Algebra II Lesson Plan: The Slopes of Lines

9th-10th Grade
25 students 1 IEP student 2 GSSP students
Algebra I Slope 55 minutes (2 class periods)
Line or Curve of Best Fit Lesson #3: Slopes of lines
Context
Slope is very important concept to understand and learn how to calculate when leading up to finding lines or curves of best fit. Students must understand the slope concept to later on be able to understand how to find the best-fitting lines of a graph. Students must understand ordered pairs and what number represents the x-coordinate and what number represents the y-coordinate.

Objectives
Students should be able to calculate the slope of a line and interpret that slope.
Students should be able to find the slope and interpret what that slope of a graph means in real-life applications.

Connections
MA-HS-5.1.3
Students will demonstrate how equations and graphs are models of the relationship between two real-world quantities (e.g., the relationship between degrees Celsius and degrees Fahrenheit).
MA-HS-5.1.5 Students will: Determine the slope and intercepts of a linear function.

Assessment Plan
Objective Number Type of Assessment Description of Assessment Depth of Knowledge Level Adaptations and/or Accommodations
1. Bookwork/Quiz Their will be a book assignment with problems such as: Matching an equation w/ its graph, finding the slope and y-intercept of a graph, and graphing several different equations. Also, the students will have a short 10 minute quiz of the same format at the end of the week. DOK II
2. Group Project The students using tape measures or rulers will complete a real-world application problem from the book involving building a wheelchair ramp for one of the school's hallways( #54 in book). The students will go out into the hallway or outside the building and in groups of about 4 each(teacher-assigned groups) will construct the dimensions of this wheelchair ramp using their tape measure or rulers and a pencil to mark off the edges. Each group will be given a slightly different version of the problem from the book (just different dimensions). Each student in the group must contribute to solving question of the project involved. There are four parts to the question so each student must assist in answering the question. After the project is complete, I will ask questions to each individual of the group to make sure he/she comprehends the subject material. At the end, the students must submit a graph of their ramp (with points clearly readable and organized), the answers to all four parts of the question and a write-up of what every group member contributed to the project. DOK IV I will pay special attention to the IEP student to make sure he is not being ignored in his group and making sure he gets a chance to participate in the measuring and solving a part of the problem.

Resources, Media, Technology
6 Tape measures and/or 25 Rulers
Worksheet (attached)

Procedures
I will start the class by defining slope and writing the formula on the board. I will explain to the class that slope is just a relationship between the input values and the output values. I will then give some easy-to-understand examples of how slope is understood and used (ex: the temperature rising and falling as the day goes along). I will explain to them to find the slope of a line between two points is just basically finding the difference between the two points. In the case of slope you have to make sure you find the difference between both the x- and the y- coordinates. I will tell them about the "rise over run" strategy of calculating slope to help them memorize the formula. Then I will do several examples on the board with the class leading me through a couple of them. I will also define and graph the basic types of slopes they will encounter(positive, negative, zero and undefined slope) Then the students will work on the worksheet for the rest of the class. I will make sure that I am very helpful to the students by looking out for confused looks or blank stares in the class. Any student that needs help, I will give them individual attention and help guide them through the problem. The students will do the rest of the worksheet as a homework assignment. At the end of class, I will tell the students about the group project that they will start tomorrow so that they make sure and understand the concept of slope and how to both find and interpret it. The next day I will answer any quick questions the students might have on slope and then we will quickly form our groups, gather materials and get started on the project. I will be keeping a close watch on all the groups (should be about 6) to make sure that everyone seems involved. If it seems there are students not very involved, I will go over to that group and ask the uninvolved student a question about what should be done next and have them lead the group for a minute in trying to decide what measurements need to be taken next. The class will have the whole class, if needed, to work on their projects. The next day, the class will take the quiz and then will spend the rest of the class finishing up their projects (if needed) and explaining them to the rest of the class.