight line, where it is also a function because one input is only associated
with one unique output.

What will be taught after:

● Students will be able to practice using different representations using a data table, graph, and
equation in slope-intercept form to represent the same linear function, which can be used to
model different real-life scenarios. For example, spending money to buy food selling in weight
in a grocery store can be modeled using a continuous linear function).
● Students will be able to explain the meaning of the linear function under a given real-life
context, including defining the meaning of the input, output, slope (m), and y-intercept (b). For
example, in scenario 2, “Ms. Nguyen is a big fan of coffee. One day, she went out and found a
coffee-flavored sandwich biscuit (sold in weight (oz)). But this time, she also bought a can of
coffee to go with her biscuit. Here is how she explains the money she might spend. ‘I already
bought 1 can of coffee and spent $3. If I buy 1 oz of sandwich biscuit, I‘ll spend $9 in total. If I
buy 2 oz of sandwich biscuit, I’ll spend $ 15 in total. If I buy 3 oz of sandwich biscuit, I’ll spend
$21 in total…’” Students will first use variables to label their input and output, where the input
represents the weight of sandwich biscuit Ms. Nguyen bought in ounces, and the output
represents the total money spent in dollars. Furthermore, the slope (m) represents the price of
this sandwich biscuit per ounce, and the y-intercept (b) represents the money Ms. Nguyen
already spent on the coffee before buying the sandwich biscuit.
● Students will be introduced to how to differentiate distinguish between continuous functions
and discrete functions and focus on observing their differences on graphs. During this lesson,
students will face 2 different situations where the food is sold in weight (continuous case) and
7
 sold in the number of bags (discrete case). Students will learn that all the data points should
be connected to form a line under a continuous case, whereas, under a discrete case, data
points should not be connected since we are usually not allowed to buy half bags or 1.5 bags
of food, etc.

B. Essential Questions: what will students be able to answer at the end of the lesson or lesson
sequence?

● At the end of the lesson on slope-intercept form and its applications, students should be able
to answer the following essential questions:

○ How will you create a data table to gather data provided in the scenario, interpret the
information in a data table, and translate it into a graph and equation?
○ How can we model and predict real-world scenarios using the slope-intercept form?
○ What does the slope (m) represent in a real-world context, and how can we calculate it
from data?
○ What does the y-intercept (b) represent in a real-world context, and how can we find it?
○ When the given data (i.e., the input or the output) is large, which way of using a data
table, graph, or solving equations in slope-intercept form is the most efficient way to
find the unknown (i.e., either the output or the input)?
○ Why is understanding and applying mathematical concepts like slope-intercept form in
everyday life important? (i.e., At the end of the lesson, students will be given the
chance to generate one real-life scenario that can be solved using linear equations on
their practice worksheet).

C. What is the overarching goal of the unit?

● Students should comprehend the fundamental principles of linear equations and how they
represent relationships between variables in various contexts.
● Students will understand how to create mathematical models using linear equations to
describe real-world phenomena and make predictions on scenarios such as money spending.
● Students can solve various problems involving linear equations, from basic calculations to
complex real-world scenarios.
● Students will gain the ability to analyze data, organize it, and use it to create data tables,
graphs, and equations, then make informed decisions by choosing the appropriate strategy for
problem-solving under a specific context.
● Students will learn to recognize and interpret patterns in linear relationships, including
identifying the roles of slope and y-intercept.
● Students will enhance their mathematical reasoning and critical thinking skills by applying
linear equations to diverse situations.

D. What observable real world or mathematical context related to student’s funds of knowledge,
lived experiences and is being used to engage students' curiosity and understanding?

● Many students have personal experiences with managing their finances or observing
household spending habits. They can relate to scenarios involving buying items, budgeting,
and understanding the financial implications of their choices.
● In this lesson, I used relatable scenarios of buying snacks, where these scenarios mirror
students’ real-life experiences and spending decisions.
● At the beginning of the lesson, I will encourage students to share their
● I incorporated hands-on activities where students can simulate purchasing decisions based on
given data or equations. For example, based on the provided scenario, they can use data
tables, graphs, and linear equations to predict their spending on different snacks and drinks. At
8
 the end of the class, students can choose the snack they want to purchase for their entire
group and use math to calculate spending.
● I provided scenarios involving choices between different products, brands, or quantities,
allowing students to compare spending patterns and analyze how variables affect their
financial decisions.
● At the end of the class, the class will have a whole class discussion about spending choices
and budgeting. Students will be asked to reflect on their own spending decisions and how they
relate to the lesson’s content.

Learning Outcomes/Objective (Refer to Depth of Knowledge handout for cognitive verbs to

include in your objective): Remember Objectives have Know, Do, and Assess components

A. Cognitive Task (Lesson objective - refer to “high quality tasks” from ED 143AW; include a “know”
“do” and “assess”):

● What students know:

○ Students will be able to identify and explain the components of the slope-intercept form
of a linear equation (y = mx + b), including the meaning of slope (m), slope formula (m
Δ y y 2− y 1
= = ) and “b” (y-intercept).
Δx x 2−x 1
● What students will do:
○ Using a real-world scenario and provided data under a focal phenomenon of spending
money in a grocery store, students will apply the slope-intercept form to model linear
relationships, calculate slopes and y-intercepts, create equations, and make
predictions related to spending and financial decisions.
● How to assess students’ understanding:
○ Students will provide a written explanation of the components of slope-intercept form,
demonstrating their knowledge of defining the meaning of the input/output, slope, and
y-intercept under the given real-life situation.
○ Students will transform the data provided in the descriptions of each real-life scenario
into data tables.
○ Students will interpret and analyze graphs representing spending scenarios,
connecting them to the equation they are going to construct.
○ Students will work on real-world spending scenarios and create equations with all the
information gathered from the data tables and graphs.
○ Students will use the equations to predict future spending based on given data,
assessing their conceptual understanding of solving equations.
○ Students will engage in class discussions (i.e., oral explanation to their small
groups/whole class, explain while writing their group discussion results on my Surface
Pro and project them on the screen, create a poster to display their findings) where
students explain their thought process, solve problems collaboratively, and justify their
answers.

B. Understanding or Skill to be Enhanced: (What will students be able to do when class is over?)
● What students will know:
○ By the end of the lesson, students will be able to recall and describe the key
components of the slope-intercept form of a linear equation, including the meaning of
slope (m) and y-intercept in mathematical terms under real-life scenarios of money
spending. Students will also be able to learn different representations of linear
functions of data tables, graphs, and equations (in slope-intercept form).
● What students will do:
○ Students will apply their understanding of the slope-intercept form to analyze and solve
real-world scenarios involving linear relationships. They will effectively create data

9
 tables, graphs, and equations that model these relationships and choose appropriate
methods from those different representations to predict money spending.
● How to assess students’ understanding (what skill will be enhanced):
○ Students will identify and explain the components of linear equations in slope-intercept
form.
○ Analyze real-world scenarios and translate them into mathematical representations
(data tables, graphs, equations).
○ Make connections between different mathematical representations and understand
how to transform from one to another (i.e., students will focus on practicing how to
transform a graph into an equation and an equation into a graph).
○ Use the equations to make accurate predictions and interpret the results in the context
of scenarios (i.e., calculations about finding input with a given output and finding output
with a given input).
○ Define the shape of a graph (i.e., linear in this case), and define whether it is a function
using strategies such as vertical line test (i.e., a linear function).
○ Participate in class discussions to articulate their thought process and demonstrate
comprehension of the concepts.

C. Transfer Goal: (How will the student use this in future lessons, units, or everyday applications?)

● Students will apply their understanding of linear equations and the slope-intercept form to
more advanced mathematical concepts, including systems of equations, inequalities, and
quadratic equations.
● The ability to model real-world situations using linear equations and make predictions based
on these models will be a transferable skill in various disciplines, including science,
economics, and engineering.
● Students can carry forward their data analysis, graph interpretation, and equation construction
skills, which can be crucial in future mathematics courses and even scientific research.
● The knowledge gained in this lesson will empower students to make informed financial
decisions in their personal lives, such as budgeting, comparing costs, and understanding the
financial implications of different choices.
● Students can also apply their ability to create equations and analyze data to solve other
different everyday problems, such as calculating the distance a car can travel with a constant
velocity.

D. What is your plan for uncovering student thinking? When will this happen during the lesson?

● At the beginning of the lesson, I will have a pre-assessment of students' prior knowledge and
experience of the focal phenomenon. Students will first be asked some intriguing questions
about their previous experience with spending money and strategies for managing it. Then, on
the review questions on their worksheet, students will be asked to define key terms like "slope"
and "y-intercept" and provide a basic explanation of the slope-intercept form. Student
volunteers can present their thoughts by writing on my Surface Pro and project to the screen
for other students to refer to. This will minimize misconceptions before starting the new lesson
and give students a preview of what they will be learning.
● During the main body of the lesson, students will work on creating data tables, graphs, and
linear equations in slope-intercept form for each scenario. I will walk around the classroom and
observe their progress by listening to their conversations and noting if they correctly identify
input/output variables, define their meanings, and start seeing patterns in the data. When
students are creating graphs based on the data, I will have students explain the significance of
the graph's shape, directions, and any pattern they observe (i.e., whether they think this graph
will continue to infinity) and starting by observing any features on this graph (i.e., whether this
graph contains y-intercept, and what does the steepness (slope) of this graph tell us). As
students calculate slopes and y-intercepts and write equations, I will ask them to articulate
10
 each component's meaning in the scenario's context and pay close attention to whether they
accurately translate real-world situations into mathematical expressions.
● Students will be given the chance to apply the math models they created (i.e., data tables,
graphs, equations) for practical use in predicting money spending. Students will choose the
most appropriate method with the most efficient way to make predictions. I will encourage
them to explain their reasoning, justify their choice, and explain their calculation steps.
● Throughout the lesson, I will promote whole-class discussions at key points by asking students
to share their thought processes, approaches to problem-solving, and any challenges they
encounter, and encourage peer-to-peer questioning and clarification.
● At the end of the lesson, students can approach one problem under a similar scenario of
predicting money spent on purchasing food in a grocery store. Still, students can choose what
food they want to purchase this time and work independently with their group on poster paper.
The fastest group who can solve the problem correctly will get the chance to display their
poster, explain their solving steps to the whole class, and win the food they purchased.
● If there is extra time, students will get a worksheet and use linear equations to solve more real-
life problems under different scenarios, allowing them to see more applications of what they
learned. The worksheet will be collected for analyzing students' learning outcomes.

