StandardBased Lesson Planning
Teacher: Anny Lin
Subject: CP Algebra I
Week of: January 25^{th}, 2010
Step 1: Decide which benchmarks and
indicators will be emphasized.
Benchmark(s): Patterns Functions and Algebra: Use algebraic
representations, such as tables, graphs, expressions, functions and
inequalities, to model and solve problem situations. Patterns Functions and Algebra: Analyze and compare functions
and their graphs using attributes, such as rates of change, intercepts and
zeros. Patterns Functions and Algebra: Describe and interpret rates of change from graphical and
numerical data. Indicator(s): Patterns
Functions and Algebra: Use symbolic algebra (equations and inequalities),
graphs and tables to represent situations and solve problems. Patterns
Functions and Algebra: Write, simplify and evaluate algebraic expressions
(including formulas) to generalize situations and solve problems. Patterns Functions
and Algebra: Describe the relationship between
the graph of a line and its equation, including being able to explain the
meaning of slope as a constant rate of change and yintercept in
realworld problems. Patterns Functions
and Algebra: Compute and interpret slope,
midpoint and distance given a set of ordered pairs. Patterns Functions and Algebra: Use graphing calculators or computers to analyze change;
e.g., interest compounded over time as a nonlinear growth pattern. Students will be compare and contrast slope vs.
direct variation. Students will continue to graph their answers. Students
will learn: y=kx Indicators: PFA16 (TI83), Assignment: pg 200 1345 odds, do
evens for word problems. 
Step 2: Determine
what students will know and be able to do as a result of this lesson. What
effective instructional techniques will help students meet the standards?
Lesson Summary Following the lesson, the students will be able to interpret
and predict the effects of changing slope and yintercept in applied
situations. Following the lesson, the students will be relate direct
variation to linear functions and solve problems involving proportional
change. Instructional
Procedures

Step
3: Plan strategies
and activities to meet the needs of all students. (TMG)
Differentiated Instruction Strategies: Instruction
differentiated according to learner needs to help all learners either meet
the intent of the specified indicator(s) or, if the indicator is already met,
to advance beyond the specified indicator(s). Guided note will be
provided for the students. 
Step 4: Think about practical issues and materials needs for
instructional planning.
Estimated Time
Duration 15
minutes lecture 10
minutes homework 20
minutes lecture 5 minutes homework Materials and
Resources Needed For the teacher: powerpoint For the students: guided notes 
Step 5: Determine how you will assess and know if students
meet the standards.
PostAssessment Assignment:
pg 200 1329 odds, 32, 33, 3543 odds, 44 (17 questions) Scoring Criteria 