Connor Walthour Design Document (3)

Connor Walthour
EDCI-572
FALL 2019
Design Document Part I: Graph a linear line
Project Overview
This learning module will be an instructor led face-to-face workshop to teach
learners on how to graph linear lines. There are many different components to graphing
linear lines, but the main objective is to learn the variables in the equation and then graph
the line. We will begin looking at the equation of a line, y=mx+b, and discuss all the
different components to the equation. There will be six main steps to focus on how to
graph a linear line, which include 1) recognizing each component of the equation, 2)
evaluate the slope (m) of the line, 3) evaluate the y-intercept (b), 4) identify the x variable,
5) identify the y variable, and 6) plot the points on the graph. Students will need some
entry skills to understand how to graph a linear line, such as having the ability to multiply,
divide, add, and subtract integers, knowing what a function is, knowing what a
positive/negative graph looks like, and plotting points on a graph. Students will have to
know that a function is “a relation for which each value from the set the first components
of the ordered pairs is associated with exactly one value from the set of second
components of the ordered pair” (Dawkins, 2019). Students will also need to know that
mathematical functions have exactly one input for one output; the input is denoted by the
x variable, while the output is denoted by our y variable.
Students will be learning about how this standard will be the beginning to
understanding how math relates to real world application. With this module students will
be able to see a relationship between doing a regular mathematics problem and how it
could be used in real life applications. This module will prepare students on their entry
level ability to use mathematics and how it will grow their mathematical knowledge. I have
taught this subject many times as an educator and I would consider myself a subject
matter expert (SME) in this topic. During my time teaching this standard, I have found
where students struggle with most in this standard and with my module. I want to make
sure that I clear up any misunderstandings that the learners may come across.
The desired status for learners by the end of the module is to have the learner
understand how to graph linear lines. Students will learn different parts to graph a linear
line and properly plot the points on a graph. The actual status of the learner is they can
identify straight line and a function, but do not know the specific components to write and
graph linear lines. Learners will need to learn all the components to writing a linear line,
(y=mx+b). Furthermore, learners will need to know what each of the variables mean in
the equation.
As students continue to grow in the mathematics field, it is important for them to
understand that this is the starting point to a larger view of mathematics. With this module,
students will understand how piecewise functions, quadratic models, and exponential
models work. Students will be in a comfortable environment, where they will use TI-84

calculators to understand linear equations. This standard is an essential beginning point
for students and with this module, they will be able to continue their growth and
understanding of mathematics.
Instructional Goal
The instructional goal of this module is “By the end of this module, the learner will
graph a linear line.” This goal would be characterized as an intellectual skill, since it
requires the learner to “do some unique cognitive activity” (Dick & Carey, 2015, pg. 43).
In this module students will be able to correctly identify all the components of the equation
y=mx+b and be able to successfully graph a linear line. The learner will be able to utilize
this skill to throughout their mathematical career and be able to grow within the
mathematics field. Students will have access to graphing calculators and devices capable
of accessing Desmos.
Creation of a Goal Analysis Diagram
The following diagram represents the main concepts of my module on how to
graph a linear line. This diagram shows that there are a total of six main steps shown as
1-6. These main six shows all the important components that the instructor must follow to
successfully teach the learner how to graph a linear line. Each of these six steps are
broken down into subordinate topics on what the instructor should follow to make sure
that the learner understands the entire component. These subordinate topics break down
each of the steps into more specific components. These subordinate topics are crucial for
the learner to understand so they can correctly graph a linear line.

IDer’s Reflection
When I started this project, I wanted to find a subject to create a module for that I
was passionate about. When I reflected on my different passions I felt that mathematics
was the right choice for me. I have taught mathematics for the past four years and I have
developed multiple lessons during my time as an educator. Since I have created a variety
of different math lessons in different areas of mathematics, I thought about which
standard students need to understand so they can be successful in future math classes.
One of the most important lessons that I felt students needed to understand to have a
larger view of mathematics was linear lines. When I taught Algebra, I had discovered that
if students do not understand the components of a linear line, they will more likely struggle
with more complex standards, such as exponential and quadratic equations.
One of the challenges I had when I was creating this module was making the
diagram. I created the diagram through an application called draw.io. Draw.io was a
relatively easy to use tool to use to make my diagram. Another challenge I had when I
was making this module was thinking about all the different components in the linear
equation, y=mx+b, and which one to discuss first. After thinking about my past lessons, I
felt that the m variable, the slope, was the most appropriate. I felt the slope was most
appropriate because the slope is the fundamental component to understanding what a
linear line is. Once students understood the concept of calculating a line’s slope, they
would be able to build their knowledge to graph linear lines.
My peer review was very beneficial for me and my group offered me some great
advice on how to make my module better. Each of my peers gave me positive and useful
feedback, which I tried to implement into my diagram. With my group’s help, I could create
stronger sub-steps and think about what were the necessary entry skills to make my
module easier to follow. I believe that my group mates and myself collaborated effectively
to make sure that I had the appropriate steps to ensure the module was easy to follow for
the learner. I did not take one feedback about changing my arrows for my module, just
because I felt like my module would flow better with my arrows pointing down versus
pointing up.
Overall, I have enjoyed making this learning module, and I am excited to see if
learners respond well and learn from this module.
References:
Dawkins, P. (n.d.). The Definition Of A Function. Retrieved October 17, 2019, from
http://tutorial.math.lamar.edu/Classes/Alg/FunctionDefn.aspx.
Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction. Boston:
Pearson.

Design Document #2: Graph a linear line
Learner Analysis
This module’s target audience is students that are taking Algebra I in junior high
or high school. The module focuses on foundational mathematics skills that students will
need to know to be successful in higher education. The learner must be familiar with
functions, plotting points, adding, subtracting, multiplying, and dividing integers. The
learner must be familiar with these essential components to be successful in completing
the module. At the beginning of the class, I will give each learner an entry skills test of the
prerequisite skills to make sure that the learners are proficient in past mathematical
standards. With these questions, I will gain insight in what the learner knows and what
the learner still needs to work on. If a student does not pass the entry test, they will have
to review the subject first in order to understand the new material. I will also look to see
what their past mathematics course was and the grade they received. Once the class
starts, I will discuss with students about the variables in the linear line equation so we can
successfully graph a linear line. I will also address to the class that, to have a deeper
mathematical understanding, you must first acquire the skill set of algebraic
fundamentals. While I present information on linear lines, I will continually ask students
questions on topics that we have just discussed, to make sure that they are retaining the
information. I will monitor each student’s progress through surveys, Socrative, and while
the class works on example problems that have been presented in class. I will utilize
different teaching styles if particular method is not working for the learners, such as
collaborative activities with peers and informative videos.
Information Categories Data Source Learning Characteristics
Entry Skills Interview:
Once students enter the
classroom, I will have a
review paper on basic
addition, subtraction,
multiplication, and division
problems.
Math Grade in Previous
Class:
I will discuss with previous
math teachers about
students’ progress and see
what areas their class
struggled and excelled at.
Performance Setting:
Most learners will have
limited experience
graphing linear lines and
most have never seen the
formula y=mx+b.
Learners will have a basic
understanding of how to
add, subtract, multiply, and
divide integers. Learners
will also recognize a
function and know how to
plot points on a coordinate
grid.
Learning Setting:
The target audience is
students that are in 8th, 9th,
or 10th grade and have

completed a previous math
course. Students have
experience working
independently and in small
groups. Most students are
comfortable with a lecture-
style of learning and
discussions.
Prior Knowledge Focus-Group Interview:
At the beginning of the
module, I will ask students
what they can recall in
their previous math
courses involving the topic.
I will discuss how they all
know how to add, subtract,
multiply, and divide
integers.
Learners will have limited
knowledge on how to
graph a linear line and the
equation of a linear line.
Students will be familiar
with the x and y variable
but have probably not seen
the variables m or b.
Students will recall how to
plot coordinates on a
graph. Students will also
recognize a function and
know that a function has
one input for one output.
Attitudes Toward Content Interview:
At the beginning of the
lesson, I will address with
the students how this
standard is relevant to,
understand since it relates
to real-life scenarios.
Throughout the lesson, I
will continually ask the
class how they feel about
the standard and if anyone
has any questions on the
topic.
Learners will respond well
to the content since this is
a state mandated standard
for learners to graduate
from high school. This
class is required to earn a
high school diploma, so
learners will be motivated
to understand the
standard. Learners will
also see how this standard
relates to their own lives
and find meaning in
understanding the
standard.
Attitudes Towards Delivery
System
Observation:
I will see how the class is
responding to the teaching
style and note if another
approach would be more
appropriate for their style of
learning.
Learners respond well to a
standard that is useful in
their everyday lives and
often find meaning in that
standard. Learners are
accustomed to lecture-
style lessons, which will be
the main teaching style
that will be used in this

module, and are
comfortable in their
learning environment.
Motivation for Instruction Observation:
During the class, I will
present real-life scenarios
on linear lines and present
to students how linear lines
are relevant to them.
Many learners are
interested in understanding
foundational mathematical
properties that will help
further their high school
careers. This will allow the
learners to be more
engaged in class.
Education and Ability
Levels
Observation:
Throughout the class, I will
observe how each student
is doing and notice where
ability levels.
Education Levels:
All learners will have
completed elementary
school and junior high
school, or have passed a
state-approved test stating
that they are ready to take
Algebra I.
Ability Level:
Learners are proficient in
the mathematical field.
Learners will have retained
past mathematical
standards that were given
in previous math classes.
Each student will have a
varied ability of
mathematics but all have
an appreciation for the
subject.
General Learning
Preferences
Observation:
I will see what type of
learning style the class has
experienced previously
see what type of method
the class prefers.
Learners prefer a lecture
style of teaching, where
the instructor will go
through step by step
instruction, answering
questions learners may
have. Learners are used to
this style of teaching and
prefer to follow examples
and ask questions when
they have them.
Attitudes Toward Training
Organization
Interview:
During the module, I will
interview each student to
Many of the learners see
this standard as a way to
grow their mathematics
education and allow them

see their attitude towards
the organization.
to go into fields that
interest them. This allows a
positive attitude towards
learning the standard. This
also offers learners the
opportunity to understand
that this standard is a
foundational step to a
larger world of
mathematics.
General Group
Characteristics
Observation:
I will notice the class’s
characteristics as they
enter the classroom and
introduce themselves to
the class.
Heterogeneity:
Learners will most likely be
teenagers that are likely to
be in 8th, 9th, or 10th grade.
Learners will have a
diverse background but all
possess an understanding
of elementary
mathematics. Learners will
be different genders, ages,
and come from a myriad of
cultural backgrounds.
Size:
There will be sixteen
learners enrolled in the
class. The ratio of male to
female learners will differ
from each class but will
normally have the same
number of male and
female students.
Overall impression:
The instruction will need to
move efficiently and give
strict rules on what is to be
known. The instructor will
let the class know that
there will be no talking in
class, no bullying to other
learners, active
participation from the
learners, and respectful
nature to the instructor and
learners.
Performance Context

The Performance Context for the learners will be used in a variety of settings. This
skill will add to their mathematics knowledge and will be used in their high educational
math classes, such as Statistics, Algebra II, Geometry, Pre-calculus, and Calculus. If
students are interested in the mathematical field, they can use this skill as an engineer,
architect, stockbroker, accountant, and as a mathematics educator. In these industries,
students will be able to specialize in certain areas and be able to recall this module to
further their learning. Learning about linear lines can have a variety of applications not
only in the classroom but in real-world scenarios.
Interviews and observations were used to understand what the working site would
be like. It is difficult to observe where this skill will be used in every environment, but
conducting an interview with people within the field of mathematics, a more accurate
portrayal of when the skill will be used is presented.
Information Categories Data Sources Performance Site
Characteristics
Managerial Support Interview with
mathematics team:
Interview the team
members and see if people
know how this skill is used
in real-world applications.
Depending on the varied
career goals of learners,
there could be a variety of
jobs that depend on linear
lines, such as engineers,
architects, math educators,
accountants, or
stockbrokers. Each of
these jobs would have a
supervisor or employer
that would oversee them
and support them on
projects that would need to
be completed.
Physical aspects of site Observations:
In higher educational math
classes, you can see where
this skill will be used.
Interview:
Interview people within the
mathematics field.
Facilities:
Most places that hire
mathematicians will have a
team consisting of these
mathematicians. These
places usually have
conference rooms and
individual desks for people
to work at. They may also
have online resources that
have the ability to
communicate with other
people across the globe.
Resources:
They may need to invest in
their own applications, but

most likely, the company
will provide them with all
the proper resources and
tools required of the
position.
Equipment:
Most companies would
offer the appropriate
resources to their
employees.
Timing:
Timing would vary
depending on the task the
learner would have to
complete.
Social aspects of site Observations:
In higher educational math
classes, you can see where
this skill will be used.
Interview:
mathematics field.
Supervision:
The learners would more
than likely have a
supervisor on a job that
they would need to
complete.
Interaction:
Occasionally, learners will
interact with other people
and work collaboratively,
but learners will mostly
work independently in their
job.
Others effectively using
skills:
There are other jobs that
use this skill effectively and
these people are great at
projecting the areas of
profit and loss for a
company.
Relevance of skills to
workplace
Interview:
mathematics field.
Observations:
It is difficult to observe
everywhere this skill will be
used; however, there are
places where this skill
could be demonstrated.
Meet identified needs:
The learning and
performance contexts are
closely related. Learners
will use these skills many
times throughout their
mathematics career, while
also using this skill in
higher education
mathematics.

Learning Context
The workshop will take place in a classroom that is well-equipped with desks, a dry
erase board, SMART Board, and TI-84 calculators. The desks will be equally spaced
throughout the area so each learner has the same amount of room as their classmates.
The dry erase board will be used to help with different mathematical operations that will
be used when finding the equation of a linear line. The SMART Board will offer as a
projection device for students to visually see how a linear line is formed and to follow
along with the calculations. TI-84 calculators will be used by the instructor and the
learners to help them with their mathematical operations. The calculators will also be
used to graph the lines and show a table of values. iPads will also be accessible for
students to use when they want to graph linear lines or answer questions on Kahoot
and Socrative. The classroom will have working light features and remain a comfortable
temperature so the learners are not limited by any physical barriers to the learning
process. The room will be full of inspirational posters so the learner feels encouraged to
learn. I will have different posters displayed throughout the room with the variables in
the equation y=mx+b so students can recall what each of the variables mean.
Information Categories Data Sources Learning Site
Characteristics
Number/nature of sites Interview with
mathematics team:
Interview with the math
team regarding the nature
of the site.
Number:
The workshop will take
place inside one
classroom.
Facilities:
The classroom will have
the appropriate number of
desks and chairs. I will
contact an administrator
before the scheduled
workshop to make sure the
room is ready for the
learners.
Equipment:
The classroom will contain
a SMART Board, iPads,
TI-84 calculators,
projector, and dry erase
board.
Resources:
The iPads will be able to
access Socrative, so when
students are being
assessed on a component

of the equation of a linear
line, they will be able to
answer it and receive quick
feedback.
Constraints:
Since the classroom might
have a broken furnace or
air conditioning that may
not work, the room might
be uncomfortable for the
instructor or learners.
Students may also have to
travel a long way across
the building and may arrive
at the classroom late.
Site compatibility with
instructional needs
Interview:
Interview with the school
administration to know the
instructional needs of the
room.
Instructional strategies:
There will be a wide variety
of instructional strategies
that will be used
throughout the learning
module. Some of these
strategies include printed
materials, discussions,
classroom presentations,
computer-based
resources, and small group
discussions.
Delivery approaches:
Lecturing will be the main
approach to delivery, but
there will also be Internet-
based instruction and
multimedia formats.
Time:
The majority of
instructional time will be
used for lecturing through
a multimedia device.
Personnel:
There will be one instructor
that will develop the lesson
and teach the standard.
Site compatibility with
learner needs
Interview:
Interview with the school
administration to know the
instructional needs of the
Location:
The site will take place in
the classroom and will

room and what the
learners’ needs are.
meet all of the learners’
needs.
Conveniences:
Students will be in a room
that is full of inspirational
posters, as well as posters
that have math facts on
them.
Space:
Each student has an
appropriate amount of
space between the other
students.
Equipment:
Students will have access
to a TI-84 calculator and
iPad.
Feasibility for simulating
workplace
Observation:
Observe the space and
make sure that there is
appropriate room between
each student and the
environment is suitable for
the learners.
Supervisory
characteristics:
The supervisor will be well
versed in the mathematical
field.
Physical characteristics:
The classroom allows
enough room for each of
the students to learn in
their own space
independently.
Social characteristics:
Learners will work
collaboratively throughout
the lesson, and the
discussions that learners
will have about linear lines
will help simulate graphing
these lines.
Assessment Plan
Tests are one of the most common forms of assessing whether a learner gained
any information from a lesson, and in this module, learners will be frequently assessed
throughout the workshop. The learner’s assessment will help the instructor understand
what the learner is retaining and what the learner still needs help on. Practicing how to
set up the equation and analyzing each variable will be reviewed consistently. Learners
must know this standard to graduate from high school and continue their mathematical

careers; thus, it is important to make sure that they are following along throughout the
lesson. The assessments will help me understand which type of instructional strategies
need to be used so the learners can retain the standards effectively. Each of the different
assessment types is listed below.
Entry Test
Before the class starts, learners will be given an entry skills test that will assess their
basic addition, subtraction, multiplication, and division skills. This entry test will also ask
students past questions that were discussed in class, such as, the definition of a function
and how to identify it, recognize a positive/negative graph, and plot points on a graph.
These skills are crucial for the learner to have mastered so that they can be successful in
graphing a linear line. The entry test will be a paper based test that will consist of only 3
multiple choice questions. The first question will focus on addition, subtraction,
multiplication, and division skills; the second will focus on a positive/negative graph, and
the last will ask the learners if a table of values is a function. This test is to help the
instructor understand the class’s basic math skill level, and what skills the class still needs
to master so they can be successful in graphing linear lines.
Pretest
The pretest will be much different than the entry test. The entry test will solely focus
on past standards that learners should have already mastered, while the pretest will focus
on topics that the students have yet to learn. The pretest will be given after the entry test
at the start of the lesson, and each student will be given a pretest to complete individually.
The pretest will be a two question test. One question will be putting a standard equation
into y=mx+b and the second question will be to graph the line. This pretest will focus on
the different variables of a linear line and the pretest will also require the learners to graph
a linear line. This pretest will inform the instructor of their class’s knowledge of the subject
and what the class still needs to learn. This will provide the instructor with a benchmark
of growth.
Practice Test
The practice test will be a crucial assessment to give learners, and will be
administered several times throughout the lesson. These practice tests will show what
the learners have comprehended and what the instructor needs to review with the class
so they can progress to the next step. Learners will be actively engaged throughout the
module and there will be multiple checks throughout the lesson to make sure students
are retaining the information. Since there are many variables in the equation y=mx+b, it
is important to consistently check with students that they understand what each variable
means and how they will be applied when graphing the equation. Using methods like
Socrative, the instructor will be able to ask the students questions throughout the lesson
to quickly see what the students are retaining and what concepts are still missing. Using
these methods will keep the learners actively engaged with the class and accountable for
what they have learned. Having the learners practice calculating and evaluating each of
the variables will help them achieve their intellectual skill goal.
Post Test
For their final summative assessment, the learners will graph a linear line on their
own. I will provide a piece of paper to each of the learners in class, and they will have an
equation of a linear line and graph below it. The learner will have to identify each of the

variables and plot the points correctly on the graph provided. When the learner has
completed the graph, they will turn the paper in for evaluation.
Once the learners have completed their assessment, they will write a reflection on
what they have learned in the module. Learners also reflect on their pretest score and
how they think they did on their post-test score. Using this method of reflection, learners
will analyze if there was any growth after completing the module. Once the learners are
done, I will collect their reflections and use them to grow my instruction and make the
module better for future learners. This will help me understand which instructional
strategies worked for the learners and which ones need to be changed.
Performance Objective
Main Instructional Goal Terminal Objective:
Instructional Goal: By the end of this
module, the learner will graph a linear line
correctly.
By the end of the learning module (CN),
the learner will evaluate each variable in
the equation and graph the line on a
coordinate plane (B). Each of the steps in
the procedure will outline how to graph a
linear line correctly and a formative
assessment will be given to see the
achievement of the goal (CR).
Main Step in Instructional Goal Objective
Give a linear equation in standard form
and put the variables in slope-intercept
form.
1.0 Performance Objectives: Given the
equation of a line is in standard form
(CN), organize the variables with y being
set equal to the slope of x and b (B).
Learners should put the variables in the
correct order (CR).
Subordinate Skill Subordinate Objective
Perform arithmetic operations to make y’s
coefficient 1.
1.1 Subordinate Objective: Given the
variable in front of y is not 1 (CN) perform
the correct arithmetic operation to make
the value of y equal to 1(B) so the
equation is in the appropriate point-slope
form (CR).
Perform the same operation done to y to
the rest of the terms in the equation.
1.1.1 Subordinate Objective: Given
arithmetic operation that you did to the y-
variable was correct (CN) perform the
same operation to every term (B) so the
equation keeps its same value (CR).
Reduce each term in its simplest form. 1.2 Subordinate Objective: Given the
equation is in slope-intercept form (CN),
reduce all the integers in the equation in
their simplest forms (B) so the equation is
in slope-intercept form (CR).

Identify the b variable in the equation. 2.0 Performance Objectives: Given the
identify the b variable (B) so the equation
has the correct y-intercept (CR).
Look to see what the sign is for the b
variable.
2.1 Subordinate Objective: Given the b
value was correctly identified (CN),
evaluate the sign in front of the variable
(B) so the line has the correct y-intercept
(CR).
Plot the point on the y-axis. 2.2 Subordinate Objective: Given the b
value sign was correctly identified (CN),
plot the point on the y-axis (B) so the line
has the correct y-intercept (CR)
Plot the point above the y-axis. 2.2.1 Subordinate Objective: Given the
b value sign was positive (CN), plot the
point on the y-axis above the x-axis (B)
so the line has the correct y-intercept
(CR).
Plot the point below the y-axis. 2.2.2 Subordinate Objective: Given the
b value sign was negative (CN), plot the
point on the y-axis below the x-axis (B) so
the line has the correct y-intercept (CR).
Identify the m variable. 3.0 Performance Objectives: Given the
identify the m variable (B) so the equation
has the correct slope (CR).
Identify the sign on the m variable. 3.1 Subordinate Objective: Given the m
value was correctly identified (CN),
evaluate the sign in front of the variable
(B) so the line has the correct slope (CR).
Identify the positive slope. 3.1.1 Subordinate Objective: Given the
slope was correctly identified as positive
(CN), write “positive slope” on the side of
the paper (B) so the line has the correct
slope (CR).
Identify the negative slope. 3.1.2 Subordinate Objective: Given the
slope was correctly identified as negative
(CN), write “negative slope” on the side of
the paper (B) so the line has the correct
slope (CR).
Identify the numerator. 3.2 Subordinate Objective: Given the
slope was correctly identified (CN),
evaluate the numerator in front of the

variable (B) so the line has the correct
slope (rise) (CR).
Identify the denominator. 3.3 Subordinate Objective: Given the
slope was correctly identified (CN),
evaluate the denominator in front of the
variable (B) so the line has the correct
slope (run) (CR).
Plot the slope. 4.0 Performance Objectives: Given the
learner correctly plotted the y-intercept
(CN), plot the slope (B) so the equation of
the line has the correct slope (CR).
Plot the y part of the slope. 4.1 Subordinate Objectives: Given the
slope was correctly identified (CN), plot
the number in front of the numerator on
the y-axis (B) so the line has the correct
slope (rise) (CR).
Go up on the y-axis. 4.1.1 Subordinate Objectives: Given the
slope is positive (CN), plot the point
above the y-axis the number of units in
the numerator for x (B) so the line has a
positive slope (rise) (CR).
Go down on the y-axis. 4.1.2 Subordinate Objectives: Given
slope is negative (CN), plot the point
below the y intercept the number of units
in the numerator for x (B) so the line has
negative slope (rise) (CR).
Go left of the y-axis. 4.2 Subordinate Objectives: Given the
slope was correctly identified (CN), plot
the point right of the value found in
subordinate objective 4.1 the number of
units in the denominator (B) so the line
has the correct slope (run) (CR).
Make a table of values. Performance Objective 5.0: Given the
construct a table of values ranging from
negative to positive values (B) so the
points match your graph (CR).
Range the values from negative to
positive.
Subordinate Objective 5.1: Given the
table of values was correctly made (CN),
evaluate the points on the graph match

up with the table (B) so the line and the
table have the same values (CR).
Range the values from negative to
positive.
6.0 Performance Objective: Given the
table of values was correctly made (CN),
evaluate the points on the graph match
up with the table (B) so the line and the
Draw arrows to at the endpoints of the
line segment.
6.1 Subordinate Objective: Given the
line was plotted correctly (CN), draw
arrows at the end of the line segment (B)
so the line shows that it is going on
indefinitely in both directions (CR).
IDer Reflection
Overall, I have enjoyed making design document two, and feel like the process of
making this document has gone very well. I have constantly been revising my document
and trying to make this module as best as I can. Teaching Algebra I for four years has
helped me a great deal, since it has helped me put myself in the classroom and go step
by step in teaching this standard. This allowed me to evaluate my teaching style and
make sure that I analyze each step with my students and consistently test them on
concepts that we have learned throughout the class. I have also discussed with co-
workers in the mathematics department what standards they felt students struggled with
the most, and what I could do to prevent their confusion. Working with my team and the
students in my class has helped me discover that creating a curriculum is a team effort,
and asking for advice from other educators is a part of the process. Working on this
document has helped me develop a curriculum and discover how much work and time
are needed to make a successful curriculum run smoothly.
There have been many different challenging portions to this assignment. One of the
challenges was creating the Performance Objective portion of the document. One of the
difficulties that I had when creating this portion was the terminology. I constantly found
myself changing the terminology in this section to make it sound better. I had to look at
the terms I would use for condition, behavior, and criteria, and subsequently utilize the
words that would more clearly state my objectives. The other main obstacle that I
encountered when I was creating this design document was thinking about all the
conditions that learners would need to be successful in the module. I needed to think
about all the details that a positive learning environment would have, every tool that a
learner would use, and all the technology that could be implemented during the module.
The feedback from my peers has been very positive and useful. When we were in
week three discussions, the class discussed terminal objectives, main objectives, and
subordinate objectives. I had presented a terminal goal, two main objectives, and two
subordinate objectives. I took a lot of the advice my classmates had given me, such as
condensing some of my objectives, revising my terminal objective to a more measured

goal, and making sure I had the correct behavior in my objectives. Overall, this was a
great collaborative activity, and I received productive advice throughout.

Design Document Part III: Graph a linear line
Design Evaluation Chart
Throughout the module, students will be asked questions on the different
components of the linear line equation. These questions could be asked through a variety
of ways but the preferred way would be through the application Socrative. With this
application, the instructor will be able to track each student’s data and see what learners
are retaining and what they are not. The main type of questioning will be multiple choice
questions but there will be a few extended response questions. These questions will be
asked by the instructor and through Socrative.
Goal/Step/Subordinate
Skill
Performance Objectives Parallel Test Item
1.0Give a linear
equation in standard
form and put the
variables in slope-
intercept form.
1.0: Given the equation of
a line is in standard form
(CN), organize the
variables with y being set
equal to the slope of x and
b (B). Learners should put
the variables in the correct
order (CR).
1. Learners will be given
an equation and will
have to set the y
variable equal the
remaining variables.
The learners will be
given an equation in
standard form:
4x-3y-9=0. Learners
will be given a
multiple-choice
question. Which of
the following is in
correct equations is
in correct slope-
intercept form of
4x-3y-9=0?
a) y = -4/3x +9
b) y = 4/3x – 3
c) y = 4x – 9
d) y = -4x + 3
1.1 Perform arithmetic
operations to make y’s
coefficient 1.
Subordinate Objective
1.1: Given the variable in
front of y is not 1 (CN)
perform the correct
arithmetic operation to
make the value of y equal
to 1(B) so the equation is
in the appropriate point-
slope form (CR).
1. The instructor will ask the
class “what operation do
you need to do to get y’s
coefficient to be 1?”.

1.1.1 Perform the same
operation done to y to the
rest of the terms in the
equation.
1.1:1 Given arithmetic
operation that you did to
the y-variable was correct
(CN) perform the same
operation to every term
(B) so the equation keeps
its same value (CR).
1. Instructor will ask the
class “If you do an operation
to one term then you have
to do what to the other
terms?”.
1.2 Reduce each term in
its simplest form.
1.2: Given the equation is
in slope-intercept form
(CN), reduce all the
integers in the equation in
their simplest forms (B) so
the equation is in slope-
intercept form (CR).
1. Make sure that all of
the terms are
reduced. Are they
any?
2.0Identify the b
variable in the
equation.
(CN), identify the b
variable (B) so the
equation has the correct
y-intercept (CR).
1. The learners will be
given an equation y=
4/3x – 3 Learners will
be given a multiple-
choice question.
Which of the
following is the b
variable in the
equation?
a) 3
b) 4
c) -4/3
d) -3
2.1 Look to see what the
sign is for the b variable.
2.1: Given the b value
was correctly identified
(CN), evaluate the sign in
front of the variable (B) so
the line has the correct y-
intercept(CR).
1. Learners will be given
a true/false question.
What is the sign of
the y-intercept:
a) positive
b) negative
2.2 Plot the point on the y-
axis.
2.2: Given the b value
sign was correctly
identified (CN), plot the
point on the y-axis (B) so
intercept (CR).
1. Learners will plot the
point on the y-axis on the
graph that was given to
them.

