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INSTRUCTIONAL OBJECTIVES
After having a class discussion on the parts of a linear functions slope-intercept form equation,
students will be able to correctly identify the different parts of linear equations with 80 percent
accuracy.
After modeling how to graph a linear equation using the slope-intercept form on the smart board,
students will be able to graph five linear equations with 80 percent accuracy.
Key Concepts: slope-intercept form, functions, linear functions, slope, y-intercept, graphing, and
equations
STANDARDS AND INDICATORS FROM NEW YORK STATE
COMMON CORE LEARNING STANDARDS
Mathematics, Science, and Technology Education Standard #3: Mathematics
Students will understand the concepts of and become proficient with the skills of mathematics;
communicate and reason mathematically; become problem solvers by using appropriate tools and
strategies; through the integrated study of number sense and operation, algebra, geometry,
measurement, and statistics and probability.
Indicator: This will be evident when students can use mathematic skills and problem solving skills
to solve and graph linear functions. This will be evident when students complete in class practice
problems and independent practice.
Common Core Standard Math Content 8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give
examples of functions that are not linear.
Indicator: This will be evident when students connect their previous knowledge of functions, and
specific functions characteristics, with the equation representation of a linear function (y = mx + b).
This will be evident when students can complete the do now and fill in their flip books.
MOTIVATION
I will show a YouTube video of a football interception in order to bring up the concept of
interceptions. I will then ask the students based on their previous mathematical knowledge and what
they know about football interceptions, what they think a linear functions intercept may be. Using
this question, guide the discussion toward the y-intercept of the slope intercept formula, acting as an
introductory motivation for the lesson.
MATERIALS
Internet
YouTube video
SMART Board
Practice worksheets
Paper flip books
Markers
Do now
Ticket out
Independent practice worksheets
STRATEGIES
Do Now
Modeling
Questioning: Divergent and Convergent
Wait Time
Scaffolding
Ticket Out
Direct Instruction
Graphic Organizer: Flip Book
Practice
Group Work
Note-taking
Discussion
Labeling
ADAPTATIONS
The student who has a learning disability in writing will be provided with a buddy note-taker.
DIFFERENTIATION OF INSTRUCTION
Students who learn best through note taking will have the opportunity to write notes on the
slope-intercept equation and the steps to graphing.
Students who learn best auditory, will have the opportunity to orally explain the steps to
converting to slope-intercept form during practice problems, or listen to their fellow
classmates explain the steps orally.
Students who learn best through visuals, will have the opportunity to view fellow classmates
write out steps to converting to slope-intercept form, and view modelling of how to graph
using slope-intercept form.
Students who have more of a musical intelligence, will have the opportunity to listen to a song
on how to convert to slope-intercept form and how to graph using slope-intercept form, if
needed.
Students will have the opportunity to work both independently and in groups.
DEVELOPMENTAL PROCEDURES
Time (in minutes)
1
2
3
4
Activity
Key Questions
Do Now: Students will
identify functions as
linear or nonlinear
based on previous
lesson.
What is the difference
between a linear
function and a
nonlinear function?
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Assessment
Motivation
Students are given the
slope-intercept
equation for a linear
function with the parts
labeled using the smart
board.
Flip Book: students
fill in flip books with
slope-intercept
equation and label its
parts.
Students are shown
equations of lines
which are not yet in
slope-intercept form.
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
ASSESSMENT
Students will be able to complete the do now and express answers if called on.
Students selected will be able to orally and physically explain example problems to the class
using the SMART board.
Students will complete practice problems with a partner and show me in order to check their
answers. If the problems are completed with a 90 percent accuracy, the student will be
considered to have reached mastery level. This will then supply me with an idea of what, if
anything, I must go over again during the next class depending on how well the students do.
Students will be further assessed on their comprehension of the lesson through their
independent practice. The ability to convert and identify the slope and y-intercept of the
equations and graph them properly in order to create a picture of a stained glass window, will
then further assess if the students grasped the entire lesson.
INDEPENDENT PRACTICE
Following the lesson on linear equations in slope-intercept form and how to graph them, students will
create their own stained glass window drawings by graphing several linear equations from the
worksheet provided. Students will bring their worksheets to the next class to be collected and hung
around the room.
FOLLOW-UP: ACADEMIC INTERVENTION AND ACADEMIC ENRICHMENT
Academic enrichment: For those students who have reached mastery level, they will research to
discover real life applications of linear functions.
Academic Intervention: For those students who have not reached mastery level and are struggling
to grasp the lesson, they will watch a short music video on YouTube on slope-intercept form in order
to reiterate the lesson and help to comprehend and remember the steps to converting to slopeintercept form and graphing using the slope-intercept form.
TEACHER REFERENCES
Greatest NFL Moments Part 1 - Tracy Porter's Interception. Retrieved From
https://www.youtube.com/watch?v=wTqXyxvTh0c
Graph Shop - Graphing Lines Thrift Shop Parody. Retrieved From https://www.youtube.com/watch?
v=TTYKcHJyLN4
Lynch, P. (2014). Learning Packet #1: Course Syllabus. Rockville Centre, NY: Molloy College
Productions Dept.
Lynch, P. (2014). The Process of Questioning. Rockville Centre, NY: Molloy College Productions
Dept.
Lynch, P. (2014). Learning Packet on Differentiation of Instruction. Rockville Centre, NY: Molloy
College Productions Dept.
Lynch, P. (2014). The Process of Questioning. Rockville Centre, NY: Molloy College Productions
Dept.
Lynch, P. (2015). Instructional Strategies. Rockville Centre, NY: Molloy College Productions
Dept.
Do Now
Directions: Identify whether each of the following functions are linear or nonlinear by circling the
correct answer.
2.
1.
Linear
Linear
OR
OR
Nonlinear
Nonlinear
3.
y=2 x
4.
2 x +3 y=9
Linear
Linear
OR
OR
Nonlinear
Nonlinear
Ticket Out
What did you have the most difficulty with during todays lesson?
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1.
y=2 x+3
2.
2
y= x1
3
3.
2+ y =3 x
4.
2 x + 4 y=4
1
y= x 17
6
2.
17+ y=13
4
x + y=12
7
4.
x+ y=13
2 y=6 x4
x+ 18+ 3 y=0
6.
2 x +3 y=9
y=Ox +16
Intervention Video: