Lesson Plan

Elizabeth Estrada
Lesson Title and Number: Graphing Equations in Slope-Intercept Form 4.1
Grade Level/Class: 9th/Algebra 1
Time Length: 45 minutes
Topic: Linear Equations and Inequalities

Educational Objectives:
• The students will be able to graph a linear equation when this is in slope-intercept form.
• The students will be able to write equations in slope-intercept form given a graph.

Aligned to the following CCSS and NCTM Standards:

• Common Core:
• CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph,
by hand in simple cases and using technology for more complicated cases.
• NCTM:
• Understand patterns, relations, and functions - analyze functions of one variable
by investigating rates of change, intercepts, zeros, asymptotes, and local and
global behavior.
Assessment on Learning (list all formative & summative with timeline):

• Formative: During lesson teacher will ask questions to check for understanding.
Students will also solve examples where they will have to show the steps they followed.
• Summative: Homework assignment.

Accommodations for students with specific learning needs:

• Graphic Organizer
• Extended Time to work on task-sheets
• One-to-one instruction when necessary

Academic Language
Language Function (select 1):

Analyze Compare/Contrast Construct Describe Evaluate

Examine Identify Interpret Justify Locate

Explain Prove Argue Synthesize

Identify a learning task from your plan that provides students with opportunities to practice
using the language function identified above:
 • In example 4 from the guided notes, the students are asked to write an equation in
slope-intercept form given a graph. Here, the students need to locate the y-
intercept first and then, they will need to locate a second point in the line by using
𝑟𝑖𝑠𝑒
. In this example the students need to be able to write the y-intercept as an
𝑟𝑢𝑛
ordered pair. They will also need to recognize that in the form 𝑦 = 𝑚𝑥 + 𝑏,
𝑏 represents the y-intercept and that 𝑚 represents the slope. After they recognize
those values, they will need to substitute them into the formula to write the
equation.

Additional Language Demands. Given the language function and learning task identified above,
describe the following associated language demands (written or oral) students need to understand
and/or use:

Vocabulary:
• X-intercept (#,0)
• Y-intercept (0,#)
𝑟𝑖𝑠𝑒
• 𝑆𝑙𝑜𝑝𝑒/𝑅𝑎𝑡𝑒 𝑜𝑓 𝐶ℎ𝑎𝑛𝑔𝑒/𝑚 = 𝑟𝑢𝑚
• Ordered pair (𝑥, 𝑦)
Syntax:
• Slope-intercept form 𝑦 = 𝑚𝑥 + 𝑏

Materials:
• PowerPoint (Lesson)
• Equations of lines (graphic organizer)
• Guided notes
• Skills Check (Example 5 from guided notes)
• Homework

Anticipatory Set/ Attention Getter:

• Slide 2: Review
How do we calculate the slope of a line? (2minutes)

Questions to Ask
1. Determine the type of slope of the following lines (Analysis)
 2. Can you identify the form of the following equations? (Analysis)
𝑦 = 3𝑥 + 1 5𝑥 + 𝑦 = 10 𝑦 + 4 = 3(𝑥 − 1)

3. What is another name for rate of change? (Knowledge)

Sequence of Events (include time needed):

1. Anticipatory set. See above. (2 minutes)
2. Review (slide 3, students will have this attached to their guided notes packet). During this
time the students will complete a graphic organizer that contains the 3 different types of
linear equations. The teacher will provide the students with time to answer the first 4
prompts individually. Then, the teacher will ask students to provide the correct answer to
each prompt. Then, teacher will provide time for students to work on the examples
(groups of 2 or 3). Volunteers from each group will be encouraged to solve at least 3
examples on the board. (10 minutes)
3. Lesson (slides 3-8): Teacher will model examples as the students follow along and
complete their guided notes. During this time, students will work individually on select
examples from the guided notes. The teacher will check for understanding throughout the
lesson. Examples on slide 8 (last page of guided notes) are to be completed by the
students individually and they must be collected by the teacher when finished. (20-25
minutes)
4. Review examples (slide 9). The teacher will ask students to classify graphs based on the
type of their slope. Students will also rewrite equations in slope-intercept form. (8
minutes if time allows, otherwise the students will complete these the following day).

Conclusion/Summary:
5. Review questions (see above). (8 minutes)