Micro Teach # 1

Rebekah Labansat

Concept: Slope of a Line

Standards/Rationale: 8th Grade Mathematics: 111.28. (b) 4C

Learning Target: Assessment:

Given lines on a various graphs, students Completed graphs with slope calculations
will correctly calculate the slope of the
lines with 70% accuracy.

Materials: white board, dry erase markers, coordinate markers, tape, projector, question cards for activity, paper, graph worksheet

Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set:
 draw a graph (x and y axis) on the
white board
 assign every student a numerical
coordinate (Ex. (5,7))
 direct students to correctly put their  place coordinate marker on the
coordinate on the graph board
 explain that the dots created a line
and draw a line through the dots
 ask a student why they placed the  explain that a coordinate follows
marker 5 units to the right of origin the pattern of (x,y) and the x
and 7 units up from the origin (why coordinate corresponds to the x
is it not the reverse) axis, while the y coordinate
 ask a student if I reverse the corresponds to the y axis.
numbers will its location remain  explain that reserving numbers will
 select two students coordinates to cause a new coordinate to develop
 be an example (2,5) (5,7) so order does matter
 explain that today we will
demonstrate how we use two points
on a line to measure the steepness
or slope of a line
Teacher Input:
 demonstrate steepness of a line  Respond explaining that the lines
 draw various lines and ask students are varying in steepness. The one
to describe the differences between closest to the y-axis is the steepest
them and it decrease as it gets closer to
the x-axis.

 explain that slope allows us to  Watch video and then come up with
assign an number value to the a definition of slope
steepness of a line  Every student share the definition to
 watch video the class
(https://youtu.be/qE463XcV1Ro) &
explain that afterwards students
must orally given me a definition of
slope in their own words

 explain that the steeper the line, the

bigger the slope
 ask students if they can now point
out which line in the beginning
image has the biggest slope

 Explain that the cheetah line has the

biggest slope because it is the
steepest line
  Instruct all students to stand & use
their arms to demonstrate each one
of these lines slopes when I point to
them
 Call out and point to each one of
the lines
 explain which one is the highest,
lowest and middle slope.
 Complete the hand motions to
represent the lines
 Instruct students to do the hand
motions and give explanations for
every line
 stand up and wait for further
instructions
 do hand motions to represent the
lines
 Call out and point to each one of
the lines & give explanations on
their slope
 Finally all students will stand up
and demonstrate the various lines
and explain the differing slopes of
each line

 tell students that there are five steps

to calculate the slope of a line

 tell students the first step is locate

*explain that you must locate 2 points on

the line, which you can easily read on the
graph

*the points must be on the line

*refer back to the two points selected in

focus section (2,5) (5,7)

 ask students to repeat what the first  all students respond with
step is “LOCATE”
 tell students that the second step is
 connect
*explain that we want to connect the two
points but we cant go along the line

*explain that we first have to move in the x

direction (horizontal distance) and then in
the y direction (vertical distance)

* draw lines on the graph on the board in

both the x and y direction

 ask students to repeat what the  all students respond with

second step is “CONNECT”
 tell students that the third step is
find
*explain that we must find two numbers
(ΔX & ΔY)
*ask students how far we went in the x-  respond that we traveled 3 units in
direction to connect the points the x direction
*explain that the horizontal distance is
called the run
*explain that this number is the change in x
(run) and is written ΔX.
*ask students how far we went in the y
direction to connect the points  respond that we traveled 2 units in
*explain that the vertical distance is called the y direction
the rise
*explain that this number is the change in y
(rise) and is written ΔY.
 ask students to repeat what the third  all students respond with “FIND”
step is
 tell students the fourth step is plug
*explain that students will next plug in the
numbers found in the previous step into the
following equation
Slope = RISE OR ΔY
RUN ΔX
 ask a student to calculate the slope  respond with the proper calculation
of the line on the board using the of: 2/3, because ΔY is 2 and ΔX is
equation above 3.
 ask students to repeat what the  all students respond with “PLUG”
fourth step is
 tell students that the fifth step is
simplify
*explain that this step is not always
necessary
*explain if the quotient can be simplified in
form then you must do it
For example if ΔY = 6 and ΔX is 4. Then
the slope is 6/4
 ask students to find the simplified  respond that the simplified form is
form of 6/4 3/2 which is found by dividing the
numerator and denominator by 2.
 Ask students if the slope found on
the board needs to be simplified.
Why or why not?
 after a few second of reflection,
 give students a few seconds before respond NO!! The slope cannot be
responding simplified because the fraction 2/3
is in the simplest form.

