Algebra II Lesson Plan: Slope-Intercept Form

9th-10th Grade 25students 1 IEP student 2 GSSP students Algebra II 50 minutes
Line or Curve of Best Fit Lesson #4: Slope-Intercept Form
Context
There are many different ways to come up with equations for lines depending on what kind of data is given in a particular problem. Students will need to make sure they can identify the right time to use a formula. They don't need to just memorize, but they instead need to understand why a certain formula works in one instance but can't be used in another. The students have worked with slope already in a previous section, so they should be familiar with the concept and what it measures.

Objectives
1. Students will understand how to find and use the slope-intercept form.
2. Students will be able to graph equations that are in standard and slope-intercept form.
Connections
MA-HS-5.3.2
Students will solve for a specified variable in a multivariable equation.

Assessment Plan
Objective Number Type of Assessment Description of Assessment Depth of Knowledge Level Adaptations and/or Accommodations
1. Students working in pairs, homework from book The students will get back into the same pairs as earlier in the unit. Each pair must now come up with a graph of a line and its equation in slope-intercept form. They must label intercepts and the two points on the graph they used to calculate the slope. Each pair must present their graph to the class and explain how they came up with the answer. The student that did not explain the previous time must do the explaining this time. Students also have a homework assignment that will be turned in for a quiz grade the next day. DOK II
2. Homework from Book The students will have a homework assignment that will be turned in for a quiz grade the next day. DOK I If I feel the students aren't catching on as quick as I hoped, I will put the homework assignment off for another day.

Resources, Media and Technology
-Graph paper

Procedures
The students will begin class with bell work coming from the introduction page for the section from the text. The students have to find the intercepts and the missing x- and y- values from the table. After that I will begin the lesson on slope-intercept form. I will clearly define each variable in the equation y = mx + b for the students and do several examples on the board for the students to see. As for graphing an equation in slope-intercept form, I will break down the process into several steps and show the students step-by-step how to come up with the graph. I will write a problem on the board and have the students do it at their seats, and then after a few minutes show them the correct way to do it. The students will then break off into pairs to try and complete graphs of their own. I will go around the class to see if anyone is having any problems. If I see that a good portion of the class is struggling with the same things then I will go to the board and try to give the students some further explanation on the subject. After the students finish their graphs they will come to the front of the class and present their graphs and explain it to the rest of the class. If time runs out, the first thing next day we will finish up the short presentations.