Lesson Plan Template

Topic/Title of Lesson

Name of Class/Level

Introduction to Rate of Change

Algebra 1

Learning Goal and/or Theme, Question, Concept for the Lesson

Students will build an understanding of rate of change.

Students should understand that constant rate of change corresponds to
equal change in a quantity over equal intervals.
Students should understand how steepness of slope of a linear function
corresponds to rate of change.
Resources/Material and or technology needed for the lesson:

We Have a Runner worksheet and We Have a Runner Data Sheet

Other task resources:
Video 1: Walking person https://youtu.be/NcIZsMsxmB4
Video 3: Running person https://youtu.be/w4XXNrlRGzc
Video 2: Combination of Walking, Standing Still, ad Running
https://youtu.be/iui6eLMM_1Q
Video 4: Two People in motion https://youtu.be/M6Ffi_REsqI
Accommodations for any special needs, accelerated learners:

Specific to class

Common Core Content Standards

CCSS.Math.Content.8.F.B.5 Describe qualitatively the functional relationship between two
quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or
nonlinear).
CCSS.Math.Content.HSF.IF.B.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.*

CCSS.Math.Content.HSF.IF.C.9 Compare properties of two functions (algebraically,

graphically, numerically in tables, or by verbal descriptions).
Common Core Standards for Mathematical Practice
Reason abstractly and quantitatively. (HSF.IF.B.4)

Model with mathematics. (HSA.CED.A.2)

Attend to precision. (HSF.IF.B.4, HSF.IF.B.6)

Procedure for Lesson: Please describe your lesson, step by step:

1. Watch motion videos for the first time.

With a partner, briefly discuss each video.
What direction is person traveling? Think about how quickly she is
moving.
Individually, write a description for each video then predict what the graph of
the persons distance relative to time will look like for each video.
Compare graphs with your group.
Do your graphs appear similar or not? Decide together which graphs
represent the best prediction.
2. Class discussion of predictions.
Have volunteers share predictions.
Are there any predications that are different than those shared?
Compare predictions and allow students to support their claims.
Look for keywords like rate, speed, slope, fast, slow, flat, stopped to
build descriptive vocabulary of video and graph.
3. Collect and Graph Data
What do we to create actual graphs? What are our variables?
Time and distance
How do we know the time? (Time stamp on the video)
How can we find the distance? (Tell students the the posts of the chainlink fence are 20 ft apart.)
Collect the data for video 1 together. Then have students collect the data for the
other three videos.
4. Analysis of Data
Compare predictions to actual graphs.
How did the estimated graphs you found compare to the actual graphs?
How did the graphs we decided upon compare to the actual graphs?
How do the graphs represent speed and direction? What numbers are
changing in each video? Discuss this with your partners and come up
with two things you learned from your graphs.

5. Making Connections
As a class make connections between steepness, slope, and motion of object.
The steeper the line the faster the object is moving.
Define slope: slope is used to describe the measurement of the steepness
of a straight line.
Does anyone know
Define rate of change: rate of change describes how one quantity
changes in relation to another quantity.
Miles per hour, meters per second,
What does it mean when the slope is negative? positive?
What does it mean when the slope is 0?
Use graphs to make points
Assessment:
Informal:
Daily responses to teacher and student questions
Engaging in conversations with peers
Active participation

Formal:
Collection of data
Graphing of data
Analysis of data
Homework: None