LESSON PLAN

DATE: UNIT PLAN DAY 4 GRADE: 8 PERIOD:

TOPIC: Constructing linear equations

OBJECTIVE(S)/STANDARDS:
Lesson Objectives: Students will be able to create a function to describe a linear equation given by a
graph or table of values.
Standards: 8.F.B.4 Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a description of a relationship or
from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of
change and initial value of a linear function in terms of the situation it models, and in terms of its
graph or a table of values.

MATERIALS/MEDIA:
I will use a projector, whiteboard, pencil, paper, and a straightedge to teach the lesson, and students
will use paper, pencil, and a straightedge to complete their work.

METHODS/TECHNIQUES:
Introduction Activity (5-10 minutes): I will start by collecting homework from the previous class and
answering any questions as needed. Then, I will project the following question onto the whiteboard
and give students a few minutes to work independently or with other students. We will come together
and share answers before moving onto our material for the day.

Given the following function provide a graph that models this function. What kind of function are you
given? Use a straight edge when constructing your graph.
2
𝑦 =− 𝑥−1
3
Solution: Linear function

Process (30 minutes): Students will follow along as I work through my handwritten notes, attached
below. Then, students will be given a handout and will follow along as I work through the first 2
examples of this handout. During this time, students can ask and answer questions. The examples I do
will be subject to change in the event that someone prefers to see an example that I did not already
have planned below.
 Conclusion (10-15 minutes): After working through the first 2 examples on the handout together,
students will be given the remainder of the class to work on the handout. If students finish before
class ends, they may bring their work up to me to have checked. Any problems that are incorrect will
need to be redone. Students may work with others and ask me any questions during this time.

MODIFICATIONS
I would modify this lesson by providing notes to students ahead of time as needed. I would also
modify the homework by giving a shorter assignment and checking on students more as they progress
through the work. Students with diverse learning needs would be encouraged to work with others or
myself if needed.

CONNECTIONS-EXTENSIONS:
The ideas of this lesson can be connected to writing an equation given a slope and y-intercept or
given a slope and point in which a line passes through. This can also be applied to application
problems and writing equations from word problems.

ASSESSMENT CRITERIA:
The handout for the day, as well as its solutions, are attached below. Note, 3 examples were already
completed during the process portion of methods and techniques. Students will be asked to complete
this handout as homework by the next class period.
Writing Linear Equations Name: Date:
Given the following graphs, write an equation that represents the line. Identify the slope and y-
intercept before writing the equation in slope intercept form.

1. 2.

3. 4.

5. 6.
7. 8.

9. 10.
Writing Linear Equations Name: Solutions Date:
1. 𝑦 = 2𝑥 − 3
2
m=1 and y-int= -3
4
2. 𝑦 = 5 𝑥 − 2
4
m=5 and y-int= -2

3. 𝑦 = 𝑥
m=1 and y-int=0
4. 𝑦 = −2
m=0 and y-int=-2
3
5. 𝑦 = − 𝑥 + 3
2
3
m=− 2 and y-int=3

6. 𝑦 = −4𝑥 + 6
m=-4 and y-int=6
7. 𝑥 = 3
m is undefined and there is no y-int.
1
8. 𝑦 = 3𝑥 + 2
1
m= 3 and y-int= 2
5
9. 𝑦 = 3 𝑥 − 2
5
m=3 and y-int=-2

10. 𝑦 = −6𝑥 + 4
m= -6 and y-int=4