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Homework: Solving for y

LEA AMBION November 22, 2010 LESSON TITLE: Unit 5, Section 5.7: Standard Form of Linear Equations GRADE LEVEL: Freshman/Sophomore High School TEXTBOOK OR RESOURCE AND RELEVANT PAGES: Algebra I Carnegie Learning Student Text pgs. 239-248 notes OBJECTIVE: Given a linear equation in standard form, students will be able to convert the equation into slope-intercept form or solve for y.

STANDARDS BEING ADDRESSED: A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. A1.4.B Write and graph an equation for a line given the slope and the y-intercept, the slope and a point on the line, or two points on the line, and translate between forms of linear equations. A1.4.C Identify and interpret the slope and intercepts of a linear function, including equations for parallel and perpendicular lines. ASSESSMENT OF LEARNING: Students will be given a warm up that requires them to volunteer their answers. Students will also be assessed individually during their time to do homework in class. MATERIALS: pencil, notes, warm up-Algebra: Graph Review, HW-Solving for y EXPECTATIONS OF THE STUDENT: Before class: -Given a graph and a table of values, students should be able to write an equation of a line in slope-intercept form -Given a linear equation in slope intercept form, students should be able to find the slope, y-intercept and graph the line INSTRUCTION: (15 minutes) Warm-up [worksheet attached] o Students can work together and will call on students to give their answers During class: After class: -Participate during warm-up -Complete assigned homework. -Given an equation in standard form solve for y or convert to slope intercept form -Take notes in note packet.

LESSON PLAN Algebra 1 Period 3, 4, 6

LEA AMBION November 22, 2010

(10 minutes) Explain to students that given a linear formula, they should be able to solve for y or put it in y-intercept form: y = mx + b o Goal: to get just y by itself using algebraic operations Go over three problems in standard form: o y’s coefficient is positive: −5x + 10 y = 10 −5x + 10 y = 10 +5x +5x 10 y = 10 + 5x 10 10 10 1 y = 1+ x 2

B

o

y’s coefficient is negative: 4 x − 3 y = 18 4 x − 3 y = 18 −4 x −4 x − 3 y = 18 − 4 x −3 -3 -3 4 4 y = −6 + x OR y = x − 6 3 3

B

o

requires distribution: −2( x + 4) + 3 y = 4 −2 ( x + 4 ) + 3 y = 4 −2 x + ( −2 • 4) + 3 y = 4 −2 x − 8 + 3 y = 4 +8 +8 −2 x + 3 y = 12 −2 x −2 x 3 y = 12 − 2 x 3 3 3 2 y = 4− x 3

B B B

(25 minutes) Student will work on homework assignment [worksheet attached] REFLECTION: Short lessons are best but should consist of lots of review of prior concepts. Students seemed to still be confused about solving for y although it is merely a review of solving for x or a 2-step equation. I reminded students to think about the same process when solving for y, some students were able to make the connection while others

LESSON PLAN Algebra 1 Period 3, 4, 6

LEA AMBION November 22, 2010

weren’t. I perhaps need to add more substance to this lesson but I’m unsure of what else I could add to improve the objective for today or overall to improve a lesson that consist mainly of arithmetic skills.

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