Jessalyn Rowlee

Unit of Study Instructional Planner Daily Plans

Date

Student Learning Objectives (SLO)

Student will be able to

Learning Activity(ies)

SLO Assessment

Students will be able to identify a function

given a relation.

Short Lecture
Think-Pair-Share: Students
will use Think-Pair-Share to
determine what tables of
relations are considered
functions by studying the
repetition of the coordinates
on their own and writing
down observations. They
will then pair with another
student to discuss what does
or does not make the
relations a function. To
conclude there will be a
short class discussion of
findings.

Observation by teacher of the

students during this ThinkPair-Share activity will be
noted on a class list to be sure
all students are understanding
the new material.

Students will be able to determine the

domain and range of a function.
Students will be able to determine
independent and dependent variables of a
function.

Small Groups:
Exit Ticket:
Students will begin class in
How do domain and range
small groups. Using their book,
relate to dependent and
or other provided materials
independent variables?
they will work to answer these
questions:
What is the domain of a
relation?
What is the range of a
relation?
What is the dependent
variable of a relation?
What is the independent
variable of a relation?

Jessalyn Rowlee
3

Students will be able to compute the

slope of a linear function given a graph
or two points on a linear function.

Lecture with multiple

examples
Time to work on homework

Homework assignment given to

show that students are able to
compute slope.

Students will be able to compute the slope

of a linear function given a graph or two
points on a linear function.
Students will be able to construct the graph
of a linear function given one point and the
slope.

Lab Activity:
Using three of the staircases in
the school (or three scenarios
of staircases if roaming the
school is not an option)
determine which staircase
would take up the most room
and which would take up the
least if the staircases had the
same number of steps. Should
be done by finding slopes of
the staircases.

Recorded results of the lab

activity turned in at the end
of class for review and
grading.

Students will be able to compare rate of

change and slope.

Lecture with white boards:

Exit ticket:
During the lecture students
Compare the rate of change
will be given scenarios to
and slope using an example.
check understanding of rate of
change.

Students will be able to construct the table

and graph of direct variations.

Short Lecture
Students will create a
scenario where direct
variation is appropriate.
They will then construct a
table and make a graph.

Students will be able to construct the graph

of a linear function given one point and the
slope.

Students will turn in the work

they have done in class to be
graded.

Jessalyn Rowlee
7

Review of first sections of Unit (Learning

Objectives from days 1-6)

Spiral Questioning to discuss Short Quiz to show what

what has been learned so far students have learned so far in
in the unit and how students the unit.
think it could be applied in
real life situations.
Short Review Quiz: Students
will then be given time to
work on the review
worksheet. They may use
notes/book if needed.

Students will be able to use slope-intercept

form to construct the graph of given linear
equations.

Lecture with Tongue

Depressor Questioning:
Throughout the lecture
students will be asked to
help graph given linear
equations through slope
intercept form.

Answers given in class will

give teacher an idea of who
is grasping the concept.
Exit Ticket: One or two
questions to show that
students are able to graph
linear equations give the
slope-intercept form of a
line.

Students will be able to calculate slopeintercept form given two points on a line.
Students will be able to determine x- and yintercepts given the slope-intercept form of
a linear equation.
Students will be able to determine the
equation for horizontal and vertical lines.

Lecture and notes: This is a

very important and often
difficult concept for
students to grasp. Students
would be encouraged to ask
questions.
Think-Pair-Share: Students
would receive one of the
following three equations to
work on. They would then
pair with others who had the
same problem to compare
results and share the
problem they had with the
class.

Assessment would be done

through observation of
students during Think-PairShare. It would be recorded
for each individual student.

Jessalyn Rowlee
10

Students will be able to produce the

standard form of a linear equation.
Students will be able to produce the slopeintercept form and standard form of an
equation using the point-slope form.

Lecture
Will be turned in at the end of
Create BINGO boards
class if complete or turned in
changing the different forms the following class period.
of equations discussed in the
lecture so that each
equation is written in all
forms.

11

Students will be able to produce the

standard form of a linear equation.
Students will be able to produce the slopeintercept form and standard form of an
equation using the point-slope form.

BINGO!

Students will use the BINGO

boards completed to play a
game of bingo and will review
the different forms when
necessary. After the last bingo
of the period, students will
write down 3 of the 5
equations used to get the
BINGO containing all forms of
the equations.

Students will be able to construct the graph

and linear equation of parallel lines.

Lecture with white boards:

During lecture have students
find the equations to lines
parallel to those in examples.

Observation of students during

lecture to get a general idea.
Exit Ticket:
What makes two lines
parallel?
Give an example of two
parallel lines. Include a
graph and table of the
equations.

12

Students will use the bingo

boards (created for homework
at the end of class yesterday
and brought home to finish).
Students will use the boards
completed to play a game of
BINGO and will review the
different forms when
necessary.

Jessalyn Rowlee
13

Students will be able to construct the graph

and linear equation of perpendicular lines.

Exploring Perpendicular Lines:

Students will complete an
activity using a square
transparent sheet of graph
paper and the same paper on
a regular sheet. Through
exploration, they would
answer these questions with
the activity:
What is the slope of the
original line?
What is the slope of the
rotated line?
Are both slopes positive?
Negative? Different?
How do the original line and
the rotated line relate?

Students would turn in the

activity and results at the end
of class to be graded.

14

Review of Unit (Learning Objectives from

days 1-13 with emphasis on days 8-13)

Discussion of Unit Topics

Worksheet to be completed
in class going over unit
topics/test materials.

Students will turn in unit

review worksheet either when
class is done, or at the
beginning of the next class if
it is not yet completed.

15

Test (Compiled Learning objectives of the

unit)

Test of Unit Topics

Test of Unit Topics