Category Criterion

Name of Course/Class:

Course: Unit 1 High School Intermediate Algebra Coordinate Geometry

Class: Slippery Slopes

Grade Level: 10th 11th

Background Technology/Resources/Materials:
1 per student: 1 per class:

25 notecards Classkick class code

25 pieces of blank scratch paper Edpuzzle class code

25 laptops or computers LCD projector

Accommodations Modifications
A student has dyslexia:

- Provide copies of student notes. Encourage the child to
highlight key points as you go over the notes.
- Have the child verbally explain his approach to answering a
math word problem
- Provide an index card containing math terms, definitions
and samples
- Provide a calculator and/or number line for tests
- Film or video supplements in place of reading text.
Provide student with a flash drive that contains each
lesson (verbally) that they can take home and revisit
when needed.

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 Weblink to your curriculum: http://tinyurl.com/jbmjaoe

Orient Objectives:
Given 5 open-ended questions via Classkick, students will identify the slope of a line with 80% accuracy.
the
leaner: Essential Question:
How are functions and their graphs related?

NJCCCS
4.3.12.B.2
Functions and Relationships
Analyze and explain the general
properties and behavior of
functions or relations, using
algebraic and graphing techniques.
Slope of a line
Standards:
Common Core NJCCCS for Technology ISTE
CCSS.MATH.CONTENT.8.F.B.4 8.1.12.A.1 7a
Construct a function to model a Construct a spreadsheet, Students use digital tools to connect
linear relationship between two enter data, and use with learners from a variety of
quantities. Determine the rate of mathematical or logical backgrounds and
change and initial value of the functions to manipulate cultures, engaging with them in
function from a description of a data, generate charts and ways that broaden mutual
relationship or from two (x, y) graphs, and interpret understanding and learning.
values, including reading these results.
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.
Interdisplinary Standards

NJCCCS Common Core ISTE

Language Arts: 3.3.12.A.1 CCSS.ELA-Literacy.W.9-10.3.D 5. C.
Support a position Use a variety of techniques to sequence events so that Students break problems into component

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 integrating multiple they build on one another to create a coherent whole parts, extract key information, and develop
perspectives descriptive models to understand complex
systems or facilitate problem-solving.

Anticipatory Set/Hook/Daily Review: Time to complete: 2 mins

Using Edpuzzle students will watch a 1 min video about how to graph an equation in slope-intercept form.
https://www.youtube.com/watch?v=OyCSb6SDW-8

Input/Modeling or Present Information: Time to complete: 10 mins

At the door students will pick up necessary tools: note card, scratch paper, and computer.
The class codes for each Web 2.0 tool will be written on the board.
Instructional Using the LCD projector the teacher write, on the board, the formula (y1-y2 divided by x1-x2) to find the slope of a line and will
demonstrate with an example.
Design:
Check for Understanding/Provide Learner Guidance: Time to complete: 2 mins

Using Classkick, students will login and the teacher will ask students to describe how to find the slope of a line.

Guided Practice with coaching /Elicit Performance: Time to complete: 10 mins

Using Classkick, students will work together with the teacher to solve 3 of 5 problems regarding slope.

Independent Practice/Provide informative feedback: Time to complete: 5 mins

Students will proceed to solve the last 2 of 5 questions on their own, raising their hand in Classkick if they need assistance.

Closure: Time to complete: 3 mins

Students picked up their note card on the way into class. On that note card students will write down one thing they learned in class
and one thing they struggled with.
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 Formal Assessment: Time to complete: 10 mins

Given 5 open-ended questions via Classkick, students will identify the slope of a line with 80% accuracy.

Enhance/Transfer: Time to complete: 3 mins

One real-world connection is to find the rate of change (slope) in an airplanes altitude.

Student Feedback:
Recommendation: Were students able to successfully complete the Edpuzzle embedded assessment?

Teacher Feedback:

Did the teacher provide efficient notes and help to all students?