Lesson Plan
Learning Target
Common Core
Standard
9/19 – 9/23
Monday
4.1. I can graph
ordered pairs on a
coordinate plane.
4.2. I can graph
linear equations
using a table of
values.
4.3 I can graph
linear equations
using intercepts.
4.4 I can find the
slope of a line.
4.6 I can graph
using the slopeintercept formula.
A.REI.10
Understand that
the graph of an
equation in two
variables is the set
of all its solutions
plotted in the
coordinate plane,
often forming a
curve (which could
be a line).
F.IF.7a
Tuesday
4.1. I can graph
ordered pairs on a
coordinate plane.
4.2. I can graph
linear equations
using a table of
values.
4.3 I can graph
linear equations
using intercepts.
4.4 I can find the
slope of a line.
4.6 I can graph
using the slopeintercept formula.
A.REI.10
Understand that
the graph of an
equation in two
variables is the set
of all its solutions
plotted in the
coordinate plane,
often forming a
curve (which could
be a line).
F.IF.7a
Graph functions
expressed
Graph functions
expressed
Wednesday
5.1. I can write
linear equations in
slope-intercept
form.
Algebra I-A
Thursday
5.2. I can write
linear equations
given slope and a
point.
Friday
5.3. I can write
linear equations
given two points.
Lesson Plan
9/19 – 9/23
symbolically and
show key features
of the graph, by
hand in simple
cases and using
technology for
more complicated
cases.
symbolically and
show key features
of the graph, by
hand in simple
cases and using
technology for
more complicated
cases.
a. Graph linear and
quadratic functions
and show
intercepts, maxima,
and minima.
F.IF.6
a. Graph linear and
quadratic functions
and show
intercepts, maxima,
and minima.
F.IF.6
Calculate and
interpret the
average rate of
change of a
function (presented
symbolically or as a
table) over a
specified interval.
Estimate the rate of
change from a
graph.
Calculate and
interpret the
average rate of
change of a
function (presented
symbolically or as a
table) over a
specified interval.
Estimate the rate of
change from a
graph.
Algebra I-A
Lesson Plan
Activity
9/19 – 9/23
Students were
given a study guide
to work on over the
weekend to keep
their minds fresh
over the content
covered this
chapter. Students
will come to class
prepared to ask
questions and go
over the study
guide. With the
time remaining in
class, I will give
students a practice
test, similar to the
test they are about
to take and
compare each
example to the
learning target
covered.
Summative
Assessment:
Chapter 4 Test.
Once the test is
completed,
students will use
the remaining time
to work on a preassessment for
Chapter 5. If time
permits at the end
of the period, we
will discuss some of
the questions on
their test.
In the previous
chapter, students
were introduced to
slope-intercept
formula, y = mx+b,
where they could
identify the slope
and the y-intercept,
then graph the
equation. Now we
are going to use
that same formula
to write an
equation given the
slope and the
intercept. Students
are going to be able
to practice these
examples and teach
their peers what
they know.
Algebra I-A
This whole chapter
focuses on the
concept of y=mx+b
and how we can
write equations in
that form given
different
information, today
we are going to
only have students
be given slope and
an ordered pair.
Students will realize
that given an
ordered pair, they
now know the x and
y term of the slopeintercept formula.
Since they know m
as well, all they
have to solve for is
the b value and
write a new
equation. We will
focus on a groupcentered activity
where students will
collaborate towards
finding the correct
solution and
presenting them to
Today students will
write linear
equations in slopeintercept form
given two points.
This time they do
not know m or b,
they only know two
points. They will
learn to first find
slope, then use one
of the ordered pairs
to solve for b, then
write an equation.
Like Thursday, I feel
these type of
examples are better
when worked on
together, so
students will work
in their
groups/pairs to find
solutions and
present them to the
class as time
permits.
Lesson Plan
9/19 – 9/23
Algebra I-A
the class.