Lesson Plan

Teacher: April Adolpho

Date:11/19/15

Class: 8th Grade

Level: Algebra 1

Purpose: to introduce students the slope and y-intercept of a line

Objectives: Students will
Graphing equations using slope-intercept form
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
Rubric
Pass

Not Pass

Slope intercept form

Can rewrite in slope intercept

form correctly.

Cannot rewrite in slope

intercept form correctly.

Calculation

Calculation is correct.

Calculation is incorrect.

Find a slope

Can find a slope correctly.

Cannot find a slope correctly.

Find y-intercept

Can find y-intercept correctly. Cannot find y-intercept

correctly

Graph

Graph the line correctly

(positive & parallel)

Graph the line incorrectly

(negative and/or not parallel)

Materials/Set-Up:
Markers, red, blue, green, and purple Sharpies, a whiteboard, a coordinate plane, a computer,
internet access, a projector, power point slides, pencils, and an exit pass
Procedures:
a. Introductions
We are continuing linear equations in slope intercept form. Today, well graph equations. I have
handout for you.
b. Developmental
Students will do Graphing Equations with Color Activity as a pair.
This activity packet consists of three sections: Between The Lines (14 problems), Graph, and
Between The Lines Follow Up (2 pages).

Procedure
Introduction of activity (5 minutes)
Today we will have group activities: Graphing Equations with Color Activity and I found it
online.
http://www.vanripersmathclass.com/graphinglinearequationswithcolorworksheet.pdf
You need a partner to do this activity. You have 14 problems to graph, but you will solve and
graph problem #3, 6, 9, & 11 first.
If you are done, do problem # 2, 4, 8 & 13.
(Depends on students pace do the rest of the problems)
You will do the rest of the problems as homework by Monday 23.
You need to follow the color code and be accurate for the graph.
Solving and graphing problems (25 minutes)
Students must rewrite given equations into slope intercept form.
Students may solve all the 14 problems but they need to solve #3, 6, 9, and 11 first to draw a
graph.
Students will graph for the assigned problems on the grid paper.
Students will graph for the assigned problems on the coordinate plane on the board.
Step 1: Rewrite the equation in slope-intercept form
Step 2: Identify the slope and the y-intercept
Step 3: Plot the point that corresponds to the y-intercept
Step 4: Use the slope to locate a second point on the line. Draw a line through the two points.

Expected results
After students graph for the problems, show the answer key to compare their graph.

Elaborate: After graphing, students will discuss each question based on observations from their
graphs. (15 minutes)

Parallel lines: Two lines in the same plane that do not intersect: Same slope but have a different
y-intercept.
Perpendicular lines: Two lines in the same plane that intersect and form a right angle;
slope has an opposite sign and reciprocal ( you take the one slope value, and flip it upside down)

Evaluate: Exit Pass

Name:
Date:

Class:

Exit pass
Graph the equations.
6 x 3y = 12 and 4x -2y = -8

Class number:

c. Concluding
We graphed linear equations. What did you find out todays activity?
Adaptations and Extensions:
Students will solve all the problems and finish graphing.
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.
Reflections:
Students had a hard time graphing and did not follow the directions. To distinguish lines on the
grid paper, I assigned color code for problems and told them to use pencils first to find the points

to draw. However, many students didnt follow the directions and messed up. Due to slow pace
of graphing, classes only completed graphing the blue problems for parallel lines. Therefore,
students could neither graph the assigned coordinate plane problems on the board or take an exit
pass. The rest of the mapping was assigned as homework.