
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
Student will be able to:
 Explain the meaning of the slope in the context of data
 Explain the meaning of the yintercept in the context of data
Reference PowerPoint slide 2

Prior Knowledge: What prior knowledge should students have for this lesson?
Before this lesson, students should have prior experience with and knowledge of the following:
 Independent/Dependent Variable
 Graph data in a scatter plot and determine a trend line
 Determine the slope of a line from any representation
 Identify the yintercept from any representation
*Reference PowerPoint slides 37, make sure to check the notes section for remediation and exemplar answers.

Guiding Questions: What are the guiding questions for this lesson?
 How can data be organized and represented to provide insight into the relationship between quantities?
 How can I use the known information to make predictions?
 How can I use known information to draw conclusions?
 In context of given data, how can slope be interpreted as rate of change in a linear model?
 In context of given data, how can the intercept be interpreted as the constant term in a linear model?

Teaching Phase: How will the teacher present the concept or skill to students?
The beginning of the lesson introduces and is blended in with the example of identifying the properties of a line. New concept is being asked indirectly by using a real life application problem; involving a rental price for a bike in South Beach. From the information gathered, students will be able to answer questions, which directly explains the meanings of slope and yintercept. The second example includes data from a man's physical test and his running speed. Students will first plot the data points and label the graph properly, and then analyze the graph with teacher guidance.
Reference PowerPoint slides 810, make sure to check the notes section for exemplar answers. Slide 10 is an answer slide for slide 9. Slide 9 can be used for interactive purposes, where students can plot the points instead of teacher giving all the answers, this can reinforce prior knowledge.
Also reference the Word document so student can follow along for guided notes while the teacher is using the PowerPoint to present the new concept.
**Solutions to the examples on the slides are animated, so they are not visible to the students at first, but will appear when clicked for student to check their work.

Guided Practice: What activities or exercises will the students complete with teacher guidance?
Three examples are provided through real world examples again that follows instruction from the teaching phase. Examples are covering the relationship between a babysitter's earnings and hours worked, the productivity level of a person compared to how many hours of TV were watched, and the results of a long jumper and the amount of hours she had trained. The first two examples are analyzing a scatter plot and estimating a line of best fit. The last example analyzes a table. All of the examples first asks to identify a slope and yintercept, and then asks what the slope and yintercept means.
Reference PowerPoint slides 1113, make sure to check the notes section for exemplar answers.
Also reference the Word document so student can follow along for guided notes while the teacher is using the PowerPoint to present the examples.
**Solutions to the examples on the slides are animated, so they are not visible to the students at first, but will appear when clicked for student to check their work.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students will need to be partnered up for the activity. They will be reading a tongue twister and timing each other to gather data, create a scatter plot and an estimate of the line of best fit. After completing the activity, they will be making predictions and conclusions based on their data. At the end of the activity, students should be able to tell the relation of the slope as well as the yintercept.
Reference PowerPoint slide 14 for Whole Group Instruction. The worksheet is attached with directions for the activity.
Independent_Practice_Cat_Got_Your_Tongue.docx
Independent_Practice_Answer_Key.docx

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Teacher will bring the class together for a whole group discussion with the following questions:
 How can data be organized and represented to provide insight into the relationship between quantities?
 How can I use the known information to make predictions?
 How can I use known information to draw conclusions?
 In context of given data, how can slope be interpreted as rate of change in a linear model?
 In context of given data, how can the intercept be interpreted as the constant term in a linear model
Reference PowerPoint slide 15 to guide discussion in regard to what they have learned, make sure to check out the notes section for exemplar answers.

Summative Assessment
Exit Ticket is aligned to Teaching Phase and Guided Practice. Be sure to include a piece of spaghetti with the worksheet so students can draw an estimate of the line of best fit.
Exit_Ticket_Summative_Assessment.docx
Exit_Ticket_Summative_Assessment_Answer_Key.docx

Formative Assessment
This will occur during the teaching phase, guided practice, and independent practice. Teacher should walk around and see that students are properly plotting their data on their graph, as well as properly identifying their slope and yintercept. From there, teacher should see that students are realizing the relationship of slope in the context of data. If teacher notices that the connection is not being made, scaffold the questions and use simpler examples. Students should be able to properly answer the questions in independent practice after all the practice and questions from guided practice.

Feedback to Students
During the lesson, the teacher will monitor students' work and ask guiding questions pertaining to the problems. Teacher will probe to encourage higher order level thinking.