Student: Oksana Mozgina School Site: East Ave Middle school, Livermore

Grade/Course: Math 7 Adv

Lesson Plan -3

Lesson Unit/Topic:
Math 7 Adv, Section 4.2
Slope of the line

Learning Objective (What will students be able to do by the end of this lesson?):

Students will find slopes of lines from graphs and tables.

Standards Covered:
8.EE.6
MP1a,
MP2,
MP3b

Materials Needed: none

Re-requisite skills: Students must have knowledge how to use a visual model of fractions.

Warm Up/Introduction to Lesson/Essential Question:

Work in pairs: Which one doesn’t belong? Why? Explain.

Will try to introduce a need for a slope.

Essential Question: How can you use the slope of a line to describe the line?
The goal is for students to use different pairs of points on a line to find the line’s slope. Drawing the
Student: Oksana Mozgina School Site: East Ave Middle school, Livermore
Grade/Course: Math 7 Adv

arrow diagrams will help students to visualize the slope triangle. Students will recognize the triangles
are similar and proportions can be formed.

Vocabulary words: slope, rise, run, change in x, change in y, delta notation

Main Activity:

Tell students, that, When you look at a line, you should notice the following about its slope:
Whether it is 0, positive, negative or undefined.

• Discuss reading from left to right and visual representation of 0, positive, negative or
undefined slopes.
• Practice recognition of such slopes

R&PJ Activity 1: Finding the Slope of a Line from the graph

Introduce the definition of the slope as a rate. Tell students that it is traditional to use m to
represent slope. They will also see this in future mathematics classes.

• Ask students to work in pairs and use different set of points for the same line.
• Encourage students to draw the change arrows for each pair of points. Label the change in x
(or y) next to the arrow.
• Big Idea: The slope of a line is always the same regardless of what two ordered pairs are
selected.
• Common Error: Students may forget to make the change negative when moving downward
in the y-direction.

Question:
Slope
This Key Idea explains the slope formula.
• Write the Key Idea. Define slope of a line.
• Note the use of color in the definition and on the graph. The change in y and the vertical change
arrow are both red. The change in x and the horizontal change arrow are both blue.
• Discuss the difference in positive and negative slopes again
• Remind students that graphs are read from left to right.
• Explain to students that you can also subtract coordinates to find the rise and run in addition to
finding rise and run graphically.

R&PJ Activity 2: Finding the Slope of a Line from coordinate pairs:

Student: Oksana Mozgina School Site: East Ave Middle school, Livermore
Grade/Course: Math 7 Adv

This example describes the slope with words and uses the slope formula.
• Students often ask if they can move in the y-direction first, followed by the x-direction. The answer is
yes.
Demonstrate this on either graph.
• In part (a), start at (−3, −1) and move up 5 units in the y-direction and then to the right 6 units in the
x-direction.
You will end at (3, 4).
• In part (b), start at (−1, 1) and move down 3 units in the y-direction and then to the right 2 units in
the x-direction.
You will end at (1, −2).
• Have students work independently to answer
• Common Error: dividing difference of x to a difference of y.

Closure : Overview of Slope in 3 column notes.

Assessment :
On Your Own Questions 1–3 and then have their neighbors check
their work. Have students discuss any discrepancies.
No HW before Veterans day.

Accommodations (What type of accommodations need to be made for this lesson to be successful
for all students- particularly students with IEPs, ELs, GATE?):

For ELs I’ll use vocabulary words on the whiteboard and repeat them in different contexts and will
give different examples of application. I will stop by and verify student understanding during
independent work.
To adapt this lesson for the students with disabilities, I will pay close attention to the notes they are
taking in order to monitor productivity and verify student understanding.
GATE students could think about to prove that slope of vertical line is undefined..