Skrine Lesson Plan #3
docx
keyboard_arrow_up
School
University of the Cumberlands *
*We aren’t endorsed by this school
Course
699
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
2
Uploaded by emaleigh919
Lesson Plan Name: Emily Skrine-McGlasson
Date of Observation
:
11-6-23
Cycle:
Ages/Grades: 14/15 Number of 10 Number of 10
Number of
0 Number of 1
of
Students in
Students
Gifted Students
Students Class having IEP/504 Students having ELL
Lesson Title
:
I can change a standard form equation into Slope Intercept Form
1. Context: Describe the Students for which this Lesson is Designed (1B)
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
In this class I have 5 students who have a specific learning disability, 1 student who has Autism, 1
student who is Mild Mental Disability, and 3 students who have other health impairments. In this
classroom I also have 1 student who is an English Language Learner who struggles with comprehension. At least 1 of the students fall under low socioeconomic status.
Population: 4 students African American, 5 students white, 1 student hispanic
2. Lesson Learning Targets/Objectives (1A) (1C)
a. Previous lesson’s learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)
Students have been solving one and two step equations.
b. Current lesson’s learning targets/objectives (connect each target/objective to the appropriate state curriculum/content area standards.)
Learning Target: I can define components of an equation and change a standard form equation to slope intercept form.
c. Next lesson’s learning targets/objectives (connect each target/objective to the appropriate state curriculum/content area standards.)
Learning Target: I can calculate slope using 2 points
3. Students’ Baseline Knowledge and Skills (1B) (1F)
Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for this lesson.
Bell Ringer: The students will be asked to define what slope is, and list 2 places we can see a slope.
4. Formative Assessment (1F)
Describe and include the formative assessments(s) to be used to measure student progress during this lesson.
Students will answer questions to work through the notes and the components of an equation, and the difference in the standard form and slope formula in the lessons. They will be given time to think-pair-share, and use an exit slip in order to determine how well they grasped the instruction
5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning
.
I will be using a power point created lesson in order to deliver the bell ringer and access prior knowledge of the content. The power-point will also display the learning target (as well as the whiteboard) have driving questions and an exit slip that gauges what the students retained from the lesson. Students will then use guided notes or notes copied from the smart board to
brainstorm in order to promote the practice and improve understanding.
6. Lesson Procedures (1E)
Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students, facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe how the instruction will be differentiated to meet your students’ needs, interests, and abilities.;
Student will begin their day with a bell ringer. This will access their previous knowledge and gauge their understanding. (Definitions of slope and examples) The bell ringer will allow for students to show their knowledge and allow them to make connections with slope and where we see it daily. The students will be taking notes and answering questions as week as answering questions within their notebooks as notes are written on the smart board. Students will use critical thinking in
order to decide what a variable is and how to decipher slope. Once they have done this they will then learn the process of how to solving a problem that is in standard form to slope intercept form. We will discuss the order of operations PEMDAS and how it is used to determine each step in solving the equations. Students will be asked how to solve addition, subtraction, multiplication and division in the equations. Students will think-pair-share in order to decide what operation they are beginning with in order to solve the equations. Upon coming back together we will then work through the equations and putting them in slope intercept form. Students will have a worksheet as their assignment that they will be working on in order to gauge what they retained from the lesson.
7. Watch For-------
Identify anything that you would like specifically observed during this lesson.
Transitions, making connections, diverse instruction or strategies that can be implemented to improve student understanding, making connections.
Guidelines for Developing Lesson Plan can be found on p 8 of the KTIP Handbook
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help