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Tennis Ball Activity
Tennis Ball Activity
Tennis Ball Activity
Teacher
Date
Christina Baith
21 Nov 2016
Grade ___8_____________
I. Objectives
How does this lesson connect to the unit plan? This activity is going to pull together everything they have learned and give them
an extra chance to prepare for the test. They should know how to do all of it, but can use notes/book if needed.
cognitiveR U Ap An E C*
physical
development
An, E
E
An, E, C
An, E
An, C
socioemotional
Common Core standards (or GLCEs if not available in Common Core) addressed: 8.EE.5 Graph proportional relationships,
interpreting the unit rate as the slope of the graph. Compare two different proportional relationships presented in different ways.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the
coordinate plane; derive the equation y=mx for a line through the origin and the equation y=mx+b for a line intercepting the vertical
axis at b. 8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial
value of the function from a description of a relationship or from two (x,y) values, including reading these from a table or from a
graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or
a table of values.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Should know how to find points on a line, find slope given two points, find linear equations given two
points, find x- and y-intercepts
Pre-assessment (for learning): Call out equation forms and formula for slope
Outline assessment
activities
(applicable to this lesson)
9-15-14
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Tennis balls (1 per group 5 balls), water, giant graph paper, markers, worksheets, pencils, notes
Students will start in normal rows, and then after explanation of activity can move to any open space
they want. Tennis balls, water, and graph paper at front.
How will your classroom
be set up for this lesson?
Components
Motivation
(opening/
introduction/
engagement)
8:20
Complete activity.
Share
Development
(the largest
component or
main body of
the lesson)
8:45
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
9-15-14
The students were more confused than I was anticipating. I originally planned for this lesson to come after they had done a
review guide and act as a last minute test prep, but the test got moved so they didnt have their review guide. I think that
taking that into consideration, however, the students ended up doing fairly well. They could remember how to do things with
some prompting, and were able to complete about half of the work I intended them to finish. The students all seemed to be
participating as well instead of just sitting around waiting for their partner to finish the work. They were all trying to figure
out the answer instead of just giving up and asking for help. They also knew when they needed to ask for help, however, and
werent afraid to do so. Overall this activity started to trigger some things that they will need to know, so I think that even
though it didnt go as well as I planned it was still helpful to them. I think because of the time switch for the test it would have
been better to do a review day today and then do this activity right before the test as planned.
9-15-14