E. How are students working as mathematicians to make meaning and develop targeted
mathematical understandings?
● The lesson begins with relatable real-world scenarios involving spending. Students are
encouraged to think mathematically and relate mathematical concepts to practical situations
by engaging with these scenarios, mirroring how mathematicians apply math to real-life
problems.
● Students will identify the relevant variables in each scenario, such as the weight of the snack
(input) and total spending (output), which aligns with the work of mathematicians who need to
define and understand variables in mathematical models.
● Students will use linear equations to create math models (i.e., data tables, graphs, and
equations in slope-intercept form) to represent the relationships between variables in the
scenarios. They also need to decide how to assign values to the slope and y-intercept to
accurately model the situations, which aligns with the essential skills in mathematical analysis,
problem-solving, and predictive modeling.
● Students will be given a chance to choose the most efficient way to predict money spending
under a specific context, where the application of mathematical models to predict outcomes is
an essential practice among mathematicians when forecasting trends or behaviors in various
fields.

Supporting Academic Language Development (If you’d like to attempt this section and receive
feedback - please do so!)
1. Language Objective: Example: Students will be (reading, writing, speaking, or listening) in order
to describe, identify, explain, justify, interpret, analyze, construct, argue _____) Be explicit about what
strategy (give the strategy a name) you will use to get students engaged by using the language of
your content.

Academic Vocabulary and Language Demands: What language demand (written or oral) do you
want your students to be able to use by the end of the lesson?

Syntax and or Discourse: How will you make sure that all students are accountable for engaging in
discourse or correct forms of scientific writing?
11
Describe additional strategies you will use in order to meet the needs of students with varying levels
of language proficiency.
● Emerging
● Expanding
● Bridging
● RFEP
Formative and Summative Assessments
During (possibly incorporate technology for formative assessment); add rows if needed.
What:
Lesson worksheet (Formative):
https://docs.google.com/docum
ent/d/1NiuGNPGAOWgnjWHKz
MGPUkg9iPhJE2nCBYUg9s-
3CPA/edit
Class Discussion and Surface
Pro Projection (Formative).
When:
Throughout the whole lesson.
The key moments I will pay
attention to listen to students’
thoughts are those transitions
among one type of math model
into another. I would like to
hear how will students use a
data table to create a visual
representation of a linear
quantitative representation by
using graph, and how will they
capture key features on a
graph, such as the slope and y-
intercept, and transform it into a
symbolic representation of a
linear equation in slope-
intercept form.
Throughout the whole lesson.
What will it tell you about
student thinking?
● Pre-assessment on
students’ prior
knowledge on slope-
intercept form.
● Allow students to jot
down/display their
thinking process with
their group mates during
scenario-based
discussions.
● Allow students to create
and interpret graphs,
where I can assess their
ability to connect
graphical
representations to
mathematical equations
and scenarios.
● The class discussions
will be held throughout
the lesson, especially
during the poster
presentation. I will let
students explain while
writing down their
discussion results and
project them on the
screen so I can capture
their collective thinking
and understanding,
12

Poster (Summative).
Practice Worksheet
(Summative).
Closure (think about what student samples you want to collect for analysis):
Questions at Aspects of Rigor:
Conceptual Understanding
● I will gather students’
written explanations of
At the end of the lesson.
At the end of the lesson.
Procedural Skill & Fluency
● I will gather the data
table, graphs, equations
which can be evaluated
by both instructors and
their peers for
completeness and
accuracy. When
students present their
results on the
screen/poster, the rest
of the students should
pay close attention and
put forward comments,
questions, or
corrections of
misunderstandings.
● The final question in the
lesson allows students
to create a poster that
summarizes their
understanding of using
linear functions to solve
real-life problems and
make connections
between different
representations of linear
functions, including data
tables, graphs, and
equations in slope-
intercept form. This
activity serves as a
culminating assessment
and allows students to
show their knowledge
creatively.
● At the end of the lesson,
students can get the
chance to see how we
can use linear functions
to solve different real-
life scenarios. It tells me
whether students can
flexibly apply what they
learned under different
situations.
Application or Relational
Knowledge
● I will collect students’
predictions for future
13
 key concepts related to
the slope-intercept form,
such as the meaning of
slope (m) and y-
intercept (b), and how
these concepts relate to
real-world scenarios,
then analyze these
explanations to assess
the depth of their
understanding.
● During the lesson, I will
observe the different
math models (i.e., data
tables, graphs,
equations in slope-
intercept form) students
created to examine their
ability to interpret those
models in terms of slope
and y-intercept,
patterns, continuity, and
whether they are
functions. I will also look
for a conceptual
understanding of
whether students can
correctly solve the
equations they
constructed.
Prerequisite Skills and Knowledge:
Use Student Achievement Partners’ Coherence Map; Progressions of Math Concepts K-12
What key prerequisite knowledge and skills come into play within this lesson?
that students have
constructed to model the
scenarios using the way
of poster creation and
share their answers on a
screen in front of the
entire class, then assess
the accuracy of
students’ learning
outcomes, and the
procedural steps they
followed to calculate the
slope and y-intercept.
● When students engage
● I will collect the posters
spending based on the
math models they
created and determine if
they can effectively
apply math knowledge
for practical uses. After
presenting a concept or
problem.Students’
thinking will be recorded
on the PowerPoint and
projected in front of the
whole class, and their
group discussion results
will be recorded by
themselves on the
worksheet, which will be
checked by me while
circulating the classroom
to assess
understanding.
in class discussions and
share their thought
processes and
reasoning, I will listen
and provide feedback to
assess whether students
can apply their
understanding to explain
and justify their
mathematical choices.
created by students in
response to the final
question of this lesson
and analyze the content
to assess their ability to
relate mathematical
concepts to practical
applications and their
capacity to collaborate
with their group mates
and communicate their
understanding
effectively.
14
 ● Students should have a foundational understanding of linear equations, including the concept
of variables, coefficients, and constants, and they should be comfortable with slope-intercept
forms like y = mx + b in general. Students should also understand how to calculate the slope
Δ y y 2− y 1
using the slope formula of m = = , and find the y-intercept by looking at the output
Δx x 2−x 1
value when the input is given by 0.
● Students should have basic graph interpretation skills and be familiar with the Cartesian
coordinate system for plotting points on a graph and recognizing the slope and y-intercept in a
linear equation’s graph. Students should also be familiar with describing the shape of a linear
equation and determining whether it is a function using a strategy such as the vertical line test.
● Students should have basic arithmetic skills, including addition, subtraction, multiplication, and
division, as these are used to calculate slopes and y-intercepts and evaluate the equation.
● Students should clearly understand variables as placeholders for unknown quantities and
should know how variables can represent changing values in mathematical equations.
● Students should be comfortable with algebraic manipulation, such as isolating variables and
solving simple equations.
● Students should be comfortable with how to construct data tables, including how to label them
correctly.

Where are your students in terms of what they already know about the concept(s) for this lesson?
What have they already learned at home or in their community as well as in previous classes?

● Students have encountered linear equations and the slope-intercept form (y = mx +b) in
previous math classes and have learned about the meaning of slope (m) and y-intercept (b) as
well as how to find them algebraically.
● Students have a foundation in basic arithmetic skills and are able to use them while calculating
the slope, finding the y-intercept, and evaluating equations.
● Students have been introduced to graphing linear equations on the Cartesian coordinate plane
and identifying the slope and y-intercept from a graph.
● Students have real-world experience with linear relationships, such as money spending, and
understanding that an increase in one variable can lead to a proportional change in another,
where they all knew that buying more items often results in higher total costs.

What skills do your students bring to this learning? What do you anticipate that they may struggle
with?

● Students can bring well-developed critical thinking skills in relating math with the given
scenarios and are able to identify patterns in data and make logical connections between
different mathematical modes such as data tables, graphs, and equations.
● What I anticipate students may need help with is some students may hold misconceptions
about the meaning of slope and y-intercept, such as confusing them or misunderstanding the
implication of the problems. Some students may still need help conceptualizing how to
translate a graph into an equation or equation into a graph and correctly evaluate and solve an
equation using a given input or output to find another.

How might you leverage what students already know to access intended grade level expectations?

● I can start the lesson with a pre-assessment to understand students’ prior knowledge by
asking them a brief set of questions related to linear equations, slope, and y-intercept. I can
use the results to identify which students have a strong foundation in the topic, which I can
invite to be a peer-teacher in their group, and who might need additional support. I can provide

15
 additional one-on-one help while circulating the class during this lesson as differentiated
instruction.
● I encourage peer learning and collaboration, pairing or grouping students with varying levels of
expertise to learn from each other, reinforce concepts for those who understand them, and
provide clarification for those who are struggling.
● When introducing new concepts, I can use familiar examples that students can relate to. For
example, when using scenarios involving common items like snacks to illustrate linear
relationships and have students create different math models, I can break the solving process
into small pieces and build on their prior knowledge. I can let students collect the data given in
the scenario into data tables and convert the data in a data table into points of coordinates,
then have students plot those points and complete the graph of the linear function, then
observe the steepness and find out the slope, then observe whether this function contains a y-
intercept in order to help students finalize their thinking of converting a graph into a linear
equation in slope-intercept form.

