EDUC 361: Middle Years Methods

5E Lesson Plan Template*

Matthew Griffin
Your Name
Lesson Subject Area Math

Specific Topic Slope-intercept form, graphing and constructing an equation

Appropriate 8.EE.B.6
Standards being Use similar triangles to explain why the slope m is the same
addressed 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.
8.F.A.3
Interpret the equation y = mx + b as defining a linear function,
whose graph is a straight line; give examples of functions that are
not linear.

8.F.B.4
Construct a function to model a linear relationship between two
quantities. Determine the rate of change  and initial value of the
function from a description of a relationship or from two (x, y)
values, including reading these from a table or from a graph.
Interpret the rate of change and initial value of a linear function in
terms of the situation it models, and in terms of its graph or a
table of values.

Instructional At the end of this lesson the students will be able to:
Objectives (Bloom 1. An introduction to writing equations in slope-intercept form,
Level) and
2. Constructing an equation that models the linear relationship
between two points
ENGAGE Activities #1 & 2 are answered in Hello smart.
Activities Activity #3 Students will complete in Notebook.

Activity #1 Do NOW : Solve Me Mobile

Serial Questions: “Can someone tell be what they observe about
this mobile?” “Can someone work me through their thinking, how
you would solve it.” “ Does anyone have another strategy or
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
John Ruskin
 EDUC 361: Middle Years Methods
approach to share”
EXPLORE
Activities Activity #2 Write an Equation
Can someone Read this for us?
(How can we explain how we know it is Y=10x)

“Ok let review the question together and see what it tells us.”
Read the question.
The total money she has, equals the money earned per hour,
times the number of hours.

Translate each part to symbols.

 The total money she has y
 equals the money earned per hour, =10
 times the number of hours. x
(y=10x)

(What is the name for 10 in this equation?)

Draw out x -y ( (0,60) (1,10) ect.
What does this mean in context?

EXPLAIN Open Desmos Slope Form Graphing tool. Enter y=10K

Activities  Show 2 Hours=$20, 8 hour = $80
 Show point on graph coordinated pairs. (write pair next to
solutions) (2,20 ) and (8, 80)

ELABORATE Activity #3: Adding the Y-Intercept (return to activity)

Activities Read to the problem to the class.
(What is different in this situation? What do you guys think?)
(How can we represent it?)
(Anyway we can change the last equation to include it in this new
equation?)

The total money she has, equals the money earned per hour,
times the number of hours, and she already save $50.

Translate each part to symbols.

 The total money she has y
 equals the money earned per hour, =10
 times the number of hours. x
 already saved $50

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin
 EDUC 361: Middle Years Methods
Return to Desmos to show (Y=10x)
The first equation this line intercept at (0,0), what is different
now- when she worked 0 hours, she already had $50. Where
would appear on the graph? How can we change the equation to
include the new Y-intercept?

(What is the name of this points? ) (0,50)

(Who remember the name of the equation we learned about
yesterday?) Slope-Intercept Form

Translate each part to symbols.

 The total money she has Y
 equals the money earned per hour, =10
 times the number of hours. X
 already saved $50
y=10x+50

(Which part is the Y-Intercept?)

(Who can tell me what this ordered pair means?) (2,70) (3, 80)

EVALUATE Assessment of Activates #1 &2 are capture in Hello smart and

Activities reviewed as part of the lesson. Activity #3 is will require
questions that invite participation and exploration as we work
through the problem together.
References N/A
Materials & Do Now Activity Sheet
Equipment
Handouts (attach) Attach to email.

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin