Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ms. Edison
11/17/16

Subject/ Topic/ Theme

Functions: Scatter Plots and Trend Lines (Day 5)

Grade __9th____

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the fifth section in the chapter, and it focuses on scatter plots and trend lines. The previous section equips students with the ability to graph functions.
Now that they have a solid understanding of graphs, Chapter 3 wants to prepare students to understand and analyze scatter plots, and understanding correlation.
cognitivephysical
socioLearners will be able to:
R U Ap An E developme emotion
C*
nt
al
U, Ap
Graphing a scatter plot from given data

Describing correlations from scatter plots

R, An

Identifying correlations

U, An

Matching scatter plots to situations

U, An, E

Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.9-12.F.LE.5 Interpret the parameters in a linear function in terms of a context.*
CC.9-12.S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.*
CC.9-12.S.ID.6a Fit a function to the data; use functions fitted to data to solve problems in the context of the data.*
CC.9-12.S.ID.6c Fit a linear function for a scatter plot that suggests a linear association.*
CC.9-12.S.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.*
CC.9-12.S.ID.8 Compute and interpret the correlation coefficient of a linear fit.*
CC.9-12.S.ID.9 Distinguish between correlation and causation.*
CC.9-12.S.IC.6 Evaluate reports based on data.*
(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

II. Before you start

Identify prerequisite
knowledge and skills.

Students need to be familiar with graphs.

Pre-assessment (for learning): Students will take notes from a video of the lesson for section 3.5, and will
complete a Quia quiz online which will check their understanding of relations and functions.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): As a class, we will go over any confusion on the notes/Quia. I will go through an
example or two with the class.
Formative (as learning): We will go through a partner/all-class activity of a few independent/dependent
situations. The students will work on a maze worksheet on creating and evaluating functions.
Summative (of learning): Going over in class.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

A video for the lesson

allows the students to
control their viewing.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Body movements to
express correlation

Body movements to
express correlation

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Doing whip movements

to express correlations
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

On their devices, notes,

or smart board.
[everyone has (means
to) a device]

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students will need a laptop/device, which all students have one or have the means to one. We will need
internet access for the beginning. We will have a smart board to work on review with the students.
These will all be ready to use. The worksheets will be prepared for the students.

The classroom will have the normal row set-up. Each student will have a laptop/device for the
beginning of the class period.
How will your classroom
be set up for this lesson?
III. The Plan
Time
8:42

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or prompts.
Display the Daily Agenda
Pull out notes for us to check.
Prepare a Warmup worksheet for the
Complete the Warmup.
students to complete.
o Graph the function y = -2x 1
o Determine the correlation in the
following situation. (positive,
negative or no correlation)
- The number of
chickenpox vaccines
given and the number of
chickenpox cases
reported.
o The table shows the number of
soft drinks sold at a small
restaurant from 11:00am to
1:00pm. Graph a scatter plot
using the given data, and draw a
trend line.

Check students notes from the video.

Go over any reoccurring questions from

the lessons video, and the Warmup.
o The video lets students interact,
and there is always space to leave
questions.

Take notes on the review/recap

o Engage in review and discussions.

9:09

Display the key for the worksheet they

worked on in the last class.

Check answers and ask questions on

yesterdays worksheet.

9:14

Pass out practice worksheets.

Go through worksheet.

8:49

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Development
(the largest
component or
main body of
the lesson)

9:33

Closure
(conclusion,
culmination,
wrap-up)

Walk around and help when needed.

Go over any reoccurring questions from

the worksheet.
Explain what to do with worksheet, and
anything else needed.

If they finish early then they can

watch the video for the next
lesson.

Wrap-up, listen, hold onto the sheet to

finish at home.

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.)
This lesson had to be adapted to include another look at section 3.4, but was also successful in teaching section 3.5 to the
students. Because students were struggling with graphing functions, we had to revisit it in the beginning of this lesson.
Unlike the past four lessons, this warmup was not online so when I was checking notes I could also check to see if the
students were working on it easier than I could with Quia. The problem with not using Quia is that I could not check
who/how many students were getting each problem correct or incorrect. Either way, after about 8 minutes, we went over the
Warmup worksheet together. I regathered attention, waiting for all eyes and ears to be on me, and we went through a
recap/review that had a diverse engagement. In the past lessons, I was often asking questions generally and getting the usual
students to raise their hands, or I was getting answers blurted out. While I could still analyze understanding, it was difficult.
This time, I was calling on students, especially students who looked like their engagement may have been diverted away
from the lesson. By the time we were done with the recap/review, we had engaged in a deep discussion on scatter plots and
trend lines, and I could tell that students were feeling somewhat confident that they could handle the material. I could tell
because there was good engagement from around 80% of the class, I could see a lot of head-nodding, and they were asking
good clarifying questions that showed deeper understanding.
Then we went into reviewing the worksheet from the last lesson and beginning the worksheet for this lesson. I accidently
forgot to go over the worksheet from the last class, originally, and passed out the 3.5 worksheet first. Once I noticed my
mistake, I told the class to look over their 3.4 worksheet first, displaying the answer key on the board. This actually gave the
students a chance to look over the worksheet at their own pace, and begin the 3.5 worksheet if they did not need the amount
of time I was giving them to check their answers. Things went fine, and I answered questions individually because the
questions were quick/diverse. After five minutes, the last of the answer key was on the board, and I began walking around to
help with the 3.5 worksheet when needed. The students were doing well, when they were working on the worksheet, but I did
have to point 4-5 students to do it.
At the end, we went over two of the questions together. The first one went well, and I had 2-3 students participate with the
whole class. The second question did not go as well. I messed up with the labeling, a student pointed out that it should have
been different, and she was right, but I accidentally started redoing the problem when all I needed to do was switch the label.
As a class, we came to the correct answer, but it had to have been very confusing. Overall, this lesson went well, and was
simple for the students to grasp in during the class period.

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