NYS Common Core Standards: Materials/Supplies: Thick Graph Paper Flash Cards.

Objective: How do I graph an equation in y = mx+b form? Do Now: Review: Which of these lines has a positive slope?

Motivation: Manipulation of visual space. Mini Lesson I (Direct Instruction 10 min): [Remembering, Understanding, Applying, Analyzing, Evaluating, Creating.] What.WhyHowExplain Visual Learners: Say: I am going draw a line on this graph. Say: Does anybody see a rectangle? Say: I see a flag!

Auditory Learners: Say, Repeat: I see graphs, I see a special rectangle with a Z in it! Say: I want to know the height and the width of the flag. Say: If divide the height by the width, I can measure the slope. Say, Label: I see a flag pole, I see a Y intercept! ELL Learners: Put a flag next on the Word Wall, and label it with slope, and y intercept. Say: I know it has a positive slope because my rectangle has a Z in it. Guided Practice: 10 minutes: *simple instructions, positive slope graphs only. Draw a line on the Cartesian plane.

Turn it into a graph like a flag. Ask: Is this slope positive or negative? Ask: Does this rectangle have a height or width? Ask: Where is the y intercept?

Independent Task with Assessment: (do on special graph paper). Give a handout with 4 positive and negative slope graphs on it. Ask the students to find the Y intercept and calculate the slopes. Assessment: Grade the students. Collect the assignment. Put it on the wall. Reward points. Rigor: find the y = mx + b equation for each graph. Homework: Assign state test practice problems. Emphasize vocabulary and following directions, not rigor.