Brett Pfahler - Student Teacher, GHHS

Monday, November 3, 2014

High School Algebra 1A

Lesson Plan: 5.3 Slope-Intercept Form

Common Core Curriculum:
HSF.IF.7.A Graph linear and quadratic functions and show intercepts.
HSA.CED.2 Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales
Unit Outcomes:
Students will learn to write, interpret, and solve linear functions. TLW develop their skills
of solving for a single variable and will recognize slope-intercept, point-slope, and standard
form of a linear line.
Lesson Outcomes:
TLW find a slope using two points and the formula.
TLW use the found slope and a point to solve for a single variable (y-intercept)
TLW create a linear equation in the slope-intercept form.
Purpose for Lesson:
After learning how to calculate the rate of change (slope) with two given points, students
will now apply their knowledge of using this to find the y-intercept. This point, (0,b), tells
us where our data starts and can be applied to growth of plants, starting bank account
balance, and other topics related to linear growth.
Assessment:
Formative: a) Warm-up: students work on problems posted. Cold call using cards to check
for understanding. b) Students self-correct homework from last class. Check for errors
and ask questions. c) Homework tonight will assess the students ability to find the
equation of and graph a linear line using slope-intercept form.
Summative: Assesses student learning of Chapter 5: Linear functions. Students will
demonstrate their ability to graph linear lines and find the equation of the line using slopeintercept, point-slope, and standard form.
Materials Needed:
ActivInspire board & pen
Outline made prior
Teacher notes
Guided Notes Handouts (66) Equation Flowchart
Homework worksheets (66) Go With the Flow

Introduction
* Apology for giving unrealistic homework (we have not covered content yet!).
* Rate of change on a graph looks like a straight line. This allows us to check previous and
predict future quantities.
* When we want to find a starting point (i.e. ski slope half-way up or distance already
covered in a foot race), we can locate that when x=0our y-intercept on the graph.
Procedures:
1. (5 min)Whats Up
2. (5 min) Hand back review and go over commonly missed questions from mid-term.
3. (9 min)Warm-up: Day 2
4. (10 min)Grade/Hand in: Hitting the Slopes, Slope-Intercept form wkst
5. (20 min) Guided Notes Equation Flowchart
6. (10 min) Student individual work time Work on/finish Go with the Flow wkst
7. (1 min) Closing students keep flowchart; homework wkst due tomorrow (Tues).
Homework:
Go With the Flow will be individual homework if the students do not complete the worksheet
in class. This allows students to practice the skill of finding slope given two points, finding the
y-intercept with the slope and a point, then putting it all together by placing the slope and yintercept into the slope-intercept form.
Closure:
Make sure we are keeping up with homework and turning it on time. I am available during
lunch and after school for extra help. Ask questions during class; we are moving at a
constant rate! Homework worksheet is due tomorrow and keep the flowchart handout
that is your note taking for the dayDO NOT LOSE THIS!
Evaluation and Reflection:
Were the lesson objectives met? How do I know my students learned?

Prior student knowledge and feedback from lesson: