Lesson Cover Page

Lesson Topic: Writing Equations in Slope-Intercept Form

Length of Class Period: 50 minutes
Course: Resource Algebra I
Grade Level: 9th

TERMINAL BEHAVIORAL OBJECTIVE

State the terminal objective (including content and behavior):

Students will be able to write equations in slope-intercept form.

CONTENT STANDARDS
Arizona State Mathematics Standards:

A1.N-Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.

A1.A-CED.A.2 Create equations in two variables to represent relationships between quantities
A1.F-BF.A.1 Write a function that describes a relationship between two quantities. Determine an explicit expression or steps for calculation utilizing real-world
context. Focus on linear functions
A1.F-LE.A.2 Construct linear functions given a graph, a description of a relationship, or input/output pairs.

ELP STANDARDS AND ACCOMMODATIONS

List one or two language sub-standards(s) that align to the lesson (Use the Arizona ELP Standards: http://www.azed.gov/oelas/elps/ )

AZ ELP Standard 1 B-5L: utilize visual information to understand the text

AZ ELP Standard 1 PE/E-3: identify key details and evidence.

List the key Vocabulary in this lesson:

Review vocabulary:
Slope-intercept form
Slope – “rise” over “run,” “rate of change,” “change in y or change in x”
Y-intercept, X-intercept
Horizontal/Vertical
Axis, Scale
Function
Domain/Range

List any ELL accommodations/literacy strategies you will use:

- Both visual representations (graphs and equations) and written definitions

 - Notetaker with written definitions so ELLs can follow along as I present the information orally

HOMEWORK
If there is homework following this lesson, list it here:

- Student Journal 4.1: pg 99-100, #1, 4, 7, 11, 13, 19

RESOURCES/MATERIALS
List all resources, including technology, that you will need to teach this lesson:

- Zoom
- Microsoft Whiteboard
- Student Notetaker
- Student Journals
- Big Ideas Algebra 1 Textbook
- Peardeck/Google Slides

Lesson Sequence
The Task Analysis must include the specific sub-tasks/topics. The first step in your Task Analysis should be your BW/Anticipatory Set.
The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add more rows to this chart as needed.)

TIME TASK ANALYSIS TEACHING STRATEGY WHAT ARE THE STUDENTS DOING?
(This is how you are breaking the topic (Inquiry, Cooperative Learning, Discussion, How are the students demonstrating their
down into sub-topics or steps) Problem Solving, Reflection, Laboratory, learning? (This is your check for understanding)
Practice/Drill, Lecture, Simulation/Role Play,
Research, Peer Editing, Field Study, Graphic
Organizer, Video viewing/response, Journal, etc. )
7 min Bell Work – Anticipatory Set Inquiry: “In Chapter 3, we learned how to graph Students are answering their bell work question
equations in the form y = mx + b (called the slope- using student-paced Pear deck at the beginning of
intercept form). Do you think we could do that class.
backwards? In other words, do you think we could
write an equation from the graph of a line?

What two pieces of information would we have to

8 min Review of Slope-Intercept Form – how did
we find the slope and the y-intercept from
an equation?
So could we work backwards? If we were
given a slope and a y-intercept, could we
find to be able to write the equation?”
Guided Lecture: Two review problems of graphing
lines in the equation y = mx + b. Step it out:
Step 1: Plot the y-intercept
Step 2: Use the slope to plot at least two other points
Students are:
- Filling out their notetakers, adding the
appropriate steps so they will be able to
solve them on their own
 write an equation? Step 3: Connect the points with a line

10 Graphic Organizer – Three columns: Students are:

min - What I know - Filling out the table so they know which
- How to find slope method to use for each of the situations.
- How to find the y-intercept - Asking questions/clarifications when
needed.

Guided Lecture/Graphic Organizer:

Help students fill it out so they know what method to
use in each situation

Slope and y-intercept:

How to find the slope: Given

How to find the y-intercept: Given

Graph:
How to find the y-intercept: Find the point that the
graph touches the y-axis (the y-intercept). In y = mx
+ b, that is our b

How to find the slope: Using another point on the

line, find the slope (how many up over how many
over). In y = mx + b, that is our m. Simplify the
Slope if possible

*Teach models and solves example

Two points:
 How to find the slope: Plot the two points and find
the slope between them. In y = mx + b, that is our m

How to find the y-intercept: Using one of the points

(x, y) and your slope m, plug them in to the equation
y = mx + b to find your value of b.

*Teach models and solves example

Function Values:
How to find the slope: If f(x) = #, find the points that
the function values represent. Plot the two points and
find the slope between them. Simplify if possible.

How to find the y-intercept: Using one of the points

(x, y) and your slope m, plug them in to the equation
y = mx + b to find your value of b.

*Teach models and solves example

20 Scaffolded whole work practice for when Practice/Drill Students are:

min we know: Using a teacher-paced Pear deck, students will - Participating in the pear deck activity
- Slope and y-intercept practice the types (slope and y-intercept, graph, two - Answering further conceptual questions
- Graph points, function values) asked by the teacher – “Does that answer
- Two points make sense? Look at the graph, just by
- Function values looking at it, is the slope positive or
negative?”
5 min Exit Question - Summative Reflection Students are:
Summative Exit Question using a student-paced pear - Answering the question in pear deck
deck slide: “Some students were absent today. Write - Summarizing their learning for the day
a little explanation to them about what two pieces of - ‘Teaching’ their peers
information they need to find in order to write an
equation in the form y = mx + b. Use at least two
complete sentences!”