lp alg5.4

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LESSON PLAN LEA AMBION

Algebra 1 Period 3, 4, 6 November 16, 2010

LESSON TITLE: Unit 5, Section 5.4: Slope-Intercept Form

GRADE LEVEL: Freshman/Sophomore High School

TEXTBOOK OR RESOURCE AND RELEVANT PAGES:

Algebra I Carnegie Learning Student Text pgs. 219-225 and note

packet

OBJECTIVE: Given a graph and table of values student will be

able to identify slopes and y-intercepts to write equation in

slope-intercept form.

STANDARDS BEING ADDRESSED:

A1.2.B Recognize the multiple uses of variables, determine all possible values of

variables that satisfy prescribed conditions, and evaluate algebraic expressions

that involve variables.

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 slop and the y-intercept,

the slope and a point on the line, or two points on the line, and translate betweenforms of linear equations.

A1.4.C Identify and interpret the slop and intercepts of a linear function,

including equations for parallel and perpendicular lines.

ASSESSMENT OF LEARNING: Students will be given individual white boards where

they will write equations in slope-intercept form given a graph and tables on the doc cam.

MATERIALS: pencil, note packet, individual white boards, whiteboard pens, homework

worksheetEXPECTATIONS OF THE STUDENT:

Before class:

-Students should be able to

find the slope given a graph

and a table of values

During class:

-Given a table and a graph

write an equation in slope-

intercept form

-Find the y-intercept given atable of values and a graph.

-Take notes in note packet.

-Participate in class activity.

After class:

-Complete assigned

homework.

INSTRUCTION:

Individual whiteboards will be located with each pair of students on the desks.

(5 minutes) Students will be instructed in the beginning of class of expectations

with school property. Do not play with boards until instructed to do so or will notbe able to participate.

Agenda:

1. Expectations withwhiteboard

2. Section 5.3

Writing in slope-intercept form Notes

3. Homework:Slope-Intercept Form

Worksheet

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(20 minutes) Slope-Intercept Form: y mx b= + where m = slope and b = y-

intercept (where the graph passes through the y-axis)

Remember yesterdayJessica walks1

2meters per second. We want to write an

equation in slope-intercept form (might have done so yesterday).

We found the slope =1

2which is m

Where does the line of the graph go through the y-

axis? when x = 0, y = 0 which is b

Using the slope intercept form we can write this

equation as y x y x= + =1

20

1

2or

Try on your own: Given the graph, write the equation of the line in slope-

intercept form.

Find slope =rise

run

units up / down

units left / right= =

+

=

+

= 6

4

3

2

3

2

Where does the graph go through the y-intercept or

when x = 0, what does y = ? (Ans. +6)

Write in slope-intercept form y = +3

2

6

Writing slope-intercept form given a table of values given Jessica walks1

2meters

per second

Slope = ratio =constant change in y

constant change in x =+

+

= +

1

2

1

1

2

To find the y-intercept we find what y is when x = 0 in the table,we see that y = 0 when x = 0.

Write in slope-intercept form y x y x= + =1

20

1

2or

Try on your own: Given the table of values, write the equation of the line in

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slope-intercept form:

Slope =constant change in y

constant change in x=

+4

+2= +2

What is y when x = 0? (Ans. 14)

Write in slope-intercept form y x= +2 14

Sometimes your tables will not have the x = 0 provided in the table and you willhave to find it:

To find the y-intercept:

-fill in what we know, and then

complete the table for the

values we want to find out.

-what is y when x = 0? (Ans. 5)

Remember slope =constant change in y


+

= 1

11 , we have to check other rate as well

so,constant change in y


+

= 3

31 same! So we know that this is a linear equation

and slope = -1.

Write in slope intercept form: y x y x= + = +1 5 5or

(15 minutes) Pass out pens to write on whiteboards and put worksheet on doc cam

for class participation [worksheet attached]

(10 minutes) Pass out Homework sheet, students use rest of class time forhomework

REFLECTION:

It appears that many students still struggle with defining slope given either a table

of values or a graph. I would add an extra day to review slope before moving forward

next time so that students can have a stronger grasp.The white boards were a hit and a miss-it required a lot of classroom management

because many students did not choose to participate therefore the whiteboards somewhat

provided a distraction. It was suggested that I reduce the amount of response time in

order to reduce the amount of time students have to get off task.

In the future, I think I would like to incorporate a hands-on approach for studentsdiscovering the slope-maybe then they would be all engaged. I also believe that it would

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have been better if the class had established classroom norms and expectations that were

enforced everyday, there might be a better chance for us in the class to give the studentsthe opportunity to do different activities if the teachers werent more concerned about

losing the structure of the class.

Also when using the white board, the class sheet that was provided under the doc

cam should only consist of maybe 4 or so problems instead of students to attempt all ofthem. I overestimated that ability that students will have when calculating the slope. It in

fact took them much longer to calculate slope from a graph then I initially anticipated.

lp alg5.4

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