Linear Functions Unit Plan Part 2 – EDCI 556 – Week 2

Darrell Dunnas

Concordia University, Portland

Linear Functions Unit Plan Part 2

Mr. Dunnas decides to change the graphing linear equations lesson into a problem-based lesson. This lesson is comprised of three components. Component number one is to write the equation in slope-intercept form (solve for y). Component number two is to find solutions (points) to graph via t-tables and slope-intercept form. Component number three is to graph the equation (connect the points that form a straight line). In mastering this lesson, all components must be addressed.

In teaching, all learners how to graph linear equations, one must create a meaningful context for learning. First, the lesson must be aligned to the curriculum framework (Van de Walle, Karp, & Bay-Williams, 2013). Graphing linear equations is a concept found in the curriculum framework. Second, the lesson must address the needs of all students (Van de Walle, Karp, & Bay-Williams, 2013). The think-aloud strategy and graphing calculators will be used to graph linear equations and address the learning styles of all learners. Third, activities or tasks must be designed, selected, or adapted for instructional purposes (Van de Walle, Karp, & Bay-Williams, 2013). Lectures, handouts, videos, and cooperative learning activities will be used in teaching the lesson. Fourth, assessments must be designed to evaluate the lesson or lessons (Van de Walle, Karp, & Bay-Williams, 2013). Questioning, observations, and teacher made tests will be used to assess mastery of the lesson. Fifth, the lesson must be planned before implementing it (Van de Walle, Karp, & Bay-Williams, 2013). Instructional strategies, instructional tools, student resources, student tools, and assessment strategies to be used to graph linear