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Teacher: Madison Rhodes Date: 1/31, 2/01
Title: Direct Variation Lesson #:__ of __
Lesson Idea/Topic and We will cover direct variation through graphing, tables, equations, and word problems.
Rationale/Relevance:
Direct variation is a good tool to use when figuring out the total price of gas, how long a drive will take, and
other real life situations. It also is a good stepping stone for introducing geometric and exponential
sequences.
Student Profile: My students are smart but most of them lack the confidence in themselves when it comes to mathematics to
try the material with an honest effort. I provide notes for them to fill out and use each lesson with a skeleton
of the upcoming lesson so that everyone can keep up with a good pace. Unfortunately many of the students
choose not to fill out their notes and I have had to start a system where I give them the choice to either do
their work, or fill out a paper saying they are consciously choosing to not work and that they understand it
could hurt their grade.
Some of my students are very fast working but even with extra work those students tend to finish early. The
motivation of these students is visibly more than the rest of the class and its hard to balance their pace with
the rest of the class.
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems.
CCSS.MATH.CONTENT.HSA.SSE.A.1
Interpret expressions that represent a quantity in terms of its context.
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CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by
letters.
Understandings: ( Big Ideas)
Direct variation can help me figure out my financials, road trips, and much more in my life.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
How do we know the trend of a graph? Can we get a feel for what a graph will look like before we see it?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format, using student voice)
I can: Use the correct form of the direct variation formula to find missing information.
This means: I can plug in given information in the formula and solve for the variable using arithmetic.
List of Assessments: (Write the number of the learning target associated with each assessment)
Homework that will be assigned Friday ‐ will cover direct variation and some arithmetic sequences.
All three standards will be covered on the assignment
Test at end of unit over direct variation, geometric sequences, and exponential sequences.
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CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson Direct Variation
The purpose of this lesson is to introduce students to direct variation and show them
how the coefficient multiplied to x affects the trend of the graph and how fast it grows.
Co‐Teaching Which model(s) will be used?
Will co‐teaching models be utilized in this lesson? One teach/ One Observe
Yes _x__ No ___ Why did you choose this model(s) and what are the teachers’ roles?
I will be teaching and my mentor will be observing to give me feedback and help
reflect on any changes I should implement. They will also be there to help with any
disciplinary problems before fading into the background.
Approx. Time and Materials 90 minutes
Student needs writing utensil and packet from teacher
Teacher needs 50 total copies of each of the 2 packets, the doc cam, the
projector/promethean board
Anticipatory Set The strategy I intend to use is: I’m not really sure what /strategy/ I would use. I try to
The “hook” to grab students’ attention. These are explain the relevance of the material and any real world applications the material has
actions and statements by the teacher to relate the to their lives.
experiences of the students to the objectives of the I am using this strategy here because:
lesson, To put students into a receptive frame of
mind.
● To focus student attention on the lesson.
● To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures The strategy I intend to use is: Think ‐ Pair ‐ Share
I am using this strategy here because:
Include a play‐by‐play account of what students and
teacher will do from the minute they arrive to the
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minute they leave your classroom. Indicate the The worksheets allow students to individually work on both graphs and tables, and
length of each segment of the lesson. List actual then when pairing the students work together on the more difficult task of figuring out
minutes. which tables and graphs match and then having to be able to explain why. Working
Indicate whether each is: together helps them with their explanations and the students can help one anothers
● teacher input weak and strong points grow. The sharing gives everyone a potentially new
● modeling perspective to use to get an answer.
● questioning strategies
● guided/unguided:
o whole‐class practice Teacher Actions Student Actions Data Collected
o group practice Welcome students with Take note packets, go to N/A
o individual practice note packets at the door seats
● check for understanding 5 minutes
● other Review yesterday’s Review their notes Questions
packet
10 minutes
Introduce packet Take/Fill out notes Student questions
Go over front page of
notes
10 minutes
Go over instructions, use Listen, Follow along Student questions
example as model
Go over timeline of day
‐ 15 min indiv
‐ 15 min together
‐ 10 minutes on
word problems
‐ last 20 minutes
on reviewing our
answers
5 minutes
Take attendance Start packet
2 minutes
Go around room, Working individually on Student questions
answering questions packet Notes
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13 minutes Student collaboration
Prompt students to find a Working with a partner Student questions
partner, and work on matching the graphs and Notes
pairing the graphs. Student collaboration
15 min
Prompt students to start
working on the word
problems if they have not
already
10 minutes
Ask students to share Sharing their work from the Answers
their answers and how previous half hour
they got them. Call on
them if needed
20 minutes
Closure The strategy I intend to use is: Summary
I am using this strategy here because:
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an I like to go over what was done over each section and the steps needing to be taken
appropriate conclusion. Used to help students bring for the practice.
things together in their own minds, to make sense
out of what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure. Closure is
used:
● To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
● To help organize student learning
● To help form a coherent picture and to
consolidate.
Differentiation Content Process Product Environment
To modify: If the activity is too advanced for a child, Modifications: I have made it I have given I have questions I try to keep
how will you modify it so that they can be so that examples on of multiple students on
students do the packet levels of task and not
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CEP Lesson Plan Form
Assessment I look at their notes to see how many people are getting a good idea of the material. If
there is time I will do my best to go over a common error in class that day, and if not
I’ll talk about it the next day.
I’ve been having a hard time making formal assessment for homework and quizzes and
tests so that is an area I’ve been trying to improve on but having a hard time. I try to
go over the material that is being missed by a large percent of the class but I know I
have to move on to other material as well, and I’m not quite sure where to strike that
balance.
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