1. Texas A&M University—Commerce Daily LessonPlan Form
Teacher: Kari Kuta Subject: Module 3 Review Grade Level: 8th
Mentor: Mrs. McKay Campus/District: Berry
Middle School/Mesquite
ISD
Date: 12-1-16
Overall Goal of Lesson: The students will review what we have covered in Module 3 including
determining proportionality in equations, word problems, and graphs, determine slope and y-intercept,
and creating tables and graphs from equations.
Instructional Objectives: The students will give examples of real world proportionality events. The
students will identify proportional and nonproportional relationships in equations, word problems and
graphs. The students will determine slope from tables and graphs. The students will create tables and
graphs from equations.
Texas Essential Knowledge & Skills (TEKS) &
ELPS: (typed out completely)
111.28(b)(1C): select tools, including real objects, manipulatives,
paper and pencil, and technology as appropriate, and techniques,
including mental math, estimation, and number sense as appropriate,
to solve problems
111.28(b)(1E): create and use representations to organize, record, and
communicate mathematical ideas.
111.28(b)(1G): display, explain, and justify mathematical ideas and
arguments using precise mathematical language in written or oral
communication.
111.28(b)(4C): use data from a table or graph to determine the rate of
change or slope and y-intercept in mathematical and real-world
problems.
111.28(b)(5A): represent linear proportional situations with tables,
graphs,and equations in the form of y = kx;
111.28(b)(5B): represent linear non-proportional situations with
tables, graphs,and equations in the form of y = mx + b, where b ≠ 0;
111.28(b)(5F): distinguish between proportional and non-proportional
situations using tables, graphs,and equations in the form y = kx or y =
mx + b, where b ≠ 0;
111.28(b)(5H): identify examples of proportional and non-
proportional functions that arise from mathematical and real-world
problems
Key Vocabulary: Proportional, nonproportional,
y-intercept, x-intercept, origin, slope, rise over
run.
Higher Order Questions: What are some examples of proportional and non-proportional events in the
real world?
Student Activities:
Independent activities, cooperative activities, connections to previous knowledge, technology activity.

2. SPED Modifications & ELL Strategies
 Increased wait time
 Short instruction time
 Positive Reinforcement
 Calculator
Anticipatory Activity for Lesson:
Daily warm-up/ real world proportionality questions.
Time Allotted
40 mins.
Teacher Input/Lesson Activity:
When the students finish their daily warm ups on their ipad the teacher will ask them to
provide examples of proportional and non-proportional events in the real world. After a few
examples are given each table of students will receive a zip lock baggie that contains their
review. The students will work with their partner to complete the review. The teacher will
walk around to check for understanding and give help when needed.
Modeling:
The teacher will give examples of real life events that are proportional and non-proportional
if students cannot come up with any on their own, and model a question on the review if a
student does not understand it.
Guided Practice:
There will be no guided practice.
Independent Practice: The students will work on their review with their partner.
Lesson Closure:
The students will be given a strip of paper with a scenario and an equation. On their Ipads
the students will go to the explain everything app and will identify the slope and y-intercept,
and create a table and graph for their equation.
Assessment Methods/Strategies: The teacher will observe and check for understanding
while the students complete their review and explain everything assignment.
Resources (supplies, equipment, software, etc.):
Ipad, Explain Everything app, zip lock baggie with review, paper, calculator, pen/pencil.
Reflection: This lesson will review what the students learned over module three and prepare them for
their module quiz on Friday. It will start off as cooperative/group work and then independent work.