Your Name: Toni Robinson
Name of Lesson: Graphing Linear Equations on the Cartesian Plane: Stained
Glass Window Project
4 Florida Standards Addressed:
1) MAFS.8.SP.1.3 :Use the equation of a linear model to solve problems
in the context of bivariate measurement data, interpreting the slope and
intercept. For example, in a linear model for a biology experiment,
interpret a slope of 1.5 cm/hr as meaning that an additional hour of
sunlight each day is associated with an additional 1.5 cm in mature plant
height.
2) MAFS.912.S-ID.3.7 :Interpret the slope (rate of change) and the
intercept (constant term) of a linear model in the context of the data.
3) MAFS.912.G-GPE.2.5 :Prove the slope criteria for parallel and
perpendicular lines and use them to solve geometric problems (e.g., find
the equation of a line parallel or perpendicular to a given line that passes
through a given point).
4) MAFS .8.F.1.3. : Interpret the equation y = mx + b as defining a linear
function, whose graph is a straight line; give examples of functions that
are not linear.
Bloom’s Taxonomy Areas Addressed:
1) Remembering – students are required to memorize the formula for
slope and slope-intercept form.
2) Applying - students will use the information they have learned about
slope and the equations of lines to calculate slope and graph lines.
3) Creating – Students will create their own stained glass window panel
using the equations of lines.
A
A= Analyze your Learners
As best you can tell, describe the learners for whom this lesson is intended.
What else do you think you would need to know about them?
The learners for this lesson are made up of one class of 15 7th grade math
students, ages 10-12. They are high achievers in math and placed in an algebra
math class. The class is made up of both male and female students who come
from a variety of socioeconomic backgrounds. A variety of ethnicities make up
the class. All students are fluent in English and very familiar with technology.
The school has given each student a Google Chromebook and classrooms are
equipped with WiFi and printers.
Students have already been taught how to find slope given two points, to
calculate the y-intercept and to write and equation in slope-intercept form. They
have also been shown how to graph lines given equations.
S
S
S = State your Objectives
Carefully review the lesson plan. Identify the objectives. If the lesson plan has
learning objectives that do NOT meet the ABCD criteria, rewrite them. you.. You
should have at least 3 learning objectives that meet the ABCD formula.
Remember, think Action Verbs!
A=Audience; B=Behavior; C=Condition and D=Degree.
After going through each of the assignments students will have shown that they
are able to:
 Determine the slope of a line given two points on the line with 70%
accuracy
 Determine the y-intercept of a line given it’s slope with 70% accuracy
 State the formula for slope as: M = (y2 - y1) / (x2 - x1) when asked.
 State the formula for slope-intercept form when asked.
 Write the equation of a line in slope-intercept form given the slope and a
point on the line with 70% accuracy
 Graph lines given their formulas with 70% accuracy.
S = Select Media and Materials
In this section, make a list of what materials are needed for this lesson plan. If
they don't specify any technology, think of how you might do that! Try to think of
two different things you or your students could do with technology... Maybe you
can find a good multimedia site to use in this lesson? How about using word
processing instead of writing? You might be able to use a spreadsheet or
PowerPoint?
-15 student laptops
-WiFi Access
-access to LineGraphs wiki which contains a scavenger hunt, scavenger hunt
answer key, and a PowerPoint quiz for student assessment.
-20 calculators with basic arithmetic functionality
-pencils, individual student notebooks, colored pencils, scissors, and graphing
paper
-15 copies of the Stained Glass Window Worksheet, Part 1 (containing problems
that require students to find slope, y-intercept, and write the equation of the line
in slope-intercept form given two points.
-15 copies of the Stained Glass Window Worksheet, Part 2 (containing problems
that require students to graph a line given it’s equation in slope intercept form.
-15 copies of the Stained Glass Window Graphing paper for the students to draw
their stained glass window panel on.
U
U = Utilize Media and Materials
How are the materials used?
Laptops will be used so that students can navigate to the LineGraph Wiki and so
that they can check their work on the following websites:
Slope-Intercept Calculator
MathWay
They will also use their laptops to complete the scavenger hunt found on the
LineGraph wiki and the PowerPoint quiz.
The use of laptops and the internet here allows students to check their work as
they complete the assignment and keeps the student’s engaged in the material.
R
R = Require Learner Participation
Explain what the students are doing. How will they use technology in this
lesson?
Students will work individually or in small groups of 2-3. Each student will have
their own school-issued laptop, calculator, pencil, individual notebook, and looseleaf paper.
(laptops will be verified for functionality by the teacher before class begins)
Students will begin the class on day one by using their laptops to navigate to the
LineGraphs Wiki. There they will find detailed instructions for their work
assignments for the day. They will find a Scavenger Hunt on the wiki that they
will be required to complete. The scavenger hunt answers will be written on
student’s loose-leaf paper. Students will then navigate to the scavenger hunt
answer key that can also be found on the wiki. Students will check their own
work for accuracy. Students will be given 15 minutes to complete this
assignment before it is collected by the teacher.
After completing the Scavenger Hunt students will start the Stained Glass
Window project. Students will start this by completing the Stained Glass Window
Worksheet, Part 1 which will be handed out by the teacher. This will be
completed individually. Students can use their calculators and their notes if
needed. When they have finished the worksheet they will check their work using
the slope-intercept calculator found on this website. Students will be given 35
minutes to work on the worksheet. If it is not completed they will need to finish it
for homework.
This will complete day one.
Students will turn in their homework as they enter the classroom on day two.
To start day two students will use their laptops to navigate to the LineGraphs
Wiki where they will once again find detailed instructions for that days
assignments. Students will then finish the Stained Glass Window Project. They
will complete the Stained Glass Window Worksheet, Part 2 which will be handed
out by the teacher. This will be done individually and students can use
calculators and notes if needed. When they have finished the worksheet they
will check their work using the MathWay graph tool found on this website.
After checking their work students will be given a sheet of graphing paper to
graph all of the lines they found equations for and practiced graphing previously.
Students will then color in their graph in any color scheme they choose. They
will then cut the now colored-in graph out and write their names on the back.
Students will be given 40 minutes to complete both the Stained Glass Window
Worksheet, Part 2 and coloring in their graph.
Before leaving class, students will use the last 10 minutes to complete the
PowerPoint quiz found on the LineGraphs wiki. They will need to show the
teacher the completion page to receive credit for the quiz.
E
E = Evaluate and Revise
How do you assess student learning?
At the end of this two day lesson students will turned in the Stained Glass
Window Worksheet, Part 1 and Part 2 along with their colored in Stained Glass
Window Graph. The worksheets will be completed with at least 70% accuracy if
students have achieved the objectives of the lesson.
As students leave the class, they will each tell the teacher the formula for slope
on day one and the formula for slope-intercept form on day two.
Each time you use a lesson with your students, it's an excellent idea to write
yourself notes, so that you can revise the lesson if needed. For this assignment
because you haven't actually taught the lesson, you do not need to add anything
about revision.