LessonPlanbyMarkA.

Hewitt

Lesson:YInterceptandSlopeInterceptForm
Length:Oneclassperiod

AgeorGradeIntended:9th grade(AlgebraI)

Standard:

Standard4GraphingLinearEquationsandInequalities

Studentsgraphlinearequationsandinequalitiesintwovariables.Theywrite
equationsoflinesandfindandusetheslopeandyinterceptoflines.Theyuse
linearequationstomodelrealdata.

A1.4.1 Graphalinearequation.
Example:Graphtheequation3xy=2.
A1.4.2 Findtheslope,xintercept,andyinterceptofalinegivenitsgraph,its
equation,ortwopointsontheline.
Example:Findtheslopeandyinterceptoftheline4x+6y=12.

Theprecedingtwolessonspresentedrecognitionoflineargraphsandthe
introductionofthenewterminologyrateofchangeandslope. Lesson3presents
theterm yinterceptandterm slopeinterceptformofalinearequation.

PerformanceObjectives:

1. Allstudentsintheclass,givenalinearequationinslopeintercept
formwillidentifytheslope,with80%accuracy,bycorrectlyprovidingtheanswer
for4outof5assignedproblems.
2. Allstudentsintheclass,givenalinearequationinslopeintercept
formwillidentifytheyintercept,with80%accuracy,bycorrectlyprovidingthe
answerfor4outof5assignedproblems.
3. Allstudentsintheclass,givenaslopeandyinterceptwillwritethe
linearequationinslopeinterceptformthatcorrespondstothegivenslopeand
interceptvalues,with80%accuracy,bycorrectlyprovidingtheanswerfor4out
of5assignedproblems.

AdvancedPreparationbyTeacher:

Theteachershouldhavethefollowing:
1. Anoverheadgraphtransparencywiththedefinitionsofrateof
changeandslope
2. Anoverheadgraphtransparencywiththedefinitionsofxintercept
andyintercept

LessonPlan3
 3. Anoverheadgraphtransparencywithanequationinslope
interceptformwithagraphoftheequationalongwithafootballtransparency
reusablestickerand,
4. Anoverheadprojectorwithagraphtransparency(Attachedas
AppendixA).
Inaddition,thestudentshavebeenassignedtoreadpages291through
293oftheirtextbook.(ALGEBRAI(2004)PearsonPrenticeHall,Bellman,Bragg
et.al.)

Procedure:

Introduction/Motivation:

Inordertoallowthestudentstohaveanactiveandphysicalrolein
examiningrateofchangeanditsrelatedslope,Iwillrevisittheslope
demonstrationfromthepreviouslessonbyhavingeachstudentagainlaytheir
armsflatontheirdesksandhavethemmovetheirhandsoffoftheirdesksatan
angleformedattheirelbows,sothattheycaneachexperiencetheincreasein
therateofchangeandslope.Thiswillinvolvestudentswithaspatial
intelligence,astheyareabletoperceivetheangularchange,aswellasthose
withstrengthinbodilykinestheticintelligence,astheyareabletorelate
physicallytotheincreasingrateofchangeandslope.
Nextthestudentswillbepromptedtoengageinadiscussionregarding
themeaningoftheterminterceptionandinterceptasusedinfootballor
soccer.Thediscussionshouldbeallowedtocontinuefor5to8minutes,with
redirectionbytheteacheriftheconversationstraystoofarfromtheconceptof
interceptinathleticsterms.Thiswillassiststudentswithspatialandbodily
kinestheticintelligencestounderstandmorefullythemathematicalconceptof
intercept,aswellasstudentswithinterpersonalintelligencestrengths,whowill
mostlikelyengageinthediscussion.
Note: Becarefulwiththisdiscussion.Ifnotdirectedproperly,itcaneasily
becomegenderspecificorbedominatedbyonlyafewstudents.Makesurethat
allstudentsareengagedinthediscussion.

StepbyStepPlan:

Thestudentswillfirstparticipateinthedemonstrationanddiscussionset
forthabove. Thiswillsegueintoanexplanationofinterceptinmathematical
terms.Thestudentswillbeshowntheoverheadofthegraphedlinearequation
withtheyinterceptdenoted.Thestudentswillbeaskedtorelatetheintercepton
thegraphtowhatwejustdiscussedregardingthetermintercept.Thiswillelicit
responsesintermsofBloomscomprehensionandanalysislevels.Asthe
discussiondevelops,placeareusablefootballtransparencystickeratthepointof
theyinterceptonthegraph.Thisadditionalvisualaidshouldhelpattachthe
memoryofthediscussion.

LessonPlan3
 Forthenexttwoorthreeminutes,wewillworkonproblemsfinding
interceptsongraphs. Thiswillbeaccomplishedbysimplydrawingdifferentlines
onthegraphtransparencyattachedasAppendixA.Thelinearequations
associatedwiththegraphsneednotbewrittenatthistime. Thestudentswillbe
promptedforassistanceinsolvingtheproblems,whichwilladdressBlooms
knowledgeandcomprehensionlevels.

Presenttheoverheadwiththedefinitionsofxinterceptandyinterceptand
relatethemtothegraphsthestudentsjustworkedwith.Ifitisapparentthat
thereisconfusion,returntothegraphoverheadandcontinueworkingon
interceptsreturningtothedefinitionoverheadbetweenexamples.

Followingthis,graphtheexampleofalineinslopeinterceptformfromthe
textbookontheoverhead(y=3/4x+2)* .Showhowthenumber2isthe
interceptandthenumber3/4istheslope.Allowforstudentquestions.Askthe
studentsforequationsoflinesforyoutograph,butbereadytomodifythemso
thattheyactuallyfitonthegraphwithavisibleintercept. Ifthestudentsdonot
provideequations,theonesfromthetextcanbeused.

Finally,reversetheprocessanddrawlinesonthegraphandhavethe
studentsprovideboththeyinterceptandtheslopethroughdiscussion.Thiswill
againaddressBloomsknowledgeandcomprehensionlevels.Whenthese
numbersareprovidedplacetheminequationsoftheslopeinterceptform.
Remembertousethefootballstickerasthestudentsprovidethenumberforthe
yinterceptvalue.

Closure:

Atthecloseofthepresentation,thestudentswillbegiventheopportunity
toaskanyadditionalquestions. Throughdirectedquestionstothestudents,
assisttheminsummarizinghowtheconceptsofslopeandinterceptwere
combined,sothateachlinehaditsowndistinguishingcharacteristics.Also
summarizehowwithknowledgeofthesetwocharacteristicsthestudentswillbe
abletographanycorrespondingline.
Assignproblems1,3,5,7,9,11,13,15,17,19,23and25onpage294of
thetextasclasswork/homework. Assistthestudentsasneededinsolvingthese
problemsduringtheremainderoftheclassperiod.

Adaptation/Enrichment(ForADHDstudent(s)):

WithanyADHDstudent,attention,inactivityandfocuswilllikelybe
problems.Inordertoalleviatethisduringthepresentation,differentstudentswill
beaskedtoassistinplacingthefootballoverlayonthetransparency. Thiswill
befocusedonanyADHDstudentsintheclass,althoughothersshouldbe
included,sothattheADHDstudentshavetheopportunitytoleavetheirseats
*
y=mx+b,withmequaltotheslopeandbequaltotheyintercept.

LessonPlan3
andmovethroughtheclassroom.Thiswillprovideforbothsomephysical
activitytoexpendexcessenergy,aswellasanopportunityforthestudentto
refocusonthetask. Inaddition,byadaptingtheclassinthisway,thestudentwill
begivenoneononeinstructionthroughtheassistanceoftheinstructorin
providingacorrectanswertotheinterceptquestion.
Finally,theopeningofthepresentationwillelicitavarietyofGardners
MultipleIntelligences,makingitmuchmorelikelythatanADHDstudentwillbe
abletofocusontheclassroompresentation.

SelfReflection:

N/A

LessonPlan3
AppendixA

LessonPlan3