Co- Teaching Lead Teaching: Assisting Lead Teacher : Small Group Teaching

(Consuelo Ramirez, Elizabeth Estrada, Fernando Miranda)

Lesson Title and Number: Slope and Rate of Change Lesson 2
Grade Level/Class: 9th/Algebra I
Time Length: 100 min
Topic: Finding the Slope of a Line

Standards (include NCTE/NCSS/NGSS/NCTM/ACTFL):

● Common Core:
o 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:
o Understand patterns, relations, and functions - analyze functions of one variable
by investigating rates of change, intercepts, zeros, asymptotes, and local and
global behavior.

Educational Objectives:
● The students will be able to (SWBAT) find the slope of a line when given two points.
● The students will be able to (SWBAT) identify the slope of horizontal and vertical lines.
● The students will be able to (SWBAT) identify the x-intercept and the y-intercept when
given a linear equation or a graph of a line.
● The students will be able to (SWBAT) sketch a graph when given the slope and a point to
begin with.

Assessment on Learning:
● Students will be given a quiz where they will be assessed on their ability to find the x
and y intercept of a given linear equation. We will also assess students’ ability to graph a
linear equation using the x-intercept and y-intercept.

Central Focus
● Students will be able to investigate rates of change of a line given a graph or a set of two
points.

Accommodations for students with specific learning needs:

 ● Additional time for the quiz will be provided to those students who need it.

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:
● Students will be taking a quiz that will require them to evaluate linear equations in order
to find the x-intercept and y-intercept and also to graph the equation as well.

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:
● Students will need to identify the slope of a line on a graph, they will do this by simply
counting, using rise over run.

Vocabulary:
● Slope: ​is​ ​how fast a line rises/falls (rate of change ). It is represented by a letter, ​m​.
● Rate of change: ​is the slope.
● Ordered pair:​ Two numbers written in a certain order, ​(x,y).

Plus​ at least one of the following:

Syntax :
y 2 −y 1
S lope : m = x2 −x1
; given (x1, y 1 ) and (x2 , y 2 )
rise
S lope : rune
; given a graph

Discourse

Materials:
● Teacher:
○ Homework Key
 ○ Quiz Key
○ Teacher Notes
○ Graphing Board Posters
○ Whiteboard
○ Dry Erase Markers/Eraser
● Students:
○ Homework
○ Quiz
○ Notebook
○ Pencil/eraser

Anticipatory Set/ Attention Getter:

● ​Real world example: ​Students will be posed with the following question:
○ Do you think there is math involved in skiing? Do not talk about velocity. Try to
find a relation to the topics in math we have been learning about.
We will learn how to find the slope of a line and see how a slope can determine how fun
skiing can be.

Questions to Ask
1. ​Knowledge:​ Can you explain what we mean by rate of change?
2. ​Comprehension: ​How are the slope and rate of change similar?
3. Application: ​What real-life examples could you use to explain someone else the
definition of slope/rate of change?
4. Analysis: ​Why do you think the slope of a vertical line is undefined?

Sequence of Events (include time needed):

1. Anticipatory set: ​See above. (5 minutes)
2. Homework Review: ​We will go over the answers to their homework(10 minutes)
3. Quiz: ​Students will take a quiz based on the topic of the day before (15 minutes)
4. Lesson: ​Teacher will teach the lesson to a group of 6 or 7 students. The teacher will use
the notes provided by the cooperating teacher (45 minutes)
5. Activity: ​After teaching the lesson to the students, we will all come back as a group. We
will review the highlights of the lesson. Students will be given a set of two points. During
this time, the students will discuss the process to find the slope and share their ideas to
find the slope. Then, they will find the slope of the two points. There will be graph paper
around the room with a written slope. The slope the students found will determine their
group. Once the students found their group they will graph their line and find the
x-intercept, y-intercept, and determine if the graph if rising, falling, vertical, or
 horizontal. If time permits the students will present their graph to the rest of the class. (25
minutes)
*Activity will be adjusted based on time remaining*

● Conclusion/Summary:
​ ctivity​ (see above) will be performed. The students will be
At the end of the lesson, the A
able to review and put into practice the steps and methods to find the slope of a line.