Algebra II Lesson Plan: Writing Equations of Lines

9th-10th Grade 25 students
1 IEP student 2 GSSP students Algebra II 50 minutes
Line or Curve of Best Fit Lesson #5: Writing Equations of Lines
Context
The students will continue with finding new ways to write equations for lines. The students need to be ready to use the slope-intercept form in this lesson as well.

Objectives
1. Classify parallel and perpendicular lines.
2. Write linear equations.

Connections
- MA-HS-3.3.1
Students will apply algebraic concepts and graphing in the coordinate plane to analyze and solve problems (e.g., finding the final coordinates for a specified polygon, midpoints, betweenness of points, parallel and perpendicular lines, the distance between two points, the slope of a segment).
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 Adaptations and/or Accommodations
1. Student-Activity Using strings the students will first see me model to them, both parallel lines and perpendicular lines(as they copy my demonstrations on the board at their seats). Then the students must use the strings to demonstrate to me that they know what parallel lines and perpendicular lines are. The students must write down all four slopes that they are showing with the strings. DOK II I will go by every students desk to check and see that everyone has come up with a correct solution.
2. Student-Activity For extra-credit on the up-coming test, the class will be split into two teams and they will compete over who can solve the most linear equations. DOK II I will try and use this as a teaching activity for the students by pointing out mistakes and why they missed certain questions. I will also keep in mind that some students are learning this at a different rate, so I will try and give the more gifted students challenging problems and some of the students who are still struggling, I will give them a little bit easier problems, but challenging for them nonetheless.

Procedures
I will start the class by asking the class what they can tell me about slope and slope-intercept form. I will ask random students how you convert standard equations into slope-intercept form. I will also ask them what each variable in the slope-intercept form of an equation represents and how would they go about finding the missing variables. Then, I will start the next section by talking about parallel and perpendicular lines. I will give the definition to the students on what makes two lines parallel or perpendicular to one another. I will explain to them why two lines with the same slope would be parallel to one another by using strings to model my explanation. I will do the same with perpendicular lines and I will give them values of the slopes of the strings to show them that the formula works because perpendicular lines are going in the opposite direction from one another and that their reciprocals produce graphs that will be crossing. The students will also do the string activity and come up with values for the slopes that will work out. Next, the class will split up into two groups and play the math game. Most of the equations will be of the same type as they did yesterday. I might throw in a couple of equations involving parallel and perpendicular lines for the students who might need a little bit more of a challenge then the rest of the class.