Lesson Plan 1

Learning Experience Plan

Subject: Algebra
Grade level: 9
Unit: Reasoning with Equations and Inequalities
Length of LEP: 1/3 days (40 min)
Topic: Represent and solve equations and inequalities graphically

Content Standards:
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).

Literacy Standards: (include only standards addressed in this LEP)

Learning Experience Outcomes (knowledge/skills)
Learning Experience Assessments
Students will:
1. Identify a linear equation.
Do Now
2. Understand that the graph of an equation Spill the Beans
in two variables is the set of all of its
Life Size Graph
solutions plotted in the coordinate plane.
Worksheet
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
Students will work in groups of three
to complete a life-size graph. Weaker
students will be paired with stronger
students. This will allow the students
to visualize when they are making a
mistake as soon as they begin create
the line.

Students understand the form of a

linear equation and that those linear
equations have a number of solutions.
Students can identify the slope and y
intercept of a linear equation.

Students will take leadership in the group

activity. They clearly grasp the
understanding of the learning experience
outcomes and begin to comprehend
where a set of linear equations would
intersect.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Linear equations can be used to solve many problems, both everyday and technically specific. Linear equations are
also a necessity in science. For example, using similar models we can solve equations pertaining to distance, speed,
and time and any other relationship in which all variables are first order.

Materials
Chalk Board
Chalk
Prepared
Index Cards
Masking
Tape
Student
Names
Permanent
Marker

Procedures/Strategies
Day 1 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned) The learning target will read: I can identify a linear equation and draw a linear
equation on the coordinate plane. Students will then be asked to answer the
following review questions in their notebooks.

What is the x-axis of the coordinate plane?

What is the y-axis of the coordinate plane?
What is a slope?
What is an intercept?

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

Linear
Equations
Worksheets

How can the slope intercept form help us in drawing a linear equation on a graph?

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)
Direct Instruction (input, modeling, check for understanding) Students will copy down the notes
and definitions of a linear equation, slope intercept form, slope, and y intercept into
their notebook. We will proceed by playing two rounds of Spill the Beans where
the names of students will be randomly chosen to identify the definitions written on
the prepared index cards.

Guided Practice (how students will demonstrate their grasp of new learning) Prior to instruction,
the floor of the classroom will be constructed with a life-size origin and a
labeled x and y-axis. Students will clear the area of any objects. Students will
then be divided into groups of 3 or 4 based on differing skill levels. One
member will be the y-intercept and the others will be the slope. I will give the
first group an equation to graph. The y-intercept student should stand in a
place on the graph. Next, the first slope student will begin from the yintercept and step out the slope. The remaining students in the group will
each pick up from where the last one stopped to step out the same slope.
When each student is in place, they should connect their arms to draw a line
through the points. Each group will take a turn in creating a different linear
equation on the life-size origin. Lesson plan based on
https://www.teachingchannel.org/videos/graphing-linear-equations-lesson.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) We are now
able to identify a linear equation and understand how each aspect of the slope
intercept form plays a different role while drawing a linear equation on the
coordinate plane.
Independent Practice (what students will do to reinforce learning of the lesson) Students will complete
an additional worksheet independently to practice these skills for homework and will
be assessed based on a score point.

Lesson Plan 2

Learning Experience Plan

Subject: Mathematics
Unit: Algebra
Topic: Intersecting Points

Grade level: 9
Length of LEP: 2/3 days (40 min)

Content Standards:
A-REI (11) Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the
solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of
values, or find successive approximations.

Literacy Standards: (include only standards addressed in this LEP)

Learning Experience Outcomes (knowledge/skills)
Learning Experience Assessments
Students will:
Do Now
1. Explain why f(x) = g(x) are intersecting
Direct Instruction
points.
Why Boxes
2. Identify and set equations equal to each
Observation
other.
Homework
3. Solve a linear equation.
4. Find the intersection points of a linear
equation.

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
Students will be given a worksheet
during the last ten minutes of class
time and will be placed in a group
with at least one stronger student.
The students will be encouraged to
begin the worksheet together.

Students have been exposed to the

basic math skills to combine like terms
and use the order of operations. They
are able to put a linear equation in
slope intercept form and set
equations equal to find intersecting
points. The students also begin to
form an understanding of WHY they
perform each step.

The students will take leadership during

the partner work. They will also be
encouraged to graph the linear equations
and intersecting points as the next step
to their homework.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Linear equations can be used to solve many problems, both everyday and technically specific. Linear equations are
also a necessity in science. For example, using similar models we can solve equations pertaining to distance, speed,
and time and any other relationship in which all variables are first order.

Materials
Chalk Board
Chalk
Steps
Poster
Worksheets
Why boxes

Procedures/Strategies
Day 1 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned) The learning target will read: I can recognize and identify linear equations and solve for
intersecting points. Students will then be asked to answer the following review questions in their
notebooks.
What is the form of a linear equation?
What is this form called?
What does each variable represent in the linear equation?

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

How will linear equations and our prior knowledge of solving equations help us find intersecting
points?

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience) As we have already learned

Linear equations have x and y coordinate values.

Linear equations have an infinite number of solutions.

However, a system of equations can have one, more than one, or no solutions. A system of equations
is when we set two linear equations equal to one another. When we solve this system of equations, we
are able to find the intersecting points.
Direct Instruction (input, modeling, check for understanding) The students will copy down the notes from the
step poster into their notebooks. Using direct instruction, I will demonstrate an example to the class. I will
demonstrate the following steps: manipulate the equation into slope intercept form, set the two equations
equal to each other, isolate the variable, add/subtract/multiply/divide, plug the x value to find y. After, we
will complete an interactive example on the board. (With input from the students)

Guided Practice (how students will demonstrate their grasp of new learning) In the last ten minutes, students
will work with a partner to complete a worksheet to practice the learning target. At this time I will monitor
the classroom to assist and review the students understanding.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) We are now able
to solve for x and y coordinates in a system of equations. These are the intersecting points. While solving
a system of equations remember to (Point to steps and have students recite)

Independent Practice (what students will do to reinforce learning of the lesson) Students will complete the
why box worksheet. They will be asked to solve the equation mathematically and also make a written
explanation. This assessment will be evaluated according to a three-point score point.

Lesson Plan 3

Learning Experience Plan Three

Subject: Mathematics
Unit: Algebra
Topic: Graphing Solutions

Grade level: 9
Length of LEP: 3/3(40 minutes)

Content Standards: A-REI (12) Graph the solutions to a linear inequality in two variables as a half-plane (excluding the
boundary in the case of a strict in equality), and graph the solution set to a system of linear inequalities in two variables as the
intersection of the corresponding half-planes.

Literacy Standards: (include only standards addressed in this LEP)

Learning Experience Outcomes (knowledge/skills)
Learning Experience Assessments
Students will:
1. Apply the idea of slope and intersecting
Do Now
points to graph linear equations.
Color the Lines
2. Graph the solution set to a system of
linear inequalities in two variables.

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
Students will work in assigned pairs
where they will be partnered with a
student who has a strong
understanding of the material. The
students will work together to
combine their knowledge and move
toward the complete unit-learning
target.

Students have been exposed to basic

math skills and have an understanding
of linear equations. They are able to
apply their knowledge of linear
equations and intersecting points to
solve and graph equations.

The students will take leadership during

the partner assignment. They excel in
solving intersecting points and graphing
linear equations. They understand how
to use the values of intersecting points to
check their work.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Linear equations can be used to solve many problems, both everyday and technically specific. Linear equations are
also a necessity in science. For example, using similar models we can solve equations pertaining to distance, speed,
and time and any other relationship in which all variables are first order.

Materials
Chalk Board
Chalk
Eraser
Completed
Color the
Lines Sample
Activity
Book of
Picture
Choices

Procedures/Strategies
Day 1 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned) The learning target will read: I can apply the knowledge of linear equations to find intersecting
points, calculate the slope, and create equations.
How do I find the intersecting points?
How do I calculate the slope?

Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience) This week we have learned to

Identify a linear equation

Find the y intercept

Find the slope

Find the intersecting points

We will use this knowledge to create an image on the xy - coordinate plane and
check the solutions by graphing and plugging in the x and y values into the
equations.
Direct Instruction (input, modeling, check for understanding) The students task is to create an image on the
xy coordinate plane. I will demonstrate how to create the slope, y intercept, and intersection points of
two of the lines. I will then show the students a completed image and how these solutions correlate to the
image.
Guided Practice (how students will demonstrate their grasp of new learning) Students will then create an image
by tracing an image on a piece of graph paper using a pen. They will create an xy coordinate grid on the
paper with the origin being the center of the paper. Using pencil only, the students will begin recreating the
image using only lines. Students will find and label all of the intersecting points of the lines. Using the
coordinates, they will calculate the slope of each line. On a separate sheet of paper, they will write all of the
equations that make up the image.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) While creating
each of our images in the Color the Lines assignment, we apply the knowledge of linear equations to find
intersecting points, calculate the slope, and create equations.

Independent Practice (what students will do to reinforce learning of the lesson) Students will continue to work
on the Color the Lines assessment and will check the completed equations by using algebraic equations to
solve for the intersection points.