Show the Powerpoint for the book "Jump Frog Jump" and read this book to the students. Let them know they are about to receive a number line and a frog to watch their own frog jump and begin to think about different numbers the frog will land on as it jumps in a constant pattern. Set your ground rules and expectations for using the frogs right now before you pass them out. I always say that these frogs are made of plastic and inanimate unless acted upon by human force so all humans are responsible for frog behavior.
The main purpose of Jump Frog Jump is to help students conceptually and visually understand the structure of a linear function. The concept of an initial amount is very concrete in the activity as the frog is initially located on a number that adds value to the overall ending location. The rate of change is very visual as the frog is jumping in a set pattern along the number line. Students have the concrete manipulative of a frog and a number line to help them answer the first set of questions and as they move through the activity, the number line can be taken away and given back as needed to help students understand the structure.
The majority of the class period is group work at students' own pace, so holding a formal closing is difficult when students are in different places throughout the activity. The closing today is mostly logistical, stopping students a few minutes before the end of class to put away the number lines and frogs. Tell students to keep the handout as it will be completed during class the following day.
Take note of how many groups are mostly through the activity and are likely to finish early the next day. Prepare the extension activity for these groups on the following day. You may even want to tell these quick groups today that there is a great extension activity you really hope they get to work on during the next class period - just to make them excited and feel special.