 lesson plan sample

Berkshire Junior and Senior High School

Standard-Based Lesson Planning

Teacher: Anny Lin

Subject: CP Algebra I

Week of: January  25th, 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 y-intercept in real-world 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 (TI-83), Assignment: pg 200 13-45 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 y-intercept in applied situations. Following the lesson, the students will be relate direct variation to linear functions and solve problems involving proportional change. Instructional Procedures I will start the lesson by reviewing the formula of a slope with the students.I will hand out guided notes for the students to follow during the lesson.I will introduce direct variation to the class.I will do couple of examples on finding slope and constant of variation.I will assess students’ understanding about find slope and constant of variation before we move on.I will show an example of graphing a direct variation.  I will work another example on graphing a direct variation with the students step-by-step.  I will assess students’ understanding before I move on.I will ask the students to work on pg 200 13-29 odds for ten minutes.I will hand out some graphing papers.  I will show two examples of writing and solving a direct v variation equation.  Again, I will assess students’ understanding of the materials.I will go over a real-world example with the students.  I will ask the students to try one on their own.If there is time left, I will let the students start working on their homework assignment.

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.

 Post-Assessment   Assignment: pg 200 13-29 odds, 32, 33, 35-43 odds, 44 (17 questions)   Scoring Criteria