LESSON PLAN Slope Name Paula Wood Grade Level 9th Grade ...

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LESSON PLAN. Slope. Name. Paula Wood. Grade Level. 9th Grade ... The class is divided into 5 pairs and each pair will be assigned an equation from the.
LESSON PLAN Slope Name Grade Level Topic or Assignment #

Paula Wood 9th Grade Slope

A. State Competency:

Standard 2: Relations and Functions - The student will use relations and functions to model number relationships. 2. Linear Equations and Graphs I. Calculate the slope of a line using a graph, an equation, two points or a set of data points. II.

Use the slope to differentiate between lines that are horizontal or vertical.

B.

Objectives for this lesson: The student will know the slope-intercept form, the point-slope form, and the general form of a linear equation. They will also be able to determine the slope using slope-intercept form, two points on a line, a linear equation in standard form, using the graph of a linear equation, and by using the formula for slope. The student will also differentiate between a horizontal and vertical line and will be able to give the slope of these lines.

C.

Materials: Slope Pre-Test Coordinate system previously prepared in a large open area (tape, ruler, and marker needed) Prepare Worksheets (Slope 1 and 2, Point-Slope form) PowerPoint Presentations Dry Erase Graphing Cards, Dry Erase Markers & Erasers Slope Post-Test Center Materials:

Mondrian Algebra Directions White paper Markers/Colored Pencils Rulers

Purple Math.com/ThatQuiz.org Directions Laptop

“Torpedo!” Directions Graph Paper Pencil

Chutes and Ladders Directions Chutes and Ladders game Game Cards

Resources: Worksheets: Slope worksheets 1 and 2

http://alex.state.al.us/lesson_view.php?id=7093

PowerPoint original presentations: Finding the Slope of a Line Exploring Slope Point-Slope Form

http://alex.state.al.us/lesson_view.php?id=7093 http://alex.state.al.us/lesson_view.php?id=26187 edweb.tusd.k12.az.us/math/sklein/5.5%20Point%20slope%20form%20with%20notes.ppt

Internet Sites: “Looking for the Top Quark”

http://education.jlab.org/topquarkgame/setup.php?51104738

D.

Instruction a. Introduction: • The student will know how to create a T-table and how to the plot points for a linear equation on a coordinate system. • A pre-test will be given to determine prior knowledge of the student. • The slope of a line will be presented in connection with the slope of the highway as it ascends and descends a mountain pass, the slope or pitch of a roof line, and handicap ramps. • Learning Centers: Mondrian Algebra  must be completed by all students

b.

Purple Math ThatQuiz

students must complete at least one of their choice.

Battleship Chutes and Ladders

students must complete at least one of their choice.

Instructional Process: Day 1 – Activity 1: Human Graphing • The class is divided into 5 pairs and each pair will be assigned an equation from the previous day’s homework in which they created T-tables for a variety of equations. • Students will determine enough solutions for their equation to complete “Human Graphing”. • Groups will take turns graphing their equation using the coordinate system in the hallway. • The group will assign an ordered pair to each of the remaining students. • The group in charge will make sure each “point” is plotted correctly. • After the plotting process is complete, the class will discuss the slope of the line on the graph and the y-intercept. • This process is repeated again until all groups have had the opportunity to graph their equations. Day 2 – Finding the Slope of a Line • Today we will begin class with the PowerPoint presentation “Finding the Slope of a Line”. • Copies of Slope Worksheet 1 have been distributed as students entered the classroom. • As we work through the presentation, students will take notes and be involved in the discussion through questioning. • Near the end of the presentation, as a class, we will do the first four problems on the worksheet. • The remainder of the worksheet will be assigned as homework. Day 3 – Exploring Slope • Distribute dry erase graphing cards to each of the students and begin with the PowerPoint presentation “Exploring Slope”. The presentation contains a clip from “The Sword and the Stone” accessing student prior knowledge. • Students complete the graphs on the dry erase cards as they are discussed in the presentation. • The formula for slope is developed as the class works through the presentation. • Assignment: Slope Worksheet 2 • Learning Centers

Day 4 – Point-Slope Form • Explore the concept “Point-Slope Form” using the PowerPoint presentation of the same name. • Students will be asked to come to the SmartBoard and complete the example problems. • Assignment: Point-Slope Form Worksheet • Students have the option of using the centers during class and completing homework on their own time. c.

Closure: Each day the lesson will end by reviewing the lesson taught, checking for understanding, asking questions, student activities, and a homework assignment to reiterate the information.

E. Assessment:

Slope Pre-Test – will be given during the week prior to the planned beginning date of this lesson. Day 1 – Journal Entry. Students will be asked to reflect on each day’s activities, and must include the their answer to “Did you learn anything today? Explain. Day 2 – Slope Worksheet 1 Day 3 – Slope Worksheet 2 Day 4 – Point-Slope Form Worksheet Day 5 – Slope Post-Test Work from the learning centers will also be turned in for assessment.

F. Modifications/Accommodations: The following modifications/accommodations will be applied as needed: • Schedule frequent, short conferences with the student to check for comprehension • Assignments will be broken into segments of shorter tasks • Make a positive, personal comment every time the student shows any evidence of interest • Use physical proximity and touch to help student focus • Use manipulative, hands-on activities whenever possible • Provide copies of notes • Reduce the amount of copying from text and board • Assign a peer helper to check understanding of directions G. Reflection: The lesson on slope went well overall, but I needed more time. I did like the way one lesson flowed from one day to the next, and felt good about the immediate feedback from the students. The first day we use the homework from the day before to complete the Human Graphing. This was good because the look on the students faces gave it all away – “ya, I’m ready to go, no problem” vs, “uh oh, I messed up!” and I knew instantly who was ready for the day! There was a little scrambling at first to get things done by some students, and others just went calmly about their business. They did a great job of discussing what they were supposed to do – “ I have this answer, what do you have?” When we moved to the hallway to actually do the graphing, I was pleased with the fact that one or both people in the group stepped up and took or shared the lead. I felt this showed they were comfortable with their knowledge of the activity, and were confident in their abilities to complete the assigned task. They all did a great job. The students were able to instantly see the slope of the line, and were able to grasp the idea of every point on the line they formed was a solution to the equation. I will definitely repeat this activity and process. The presentations went well each day. I was pleased with the student involvement in the presentations. Prior to starting the lesson, I gave the students something they needed to be doing as we discussed the lesson information – graphing on the dry erase cards, working the problems out on the table (they are painted with dry erase paint) and

then recording/comparing answers with me and each other, or just plotting points. I will use the presentations again with few changes, and I will incorporate the idea of requiring the students to be involved in the presentation rather than just sitting. The worksheets were fine, but I do think I will change them for next time by adding more review problems from one day to the next. The learning centers were a nice addition to the lesson, but the students really had to work hard to complete them in the amount of time they were given. Some wanted to do everything they were offered, while others just had trouble doing what was required. By adding 2 or 3 extra days to the lesson, I believe the students would have a better understanding of the material and would not feel as pressured to complete the work. The 2 or 3 days could easily be added allowing us to review more, clear up fogginess in some areas, and the time to do a couple more hands-on activities to develop better understanding. My students refer to this as “the fun math”! My students did show a great deal of improvement from the pre-test to the post-test; the average gain was 68%. I know part of this was due to the fact that they had not been exposed to slope much at all, so they had a lot of room for improvement. I was very pleased with their performance, but I am not sure how much they will retain over the weeks to come because it did come at them very quickly. I am very interested to see how this turns out.