Acquisition Lesson Plan Template
Plan for the Concept, Topic or Skill – Not for the Day
Teacher’s Name: ____Craig Douty____________ Subject: ___Algebra 2 Honors_________
Date: _____9/7/2015 to 9/13/2015_______________________
Topic/Unit: _ Chapter 2_____Linear Functions______ _____________________________
PART ONE: FOCUS OF LEARNING
Priority PA Core Standards:
 2.2.HS.D.9 - Use reasoning to solve equations and justify the solution method.
 2.2.HS.D.2 - Write expressions in equivalent forms to solve problems.
 2.2.HS.C.2 - Graph and analyze functions and use their properties to make connections between the
different representations.
 2.2.HS.C.6 - Interpret functions in terms of the situation they model.
PART TWO: PERFORMANCE TASK/ASSESSMENT
Performance Task or Other Evidence (What will students do or produce to show you they have
accomplished the purpose of the lesson? How will you assess their work?):
As a Chapter 2 Performance task the students will be doing a Scatter Plots and Best-Fit Lines project. See
attached document. This project covers all topics from the chapter.
Chapter test
PART THREE: LESSON DEVELOPMENT
A - Activation (How will you hook students at the beginning of the lesson and activate and/or build the
necessary prior knowledge?):
We will make a scatter plot of the Population of Dauphin County from 1960 to present. draw a line of best fit
and write a prediction equation. (2012,268100),(2000,251805),(1990,237813),(1980,232317) ,(1970, 223834),
(1960,220255)
Key Vocabulary (What content-specific vocabulary will students need to know to make meaning of the
learning in the lesson?):
Academic Specific:
Identify, calculate, solve, graph, evaluate, justify
Domain (Content) Specific:
Relation, Domain, Range, Function, Mapping, Discrete, Continuous, Independent Variable, Dependent Variable, Vertical Line Test,
Function Notation Linear Equation, Linear Function, Standard Form, Y-Intercept, X-Intercept Slope-Intercept Form, Point-Slope Form,
scatter plot, correlation, line of best fit, boundary, step function, greatest integer function, constant function, identity function, absolute
value function, piecewise function
T – Teaching Strategies/Instructional Flow
(Active Participation, Collaborative Pairs, Graphic Organizers, Writing)
(How will you provide instruction and/or specific learning experiences which lead the students to understanding the
information necessary to respond to each formative assessment prompt (FAP)? What will be the sequence of these
learning experiences? And how do you increase the rigor?):
This chapter is a review of previous information. The class will be given a suggested assignment for each section. Their
job is too do as much of each assignment to achieve mastery of each topic.
Formative Assessment Prompts (How will you check for understanding?):
FAP #1:
Daily Tickets Out the Door will be given to check for knowledge of a variety of topics.
FAP #2:
Students will be given a pretest to determine their weaknesses in this chapter to direct them to the topics they need to
master.
S – Summarizing Strategies (Learners summarize and answer LEQ- may be the same as performance task):
Same as performance task
Resources:
PART FOUR: QUADRANT REFLECTION ( Rate this lesson by placing a check in the appropriate quadrant.)
*see SAP Learning Environments guide*
Overall Rating of Rigor, Relevance, and Learner Engagement for Lesson
Quadrant A
Teacher centered, student recall and comprehension,
memorization, no application of learning
Quadrant B
Exemplary application, students working independently or
in groups, interdisciplinary and real world
Quadrant C
Exemplary level thinking and reflection, summarizing,
analyzing, student original work, school-based problems
Quadrant D
Challenging real-world problems, student design,
creativity, original solutions, real-world products
Algebra 2 Project : Scatter Plots and Best-Fit Lines
Please check the overall quadrant rating
Text Section 2-5
Step 1 – find data that you think might be correlated. You must have at least 10 data points, but not more than 20. Here are some sample
ideas to get you thinking:




Age (months or years) and weight of people, or alligators or dogs
Year and population of a town, city, county, country
Year and education spending per student (national/state)
a Major League Baseball team’s games won and total errors made (check internet)
Step 2 – Present your data in table form, with labels. Identify which set of numbers are your x values (independent variable), and which are
your y-values (dependent variable).
Step 3 – Create a scatterplot of your data. Your final draft should be on 8.5” x 11” graph paper, neatly drawn, well-labeled, with appropriate
titles.
Step 4 – Construct a best-fit line for your data. Draw it onto the scatter plot. Find its equation, in slope-intercept form (with the slope in
simplest form), and label the line prominently with the equation.
Step 5 – Write a 1 page paper in MLA format, explaining what the data are that you analyzed (including where you got them from), and why you
thought they might be correlated. Summarize what the graph shows about the correlation (or lack of correlation) using the terms you learned
in class (positive/negative, weak/strong). Discuss why your equation is reasonable, especially how your slope number represents the rate of
change you see. Include a brief conclusion of the project.
Step 6 – Assemble the papers neatly together with a cover page with title and relevant graphic. Everything should be labeled, neatly presented
and prepared as you were handing the project into your boss and looking for a promotion.
Please note the attached rubric to help your detail of the project.
Algebra 2 Project : Scatter Plots and Best-Fit Lines
Lesson 2-4
Grading Rubric
Project element
Points
Data Table
between 10-20 ordered pairs
4
x, y values identified & labeled
4
Graph
hand-drawn on graph paper, correct size
4
scatterplot accurate to data table
4
axis scales uniformly numbered
4
axes labeled
4
scatterplot uses available space well
4
line drawn in appropriately to fit data
4
Equation
line labeled with its equation
4
equation is in slope-intercept form, simplest form
4
equation accurate to the line as drawn
4
slope makes sense as the rate of change
4
Paragraph
describes exactly what the data are
4
describes where data come from (your source)
4
explains why you thought they might be correlated
4
categorizes correlation (positive/negative
4
strong/weak) as illustrated by graph
notes whether the observed correlation makes sense
4
explains how the slope in your equation is the
4
rate of change shown in your graph
identifies any exceptional data points (outliers)
4
Presentation
prominent and meaningful title page
4
neatness & attractiveness
4
spelling, punctuation & grammar
4
Total points:__________