Grade: 8th Content: Math

Quarter: 3rd Unit: 1 Lesson: 2

Unit Title: Expressions and Equations

Priority Standard(s):
● 8.EE.C.8.B 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.

Proficiency Scale (optional):

Lesson Title: Slopes

Lesson Objectives
● Derive the equation y = mx for a line through the origin and the equation y = mx
+ b for a line intersecting the vertical axis at b.

I Can Statements
● I can identify the slope and y-intercept in slope-intercept form.
● I can sketch the line of an equation in slope-intercept form.
● I can find the slope-intercept form of a line that passes through two given points.
● I can rewrite linear equations in slope-intercept form.

Vocabulary:
● graph, point, slope, rise, run, linear equation, y-intercept, slope-intercept form, x-
intercept

Day 1:
1. Prepare the following materials: laptop, projector, speakers.
2. Introduce lesson by displaying the video from Resource #1 on the board.
3. Have students pair up with an elbow partner to discuss what the video was
about and have a class discussion on their findings.
4. Read the “I Can Statement” – I can identify Academic vocabulary and I can
identify the slope and y-intercept in slope-intercept form.
5. Build on previous discussion by having students identify words that stood out in
the video.
6. Have students draw three columns in their notebooks for their vocabulary: one
column for the word, another for definition, and the last column for examples.
Students will copy the following down into their corresponding columns:
○ Linear equation – an equation that forms a straight line when graphed
○ Y-intercept – the point that crosses the y-axis
○ Slope-intercept form – a linear equation in the form of y = mx + b, where
m is the slope and b is the y-intercept
7. Inform students that the unit will cover linear equations, specifically those in
slope-intercept form.
 8. Go over how to identify slope and y-intercept of an equation in slope-intercept
form by doing the following:
1. Write y = 2x – 1 on the board.
2. Explain that the number before, or coefficient, of x is the slope. On the
board, write “slope = m = 2.”
3. Moreover, the number that is by itself, or constant, is the y-intercept. On
the board, write “y-intercept = b = -1.”
4. Write the following five problems on the board and have students copy
and identify the slope and y-intercept into their notebooks:
a. y = 5x + 8
b. y = -2x – 10
c. y = x – 3
d. y = -2x / 7
e. y = -6
9. Implement the activity on Resource #2. Upon completion, have students go
back to their seats.
10. Closure – Review “I Can Statement.” Inform them that they will graph the slope-
intercept form next class.

Day 2:
1. Prepare the following materials: laptop, projector, Resource #3 PowerPoint,
Resource #4 handouts class set.
2. Recall the slope-intercept form by having one student express the general form
of the slope-intercept form.
3. Read the “I Can Statement” – I can sketch the line of an equation in slope-
intercept form.
4. Explain that in the slope-intercept form, the letters m for slope and b for y-
intercept will help sketch the line on a graph.
5. Project the PowerPoint from Resource #3 on the whiteboard. Use this to explain
how to graph the slope-intercept form:
1. First, have students identify the slope m and y-intercept b.
2. Then, inform students that b stands for “begin,” which means to start by
plotting the y-intercept.
3. Afterwards, inform them that m stands for “move,” which means to move
according to the slope using rise and run.
4. Finally, connect both points with a straight line to form the slope of the
linear equation.
5. Have students copy down the example into their notebooks as their
reference.
6. Students will work with a partner to complete Resource #4. Go over
solutions as needed.
6. Have students complete the examples column of their academic vocabulary.
7. Closure – Review “I Can Statement.”
8. Conclude by having students rate themselves on how confident they are with a
sketching the line of an equation in slope-intercept form. With their hands placed
 below their chins, have students rate themselves on a scale of 1 to 4, 1 being
not confident with a skill and 4 being able to explain it to a partner.

Day 3:
1. Review one problem on how to find the slope of a line passing through two
points. Explain that the skill previously learned will be used in the lesson.
2. Read the “I Can Statement” – I can find the slope-intercept form of a line that
passes through two given points.
3. Project PowerPoint from Resource #5.
4. Go over Slide 1 of the PowerPoint with students, then have them copy it down
into their notebooks for future reference.
5. Move on to Slide 2, where students will practice independently. Go over
solutions when done.
6. Implement Think-Pair-Share by having a class discussion on what previous
skills were needed to achieve the lesson (e.g., finding slope, solving equations).
7. Closure – Review “I Can Statement.” Explain that they will continue talking
about linear equations next class.

