THE UCI Cal Teach LESSON PLANNER

Grade: __8th__ Content Area/Class Title: ____Math 8____________

School/MT: Douglas Macarthur Middle School, Emily Fellmer Group Size: __30___ Lesson
Length: 50 minutes
Language Proficiency Level (# of students at each level):

4 : Emerging: _0__
th
Expanding: __3__ Bridging: __1___ RFEP: ____17___

Student Context: This class is a regular 8th grade class. This class is at a Fundamental
school, which means they have set high expectations for their students behaviorally and
academically. The school also expects parents to be involved to help their students succeed.
There are several systems in place for students to follow procedures and routines. The school is
made up of 86.8% Hispanic or Latino students and 82.8% of students are socioeconomically
disadvantaged, which is reflected in my classroom. With this information, I can plan a lesson
that can relate to these students and make adjustments. Majority of the students did not enjoy
math and are gradually starting to like math more. None of the students are repeating, but one
student is far below grade level and a couple students have the potential to be moved into
honors. There is a teacher aide in the classroom for the first half of the class every day. There
are 4 EL students. Majority of the students did not enjoy math and are gradually starting to like
math more. None of them are repeating, but one student is far below grade level and a couple
students have the potential to be moved into honors.

Students with Specific Learning Needs:

4 Period
th

IEP/504 Plans: Number Supports, Accommodations, Modifications, Pertinent

Classifications/Needs of IEP Goals
Students

Example: Visual 2 Close monitoring, translating information in word

Processing problems into sketches

Attention Deficit Disorder 1 Extra time, separate setting for tests, and preferential
seating

Visual Sensory &
Auditory Processing
1 Work in small groups, use masks to block portion of
the screen, test in small group, administer in multiple
sessions, provide scratch paper, modify
homework/assignments, tests/quizzes read aloud,
retake tests, and extra time for
projects/classwork/homework, rephrase questions
using fewer words, preferential seating, allow use of
computers and calculators using instruction when
appropriate.
 Visual Processing,
cognitive Abilities, &
other Health Impairments
(OHI)
1 Work in small groups, use masks to block portion of
the screen, test in small group, administer in multiple
sessions, provide scratch paper, modify
homework/assignments, tests/quizzes read aloud,
retake tests, and extra time for
projects/classwork/homework, preferential seating,
have clear understanding of the medication needs of
the student, type of medication and how it affects the
student, and communicate with individuals involved
with the student

Auditory Processing 1 Modify homework/assignments, test in small group,

extra time for projects/classwork/homework, rephrase
questions using fewer words, preferential seating,
allow use of computers and calculators using
instruction when appropriate.

Other Learning Needs Number Supports, Accommodations, Modifications

of
Students

Example: Struggling 5 Provide oral explanations for directions and simplified

Readers text for word problems

English Language 4 Make connections between the language students

Learners bring, provide opportunities for students to grow
language skills in more sophisticated ways
appropriate to their age and grade level, word bank,
allowing students to talk with their groups before
answering, using multiple representations, sentence
frames/starters.

Planning for the Lesson

Practices/Habits of Mind (These are either the Common Core Standards for Mathematical
Practices or the NGSS Science and Engineering Practices):
 Use appropriate tools strategically: Students will whiteboard and whiteboard markers
appropriately. During the assessment students will use the multiple representations to
respond to the questions posed.

Key Content Standards:

 8.F.B.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.
  8.F.B.5 Describe qualitatively the functional relationship between two quantities by
analyzing a graph (e.g., where the function is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the qualitative features of a function that has
been described verbally.
 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.

Key ELD Standards (if you have English language learners in your class):
2. Exchanging information and ideas via oral communication and conversations:
Students will talk to their elbow partner to exchange ideas, while discussing their ticket out
the door and in a class discussion.
3. Interacting via written English (print and multimedia): Students will write down their
responses on the whiteboard when ranking the slopes. During the assessment students will
write down their responses, on their assessment.
7. Listening actively and asking or answering questions about what was heard: Students
will listen to when their classmates express their ideas and listen actively to the teacher.
8. Reading closely and explaining interpretations and ideas from reading: Students will
read each question posed on assessment and use information given.
21. Supporting opinions or justifying arguments and evaluating others’ opinions or
arguments: Students will listen to other students’ opinions/arguments during the beginning
of the lesson when they are discussing their tickets out the door and whenever their
classmates are talking to the class. During the assessment, students will support their
reasoning when responding to the questions.

Learning Objective

A. Cognitive Task: Students will review the skill of ranking slope from steepest (highest) to
lowest (flattest) slope and the relation between slope/y-intercept and the collar/thread of the
bolt. Students will apply their understanding to responded to the questions posed on the
assessment.
B. Understanding or Skill to be Enhanced: Students will enhance their skills of using multiple
representations to respond to questions posed. Students will also enhance their
understanding of how the slope/y-intercept relate to real-world objects such as nuts and
bolts.
C. Transfer Goal: After the assessment students should understand how slope relates to
several real-world situations and are able interpret slopes/y-intercept.

Formative and Summative Assessments:

During: At the beginning of the lesson I am lessoning for students to discuss how the bolt with
the shorter collar will be closer to the origin and the bolt with the thicker thread will have a
steeper slope. When students are ranking the slopes on their whiteboard, I will be looking for
2 2
students to notice how 3, − 3 are the same steepness.

Closure: Collect their assessments and ask the class to talk to their elbow partner about what
they have learned over the past three days. The person furthest from the front of the class will
start and have 2 mins to talk, then the next person can go.
Questions at different depths of knowledge:
Facts/ Skills/Procedure Conceptual Application or Relational Knowledge
Memorization
Define slope. List a.-c. below in Draw a Emily examined the 2 nuts and
order from highest sketch of a bolts on the right and determined
(steepest) to the bolt whose that Bolt A matched with line 1 and
lowest(slowest) slope. graph Bolt B matched with line 2.
a. crosses the y- Do you agree with Emily? Why and
axis at 30 but why not? Use these vocabulary
has a slowly words to explain your reasoning:
increasing, rate of change(slope), y-intercept,
b. but still collar, and
positive, thread
slope.
Explain in
your own
words why
your bolt
looks the way
it does.
c.

Prerequisite Skills and Knowledge: How was the standard addressed in previous lessons?
o Students have been working on determining the association of the slope and y-intercept to
nuts and bolts. They have also been comparing slopes and their steepness/flatness.
Students have learned a new method of finding slope of a line by identifying two lattice
points on a graph and find the (change in y)/ (change in x).

Describe common mathematical or scientific preconceptions, errors or misunderstandings with

your lesson and how you will address them.
o Students may misunderstand how a negative slope is not as steep as a positive slope. I will
address this at the beginning of the lesson where students will order given slopes.

Lesson Resources/Materials:
o Whiteboards,
o whiteboard markers,
o assessment,
o overhead,
o smart-board

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Introduction (5 minutes):
Time Teacher Student

~5 Students will discuss their ticket out the Students will discuss why they chose
mins door from the end of lesson 2. They will talk which bolt would produce the
to their elbow partner explain their steepest slope? And which graph
reasoning. would have a y-intercept closer to the
origin (0,0)?

Call on students using equity sticks to share
what their partner said. Rephrase what
student says and use academic language if
necessary.
Students will be respectful as their
classmates explain their partners
reasoning. This allows students to
gather their thoughts in a less
stressful matter.

Body of the Lesson (40 minutes):

Time Teacher Student

~7 Students will use their white boards to Students are working individually
mins responds to the problem written on the board. to rank the slopes to the right on
They will show their response to the teacher their whiteboard.
and put down their whiteboard.
Remind students to recall how
Rank the slopes from steepest (highest) to they ranked the slopes of the
flattest (lowest) slope and why? bolts.
2 2 3
, − ,
3 3 2

Think back to the nuts and bolts slopes and

how we ranked them from highest to lowest
slope.
Students will be respectful as
Once students have all students have shown
their classmate explains their
the teacher their whiteboard ask a student who
reasoning.
ranked them correctly to explain their reasoning
to the class.
~35 On the assessment students will
After going over the problem students will be
mins be ordering slopes, solving for
given an assessment (attached in
rate of change (slope),
assessments) where they will be using their
analyzing/interpreting a graph,
understanding of slope and association.
and nuts/bolt questions. Students
Students will be working individually, clear their
are given a vocabulary words to
desk, and put up the desk dividers. Students
use in certain questions and are
are able to look at the word wall in the back of
able to look at the word wall in
the classroom to use in their responses. Read
the back of the room.
the assessment to the class and address any
questions, then have the class begin.

Closure (5 minutes):
Time Teacher Student

~5 I will collect their assessments and ask the
mins class to talk to their elbow partner about what
they have learned over the past three days.
The person furthest from the front of the class
will start and have 2 mins to talk, then the
next person can go.
Students will explain what they
have learned about how slope/y-
intercept relate to the thread/collar
of the bolt. Students will also talk
about how they can find the slope
using two lattice points.