Lesson Plan

Subject: math Teacher’s Name: mohammad tahat

Date: -0 -2024 Day & Period:

Grade & Class: 8 Topic: lesson:

Common Core Standards CCSS.MATH.CONTENT.HSA.REI.B.3: convert between point-slope form and slope-
addressed intercept form and graph linear equations using point-slope form.
Lesson/Learning Students will understand the point-slope form of a linear equation: y−y1=m(x−x1)
objectives
Students will be able to identify the components of the point-slope form.

Students will learn how to convert between point-slope form and slope-intercept form.

Students will graph linear equations using point-slope form.

Language objective Students will be able to clearly explain their process for solving linear
equations using appropriate mathematical vocabulary and notation, both
verbally and in writing.

Subject-Specific Vocabulary & Terminology:

 Linear Equation
 Variable
 Coefficient
 Constant
 Isolate
 Solution
 Balance (of an equation)
 Combine Like Terms
 Slope
 Point y-intercepts

Previous Learning Students should have a basic understanding of slope y-intercepts form
And how to graph an equations .

Plan/Structure of the Lesson:

Planned Timings Planned activities Resources

 Beginning: Introduction (10 minutes) SAVVAS
(Introduction) Youtube
 Begin by reviewing the concept of slope and
y-intercept.

 Introduce the point-slope form of a linear

equation: y−y1=m(x−x1)

 Explain that m represents the slope and

(x1,y1) is a specific point on the line.

Body:  Demonstrate how to use the point-slope

form to write an equation:
o Example: If the slope m=2 and the
point is (3,4), then the equation is
y−4=2(x−3).
 Show how to convert from point-slope form
to slope-intercept form:
o Rearranging the above equation
gives y=2x−2y = 2x - 2y=2x−2.
(end of lesson)
3. Guided Practice (15 minutes)

 Work through several examples as a class,

including:
o Writing equations from given points
and slopes.
o Converting from point-slope form to
slope-intercept form.
 Discuss how the point-slope form is
particularly useful when a point on the line
and the slope are known.

4. Independent Practice (15 minutes)

 Distribute worksheets with problems

requiring:
o Writing equations in point-slope
form from given points and slopes.
o Converting equations to point-slope
form from slope-intercept form.
o Graphing lines given in point-slope
form.
 Walk around to provide support as students
work.

5. Closing (5 minutes)

 Summarize key points:

o What are the components of point-
slope form?
o How do we use point-slope form to
graph a line?
 Allow time for students to ask questions.
Consolidation: Students are set in groups of two ( Shoulder Pair
Partners ) to apply and practice.

Additional information

Differentiation – how do you Assessment – how are Cross-curricular links

plan to give more support? you planning to check Health and safety check
How do you plan to challenge students’ learning? ICT links
the more able learners? Values links

Assigning different tasks to the An online

students and monitoring for quiz/Assignment via
clarifying. SAVVAS / Classera
application.

Homework/Extension Work/Self Study

1. Check Student Book Chosen Examples

2. on classera

Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn
today? What was the learning atmosphere like? Did my planned differentiation work
well? Did I stick to timings? What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions
above about your lesson.

Summary Evaluation
What two things went really well (consider both teaching and learning)?
1: The students actively participated in discussions and were able to apply the properties of exponents to
solve problems.
2: The differentiation strategies effectively supported students at different skill levels.

What two things would have improved the lesson (consider both teaching and learning)?
1: Providing more real-world examples and applications of exponents to make the topic more relatable and
practical.
2: Providing more real-world examples and applications of exponents to make the topic more relatable
and practical.

Blooms Taxonomy to Consider:

A B C D
Knowledge & Analysis &
Application Communication
Understanding Synthesis
 Access basic knowledge  Interpret  Explore ideas of past  Communicate own position to others
 Recall basic knowledge knowledge, data & present  Use monologue and dialogue
 Reading from a  Apply knowledge in  Comparing &  Demonstrate listening skills
graph/table/data response everyday life evaluating the use of  Demonstrate reading, writing and
 Simple Calculations  Apply knowledge to resources and speaking skills
 Test understanding of unfamiliar products & their  Show empathy and understanding of
knowledge situations impact on other points of view
 Simple process skills  Explain environment  Co-operation with others
 Describe concepts, Applications  Comparing the  Develop Verbal and non-verbal
processes, phenomena  Apply variety of influence of different communication skills
 Explain concepts, subject related beliefs, attitude and
processes, phenomena skills values on the
 Deduce from data given  Draw flow behaviour of people
 Calculations such as diagrams, mind  Recognise pattern
averages, tabulate maps to illustrate  Analysis and
 Basic comparison processes, Synthesis of data
mechanisms  Evaluate data, ideas,
 Organise and results
present data in  Hypothesizing and
table, graph problem solving
 Drawing apparatus  Design
to investigate experiment/investiga
concepts tion
 Identifying and  Design and
control variables implement action
 Communicate plans
findings  Break down objects
 Applying formulae or ideas into simpler
parts and find
evidence to support
generalizations
 Compile component
ideas into a new
whole or propose
alternative solutions.
Blooms Language descriptors (Verbs):

A B C D
List, Name, Recall, Record, Choose, demonstrate, Appraise, argue, defend, Reason, debate, discuss, argue, justify, explain, Perform,
dramatize, employ, judge, select, support, Present, Communicate
Relate, Repeat, State, Tell,
illustrate, interpret, value, evaluate, Break
Count, Define, Draw, Find,
Identify, Label, List, Match, operate, schedule, down, Characterize,
Quote, Recite, Sequence, Tell, sketch, solve, use, write, Classify, Compare, Contrast,
Acquire, Adapt, Allocate, Correlate, Debate, Deduce,
Write, Underline, Conclude,
Alphabetize, Apply, Differentiate, Distinguish,
Demonstrate, Discuss, Explain,
Calculate, Change, Examine, Illustrate, Infer,
Generalize, Identify, Illustrate,
Interpret, Paraphrase, Predict, Classify, Complete, Point out, Prioritize,
Report, Restate, Review, Demonstrate, Recognize, Relate,
Summarize, State Determine, Draw, Subdivide, Adapt,
Examine, Explore, Anticipate, Categorize,
Express, Graph, Construct, Create, Design,
Illustrate, Investigate, Develop, Devise, Formulate,
Manipulate, Modify, Generate, Incorporate,
Plot, Predict, Show, Integrate, Modify,
Simulate, Sketch, Solve, Negotiate, , Plan, Propose,
Tabulate, Transcribe, Rearrange, Reconstruct,
Translate, Use Reorganize