2.2.1 Plot the point above
the y-axis.
2.2.1 Given the b value
sign was positive (CN),
plot the point on the y-axis
above the x-axis (B) so
intercept (CR).
This part will not be tested
as it is presumed that the
learner will know the answer
from the multiple-choice
question.
2.2.2 Plot the point below
the y-axis.
2.2:2 Given the b value
sign was negative (CN),
plot the point on the y-axis
below the x-axis (B) so the
line has the correct y-
intercept (CR).
question.
3.0 Identify the m variable. Performance Objective
(CN), identify the m
variable (B) so the
equation has the correct
slope (CR).
choice question.
Which of the
following is the m
variable in the
equation?
a) 4/3
b) 1
c) -3
d) 4
3.1 Identify the sign on the
m variable.
3.1: Given the m value
was correctly identified
(CN), evaluate the sign in
the line has the correct
slope (CR)
choice question.
What is the sign in
front of the m
variable:
a) Positive
b) Negative
3.1.1 Identify the positive
slope.
3.1.1: Given the slope
was correctly identified as
positive (CN), write
“positive slope” on the
side of the paper (B) so
slope (CR).
question.

3.1.2 Identify the negative
slope.
3.1.2: Given the slope
was correctly identified as
negative (CN), write
“negative slope” on the
slope (CR).
question.
3.2 Identify the numerator. Subordinate Objective
3.2: Given the slope was
correctly identified (CN),
evaluate the numerator in
slope (rise) (CR).
1. Learners will write the
numerator on their scratch
paper .
3.3 Identify the
denominator
evaluate the denominator
in front of the variable (B)
so the line has the correct
slope (run) (CR).
1. Learners box the number
on the denominator.
4.0 Plot the slope. Performance Objective
4.0: Given the learner
correctly plotted the y-
intercept (CN), plot the
slope (B) so the equation
of the line has the correct
slope (CR).
The learners will be given
an equation y= 4/3x
Learners will be given a
multiple-choice question.
What does the slope of the
line look like:
a) Up 4 Right 3
b) Down 4 Right 3
c) Up 4 Left 3
d) Down 4 Left 3
4.1 Plot the y part of the
slope.
plot the number in front of
the numerator on the y-
axis (B) so the line has the
correct slope (rise) (CR).
question.
4.1.1 Go up on the y-axis. 4.1.1: Given the slope is
positive (CN), plot the
point above the y-axis the
number of units in the
numerator for x (B) so the
line has a positive slope
(rise) (CR).
question.

4.1.2 Go down on the y-
axis.
4.1.2: Given slope is
negative (CN), plot the
point below the y-intercept
the number of units in the
numerator for x (B) so the
line has a negative slope
(rise) (CR).
question.
4.2 Go left on the y-axis. Subordinate Objective
plot the point right of the
value found in subordinate
objective 4.1 the number
of units in the denominator
(B) so the line has the
correct slope (run) (CR).
Learners will plot the correct
slope on their scratch paper.
5.0 Make a table of values Performance Objective
(CN), construct a table of
values ranging from
negative to positive values
(B) so the points match
your graph (CR).
1) The learners will be
given a table and will
have to fill out the
rest of the table:
Given the table
below, fill in the
missing information:
Input Output
-3
-3
3
5.1 Range the values from
negative to positive.
5.1: Given the table of
values was correctly made
(CN), evaluate the points
on the graph match up
with the table (B) so the
line and the table have the
same values (CR).
1. Learners will plot the
points they
constructed on their
table.
6.0 Connect the points Performance Objective
6.0: Given the table of
values was correctly made
(CN), evaluate the points
on the graph match up
with the table (B) so the
line and the table have the
same values (CR).
1) The learners will be
then connect the
points that they
plotted with a straight
edge and see that
they have
successfully
constructed a linear
line.

6.1 Draw arrows to at the
endpoints of the line
segment.
6.1: Given the line was
plotted correctly (CN),
draw arrows at the end of
the line segment (B) so
the line shows that it is
going on indefinitely in
both directions (CR).
1. Learners will connect
the points with a
ruler.
2. Learners will draw
arrows at the end of
their line segments.
Instructional Strategy Alignment
Learning Component Design Plan
Cluster 1
Organize equation in point-slope form/
making the equation into y=mx+b
Objectives:
1. Given the equation of a line is in
standard form (CN), organize the
variables with y being set equal to
the slope of x and b (B). Learners
should put the variables in the
correct order (CR).
1.1 Given the variable in front of y
is not 1 (CN) perform the
correct arithmetic operation to
make the value of y equal to
1(B) so the equation is in the
appropriate point-slope form
(CR).
1.1.1 Given arithmetic
operation that you did to
the y-variable was
correct (CN) perform the
same operation to every
term (B) so the equation
keeps its same value
(CR).
1.2 Given the equation is in slope-
intercept form (CN), reduce all
the integers in the equation in
their simplest forms (B) so the
equation is in slope-intercept
form (CR).
Contents Presentation:

Content – In this section, students will be
focusing on setting up an equation in
point-slope form. The learners must
master this step correctly as the other
steps all rely on this cluster. Students will
receive an equation in standard form and
must use different arithmetic operations
to get the formula into y=mx+b form.
Students will need to know to get the y
variable by itself and make the coefficient
associated with y equal to 1. The
instructor will have a PowerPoint for the
instructor led presentation and go through
the correct steps to get the equation in
point-slope form.
Example – This section starts with the
general knowledge of basic addition,
subtraction, multiplication, and division.
Students will be introduced to a video on
how to use different arithmetic operations
to manipulate a standard equation into a
point-slope equation. Learners will be
asked “What type of operations do you
need to use to get y by itself on one
side?” and “What operation do we need
to use to get y’s coefficient to be 1?”.
Student Grouping and Media Selection –
There will not be any student groups
during this section of the module as
students will be listening to the instructor
led presentation and watching a short
Youtube video. Students will be watching
the video and listening to the instructor’s
presentation, while they are writing notes
on this section.
Student Participation:
Practice Items and Activities – Students
will be handed a blank graph paper with
the x-axis and y-axis already constructed.
The graph will also feature numerical
values on the two axes. Students will also

have a TI-84 calculator, iPad, and scratch
paper to work on.
Students will watch a video and listen to a
PowerPoint presentation. Students will
follow along and take notes on this how to
put a standard equation into point-slope
form. Students will also be using the
application, Socrative record their
answers to multiple choice questions on
point-slope form.
Cluster 2:
Y-intercept/ Plotting the y-intercept
Objectives:
2. Given the equation is in slope-
intercept form (CN), identify the b
variable (B) so the equation has
the correct y-intercept (CR).
2.1 Given the b value was correctly
identified (CN), evaluate the
sign in front of the variable (B)
so the line has the correct y-
intercept(CR).
2.2 Given the b value sign was
correctly identified (CN), plot
the point on the y-axis (B) so
intercept (CR).
2.2.1 Given the b value sign
was positive (CN), plot
the point on the y-axis
above the x-axis (B) so
y-intercept (CR).
2.2.2 Given the b value sign
was negative (CN), plot
the point on the y-axis
below the x-axis (B) so
y-intercept (CR).
Content – In Cluster 2, students will need
to identify the y-intercept, the b-variable.
Students will look at their equation they

simplified in Cluster 1 and identify the y-
intercept. The instructor will help the
students with a PowerPoint and go
through the process of identifying the y-
intercept. Students will need to identify if
the sign is positive or negative associated
with the b-variable and plot the point on
the y-axis on the graph.
Example – Learners will be asked a
variety of questions involving slope in this
section. Some of the questions that
learners will be asked include “What is
the y-intercept?”, “What is the sign of our
b value”, and “What is the y-intercept in
our equation?”. Students will see a
PowerPoint on what the y-intercept is and
how to see a point-slope equation and
know what the y-intercept is going to be.
In the PowerPoint, there will also be a
video that demonstrates how to recognize
the y-intercept in the point-slope
equation.
Students will be working independently in
this section of the module. Students will
be watching a Youtube video and a
PowerPoint lecture at the same time.
Students will be given iPads, TI-84
calculators, scratch paper, and a graph
paper. Students will mainly be writing
notes during this section and will be
practicing on their own.
Practice Items and Activities – Students
will be given an iPad, TI-84 calculator,
graph paper, and scratch paper. Students
will have access to the application
Socrative to answer questions throughout
this section. With Socrative, students will
be able to see how they are doing and
will allow the instructor to see what the
class is understanding and what

information the learners are not retaining.
If the learners are not retaining the
material, the instructor will reteach the
material/
There will be no student grouping in this
section. Students will work independently
and ask the instructor questions, if they
have any, throughout the lecture. The
Youtube video will provide learners with
information regarding the y-intercept and
the instructor will reiterate and go into
detail on the y-intercept.
Cluster 3:
Identifying the slope/calculating the
slope
Objectives:
intercept form (CN), identify the m
variable (B) so the equation has
the correct slope (CR).
3.1 Given the m value was
evaluate the sign in front of the
variable (B) so the line has the
correct slope (CR)
3.1.1 Given the slope was
correctly identified as
positive (CN), write
“positive slope” on the
slope (CR).
3.1.2 Given the slope was
correctly identified as
negative (CN), write
“negative slope” on the
slope (CR).
3.2 Given the slope was correctly
numerator in front of the
denominator in front of the

correct slope (run) (CR).
Content – Learners will focus on the
slope (m) in this step of the module.
Students will have to evaluate what the
slope is and must correctly identify if the
slope is positive or negative. The learners
will identify the fraction that is associated
with the m-variable and they will identify
the numerator and denominator. Students
will identify if their slope needs to rise or
fall, depending on the sign. The instructor
will have a PowerPoint to show students
how to verify the correct slope.
Example – In Cluster 3, learners will be
asked multiple questions in this section.
Some of these questions that the learner
will be asked include 1) “How can we
calculate slope?”, 2) “What variable is
associated with slope?”, 3) “How do we
know the direction of the slope?”, 4)
“Which quadrants will our slope go
through if it is negative?”, and 5) “Which
quadrants will our slope go through if it is
positive?”. Students will be shown
different types of linear graphs in this
section, and they will need to identify the
slope in the equation they were given in
Cluster 1.
Students will not be working in groups in
this section. Students will be working on
iPads to answer questions on Socrative.
Students will also be watching a
presentation on PowerPoint. This
presentation will include a Youtube video
on how to calculate slope and when to
recognize it.

Practice Items and Activities –
Students will be given an iPad, TI-84
calculator, graph paper, and scratch
paper. Students will answer questions on
the iPad through Socrative and listen to a
presentation on PowerPoint. Learners will
continually be asked certain questions on
the slope.
Students will use the handouts that they
were given at the start of class and use
them throughout the cluster. Students will
also be watching a short video on the
slope in this section.
Cluster 4:
Plotting the slope/identifying the sign
of the slope
Objectives:
4. : Given the learner correctly
plotted the y-intercept (CN), plot
the slope (B) so the equation of the
line has the correct slope (CR).
identified (CN), plot the number
in front of the numerator on the
y-axis (B) so the line has the
4.1.1 Given the slope is
positive (CN), plot the
point above the y-axis
the number of units in
the numerator for x (B)
so the line has a positive
slope (rise) (CR).
4.1.2 Given slope is negative
(CN), plot the point
below the y-intercept the
numerator for x (B) so
the line has a negative
slope (rise) (CR).
identified (CN), plot the point
right of the value found in
subordinate objective 4.1 the
denominator (B) so the line

has the correct slope (run)
(CR).
Content – Learners will plot the slope of
the line in this section. Learners will take
the information that they have gathered
from Cluster 3 and plot the slope on the
graph. The instructor will have a
PowerPoint presentation to show the
students how to properly construct the
line.
Example – Students will be given a
demonstration on the PowerPoint on how
to plot the slope of the line. Students will
be asked multiple questions throughout
the cluster. Some of the questions that
students will be asked are, “What is the
slope of the line in our point-slope
equation?”, “Where do we need to start
first to graph the slope?”, and “Which way
on the y-axis does the slope go?”.
Students will work independently on most
of this section. Students will watch the
video and PowerPoint presentation and
after they plot their slope they will
compare their points with their peers.
Students will work together in a portion of
this cluster. Students will compare
answers with other students on what their
two points they plotted on their graphs
are. Students will also be watching a
lecture and short video on plotting points
for slope.
Student Grouping and Media Selection -
Students will be working together on
plotting their slope, in groups of two, but
will be working independently on the

iPad. The iPad will be on Socrative and
they will be answering questions
throughout the lesson.
Cluster 5:
Table of values/making sure points
match up
Objectives:
intercept form (CN), construct a
table of values ranging from
negative to positive values (B) so
the points match your graph (CR).
5.1 Given the table of values was
correctly made (CN), evaluate
the points on the graph match
up with the table (B) so the line
and the table have the same
values (CR).
Content – In this section, the learners will
be constructing a table of values that
range from negative values to positive
values. The learners will identify the
inputs and outputs to the point-slope
equation and verify that the points that
they have constructed match up with the
points on the table. The instructor will
also construct a table to show students
how they can double-check their work
and plot the points on the graph.
Example – In this section, students will
construct a table of values to verify that
their slope is correct. Learners will be
given a demonstration on how to graph a
table. Learners will see how this table can
help them double-check their answers on
the points they plotted. Students will be
using the handouts that they were given
at the start of the module. Students will
later be asked to fill in the missing
information in a table.
Students will be working with their peers
in this section. Students will be making

sure that they are following the instructors
table.
Students are going to watch the instructor
on how to construct a table with x-values
and y-values. Students will work in
groups and make sure that their tables
are correct.
Student Grouping and Media Selection -
Students will be working collaboratively
with their peers, in groups of two.
Learners will engage with their peers in
constructing a table that will be given as
an example in the PowerPoint. Learners
will have to fil in the missing information
in the table.
Cluster 6:
Connect the points/making the line
Objectives:
6. Given the table of values was
correctly made (CN), evaluate the
points on the graph match up with
the table (B) so the line and the
6.1 Given the line was plotted
correctly (CN), draw arrows at the
end of the line segment (B) so the
line shows that it is going on
indefinitely in both directions (CR).
Content – In the final section, learners will
take their table and plot the points on the
graph. Students will notice that their y-
intercept and slope point match up with
the point on the graph. This will help the
learner verify that the points they
constructed are correct. Learners will take
a ruler and connect all the points they
plotted on the graph, and construct
arrows at the end of the graph to signify
that the line goes on indefinitely. The
instructor will present to the learners on

how to do this with the use of a
PowerPoint.
Example – The PowerPoint presentation
will be the main use for a visual aid in this
section. Students will also have access to
Desmos to see if the line that they
constructed matching the one on the
online application. Students will also be
asked the question “What do we need to
put on the end of our line?”.
this section. Learners will be on iPads
answering questions on their linear lines
and how to construct a linear line.
In this section, learners will be connecting
the points that they plotted on their graph.
Students will follow the instructors
PowerPoint presentation and ask
questions if they have any.
this section. Students will use the
application Socrative to answer questions
so the instructor can see what the
students gained from the class and what
they still need to learn.
Implementation Plan
My implementation plan is to use a trial of my module with two of my coworkers.
My two coworkers are in their mid 20’s and early 30’s and have not taken a math class
since undergraduate school at Ohio State University. Their backgrounds include having
an undergraduate and graduate degree, teaching for a few years, and being familiar with
basic levels of mathematics. Each of the test learners have an educational background
are both have degrees in education. Both tested learners have expressed to me that they
would like to learn more about mathematics. I will conduct this module a the week of
Thanksgiving break.

I am fortunate to have a classroom to test my module in and simulate what the real
module would be like. This classroom allows me to use my module in the most realistic
setting and prepare for the right tools and applications to use. This module will take place
after school, in my classroom at Columbus Preparatory Academy. This test module will
give me time to adjust and add any suggestions my coworkers offer to me.
Evaluation Plan
During the pilot test of my learning module, I will collect formative data from the
pilot group by simulating the entire module. The pilot group will be given the performance
objectives, PowerPoint slides, and assessments through Socrative, which will allow me
to collect and evaluate data throughout my module.
While I am doing the module, the two test subjects will look at different components
of my module. One of the subjects will look at the format of the module, making sure that
the module flows smoothly and the technology for the module is appropriate. The other
test subject will look at the instruction of the lesson and critique if certain terminology
should be used in specific areas and making sure to recall past information. The group is
set to improve the module before the module is presented in class.
The pilot group will be given a survey at the start of the lesson and inform me with
their thoughts on how the module went. The list below will be the questions on the survey.
 Do you feel that the objectives were clearly stated during the workshop?
Explain why you feel this way.
 Did the instructor use proper technology during the lesson? Are there any
suggestions on alternative technologies that the instructor could use?
 Was the information given in the module accurate? Is there a better way
the module could have asked certain questions?
 Did the assessment questions accurately reflect on what the learner should
have learned?
 What was your favorite part of the module? Explain.
 What was your least favorite part of the module? Explain.
 Are there any other suggestions that you could give to the instructor?
IDer Reflection
Overall, I have enjoyed the process of making my learning module. I feel that I
have learned a lot while creating this learning module. One of the most important aspects
that I have learned is that making a module is a collaborative effort. Everyone can bring
in positive values to a learning module and great constructive feedback. I also feel that I
have become a better designer while creating this document because it required me to
think in detail about every component of a standard and how much material a learner
needs to know.
I feel that I have constantly been updating Design Document 3. I felt that
constructing the Design Evaluation Chart was the most difficult part of making Design
Document 3. When I was constructing my Design Evaluation Chart, I felt that my original
objective and subordinate objectives could be expanded more. I recalled what I created

for Design Document 2 and updated to make the performance objectives better. I found
myself in front of the classroom and what components learners would need to understand
the next step. Once I created the performance objectives better I then looked to see what
types of assessments that I could ask the learners. I thought about the technology that I
have learned about while I have been in the LDT field. I felt that Socrative would be a
great application to use since it allows me to track the learner's progress and records the
data for me.
I have received great feedback from my classmates and they have provided
excellent help in making my learning module better. Some of the feedback that I have
received was making my instructional activity and assessment more interactive. My
classmates offered me great advice on how to assess learners and try to see the growth
of a learner through an assessment. I feel that I have learned much throughout this
module and am very excited to see how the module is received in the trial run of my
module.

Connor Walthour Design Document (3)

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