Micro-teaching Lesson Plan

 

Lesson Topic: Introduction to the slope of a line                                       Grade Level: 10

Length of Lesson: 20 minutes
Presenting Group: Roya, Amrit, Yiwen, Chloe

Stage 1 – Desired Results                     Ccde   Determine the slope of a line segment and a line.
Bi           Big Idea(s):                      Constant rate of change is an essential attribute of linear relations and has meaning in different  r                 representation and contexts
Curricular Competencies:              Students will able to do: Use mathematical vocabulary and language to contribute to discussions in the classroom. Develop, demonstrate, and apply mathematical understanding through inquiry and problem-solving. Reflect on mathematical thinking Explain and justify mathematical ideas and decisions in many ways		Content(s):              Students will able to know: slope: positive, negative, zero, and  undefined
Stage 2 – Assessment Evidence
Formative Assessment(s): Observing each student should be participating in the activity and understanding the concept. Were students able to identify the different types of slopes by looking at the pictures? Were students able to connect the concept of rate of change to slope?			Summative Assessment(s): None
Stage 3 – Action Plan
Materials: Worksheet with pictures of hills for the activity. Worksheet with questions corresponding to the activity. Worksheet to determine types of slopes.		Preparation(s):   Prepare worksheets for the activity, and questions correspond to the activity.
Time	Teacher Does:			Students Do:
Introduction:              (5 minutes)	Start with a warm welcome and introduce yourself to the class. Ask students that How many of you went hiking this summer? Ask students whether they notice something when they hike to the mountains? Tell students that they will learn slopes using the steepness of the hills today.			Students respond to the questions that the teacher asks.
Activity               ( 10 minutes)	Hand in the worksheet of pictures with hills to the students. Tell students to look at the pictures and think about the difference in all photographs. After some time, distribute the worksheet that has questions corresponding to the activity and tell students to answer those questions. Tell students that some hills are steeper than others. Steeper hills are more difficult to climb. After five minutes or so, provide another worksheet that has a graphing grid on the pictures of hills and tell students to draw the straight line according to the steepness of the mountain. Think of a strategy to calculate a number to represent the steepness of each line  Tell students to discuss their answers and discuss with other students. Tell students the steepness of a hill is measured by calculating its slope. Slope=rise/run			Students work on the worksheets that are provided by the teacher. Students answer the questions on the worksheet using their knowledge. Students discuss their answers with other students.
Extension:	Distribute the practice worksheet to determine different types of slopes.			Students work on the practice worksheet to check their understanding.
Closure:               (5 minutes)	Ask students How they feel about the activity? Summarize the concept by asking open-ended questions from students. Ask students if they have any questions.			Students give their thoughts about the activity. Students answer the questions to summarize the activity. Students ask questions if they have any.