LESSON PLAN

Name: Nick Ehko Date: 2/13/23 Lesson Start and End Time:

9:30A.M. – 10:33A.M.

Academic Area: Math Grade Level: 8th Co-op initials with date:

Pre-Instruction Planning
Topic Writing Equation from a Description
PA Anchor/Standard or 8.F.4
Eligible Content

Lesson Objectives  Students will be able to write an equation to model a

linear relationship given a word problem
 Students will be able to find the slope (m) and y-
intercept (b) using only two points on a graph
 Students will be able to recall and write equations with
both positive and negative slopes
Materials  Go Math textbook with interactive text (displayed on
Smartboard)
 Go Math textbook with interactive text (physical copy)
 Blank scratch paper
 Chromebook
 “Writing Equations” Worksheet
 Mini whiteboards
 Dry erase markers
Planning for Learners Differentiation: I will use content differentiation by giving my
students a worksheet instead of having them work out of their
book for the entire class. I will use learning environment
differentiation by allowing the students to be able to work alone
or together on certain problems. I will differentiate with learning
environment by allowing some particular students to sit by
themselves and others to sit at tables.
Modifications/Accommodations: I will walk some students
through our worksheet as the rest of the class do independent
work and group work with those at their table as some may need
extra help.
Lesson Presentation
Introduction We will start with a Math Mashup activity which will get the

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 students brains going and help them to settle down and focus.
Sequence of activities After the warmup I will instruct the students to get out the paper
including assessments that we were working on Friday. I will have the students
complete the first question as independent practice. After
walking among the students and deciding that I was satisfied
with their work I will get them started with their next problem. I
will allow my students to struggle for a couple minutes before I
open up a time of discussion about the problem. The students
should be able to identify the input and output variables of the
problem, but I am not expecting them to be able to solve by
writing an equation. I will them demonstrate how to find the
slope and y-intercept using the information in the problem
which will help me to write the equation. Once we have
completed this problem and I have answered any questions
students have I will have all the students get out of their seats to
retrieve a mini whiteboard and dry erase marker. The first few
questions I ask the students to answer will be about the Super
Bowl. Following this I will have several questions on the board
that are similar to the last problem on the worksheet so the
students can have some extra practice using this skill.

Students will be assessed in their ability to write a linear

equation given a word problem as I check their answers while
they complete the first problem on the worksheet.
Students will be informally assessed on how well their can
derive a linear equation from given only two points. This
assessment will be made during the discussion about the final
problem on the worksheet as well as the white board activity.
I will assess the students’ ability to recall equations that have
different types of slopes (negative, positive, and zero). I will do
this by having them make and label their very own Mr. Slope
Guy on a separate piece of paper.
Lesson Wrap-up I will close the class by introducing my students to Mr. Slope
Guy, cartoon face that that will help them remember positive,
negative, and zero slopes.
Self-Evaluation This lesson went well I believe. The students had a hard time
grasping the concept of using a slope and ordered pair to find the
y-intercept and then from that draw an equation. Despite this I
believe that the lesson itself was a success. If I were to teach it
again, however, there are things that I would change. One of
those things would be that I would have my students write out in
words the steps that they are following to solve the problems
they are completing. This I believe would have helped the
students to better grasp and understand the concepts and work
necessary to solve these types of problems.

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