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Co-Teaching Lesson Plans 2-9-23

This document contains a co-teaching lesson plan for finding slope on a graph. Teacher 1 (Mrs. Cylenica) and Teacher 2 (Erica Keefer) will teach using a one teach, one assist model. The lesson objectives are for students to find the slope of lines on a gallery walk with 80% accuracy and identify slopes on a maze worksheet with 80% accuracy. The lesson will include examples of finding slope by calculating rise over run. Students will do sample problems in pairs and work problems on the board. They will complete a slope maze activity for homework. The teachers will provide modifications like extra time and small group instruction as needed.

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2K views5 pages

Co-Teaching Lesson Plans 2-9-23

This document contains a co-teaching lesson plan for finding slope on a graph. Teacher 1 (Mrs. Cylenica) and Teacher 2 (Erica Keefer) will teach using a one teach, one assist model. The lesson objectives are for students to find the slope of lines on a gallery walk with 80% accuracy and identify slopes on a maze worksheet with 80% accuracy. The lesson will include examples of finding slope by calculating rise over run. Students will do sample problems in pairs and work problems on the board. They will complete a slope maze activity for homework. The teachers will provide modifications like extra time and small group instruction as needed.

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Co-Teaching Lesson Plan

Teacher #1: Mrs. Cylenica Teacher #2: Erica Keefer


Class: Pre-Algebra Date: 2-9-23

Content Area: Finding Slope on a Graph Co-Teaching Model: One teach, one assist
Lesson Component/ Time Allotment Teacher 1 Role Teacher 2 Role
Activity
PA Core 43 minutes Mrs. Cylenica will I will be the lead
Standards: assist teacher for today’s
period 2 lesson
Standard -
8:30-9:13
CC.2.2.8.B.2
Understand the
connections between
proportional
relationships, lines,
and linear equations.

Lesson Objectives: Students will be able


to find the slope of
the lines on the
gallery walk form
with at least 80%
accuracy.

Students will be able


to identify the slope
of the lines on the
identifying the slope
maze with at least
80% accuracy.

Materials:
iPad
Slop example sheet
Gallery walk sheet
Identifying The Slope
Maze worksheet
Pencil
Procedures/
Activities: Mrs. Cylenica will I will start by telling
start by going over the students:
the POD
We are finding the
After I go over the slope of the line by
sample problems, using a graph.
she will let them
know that their class The slope of the line
assignment will be is the same as the
the linear equations rate of change.
gallery walk
When we write down
Reminding the the rate of change
students that they what goes on the
will need to find two top? (The change in
points on the line Y)

The points need to What goes on the


be where the grid bottom? (The change
meets in X)

After the students When we find the


are done with the slope, we call it the
sample problem, rise over the run
they can start the
slope maze Rise is the movement
worksheet up and down or the
vertical change on
the y axis

Run is the movement


from left to right or
the horizontal
change on the x axis

The letter we use for


slope is m= it doesn't
seem to make sense,
but it comes from a
French word
“monter” which
means to climb or
rise.
Let's look at our
examples:

In our first example


our rise is 4 and our
run is 1

Is this slope positive


or negative?
(positive)

For our next example


what should I put for
our rise? Does our y
or rise go up at all?
(So it should be 0) so
what type of slope is
this called? (0)

For the third example


we are still going to
measure our rise first
so what is our rise?
(5)

And our run? 4

Is this slope positive


or negative?
(negative) so what do
I need? (-)

For our last example


what is our rise? (2)
and what is our run
(0)

Does anyone
remember what this
type of slope is
called? (Undefined)

Can someone plug


that into Desmos and
see what they get?
(Undefined)

Assessment:
Students will be able
to find the slope of
the lines on the
gallery walk form
with at least 80%
accuracy.

Students will be able


to identify the slope
of the lines on the
identifying the slope
maze with at least
80% accuracy.

Differentiated
Instruction There is no
differentiation in this
lesson

Modifications Students with IEPs or


and/or 504 plans will have
extra time to
Accommodations
complete the
assignment

Individualized/small
group instruction for
reteaching and
completing the
assignment will also
be available
2-9-23
Self-Evaluation
Other than feeling uncomfortable standing in front of middle school students who don’t

participate in lessons, the lesson went well. I did forget to introduce rise over run and went

straight into the examples. The classroom teacher did jump in and add it as I was doing the first

example. I did one example of each type of problem. Then the students did sample problems in

pairs. When we went over the sample problems in class, I asked the students to come up and

work them out for their classmates. The classroom teacher offered them candy so I had 9

students solve a problem projected for the class. When they finished, I would ask the class if

that was the answer that they got. The teacher and I corrected a few errors and reminded them

to reduce. Last they did the slope maze activity for homework. Most students got at least half

of their homework done in class. The students seemed to understand the concept and work

through the problems with ease. I helped one student work through the practice problems

because she needed a little more assistance. After that she was one of the students who

offered to do a problem on the board. I was happy to see her gain confidence in herself.

Overall, it was a successful lesson.

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