Engagement

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses
Potential Misconceptions

I will begin by going over the homework.
At this time students can ask questions they are confused and I will begin to lead it into the lesson.

The questions I will ask will be revolved around the homework

students will be able to ask anything they are confused on about the homework.

Exploration

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses
Potential Misconceptions

At this time I will give the students a process table where they can see how to solve for slope by finding the change in x and change in y.
I will also do a few examples at this time so the students see the pattern and logic of solving for slope.

How do you find the slope with two coordinates?

Students may be confused whether the x or y values go on top or bottom of the fraction.
They may also be confused

Explanation

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses
Potential Misconceptions

Now the students will begin to work on the process table on their own.
I will walk around the room to see if any of the students need help.

What is the slope of the coordinates given?

Confusion on if it matters what order you subtract.

Elaboration

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses
Potential Misconceptions

I will allow the students to begin working on their projects.
The kids will have time in class as well as 3 days to complete the measurements and designing of their staircase.
I would give an example

How do you apply slope to the project?

Evaluation

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses
Potential Misconceptions

The students will turn in the designing of their staircases.
If something is incorrect it will have to be revised and turned in again.

n/a