Lesson Resources/Materials:
Provide hyperlinks that are SHARED
Slides: https://docs.google.com/presentation/d/1l2S5719_-bCPfAlJIcn96m5GMIA2uMOodSN7Qd2-
EuA/edit#slide=id.p8
Lesson Worksheet:
https://docs.google.com/document/d/1NiuGNPGAOWgnjWHKzMGPUkg9iPhJE2nCBYUg9s-3CPA/
edit
Lesson Worksheet (Mandarin Version):
https://docs.google.com/document/d/1cXfrqr3CoJu6Br_Xmy8Nw5CKHD5f9-_MPU2cdP4n0W0/edit
Practice Worksheet (if we got time after this lesson):
https://docs.google.com/document/d/1CkD3dJGD1--p5eCBPzGtBO10DNxOBs-lL0wXyoSgTLg/edit
Practice Worksheet (Mandarin Version):
https://docs.google.com/document/d/1uLuUTbDuIzD2C9r2rPv9x9qdJrEWTBDgmwAtoVtieSo/edit

16
INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS
Introduction (__15__ minutes): (How will you engage students, connect to prior knowledge and
review necessary academic language and bring students into today’s topic? Math: What
phenomenon or real world context will you use to introduce the concept and engage students
in this learning?) Highlight student discourse strategies/teacher talk moves in blue.
Time Teacher Actions and Questions
1. Intriguing 1. Engage and connect to
questions students’ prior experience:
(5 min). I will begin the lesson by
2. Review engaging students in
questions relatable and thought-
(10 min). provoking questions and
use the think-pair-share
strategy to ask students to
reflect on their past
experiences and turn to
their elbow partners to
share their thoughts.
Student volunteers will be
invited later to share their
own and their elbow
partner’s past experience
with spending money and
their strategies for
managing their own
money. During students’
sharing time, I will actively
listen to their thoughts and
avoid disruptions, and
after students’ sharing, I
will acknowledge their
valuable experience and
strategies.
Questions to ask:
1) Have you ever spent
money on your own?
What do you usually do
with your money?
2) Any strategies you found
useful to manage your
money and predict the
amount of your spending?
Student Actions and Possible Universal
Responses to Thinking Design
for
Learning;
Support
or
Accomm
odations
for
Identified
Students
1. Students will reflect on
their past experiences
with spending money
during the think-pair-share
stage with their elbow
partners. Students who
volunteer will be invited to
share their and their
partner’s experiences with
the whole class later.
Possible responses:
1) “Yes, I remember
spending money on
buying snacks for a movie
night with my friends.”
2) “I will create a shopping
list before purchasing the
items I want and calculate
the budget I will need to
spend to avoid spending
money to buy things that I
cannot afford.”
2. Students will be asked to think
about those review questions
quietly and can raise their hand
to volunteer and share their
thoughts by writing down on my
Surface Pro while explaining.
Because those questions are
varied in difficulty, students with
different levels of understanding
of the prior knowledge can get
equal opportunities to share their
voices. The rest of the students
will listen while the student
volunteer shares and posts
17
 2. Check prior knowledge and
review for key math vocabularies
and formulas: Go over the review
questions on the worksheet with
the students together, and invite
students who know the answer to
those questions to jot down
thoughts on my Surface Pro, then
project their thoughts on the
screen. While that student is
explaining and writing on the
Surface Pro, the rest will be
asked to pay attention to post
further questions, comments,
concerns, or corrections for the
students to volunteer to clarify. I
will use wait time to allow
students ample time to recall their
past knowledge.
Questions to ask:
1) What is the equation for a
line in slope-intercept
form?
2) What is the input and
output of the slope-
intercept form (y = mx+b)?
3) What does the m
represent in slope-
intercept form (y = mx+b)?
4) What is the slope
formula?
5) What does b represent in
slope-intercept form ( y =
mx+b)?
6) How do you find the y-
intercept?
further comments, questions, or
corrections after they finish
sharing.
Possible responses:
1) “The equation for a line
written in slope-intercept
form is y = mx + b.”
2) “For the slope-intercept
form written as y = mx +
b, we have 2 x and y
variables. In this case, the
input is x, and the output
is y.”
3) “The slope formula is ‘the
change of y over the
change of x.’ And we can
Δy
write m = .”
Δx
“We can also determine
the slope by choosing two
different data points on a
graph. If we label the two
points as (x1, y1), and
(x2, y2), the equation will
become m =
y 2− y 1
.”
x 2−x 1
4) “b in the slope-intercept
form means the y-
intercept.”
5) “When finding the y-
intercept, we can find the
value for the output,
where the input is given
by 0.”

Body of the Lesson (___50___ minutes): Describe step-by-step what the teacher and the students
will be doing during the lesson. Include questions you will use to help make thinking visible, and code
assessing questions that help you understand how students see things (UQ) and advancing
questions that help you move student learning forward (AQ). Indicate who the authority of the
information is: the teacher or the students (where are ideas coming from)? Include Talk Moves (from
ED 143AW). Highlight student discourse strategies in blue.