Day 4:
1. Prepare the following materials: laptop, projector, speakers, butcher papers.
2. Project the video from Resource #1 on the board. Implement Think-Pair-Share
to have students figure out what skills they know from the video and what they
have not yet discussed. A student should eventually point out that the video
mentions a linear equation that is not in slope-intercept form.
3. Read the “I Can Statement” – I can rewrite linear equations in slope-intercept
form.
4. Replay 1:39 to 1:55 of the video. Inform the students that the steps mentioned
are the only two steps to rewriting the linear equation in slope-intercept form.
Model the following example with the class:
1. Write -2x + 4y = -8 on the board.
2. Add 2x to both sides which results in 4y = 2x – 8 to ensure y is on one
side of the equal sign.
3. To isolate y, divide both sides by 4 which results in y = x/2 – 2 when
simplified.
4. Have students copy the example on their notebooks for future reference.
5. Have students practice using the handouts from Resource #6. Go over
solutions with students.
5. Summarize all academic vocabulary and skills learned through the activity from
Resource #7. Have each group present what they have.
6. Closure – Review “I Can Statement.” Summarize lesson by having students
partner up, stand up, and share one thing about the lesson for them to have a
seat. Inform students that they will be reviewing entire unit on slopes next class.

Day 5:
 1. Prepare the following materials: laptop, projector, Resource #8 PowerPoint.
2. Inform students that they will review the units on slopes.
3. Project and implement PowerPoint from Resource #8 on the board.
4. Closure – Conclude by having students rate themselves on how confident they
are with the unit on slopes. With their hands placed below their chins, have
students rate themselves on a scale from 1 to 4, 1 being not confident with a
skill and 4 being able to explain it to a partner.

Resources:
1. Video #1
○ Linear Equations Flocabulary (Subscription needed)
○ Students will be introduced to the idea of linear equations and the slope-
intercept form.
○ https://www.flocabulary.com/unit/linear-equations/video/
2. Activity #1
○ Identifying Slope and Y-intercept through Gallery Walk
○ Students will walk around the room and identify slopes and y-intercepts.
○ Directions:
1. Ensure each slope-intercept form card is on different sections of
the wall or surface visible to students.
2. Have students bring their notebooks and get into pairs.
3. Assign a station for each pair.
4. Instruct them to write the slope-intercept form and its
corresponding slope and y-intercept for each station.
5. Give students ample time time to work on each station, then have
them rotate clockwise. The activity is done as soon as they reach
their last stations.
○ Teacher-made, see Resource Folder
3. PowerPoint #1
○ Graphing Slope-Intercept Form
○ Students will be introduced on how to graph the slope-intercept form on a
graph.
○ Teacher-made, see Resource Folder
4. Handout #1
○ Graphing Slope-Intercept Form
○ Students will work with a partner and graph the slope-intercept forms
through a worksheet.
○ Teacher-made, see Resource Folder
5. PowerPoint #2
○ Slope-Intercept Form through Two Points
○ Students will be introduced to and practice finding the slope-intercept of a
form given two points.
○ Teacher-made, see Resource Folder
6. Handout #2
○ Rewriting in Slope-Intercept Form
 ○ Students will independently practice rewriting linear equations in slope-
intercept form.
○ See Resource Folder
7. Activity #3
○ Graffiti Wall
○ Materials: Butcher papers, markers
○ Directions:
1. In small groups of 4, students receive a butcher paper and jot
down everything they learned from the unit on slopes, from
Academic vocabulary to skills (e.g., students can write down rise
and run, draw the types of slopes, provide words and definitions).
8. PowerPoint #3
○ Slopes Jeopardy Review
○ Students will review slopes in small groups.
○ Directions:
1. Break up students in groups of 4. Assign a score keeper, who will
still participate in the game.
2. Pass out a small whiteboard, marker, and eraser to each group.
3. Inform the class that they will review through a game of jeopardy.
4. After each round, rotate the whiteboard clockwise to ensure each
groupmate has a chance to answer.
○ Teacher-made, see Resource Folder

Brain breaks:
1. Line Up
○ Students will line up according to their height from smallest to tallest
without talking!
2. Simon Says

Teacher notes: