Lesson Plan-Experiencing Slope

Subject: Algebra I Grade: 9th Day: 8 Objectives:      Students will find the equation of a line given two coordinate points. Students will find the equation of a line given the slope and a coordinate. Students will find the equation of a line by looking at a line on a graph. Students will write equations of line in standard form, slope intercept form, and point slope form. Students will represent their problem solving and show their work using the double entry journal technique.

Benchmarks: Patterns, Functions, and Algebra (8-10) E. Analyze and compare functions and their graphs using attributes, such as rates of change, intercepts and zeros. M. Approximate and interpret rates of change from graphical and numerical data. Grade Level Indicators: Grade 8 Use algebraic representations Use algebraic representations Use algebraic representations 5. 6. Describe the relationship between the graph of a line and its equation, including being able to explain the meaning of slope as a constant rate of change and y-intercept in real-world problems. 1 5. Represent linear equations by plotting points in the coordinate plane. 3. 7. Use symbolic algebra (equations and inequalities), graphs and tables to represent situations and solve problems.

Grade 7 Grade 8

NCTM Content Standards: Algebra (6-8)   Explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope. Relate and compare different forms of representation for a relationship.

NCTM Process Standards: Representation (6-8)   Select, apply, and translate among mathematical representations to solve problems. Use representations to model and interpret physical, social, and mathematical phenomena.

Connections  Recognize and apply mathematics in contexts outside of mathematics.

Reasoning and Proof  Select and use various types of reasoning and methods of proof

Materials, Resources, and Texts needed for Lesson:


Lesson Plan-Experiencing Slope
Smart Board, White Board, PowerPoint, Worksheet Outline of Plan: A. Launch (20 minutes)

1. Welcome the class and ask the students what they have learned about slope so far. Ask what 2.
connections they have seen between slope and things we see in the real world. Tell the students that today we are going to look deeper into the mathematical concept of slope. For the daily warm up draw on the Smart Board a (x, y) coordinate graph. On the graph, have shown the line y=-2/3x + 4, without writing the equation on the board. Have the students work individually to identify the equation of the line, write it on a piece of scratch paper, and raise their hand when they have the answer. Once the majority of the class has finished have them discuss their answers with their neighbor. As the students are discussing together write the correct solution on the Smart Board. Ask how could this be related to a roller coaster? What type of roller coaster would you say this is? Steep and scary or a kiddie ride? Tell the class that today you will be learning about how to find the equation of a line whether we are given a graph like in the warm up, two coordinate points, or the slope and a point. Ask if there are any questions so far. Begin the PowerPoint slide show of how to find the equation of a line and the three different forms we can write the equation of a line in: standard, slope intercept, and point slope


4. 5. 6.

B. Explore (30 minutes) 7. Give the students directions for the day’s activity. They will each have a worksheet that has two columns to do their double journal entry work. 8. Have the students work individually for this assignment for about fifteen minutes. During this time walk around the room and see if there are any questions. If students have confusion or misconceptions address the whole class if needed. 9. For the next fifteen minutes allow students to work quietly with a partner to finish up the work. Also have students discuss the answers they have found so far and explore their thinking processes with their partner. C. Share/Summarize (10 minutes) 10. While everyone is working with their partners circulate around the room and choose six students who are finished with the assignment to write on the whiteboards what they have in the problem/solving column for one of the different problems. Have them circle their final answer. 11. Have everyone reconvene, tell the students to look around the room and see if they have the correct solution. 12. Ask if there are any questions about the solutions or the work done today. Homework Assigned: Students will need to finish any parts of the worksheets that were not completed in class. Accommodations/Differentiation: To accommodate different student learning styles I used both picture and word representations in my PowerPoint. I had students discuss in with their classmates how they solved the worksheet problems to see if there were different ways to solve or explore different thinking processes.


Lesson Plan-Experiencing Slope Name______________________________________ Date_____________________________

Slope Double Entry Journals Directions: In the left column read the problem and solve to find the equation of the line. In the right column use words to explain your thinking through the problem solving process.

Find the equation of the straight line that has slope m = 4 and passes through the point (–1, –6). Write in slope intercept form.

Thinking Process

Find the equation of the line that passes through the points (–2, 4) and (1, 2). Use the point slope formula.

Find the equation of the line shown and write it in standard form.


Lesson Plan-Experiencing Slope Write the equation of the line with slope = -2 and passing through the point (3, -5). Write in slope intercept form.

Write the equation of the line that goes through the points (3, 2) and (5, 4). Use the point slope formula.

Find the equation of the line shown and write it in BOTH standard form and slope intercept form.

Slope Intercept form: y=mx+b Standard form: Ax+By=C Point slope form: y2-y1=m(x2-x1) 4

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