Time Teacher Actions and Student Actions and Possible Universal

Questions Responses to Thinking Design for
Learning;
Support or
Accommodatio
ns for
Identified
Students
1. Scenario 1. Present the Scenario: I 1. Student volunteers will
18
 1 of y = will introduce scenario be invited to read this
mx (20 1 about Ms. Nguyen scenario to the whole
min). and her coffee cookie class, while the rest of
2. Scenario spending habits and the students will listen
2 of y = explain that students while looking at the
mx +b will use mathematics descriptions on their
(20 min). to understand her worksheets.
3. “You spending pattern. ● Students will be working
Try” Students who on creating a data table
Problem volunteer will be for this scenario
(10 min) invited to read the collaboratively. After
scenario to the whole group discussion, student
class loudly while I volunteers will be invited
actively listen and give to present their
reminders to the discussion results on the
students who may screen by writing their
need to pay more data table on my Surface
attention while their Pro while explaining their
classmate is reading. thinking process. While
Questions to ask: the student volunteer is
1) “Do we all understand explaining, the rest of the
what this scenario is students should pay
about?” close attention to post
● Creating a data table: I further questions,
will guide students to comments, and
translate the data in corrections after the
the description into a students finish sharing.
data table. With the Possible responses:
help of guiding 1) “The input of this
questions, students will scenario is the weight of
work with their group the coffee cookie Ms.
mates to figure out Nguyen bought in
how to define ounces, and the output is
variables, label their the total cost in dollars.”
data table, and check 2) “We can label the input
their answers with their as x, and we can label
peers before the class the output as y.”
discussion. During Students may choose
students’ independent different variables for
working time, I will labeling.
circulate around the Possible data table students
room to observe what might create:
students put on their
worksheets to help
Weight of the Total money
students eliminate
coffee cookie spent in $ (y)
misunderstandings
in oz (x)
and help with any
potential questions 2 8
students have.
Students who 3 12
volunteer will be
invited to write down 4 16
their discussion results
on my Surface Pro
19
 while explaining their
5 20
thinking process to the
whole class. After … …
students share, I will
provide feedback (i.e.,
check for
misunderstanding and
acknowledge students’
input).
Questions to ask:
1) How will you describe
the input and output in
this scenario?
2) What variables do you
want to choose to label
the input and output?
● Graphing: I will guide
students to graph the
data points on the data
table onto a Cartesian
coordinate. With the
help of guiding
questions, students will
be working with their
group mates to figure Possible responses:
out how to label their
graph, find shapes and
patterns for the slope
of the graph, identify
the shape of the graph,
and determine whether
this graph represents a
function. Students will
check their answers
with their peers before
the whole class
discussion. During
students’ independent
working time, I will
circulate around the
room to observe what
students put on their
worksheets to help
students eliminate
misunderstandings
and help with any
potential questions
students have. Student
volunteers will be
invited to write down
their discussion results
on my Surface Pro
while explaining their
thinking process to the
● Students will be working
on creating a graph for
this scenario
collaboratively. After
group discussion, student
volunteers will be invited
to present their
discussion results on the
screen by drawing their
graph on my Surface Pro
while explaining their
thinking process. While
the student volunteer is
describing, the rest of the
students should pay
close attention to post
further questions,
comments, and
corrections after the
students finish sharing.
1) “This graph’s shape will
possibly be a straight line
because the increase of
the total spending
increases constantly
while the weight of the
coffee cookie Ms.
Nguyen bought
increases.”
2) “(2,8), (3,12), (4,16),
(5,20).”
3) “This graph will start from
the origin, (0,0) because
if Ms. Nguyen has not
bought any cookie yet,
the cost is 0 dollars.”
4) “Yes, when the weight of
the coffee cookie goes to
positive infinity, the total
spend will also go to
positive infinity.”
5) “We use an arrow on the
graph to show it
continues to infinity.”
6) “The shape of this graph
is linear, and it is a
function because every
input is only associated
with one unique output
20
 whole class. After and passed the vertical
students share, I will line test.”
provide feedback (i.e., Possible graph students might
check for create:
misunderstanding and
acknowledge students’
input).
Questions to ask:
1) Take a guess of what
the shape of the graph
would be. Why?
2) How will you convert
the data points into
points of coordinates?
● Students will be working
3) Where (in point of
on creating an equation
coordinate) do you
in slope-intercept form for
think this graph will
start from? this scenario
collaboratively. After
4) Do you think this graph
group discussion, the
will continue to infinity?
student volunteers will be
If yes, in which
invited to present their
direction?
discussion results on the
5) What symbols do we
screen by writing down
use on the graph when
the equation they created
it goes to infinity?
on my Surface Pro while
6) What is the shape of
explaining their thinking
this graph? Is this
process. While the
graph a function?
student volunteer is
● Construct an equation
describing, the rest of the
in slope-intercept form:
students should pay
I will guide students to
close attention to post
use the information
further questions,
they have gathered so
comments, and
far to construct an
corrections after the
equation in slope-
students finish sharing.
intercept form for this
Possible responses:
scenario. With the help
1) “No, this equation
of guiding questions,
contains no y-intercept
students will work with
because the graph starts
their group mates to
from the origin.”
figure out how to use
2) “As the weight of the
two different points of
coffee cookie increases
coordinates to
by 1 ounce, the total
calculate the slope
increases by 4 dollars,
algebraically using the
which means the price of
slope formula and
the coffee cookie per
define whether there is
ounce is 4 dollars.”
a y-intercept. Students
3) “I choose two points of
will check their
(2,8) and (3,12). Then,
answers with their
according to the slope
peers before the whole
class discussion. 12−8
formula, I get m =
During students’ 3−2
independent working
21
 time, I will circulate
around the room to
observe what students
put on their
worksheets to help
students eliminate
misunderstandings
and help with any
potential questions
students have. Student
volunteers will be
invited to write down
their discussion results
on my Surface Pro
while explaining their
thinking process to the
whole class. After
students share, I will
provide feedback (i.e.,
check for
misunderstanding and
acknowledge students’
input).
Questions to ask:
1) Does this function
contain a y-intercept
(b)? What does the y-
intercept mean here in
this scenario?
2) What does the slope Possible responses:
(m) mean in this
scenario? What
patterns did you find?
3) Using the points of
coordinates you
converted before,
show us how you will
find the slope (m)
algebraically.
4) Use all the information
you found so far to
write an equation in
slope-intercept form
that describes the
quantitative
relationships in this 2. Students' actions will be
scenario. similar for scenario 2 as scenario
● Choose an appropriate 1.
strategy to predict
money spending: I will Possible responses:
guide students to use
all the math models
they have created so
far for this scenario
4
= = 4.”
1
4) “By using the slope-
intercept form of y =
mx+b, the equation for
this scenario should be y
= 4x.”
● Students will work on
finding the total cost with
the given weight of the
cookie by collaboratively
choosing the most
efficient strategy. After
group discussion, student
volunteers will be invited
to present their
discussion results on the
screen by writing down
their solving process on
my Surface Pro while
explaining their thinking.
While the student
volunteer is explaining,
the rest of the students
should pay close
attention to post further
questions, comments,
and corrections after the
students finish sharing.
1) “We choose to use an
equation to solve this
question because it is
impossible to create a
data table and graph big
enough to find the cost
when the weight of the
cookie given is huge. We
plug in the 10000 as the
input for the equation and
solve for the output, such
that y = 4(10000) =
40000. Thus, the total
spending is 40000
dollars.”
● Creating data table:
1) “The input of this
scenario is the weight of
the coffee sandwich
22
and choose one of the biscuit Ms. Nguyen
most efficient methods bought in ounce, and the
to find money output is the total cost in
spending under a dollars.”
specific context where 2) “We can label the input
the given weight of the as x, and we can label
coffee cookie Ms. the output as y.”
Nguyen bought is Students may choose
really large. With the different variables for
help of guiding labeling.
questions, students will Possible data table students
be working with their might create:
group mates to find out
using an equation is
Weight of the Total money
the most efficient way
coffee cookie spent in $ (y)
to solve this problem
in oz (x)
because when the
weight of a cookie 0 3
goes to infinity, the
cost will also go to 1 9
infinity, and we are not
able to create a data 2 15
table or graph large
enough to make 3 21
spending predictions.
Students will check … …
their answers with their ● Graphing:
peers before the whole Possible Responses:
class discussion. 1) “This graph’s shape will
During students’ possibly be a straight line
independent working because the increase of
time, I will circulate the total spending
around the room to increases constantly
observe what students while the weight of the
put on their coffee sandwich biscuit
worksheets to help Ms. Nguyen bought
students eliminate increases.”
misunderstandings 2) “(0,3), (1,9), (2,15),
and help with any (3,21).”
potential questions 3) “This graph will start from
students have. Student (0,3) because if Ms.
volunteers will be Nguyen has not bought
invited to write down any biscuit yet, the cost
their discussion results is 3 dollars since she
on my Surface Pro already bought a can of
while explaining their coffee.”
thinking process to the 4) “Yes, when the weight of
whole class. After coffee sandwich biscuit
students share, I will goes to positive infinity,
provide feedback (i.e., the total spend will also
check for go to positive infinity.”
misunderstanding and 5) “The shape of this graph
acknowledge students’ is linear, and it is a
input).
23
Questions to ask:
1) Choose one
appropriate method of
using a data table,
graph, and equation to
find the money Ms. Possible graph students might
Ngyen would spend if create:
she bought 10000 oz
of such a coffee
cookie. And why do
you choose that
method?
2. I will implement similar
teacher actions for scenario 2
as scenario 1.
● Creating data table:
Questions to ask:
1) How will you describe
the input and output in Possible responses:
this scenario?
2) What variables do you
want to choose to label
the input and output?
● Graphing:
Questions to ask:
1) Take a guess of what
you think the shape of
the graph would be.
Why?
2) How will you convert
the data points into
points of coordinates?
3) Where (in point of Possible responses:
coordinate) do you
think this graph will
start from?
4) Do you think this graph
will continue to infinity?
If yes, in which
direction?
5) What is the shape of
this graph? Is this
graph a function?
● Compare graphs:
function because every
input only associates with
one unique output and
passed the vertical line
test.”
● Compare graphs:
1) “The more steep the
graph is, the large the
slope’s magnitude is.”
2) “Scenario 2 has the most
steep slope, which
implies the snack in
scenario 2 (coffee
sandwich biscuit) has
higher price than the
snack in scenario 1
(coffee cookie).”
● Construct an equation in
slope-intercept form:
1) “Yes, the y-intercept is 3,
which is the spending on
the can of coffee before
buying any coffee
sandwich biscuit.”
2) “The slope here means
the price of coffee
sandwich biscuit per
ounce. When the weight
of the coffee sandwich
biscuit we bought
increase by 1 ounce, the
total spent will increase
by 6 dollars.”
3) “I choose two points of
(0,3) and (1,9). Then,
according to the slope
9−3
formula, I get m = =
1−0
24
Question to ask: 6
1) How does the = 6.”
1
steepness of a graph 4) “By using the slope-
relate to its slope? intercept form of y =
2) What does it tell us mx+b, the equation for
about the price of each this scenario should be y
snack? = 6x + 3.”
● Construct an equation ● Choose appropriate
in slope-intercept form: strategy to predict money
Questions to ask: spending:
1) Does this function Possible Responses:
contain a y-intercept 1) “We choose to use the
(b)? What does the y- equation to solve this
intercept mean here in question because it is
this scenario? impossible to create a
2) What does the slope data table and graph big
(m) mean in this enough to find the cost
scenario? What when the weight of the
patterns did you find? cookie is large. We plug
3) Using the points of in 81123 as the output for
coordinates you the equation and solve
converted before, for the input, such that
show us how you will 81123 = 6x +3. Use
find the slope (m) inverse operations by
algebraically. subtracting 3 on both
4) Use all the information sides, then dividing 6
you found so far to gives us x = 13520.
write an equation in Thus, the total weight of
slope-intercept form the coffee sandwich
that describes the biscuit we can buy is
quantitative 13520 ounces.”
relationships in this 3. “You Try” problem: Students
scenario. will work collaboratively on a
● Choose appropriate poster for this problem. Students
strategy to predict should always strive to solve
money spending: these problems independently
Question to ask: and check with their group
1) Choose one mates before they ask for help
appropriate method of from the instructors.
using a data table,
graph, and equation to Possible responses:
find the weight of 1)~3): Since this is a discrete
sandwich biscuit (oz) graph, students should not
Ms. Nguyen can buy if connect all the data points
she spends $ 81123. together, but this graph goes to
3. For the “you try” problem, infinity as the number of snacks
students will independently we bought reaches infinity, then
work on creating a poster for a the total spending will also reach
discrete case of linear infinity. Students should be able
equations with similar to construct an equation of y =
scenarios of buying food. This 4.99x + 6.99, where 4.99 is the
time, the food is sold in bags price for 1 bag of cheese-
instead of weight. Students flavored fries, and 6.99 stands
will be working independently
25
 with their group mates. During for the price of 1 bundle of
students' working time, I will strawberry milk.
be circulating the room, where 4) The answer can vary based
students can raise their hands on the different number of
to ask questions and check people in each group.
answers with me. The fastest
group who completed the task
correctly will get the chance to
display their posters in front of
the whole class and review
the solving process with the
rest of the students.
Questions to be ask:
1) Create a data table,
graph, and equation in
slope-intercept form to
show the quantitative
relationship between
the # of snacks, 1
bundle of drinks, and
the total money ($)
spent.
2) Determine what slope
and y-intercept stand
for in this scenario to
determine the name of
Ms. Tang’s favorite
drink and snack.
3) Write an equation in
slope-intercept form
and then calculate the
total money ($) you will
pay if you want to buy
the drink and snack
that you like for your
entire group (i.e., # of
drink = 1 bundle; # of
snack = # of people in
your group).

