MIAA360: Lesson Study

Teaching Dates: May 8, 2015

Concept for this lesson: Linear Functions, Slope

Grade Span: 8th grade
Placement of Lesson within Unit:
This lesson takes place within module 4 of Engage New York for grade 8th. This lesson (20) falls after we have been exploring that
every line is a graph of a linear equation.
Objective:

Collect data using a rubber band bungee cord and a Barbie doll.
Use the data collected to construct a scatter plot and generate a line of best fit.
Predict how many rubber bands are needed for Barbie to safely jump from a given distance.

Formative assessment will include informal answers, class discussion, and what is written finding the linear equation for the amount
of rubber bands to use during the exploring stage of the lesson. At the end of the period, students will complete and answer a question
about predicting rubber bands on a different Barbie.
Stage of Lesson

Teacher Does
Directions or Teacher Questions

Engage

Introduction of Teaching Team and the plan for

the lesson.
I would first show them a video from you tube
about a person bungee jumping.
I need to double check that the filter at our school
will allow video to show. Had to get it through
my phone and project to the screen with the
elmo.

Students will watch video and then

discuss the questions.
Students were helpful; one of them
came up with this idea.

Do you think the length of the cord and the size

Students will discuss these questions.

Time:
___5_ minutes
Materials:
Computer, Elmo,
handouts

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM, MPS,
NGSS,
21st Century
Standards Linear
Functions
8.EE.5 - Understand the
connections between
proportional
relationships, lines, and
linear equations. Graph
proportional relationships,

Evaluate
Consider Decision
Points Assessments

of the person matters when bungee jumping?

Would it be smart to lie about your height or
weight?

Some students didnt really understand

the concept of bungee jumping so Im
glad that I had this discussion before
we did the actual experiment.

Pass out the Bungee Jump hand out.

Need to read sections of the hand out together so
that the students ask me less questions later in the
lesson.

Student will read handout and ask

question to teacher if clarification is
needed.

Ask several students clarifying questions about

the rules: 1. What materials do you need? 2.
What is it that you are trying to do?

Students will ask clarifying questions.

interpreting the unit rate as

the slope of the graph.
Compare two different
proportional relationships
represented in different
ways.

8.EE.6 - Understand the

connections between
proportional
relationships, lines, and
linear equations. Use
similar triangles to explain
why the slope m is the
same between any two
distinct points on a nonvertical line in the
coordinate plane; derive
the equation y = mx for a
line through the origin and
the equation y = mx + b
for a line intercepting the
vertical axis at b.

8.F.1 - Define, evaluate,

and compare functions.
Understand that a function
is a rule that assigns to
each input exactly one
output. The graph of a
function is the set of
ordered pairs consisting of
an input and the
corresponding output.1

8.F.2 - Define, evaluate,

and compare functions.
Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

Compare properties of two

functions each represented
in a different way
(algebraically, graphically,
numerically in tables, or
by verbal descriptions)

8.F.4 - Use functions to

model relationships
between quantities.
Construct a function to
model a linear relationship
between two quantities.
Determine the rate of
change and initial value of
the function from a
description of a
relationship or from two
(x, y) values, including
reading these from a table
or from a graph. Interpret
the rate of change and
initial value of a linear
function in terms of the
situation it models, and in
terms of its graph or a
table of values.

8.F.5 - Use functions to

model relationships
between quantities.
Describe qualitatively the
functional relationship
between two quantities by
analyzing a graph (e.g.,
where the function is
increasing or decreasing,
Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

linear or nonlinear). Sketch

a graph that exhibits the
qualitative features of a
function that has been
described verbally.

Stage of Lesson

Explore:
Time:
__30_ minutes
Materials:
Rubber bands,
Barbie,
meter sticks,
graphing paper

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Teacher will monitor students that they are tying

the rubber bands correctly and taking the data
correctly.
Demonstrate more than once how to tie the
rubber bands to the Barbies. Several groups had
difficulty doing this. Maybe have a student come
up and demonstrate while I help them.

Students will conduct the

experiment, collect data, and then
use the data to predict the
maximum number of rubber bands
that should be used to give Barbie a
safe jump from a height of 400 cm.
Prior to letting students do any
heights, have heights predetermined around the class.

Standard
CCCSSM, MPS,
NGSS,
21st Century
Math Practices

Teacher may ask questions to help students

along if needed. For example,

Once students find slope, or line

equation they will predict how
many rubber bands to used.
Next time I will take time to review the
slope equation, y=mx+b, and how to
graph lines.

1. Make sense of
problems and persevere
in solving them.
2. Reason abstractly and
quantitatively
4. Model with
mathematics
5. Use appropriate tools
strategically
7. Look for and make
use of structure.

1. How do you think the type and width

of the rubber band might affect the
Students will answer questions
results?
2. Do you think the age of the rubber
bands would affect the results--that is,
what would happen if you used older
rubber bands?
Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

3. How many rubber bands are needed

for Barbie to safely jump from a
height of 400 cm?
Make sure that I have enough rubber bands
of each type.
Evaluate
Consider Decision
Points Assessments

Students will test their predictions and

drop their Barbies.

