Math Text: Slope Name Art Project

Language function Student was required to take in their nickname and recreate
it visually on a graph. Students need to visually represent
each line of their nickname with the appropriate color
describing the slope of each line. Students are required in
their nickname to have all four types of slopes.
Vocabulary and The vocabulary required for this text was knowing slope:
symbols positive, negative, zero, and undefined. Students were
required to have all types of the slope within their visual
representation of their nickname.
Discourse The discourse was to visually represent their nickname on a
graph. Their nickname had to have the following types of
slope: positive, negative, zero, and undefined slope. The
text would be for the students to comprehend the different
kinds of slope.
Syntax The syntax was for the students to include all four types of
slope when visually representing their nicknames on the
graph. The instruction for this text are clearly stated on the
first page of the text. The text is appropriate for students to
comprehend the different types of slope and leads into
knowing how to create a graph given an equation.

Guided Imagery: for students to comprehend on what

the different types of slopes are, using a visual
representation would assist those that are struggling.
Phase 1: Activating & Using my own arm to represent slope would be an
Connecting example I would use. Positive is related toward an
(BLL Ch. 7) increase, so I would have my arm up on an angle going
upwards. Negative would be the opposite. Zero slope
would be my arm in a horizontal position and
unidentified would be a vertical position.
Metacognitive Self-Assessment form: For the
instructor to check whether students are
Phase 2: Monitoring & comprehending the differences of slopes, the instructor
Checking would hand them the self-assessment form. The form
(BLL Ch. 8) would be a simple response as to asking the students
what each slope would look like. Describe by drawing a
line that relates with the specific slope.
Replicate Demo: at the beginning of class, after
student have written notes about the different types of
Phase 3: Consolidating &
slope from the previous day, have students replicate
Reconnecting
the way the instructor showed the different types of
(BLL Ch. 9)
slopes. If the instructor were to say “positive”, students
would have their arm pointed upwards.
 Plain English: To accommodate for the students that
Phase 4: Extending & prefer a definition of each type of slope, restating each
Reflecting type of slope with a definition would be discussed as a
(BLL Ch. 10) class. Having students come up with a worded
definition.