Lesson Plan

Teacher: April Adolpho

Date:11/09/15

Class: 8th Grade

Level: Algebra 1

Purpose: to introduce students the slope of a line and interpret slope as a rate of change
Objectives: Students will
find the slope of a line between two ordered pairs using slope formula
Common Core Standards :
8.EE.6. Use similar triangles to explain why the slope m is the same between any
two distinct points on a non-vertical line in the coordinate plane; derive the equation y
=mx for a line through the origin and the equation y = mx + b for a line intercepting the
vertical axis at b.
8.F.4. Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a description of a
relationship or from two (x, y) values, including reading these from a table or from a
graph. Interpret the rate of change and initial value of a linear function in terms of the
situation it models, and in terms of its graph or a table of values.
Hawaii State Teacher Standards:
Standard 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s).
He or she teaches and creates learning experiences that make these aspects of the discipline
accessible and meaningful for learners to assure mastery of the content.
Standard 8: Instructional Strategy

The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Assessments: Exit Pass

Name:

Class:

Number:

Date:

1. Find a slope of a line on the graph using slope formula.

(0, 6) and (5, -4)

Rubric
Criteria

Pass

Not Pass

Find a slope

Can apply formula correctly.

Cannot apply formula

correctly.

Calculation

Calculation is correct.

Calculation is incorrect.

Materials/Set-Up:
Markers, a whiteboard, a computer, internet access, a projector, a Rate of Change foldable,
power points slides, homework sheet, a pencil, a notebook

Procedures:
a. Introductions

Engage:
What did you do in previous lesson? We learned about slope: the steepness of a line and
measured by counting
Vertical change
Horizontal change

slope (m) =

change y
change x

Rise
Run

and there are four types of slope.

Distribute slope foldable.
Review: Lets do first page on top of the slope.
Explore:
Today we are going to find a slope in a different method.
We will find the slope of the line between two points without graphing. How?
b. Developmental
Explain:
To find out the slop we used

Rise
. Today we will learn finding the slope without using a
Run

graph.
When measure slope we need two points to find

change y
, change means the difference
change x

between two points.

slope = m

Vertical change
Horizontal change

Two points are given:

change y
=
change x

Rise
Run

(5, 1) and (8,3)

We can use a slope formula

counting

without using a graph or

Rise
.
Run

For example, there are two ordered pairs: (5, 1) and (8,3).
5 and 8 are x coordinates, and 1 and 3 are y coordinates.
To find out the difference between 5 and 8, we subtract 5 from 8 gives us 3.
Also, the difference between 1 and 3, we we subtract 1 from 2.
slope =

change y
=
change x

2
3

There is a formula for finding slope :

step 1: label the two ordered pairs (x1, y1), and (x2, y2).

Step 2: Count the change in from y2 to y1, and x2 to x1.

Step 3: Compare the change as

Does it matter which point will be x1 or x2?

No matter what two points we pick, as long as one ordered pair is labeled in x1 and y1 or x2 and
y2. When ordered pair is labeled as x1 and y2 or x2 and y1, it does not work.

Lets practice some problems. Open your foldable.

Elaborate:
Find the value of x so that the line that passesn through the popints (2,3) and (x, 9) has a slope of
3
.
2
Distribute homework (See attachment)
Power point slides

Evaluate: Exit Pass

c. Concluding
Slope can be found using rise/run or using slope formula.

Adaptations and Extensions:

Extension:
Students who finish early, they can challenge the problem.
Find value of x or y so that the line passing through given points has the given slope.
Find the value of x so that the line that passesn through the popints (2,3) and (x, 9) has a slope of
3
.
2
(x, 4), (6, -1); m =

5
6

x =12

(5, 4), (-5, y); m =

3
5

y= -2

(9, 3), (-6, 7y); m = 3 y = -6

(0, y), (-2, 1): m = - 8 y = -15
Management Considerations:
Have students clear their desks: hang the backpacks on the back of the chairs, put
away unnecessary items, etc.
Remind students that one speaker at a time permits.
Walk around classroom more often to check all the students engagement in
learning. If necessary give them a sign to focus on learning individually, such as point out
students notebook, worksheet, etc.
If necessary pat students should as a sign to stop their misbehavior.
Praise students for their positive responses.

Reflections:
Class 8B and 8C had time for extension: Find the value of x so that the line that passesn through

the points (2,3) and (x, 9) has a slope of

3
. But Class 8A didnt have time to do it. Class 8A
2

was not ready to learn. Time was spent disciplining the students. There was no time for exit pass.

Name:

Class:

Number:

Date:

1. Find a slope of a line using slope formula.

(0, 6) and (5, -4)

Name:

Class:

Number:

1. Find a slope of a line using slope formula.

(0, 6) and (5, -4)

Date:

4.4 Find slope and rate of change (Homework)

Name:

Class:

Class number:

Date

Find the slope of the line pass through the points. Using a slope formula:

1. (-2,-1) and (4, 5)

2. (5, -3) and (-5, -3)

3. (-3, 4) and (4, 1)

4. (0, 0) and (0, -6)

5. Find the value of x so that the line that passesn through the popints

(x ,9) and (-1, 19): m = 5