Lesson Plan

Class: Algebra

Grade Level: Freshmen and Sophomores

Unit: Linear Equations

Teacher: Ms. Carolyn Yusa

Objectives
Solve for the slope using the slope formula.
Identify what slope represents.

Common Core State Standard(s)-CCSS

Interpreting Categorical and Quantitative Data
Interpret linear models
7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model
in the context of the data.

Iowa Core Curriculum-Subject Area Standard

Statistics and Probability 8.SP
Use the equation of a linear model to solve problems in the context of bivariate
measurement data, interpreting the slope and intercept. For example, in a linear model for
a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of
sunlight each day is associated with an additional 1.5 cm in mature plant height.
(8.SP.A.3) (DOK 1,2)

21st Century Skill(s)

Media Literacy
Information Literacy
Technology Literacy

Essential Question
How do we determine the rate of change, or slope, of a word problem, equation, graph,
and table?

Anticipatory Set
Joke of the Day: what shape is usually waiting for you inside at Starbucks?
A line.

Create a mind map on what you know about slope so far.

Then share with a partner.
Then present each other’s to the class.

Teaching: Activities
We already know that slope also means rate of change. There is also a formula we can
use to show this.
The formula is if ( x 1 , y 1 ) ∧( x 2 , y 2 )any two different points on a line are. The slope of the
y 2− y 1
line is m=
x 2−x 1
In words the slope formula can be described in words:
The slope of a line is the ratio of the difference in y-values to the difference in x-
values between any two different points on the line.

Example 1)
If (2,-2) and (1,3) are two points on a line, the slope of the line is
y 2− y 1
m=
x 2−x 1
3−(−2) 5
m= = =−5
1−2 −1
Example 2)
Find the slope of the line that contains the points (5,-3) and (-2, 4).
y 2− y 1
m=
x 2−x 1
4−(−3)
¿
−2−5
7
¿
−7
¿−1
The slope for the line that contains (5, -3) and (-2, 4) is -1.

Now try with get into groups of 3 and solve these using the slope formula.
a. Find the slope of the line that contains (-4, -4) and (7, 3).
b. Find the slope of the line that contains (3, 8) and (5, 2).
c. Find the slope of the line that contains (1, -2) and (9, 5).

Have one representative from your group put your answers up on the board and we will
go over them as a class.

Example 3)
Finding Slope from graphs and tables:

First we find two points on the line so on this line can anyone point out two points that
are on this graph?
(-4, 4) and (0, 2)
Let (-4, 4) be ( x 1 , y 1 ) and let (0, 2) be ( x 2 , y 2 ). Now we use the slope formula to find the
slope of the line.
y 2− y 1
m=
x 2−x 1

2−4
¿
0−(−4 )
−2
¿
4
1
¿−
2
For a table it will look like this:
x 3 3 3 3

y 0 2 4 6

First: Choose any two points from the table. Let (3, 0) be ( x 1 , y 1 ) and let (3, 4) be ( x 2 , y 2 ).

Next: Use the slope formula.

y 2− y 1
m=
x 2−x 1
4−0
¿
3−3
4
¿
0
Does anyone see what is wrong with this slope? It is undefined.
Therefore the slope of this line is undefined.

Example 4)
Who knows what slope can also represent? Rate of change.
In the real world slope can also tell you how a quantity is changing.

This graph below shows how much water is in a reservoir at different times. Find the
slope of the line and say what the slope is representing.

Step 1: Use the slope formula

y 2− y 1
m=
x 2−x 1
2000−3000
¿
60−20
 −1000
¿
40
¿−25
Step 2: What does the slope represent?
The y-axis tells us that y represents the volume of water and the x-axis tells us x
represents time.
Therefore a slope of -25 means the amount of water in the reservoir is decreasing or has a
negative change and has a rate of 25 thousand cubic feet per hour.

Example 4) Find the slope of the line described as 5 x−4 y=20.

Step 1: find the x-intercept
5 x−4 y=20
5 x−4 ( 0 )=20
5 x=20
5 x 20
=
5 5
x=4
Step 2: find the y-intercept
5 x−4 y=20
5 ( 0 )−4 y =20
−4 y=20
−4 y 20
=
−4 −4
y=−5
Step 3: identify your points you have created on your line. (4, 0) and (0, -5). Now use the
slope formula to find the slope of the line.
y 2− y 1
m=
x 2−x 1
−5−0
¿
0−4
−5
¿
−4
5
¿
4

MID CLASS CHECK-IN: Thumbs up, middle, or down. Thumbs up if you are good to
move on, thumbs middle if you would like to go over one or two more problems, or
thumbs down if you are totally lost.

Activity: Learning Stations (21st Century skills)(AIW)

Station 1: create your own graph using Desmos https://www.desmos.com/calculator and
create a real world problem like example 4 from the lesson. Then solve it. (21st Century
skill – technology skills)

Station 2: Find a graph of information online and use the slope formula to find the rate of
change. Make sure identify what the slope is showing. (21st Century Skill – Information
literacy)

Station 3: Research 5 jobs the slope formula and what we learned in the lesson would be
used in. (Name, description of job, and how does it apply). (21st Century Skill –
Information Literacy)
Station 4: Create a song, game, or dance to remember the slope formula then record it.
(21st Century Skill – Media Literacy)

Once finished introduce homework assignment:

Project: create your own real world problem with a graph on PowerPoint. Make
sure the graph is labeled on the x and y axis. On the next slide have the answer
written fully and what the slope represents.