 Ask students to repeat all five steps  all students respond with
of finding the slope to a line “LOCATE, CONNECT, FIND,
PLUG, & SIMPLIFY”
  ESL Strategy: add the vocabulary  ESL Strategy: 2 volunteers get
terms “Slope” & “Delta” to the some tape and post the words on the
Word Wall Word Wall
Guided Practice:
 tell students its activity time! And
their activity for the day is called
“Fan-N-Pick”
 divide students into groups of 3
 assign each student within every  gather in groups assigned by
group a role teacher & find a place in the room
 explain that every student in the to settle down
group should have one of the three
different student roles
 demonstrate each of the following
roles
*Card holder: hold questions cards away
from opponent as a fan and tells the leader  listen to the teachers instructions of
to “Pick a card, any card!” the activity
*Leader: reads the question and answers
the question on a piece of paper
*remind students to write out the
five steps on their paper to help them solve
the questions
*Responder: responds to the answer:
student checks and then either praises or
tutors the leader
 ask the students to create a discard
pile after the card is answered
 clarify that students will rotate roles
after every question
 check for student understanding by  respond to the questions
asking several questions
1. What are the three roles? 1. Card holder, Leader & Responder
2. Will you have the same role the entire
activity?
3. Does the responder only correct the
student if they are wrong?
4. Does the cardholder show all the cards to
the leader?
5. What do you do with the answered
question cards?
 ask students if they have any further
questions about the activity
 release the students to start activity
 monitor students to ensure they stay
on task, aid those who are lost, and
praise those who are excelling
 ESL strategy: have students partner
up and do the visual vocabulary by
using the Pictionary cards (one
shows the picture & the have to
know the term)
Independent Practice:
 pass out worksheets that consists of
6 graphs
 tell students that they must calculate
the slope of every graph and write
the equation on the top of the page
 monitor students during
independent activity
2. No. After every question we will rotate
roles
3. No. The responder will also praise the
leader if they answer it correctly
4. The cardholder should not show the
leader any questions. The cards should be
facing them.
5. Every group will create a discard pile for
the answered cards
 ask the teacher questions if they
have any confusion about the
activity
 begin the activity within their
assigned group
 ESL Strategy: Partner up and run
through the Pictionary cards (switch
so both students gets to guess the
terms)
 calculate the slopes of 6 different
lines independently
 demonstrate understanding of the
five main steps of calculation
  clarify any misunderstandings that
rose from guided practice activity

 help any students who may have  ask teacher questions if lost or
been lost in confusion through the confused with any calculation step
group activity
Closure:
 use the “Think-Pair-Share” strategy
 instruct students to turn to their  wait 5 seconds to think over the five
table partner and share the five steps
steps to finding the slope of a line  explain the five steps of finding the
slope of a line to their partner
 monitor the students discussions to
ensure they stay on topic

 listen for accurate information

shared among student pairs

Modifications: Accommodations:
SPED: Deafness- SPED: Deafness-

 Providing one-on-one instructional  Placement in the front of the class

support throughout the entire lesson or close to the teacher/sound
source.
 Visual support /Visual Presentation
of Materials during discussions &
activities

504: ADD/ADHD
504: ADD/ADHD-  Provide frequent checks for
 Required to only complete 4 out of
 the 6 independent practice accuracy during teacher input and
questions guided practice sections

 Create a list of the steps to find the

slope of a line and post the poster in
the front of the class
504: Migraine Headache

 If student has migraine headache 504: Migraine Headache

then they will only need to
complete 3 out of the 6 independent
practice questions
 May use sunglasses, a ball cap,
and/or earplugs in class to reduce
classroom noise and light
sensitivity
 Allowed to leave noisy or bright
environments by taking a walk

Vocabulary: Strategies:

 Coordinates *Word Wall: shown below

 Origin
 Slope (added after lesson)
 X-axis
 Y-axis
 Delta (added after lesson)
 Simplify *Visual Vocabulary: shown below
 Quotient
 Equation
 Quotient:
Coordinate:
the result of dividing one
a set value that shows an exact quantity by another
position

X-axis: Origin: Y-axis:

the x values are measured and y the starting point & when the the y values are measured and x
values are zero x-axis and y-axis are equal to 0 values are zero

Equation: Simplify:
a mathematical statement that to reduce to a simpler form by
two expressions are equal various strategies

Delta: Slope:
the difference or change in a a measure of the steepness of
certain quantity a line
Vocabulary Picture
Coordinate

Delta

Equation
Origin

Quotient

Simplify

Slope
 X-axis

Y-axis

References:
Kagan, S. & Kagan, M. (2015). Kagan cooperative learning. San Clemente, CA:Kagan Publishing.
What Does the Slope of a Line Mean? (n.d.). Retrieved January 20, 2019, from http://virtualnerd.com/algebra-1/linear-equation-
analysis/slope-rate-of-change/understanding-slope/slope-definition