After predicting how many rubber bands to

use we will test if their prediction is correct.

What does the data you collected tell you?

Students will answer questions

How can you use the data to help you

predict how many rubber bands to
use?
Can you graph and find the slope of
the data?

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM, MPS,
NGSS,
5

21st Century

Explain:
Time:
_10__ minutes
Materials:

Teacher invites groups to explain why they were

able to predict the amount of rubber bands
correctly or incorrectly.
Instead of inviting groups, I will require all
groups to present.
Teacher has students explain why some groups
had different amount of rubber bands than other.

Students will explain what they have

discovered from their data collected.
Students will share with the class their
findings and how they predicted how
many rubber bands to use.
I will need to have questions for each
member to check for understanding.

Evaluate
Consider Decision
Points Assessments

Teacher will have students explain what methods

were used to find how many rubber bands to use.
I need to find a method that requires ALL in the
group participate when explaining their work.

Students will explain that they used the

line that best fit, or by using the slope
equation to find the slope.
Some groups were not able to connect
slope equation and line that best fit.
Need to go over this concept.

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Extend:

Consider the effects of gravity, and have

students consider the speed at which Barbie
falls during her jump.

Done at a later time

most likely.
Evaluate
Consider Decisions
Point Assessments

Stage of Lesson

Standard
CCCSSM, MPS,
NGSS,
21st Century

Students should be able to find that

falling objects fall a -9.8 m/s^2

What is her speed one second after the jump

starts?
What is her speed at the bottom of the jump?
Teacher Does
Directions or Teacher Questions

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM, MPS,
NGSS,
6

21st Century

Evaluate:
Time:
__5_ minutes
Materials:
Different dolls

Teacher will bring in dolls of different sizes

and weights, note the effect on the results.
Let them experiment with the new Barbies to
confirm their predictions.
Will more or fewer rubber bands be needed
for a jump of the same height?

Students should be able to predict

correctly.

Heavier Barbie less rubber bands,

lighter doll more rubber bands.

Evaluate
Consider Decisions
Point Assessments

DAY 2 LESSON
Stage of Lesson

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Engage

Teacher will ask the class why some groups were able
to properly predict the amount of rubber bands to
used. Those that were not able to predict properly
what went wrong?

Students will discuss what happened during

the experiment from the prior day.

Ask several students clarifying questions of how they

came up with their conclusions.

Students will share with class their

observations.

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Time:
__5__ minutes

Standard
CCCSSM,
MPS, NGSS,
21st Century

Materials:
Evaluate
Consider Decision
Points Assessments

Stage of Lesson

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Standard
CCCSSM,
MPS, NGSS,
7

21st Century

Explore:

Teacher will connect the Barbie activity with the slope

equation. Ask questions how to find the slope from a
graph, and then from two points using the slope
formula. Then how to find the y-intersection and
properly find y=mx+b. Teacher will distribute
worksheet.

Students will work on the worksheet and

work on finding the slope and identifying
the y-intersection.

Teacher will rotate around the class asking clarifying

questions to students who struggled the prior day.

Students will be answering the questions

from the teacher.

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Explain:

Teacher will have students pair share their findings.

Students will be working with partner

discussing their findings.

Teacher will have students present what they found on

how to find the y=mx+b. Teacher will make sure that
those that had difficulty the prior day are called up to
present.

Students will present their finding to the

class on the elmo. Students will be allowed
to ask questions to those presenting to
clarify any misunderstanding.

Teacher will evaluate students who are presenting.

Students will be presenting what they

found in the worksheets.

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Time:
__20_ minutes
Materials:
worksheets
Evaluate
Consider Decision
Points Assessments

Time:
__25_ minutes
Materials:

Evaluate
Consider Decision
Points Assessments

Stage of Lesson

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

Standard
CCCSSM,
MPS, NGSS,
21st Century

Standard
CCCSSM,
MPS, NGSS,
8

21st Century

Extend:
Time:
___ minutes
Materials:
Evaluate
Consider Decisions
Point Assessments

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Evaluate:

Distribute exit ticket with two points and students

must find the slope equation.

Students will work on exit ticket.

Standard
CCCSSM,
MPS, NGSS,
21st Century

Time:
__5_ minutes
Materials:

Evaluate
Consider Decisions
Point Assessments

Correct exit ticket.

REFLECTION

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

The whole process of co-planning and co-reflecting was very different than anything I had done before. I had planned with other
teachers before, but not in this type of setting where I was to video my teaching and then watch with the other teachers. Usually, we
plan together and then just go and watch the other teacher live and then debrief that way. Its very different to watch myself!
Especially when others are watching with me! Talk about uncomfortable!
Having said all of this, though, it was a very rewarding experience. Watching the lesson with other teachers who have helped to plan
the lesson was eye-opening. We all saw things a little bit differently, which I felt led to a more complete analysis of the lesson itself.
This actually made it easier to see exactly where I needed to reteach and what the concepts to focus on that maybe the students didnt
get. When you just have one other person watch you teach, without video, theyre really just giving you what they saw and maybe
missed things. Having three people and video, though, I felt gave a more complete picture of the lesson and a more detailed view of
where I needed to go next.

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

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