Direct Instruction Lesson Plan Template

GENERAL INFORMATION
Grade: 7

Subject: Math

Teacher: Ms. Yonker

Unit: Ratios & Proportions

Lesson: Slope

Approximate time:

Standards/Indicators: (Common Core, ISTE, GLEC*s, HSCS)

Common Core Learning Standard 7.RP.2b
Materials needed:
Math textbook, whiteboard, projector/computer
Technology needed:
Smartboard
OBJECTIVES AND USING DATA TO MEASURE OUTCOMES:
The student will be able to:
Identify X and Y intercepts and use them to find the slope of a line.
How I will measure mastery of the objective (see Evaluation at end of plan. This
should match.):
An interactive online game used to grade students performances.

DIRECTION INSTRUCTION LESSON OUTLINE

INTRODUCTION OF LESSON
Anticipatory Set:
Who has heard of a slope? Does anyone know how to find it, or what the purpose of it
is?
Stating the Objective is student language:
Today, we are going to find that out. We are going to be able to look at a graph and
know how to find the slope of a graph.
Rationale of lesson in student language:
This is important because it is fundamental to moving forward in math classes. We will
have to be using what is learned today in order to learn even more difficult concepts in
the future.
Stating behavioral expectations in student language:
I would like you to be patient with me as I explain this concept. It may be a little
confusing at first, but I would like to show you all of it before I take time to answer
questions.

The Gradual Release of Responsibility in the Lesson

BODY OF LESSON: (I do or Teacher Does)
(I plan to teach all 1s first, then 2s, then 3s).
Input: 1) How to find Y-intercept. This can be found by simply finding how close the two
points are to each other, vertically. We need to find where there is a point on the graph,
and count how many units tall it is.
2) How to find the X-intercept. This can be found by simply finding how close two points
are to each other, horizontally. We need to find where there is a point on the graph, and
count how many units tall it is.
3) To find the slope, we can take the two numbers we found and turn them into a
fraction. This means the Y-intercept will go on top, and the X-intercept will go on
bottom. That is all you need to do!
Modeling: 1) Lets look at number 4 on page 196. The point we are given is called (1,4).
That means that the point is 4 squares up from the middle, which is the second point in
this problem. That is our Y-intercept.
2) How about the X-intercept? The point is only one square away on the X-axis, which
means that our X-intercept is just going to be one.
3) So how can we find the slope? Remember, we are just putting the Y-intercept over the
X-intercept. All the hard work is already done! What answer do we get?
Checking for understanding: So, lets review. Who can tell me what a Y-intercept is?
What about an X-intercept? How about slope?
PRACTICE
Guided Practice (we do it together)
1.) Now lets try number 5 together. Who can tell me what the X-intercept is
here? What about Y? Who can use those two numbers together to find the slope?
Independent Practice (student does it by himself)
Now, lets have everyone do number six and seven on their own. Who can raise their
hand and tell me what answer they got?

CLOSURE
Closure statement and what was learned today:
This is how you can find the slope! Thank you so much for being such good
listeners. To conclude our lesson, we are now going to play a little game.
EVALUATION: Now, we are going to try this online game to test what we know. Who
would like to volunteer to go first? Come up to the board and show us how you can find
the slope of the number. (During this time, I will be writing down how many mistakes
each student makes during his or her attempts at the board. Hopefully, there will not be
too many and it will be a success!)
REFLECTION ON TEACHING & MANAGEMENT:
1.) What does the data show about the student(s) learning?

2.) Were my behavioral expectations stated in a clear fashion?

3.) Cite examples of proactive behavior management.

4.) Cite examples (if appropriate) of how behavioral issues were addressed.

5.) What would I repeat if I were to teach this lesson again?

6.) What would I change if I were to teach this lesson again?

Revised October 24, 2014