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1) Lesson Objectives: i) Content Area- The student will be able to determine the slope of a line given the coordinates of two points on the line, determine the slope of a line from a graph, and explain the meaning of slope as a constant rate of change. ii) Technology- The student will be able to solve slope problems from online virtual math manipulatives and use GeoGebra to create lines and find their slopes. b) Standards: i) Content Area(1) 8.G.13 Determine the slope of a line from a graph and explain the meaning of slope as a constant rate of change (2) A.A.33 Determine the slope of a line, given the coordinates of two points on the line ii) Technology(1) Facilitate and Inspire Student Learning and Creativity - Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: (a) Promote, support, and model creative and innovative thinking and inventiveness. (b) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. (c) Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes. (2) Design and Develop Digital-Age Learning Experiences and Assessments - Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS S. Teachers: (a) Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. (b) Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. (c) Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources.

(d) Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. (3) Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: (a) Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. (b) Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. (c) Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. (d) Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. (4) Promote and Model Digital Citizenship and Responsibility - Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: (a) Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. (b) Promote and model digital etiquette and responsible social interactions related to the use of technology and information. 2) Anticipatory Set: a) The teacher reminds the class that they have been discussing slope. The teacher explains that we will be continuing to talk about slope but we will learn a new method that will be easier for more difficult problems. The teacher will explain that they will be using GeoGebra to complete a slope activity by the end of the lesson. The teacher will do the following example problem on the board for a quick review and reminder of what we have already learned about slope. i) If a line has a slope of -3/5 and it passes through point (1,4), what is another point on that line? The teacher will solve this problem by finding multiple points on that line and explain the method of counting rise over run. Answer: (-4, 7), (1,4), (6, 1) b) Students will go to my website, resources, National Library of Virtual Manipulatives, Algebra 6-8, Line Plotter. Students will do a few (or more if time permits) of the problems given on the line plotter. This will act as a short review. 3) Information: a) The teacher will bring students attention back to the front of the class and explain that today we will be using a different method to find the slope. The teacher will do the following example: i) If a line passes through (2, 5) and (4, 6), what is the slope of that line?- The teacher will show how to do this by finding the change in y s divided by the change in x s. Thus, the answer will be: (1) (6-5)/(4-2) OR (5-6)/(2-4) (2) 1/2 -1/-2

*The teacher will be sure to explain that either way will work as long as you remain consistent! b) The teacher will put the following problems on the board for students to try. In between each problem the teacher will go over the solutions and ask volunteers to help explain the process they took to solve the problem. The teacher will point out that in the i) and ii) either process can be used to find the slope but in iii) it will be much easier to use our new method. i) Find the slope of the line that passes through points (-1,0) and (3,8). *Answer: Slope = 2 ii) Find the slope of the line that passes through points (7,4) and (-9,4). *Answer: Slope = 0 iii) Find the slope of the line that passes through points (2.45, 5.78) and (6.25, -3.22). *Answer: Slope = -9/3.8 *If students are having trouble solving these problems more practice will be done before moving on to the GeoGebra activity. The teacher will create some extra problems very similar to the ones above until students have a good grasp on solving them. 4) Practice: a) The teacher will guide students to the GeoGebra program online (The program can either be downloaded to the computer or just use the Applet version. To get to the online applet version go to my website, resources, GeoGebra, download, Applet start.)The teacher will explain a few of the basics to using GeoGebra such has how to make points, connect line segments, etc. Students will then have a few minutes to play around and do whatever they want with the program. Once students are feeling comfortable with how it works, the teacher will hand out the directions and data table. b) The students will follow the written instructions on the handout and construct a small picture using 4-8 straight lines only (more lines can be used if time permits). Students will then find the slope of their lines and show their calculations in the table provided. Once students have found all of their slope values, the teacher will show the students how they can use GeoGebra to check their answers for their slope. Students will have GeoGebra calculate all of their slopes and then they will print out their final picture and slopes. 5) Knowledge of Results: a) Students will be asked verbal questions during the lesson which will give the teacher immediate verbal feedback on the knowledge of the students. b) The activity worksheet with their calculations and the GeoGebra print out will serve as a form of written feedback. The teacher will collect these at the end of the class and they will be looked over to gather information for what should be discussed in the following lesson. c) At the very end of the lesson, there will be a class discussion where there is a short review of what we did in class. This will give the students some closure to the lesson as well as giving the teacher some oral feedback about what the students got from the lesson. There will be a few short questions about slope and the activity on their activity page. This will give the teacher some extra written feedback that they might not have gotten from the calculations. 6) Review the Activity:

a) The teacher will ask the students a few questions about the two different ways that we have used to find the slope of a line. The students will describe (verbally) the two different ways and when each is most useful. b) The students will be given additional time to respond to the final questions on the activity sheet before handing it in. The students will be asked to explain the meaning of slope and explain two ways to find the slope. Students will also answer a few questions about the GeoGebra activity, what they liked and what they disliked or found confusing. 7) Methods of Assessment: a) The students will hand in the activity handout with the table showing their calculations. The teacher will collect these and assess their answers and shown work (calculations).The students will complete the handout with questions pertaining to the class activity. These questions will assess the content knowledge and the technology knowledge. b) The students will submit print outs of their work from GeoGebra. The teacher will assess the work done to decide if the students understood the technology activity.

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