Closure (___10___minutes): Summarize how you will bring the lesson to a close allowing students
to reflect or summarize what they learned in regards to the lesson objective. Highlight any student
discourse strategies in blue. Include any end of lesson assessment questions and activities.
Time Teacher Actions and Questions Student Actions and Possible Universal
Responses to Thinking Design for
Learning;
Support or
Accommodat
ions for
Identified
Students
1. Closure 1. Students will summarize 1. Students will first
questions what they learned from discuss the closure
26
 for this today, and what other
lesson. applications linear
2. Practice equations can have on
Worksheet our real life. Students will
(if we have first discuss with their
time). group mates, then
student volunteers will be
picked to share their
thoughts. Wait time and
active listening will be
implemented here, and
random polling may be
used throughout the
lesson to make sure
different voices can be
heard.
Questions to ask:
1) How do you think math
can help us manage our
money spending in real
life?
2) What different real-life
problems do you think
can be solved using what
we’ve learned today?
In your lesson plan, integrate, label and highlight where you will be providing the instruction
and guided practice related to the selected language demand.
questions with their
table mates, and
volunteers will be
picked to share their
thoughts. While a
student volunteer is
talking, the rest of the
students should listen
carefully, and make
add-on opinions after
this student finishes
talking.
Possible Responses:
1) “We can predict how
much money we
might spend on
buying specific items
to avoid
overspending.”
2) “It can also help us to
calculate the fuel cost
of a car traveling a
specific distance
before planning a
trip.”
2. On the practice worksheet,
students will be able to see
and practice more
applications of linear
equations in different
scenarios.
27