Closure
Students share their real world problems they created at station 1 with their group.
Students present their song, game, or dance they created at station 4.

3-2-1
Students write down 3 things they learned, 2 things they have questions on, and 1 thing
they want me to know. Then turn them in before the end of class.

Independent Practice
Homework assignment:
Project: create your own real world problem with a graph on PowerPoint. Make sure the
graph is labeled on the x and y axis. On the next slide have the answer written fully and
what the slope represents.

Assessment
Quiz next class period for points:

1. Find the slope of the line that contains the points (12, -7) and (4, 3).
2. Find the slope of the table below using the slope formula.

x 4 5 6 8

y 0 1 3 5

3. Identify two points on the graph below then solve for the slope using the slope
formula.

Materials
Notebook, pen or pencil, calculator, laptop, and a sense of humor 
Duration
Anticipatory Set: 10mins
Teaching Activities:
Lecture: 15mins
Activity: 10mins per station = 40mins
Intro to project and begin to work on it: 20 mins
Closure Activity: 10mins
Modified from Madeline Hunters Lesson Plan Design
 Lesson Plan
Class: Algebra

Grade Level: Freshmen and Sophomores

Unit: Introduction to Geometry

Teacher: Ms. Carolyn Yusa

Objectives
Identify how to calculate the distance between two points using right triangles to create
the distance formula.
Apply the distance formula.

Common Core State Standard(s)-CCSS

Expressing Geometric Properties with Equations G-GPE
7. Use coordinates to compute perimeters of polygons and areas of triangles and
rectangles, e.g., using the distance formula.★

Iowa Core Curriculum-Subject Area Standard

Expressing Geometric Properties with Equations G-GPE
Use coordinates to prove simple geometric theorems algebraically (G-GPE.B)
7. Use coordinates to compute perimeters of polygons and areas of triangles and
rectangles, e.g., using the distance formula.★ (G-GPE.B.7) (DOK 1,2)

21st Century Skill(s)

Leadership and Responsibility
Creativity and Innovation

Essential Question
How do you apply the distance formula to show the distance between two points?

Anticipatory Set
Joke of the Day: What does d= √ (x 2−x 1)2 +( y 2− y 1)2 and Disney’s Hercules have in
common?
They just want to go the distance!

Have two students stand on opposite sides of the room?

Ask students to estimate how far apart they are.

Have everyone pick a partner and have them stand on opposite sides of the room across
from their partner. Hand out measuring tapes and measure the distance between them.

Wouldn’t this be if we had an equation to solve this? We do!

Teaching: Activities
Today we will be learning the distance formula!
d= √( x 2−x 1)2 +( y 2− y 1)2
You use two given points or two points that are found on a graph to apply to the formula
as ( x 1 , y 1 ) ∧( x 2 , y 2 ) .

Example 1)
If you start at your campsite at the point (0, 0) and walk 2 km east and 1 km north to the
point (2, 1), how far away are you from your campsite?

The east-west line is 2 km long, the north-south line is 1 km long on this right triangle.
Let d be the distance from you and the camp representing the points (2, 1) and (0, 0).
Now we use the Pythagorean Theorem as d 2=22 +12 therefore d= √22 +12 so the distance
is approximately √ 5 km or approximately 2.24 km.

Example 2)
If you walk 6 km northeast from (2, 1) at a compass reading 45 what is your new
location?

2 2 2
a + b =c
2 2 2
a + a =6
2 a2=36
a=√ 18

To find the coordinates to your new location add √ 18to each coordinate of your starting
location.
Therefore your new location is exactly (2+ √ 18 ,1+ √18) or 6.2 and 5.2 km north of the
campsite

Or you can do this by using similar triangles. You make each leg 1 unit each and
hypotenuse √ 2 units. Set up the proportion and solve for a.
√2 = 6
1 a
a √2 6 a
∙ = ∙
1 1 a 1
a √ 2=6
6
a=
√2
a=√ 18

Example 3)
Solve the equation √ 15+ x=x .
√ 15+ x=x
2
( √ 15+ x) =x
2

2
15+ x=x
2
0=x −x−15
x ≈−3.4
x ≈ 4.4
Check:
√ 15+(−3.4)≠−3.4
√ 15+4.4= √9.4 ≈ 4.4
-3.4 does not work but 4.4 does!

Activity 1 (Authentic Assessment) (21st Century Skill – Creativity and Innovation):

Get into groups of 4
And create a skit to represent the how to apply the distance formula using through an
example. (15mins)

Once everyone has created their skit each group will perform them in front of the class.
(20mins)

Activity 2 (Authentic Assessment) (21st Century Skills – Leadership and Responsibility):

Pick a partner and one of you create the problem the other one must draw a picture to go
along with the problem.
Once everyone is done we will solve them as a class and vote on who had the best
picture!

Activity 3:
Find a place on a map of the United States that you would like to visit. Using the map key
in miles how far it is from where you are right now. Then create a problem to correspond
with your findings.

Closure
Exit Slip:
Create an equation for the class to solve using the distance formula for homework.
I will type them up and send them out.
Independent Practice:

Homework problems created in class.

Assessment

Quiz for points:

1. What does the distance formula tell us? What is it used for?
2. Give a real world scenario the distance formula would be applied.

Materials
Notebook, pen or pencil, laptop, tape measures, and a sense of humor 

Duration
Anticipatory Set: 10min
Teacher Activities:
Lecture: 15mins
Activity 1: 35mins
Activity 2: 10mins
Activity 3: 15mins
Closure Activity: 5mins

Modified from Madeline Hunters Lesson Plan Design