Math Inquiry Lesson Lesson Plan

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Math Inquiry Lesson. Lesson Plan. Teachers: Subject: Mathematics for Teachers. Common Core State Standards: • 8.EE.5 G
Math Inquiry Lesson Lesson Plan

Teachers:

Subject: Mathematics for Teachers

Common Core State Standards:  8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways (for example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed). Objective (Explicit):  SWBAT discover the conceptual understandings listed below: o The sign of a slope value determines whether the line increases or decreases. o The magnitude of the slope determines the steepness of the line. o A horizontal line has a slope of zero. o A vertical line has an undefined slope. Evidence of Mastery (Measurable):  Include a copy of the lesson assessment.  Provide exemplar student responses with the level of detail you expect to see.  Assign value to each portion of the response. N/A Sub-objectives, SWBAT (Sequenced from basic to complex):  How will you review past learning and make connections to previous lessons?  What skills and content are needed to ultimately master this lesson objective?  How is this objective relevant to students, their lives, and/or the real world?  Define slope.  Identify different types of lines.  Translate among various representations – words, tables, graphs, equations – of liner, exponential and linear functions (Future classes).  Recognize and describe real-world situations involving linear, exponential and quadratic growth, decay or decline patters (Future classes). Key vocabulary: Slope Intersecting lines Parallel lines Magnitude Zero slope Undefined slope

Materials: Notebook paper Notebook paper strip (1/2 inch) Rule Dice Deck of Card Pencils

Engage  How will you activate student interest?  How will you hook student attention?  What questions will you pose, based on your objective, that students will seek to answer in Explore?

Copyright © 2017 Arizona Board of Regents, All rights reserved  SanfordInspireProgram.org

Teacher Will: Teacher will present three scenarios for students to imagine: 1. Skiing or snowboarding down a mountain (If students have trouble…Who has never skied? Can you imagine it anyway? Have you watched the Olympics?). 2. Going on a hike and climbing up a steep hill. 3. Skateboard ramp in a park. What do these three images have in common?

Student Will: Students actively listen while teacher explains scenarios.

Teacher calls on students to share their answers. When students bring up the idea of slope, explain the difference between math use of words and common use of words (like odd means strange in common use, but in math means it is not divisible by 2). Today’s activity will help us understand what slope is in math terms.

Students will provide their answers as they are called on.

Students think-pair-share “What do these three images have in common?”

Explore  How will model your performance expectations? Remember, you are not modeling what you want students to discover but need to model expected behavior or required procedures.  How will students take the lead and actively use materials to discover information that will help them answer the question posed in Engage?  What questions or prompts will you be prepared to use with students while they are “exploring”? Teacher Will: Student Will: Teacher chooses two people to model the directions. Two students model for the class and the other Teacher narrates and provides clarification during the students will gather around the table to watch the model. model.  Students gather materials and work in groups of two. Students answer questions as the teacher checks for  Students will take turns being the “drawer” and the understanding throughout the directions. “turner.”  Students will follow the procedure below: o Make a dot anywhere on the left and middle part of the paper. o The drawer flips over a card (red=down/negative, black=up/positive, Ace=1, Queen=0). o Move from the dot the number designated by the card and the direction designated by the color. o The turner rolls the dice and move to the RIGHT the number of spaces indicated from the dice, then make another dot. o Draw a line through the two dots with arrows at the end. o Label your line with:

m o

number from card (including the sign) number from dice

. Repeat this process and switch roles.

Model the process a second time to ensure understanding. Copyright © 2017 Arizona Board of Regents, All rights reserved  SanfordInspireProgram.org

Teacher will monitor the room and ask students questions. Students will form pairs and begin the activity of As teacher walks around to different groups ask things creating lines. They will make observations about like: What did you notice about the lines? What did you their lines. discover? Do we have any observation so far? What have we discovered so far? Which lines will intersect? What types of lines won’t intersect? If there are misunderstandings the teacher will ask more probing questions. Co-Teaching Strategy  What co-teaching approach will you use to maximize student achievement? N/A Differentiation Strategy  What accommodations/modifications will you provide for specific students?  How will you anticipate students that need an additional challenge?  Teacher will provide extra assistance to pairs that need more help. Explain  How will all students have an opportunity to share what they discovered?  How will you connect student discoveries to correct content terms/explanations?  How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from Engage before moving on? Teacher Will: Student Will: Teacher will remind students to write down observations from other groups. Teacher will call on students to gather observations from Students will provide their observations to the class. the activity. Teacher will model the notes on the board. They will take notes on observations their classmates made that are different from their observations. Ensure that students identify:  Parallel lines  Positive slope  Negative slope  Zero slope  Intersecting lines Co-Teaching Strategy  What co-teaching approach will you use to maximize student achievement? Differentiation Strategy  What accommodations/modifications will you provide for specific students?  How will you anticipate students that need an additional challenge? Elaborate  How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning at a deep level?  How will students use higher order thinking at this stage? (e.g. A common practice in this section is to pose a “what If question”)  How will all students articulate how their understanding has changed or been solidified? Teacher Will: Student Will: Teacher will ask student to imagine the ski analogy again. Students will think-pair-share on the question to gain Teacher demonstrate what a bunny hill and a black the idea between what slopes are steep and what are diamond look like in skiing and then ask. What is the flat. different between a black diamond and a bunny hill slope? Students will answer the question and add Ask students to share answers and present information. observations to their list Write findings on the observation list. Teacher will talk about slope and magnitude. Students will think-pair-share. Teacher will ask what would a slope of 6/0 look like? Copyright © 2017 Arizona Board of Regents, All rights reserved  SanfordInspireProgram.org

Teacher will present the idea that this would result in death on the ski slope to reinforce the idea that this line doesn’t have a slope.

Students are called on to share answers and take notes on new things they learn.

Co-Teaching Strategy What co-teaching approach will you use to maximize student achievement? N/A Differentiation Strategy  What accommodations/modifications will you provide for specific students?  How will you anticipate students that need an additional challenge? Extra questions will be added to help student understanding. Evaluate  How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the Elaborate content)?  How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)? Teacher Will: Student Will: Teacher will ask “How many people have a better Students give thumbs up and down about these understanding of slope today? Who is in a different place questions. with slope before they did this activity?” Teacher reminds students of the larger goals for the class Students will summarize what they’ve learned and and where this lesson fits in. The goal is for students to share which parts of the larger objective they still understand what a linear function looks like: need to master. 1) On a graph 2) In an equation 3) In a real life? 4) In a table? Co-Teaching Strategy What co-teaching approach will you use to maximize student achievement? NA Differentiation Strategy  What accommodations/modifications will you provide for specific students?  How will you anticipate students that need an additional challenge?

Copyright © 2017 Arizona Board of Regents, All rights reserved  SanfordInspireProgram.org