LESSON PLAN

6/20/07

Teacher:    Mr. Nastrom

Subject:    Algebra I

Period:        2nd

Approximate time:    50 minutes

Objectives:

The student will calculate the slope of a line from a graph. Algebra I - 2.e

The student will determine the slope of a line from two points on the line. Algebra I - 2.e

Materials:

Students have pencils, notebooks, and textbooks (Algebra I: Applications and Connections, Merrill, 1995)

Whiteboard, dry-erase marker, eraser

Instruction sheets (see below, under Procedures)

Schedule:

Warm-up (2-3 mins)

Set (2-3 mins)

Student Activity and Instruction (42-43 mins)

Closure (2-3 mins)

Warm-up:

On the board, draw an x-y axis and plot the points (0, 1), (1, 3), and (2, 5) and next to each point write the corresponding ordered pair.  Draw a line connecting the three points.  Next to the graph, write: ‘Describe in words how the information on the board can be used to help us find the slope of the line.’

Set:

Go through warm-up with students.  Remind them that slope can be found using two points on a line or by using the graph.  Begin by using the graph, doing ‘rise over run’ with (0, 1) and (1, 3).  Then erase the graph, leaving only the points (1, 3) and (2, 5).  Find the slope using the two points.

‘Today’s objectives are to find the slope of a line if given the graph of the line, or if given any two points on the line.’

Procedures:

Tell students to remove everything from their desks except paper and pencil, which should be placed on the left side of the desk.

Tell students that they are about to receive a worksheet, face down, on their desks, and they should not touch it until told to do so. 

Walk up and down aisles, placing a worksheet face down on the right side of each desk, meanwhile telling students that the worksheet contains all instructions they will need to complete the task, and that the final product will be collected for a grade.

Tell students to pick up the worksheet and begin reading.

On the board, under the teachers’ names, list ordered pairs:

Quadrant 1 - (5, 8), (2, 9), (8, 7), (3, 4)

Quadrant 2 - (6, -6), (1, -5), (4, -1), (7, -2)

Quadrant 3 - (-10, -3), (-4, -4), (-7, -3), (-5, -8)

Quadrant 4 - (-1, 5), (-8, 3), (-2, 8), (-6, 9)

Instruction Sheet

Do each of the steps exactly in order:

1. Read all instructions before starting to work problems 2-22.

2. Tear a clean sheet of paper out of your notebook or, if you have loose-leaf paper, take a clean sheet.

3. Pick up your pencil.

4. Write your name at the top right of your clean sheet of paper.

5. Draw a set of Cartesian coordinates (an x-y graph). 

6. Mark the negative integers along the x-axis from -1 to -10, beginning near the graph intersection and making the marks the same space apart.

7. Mark the positive integers along the x-axis from 1 to 10, beginning near the graph intersection and making the marks the same space apart.

8. Mark the negative integers along the y-axis from -1 to -10, beginning near the graph intersection and making the marks the same space apart.

9. Mark the positive integers along the y-axis from 1 to 10, beginning near the graph intersection and making the marks the same space apart.

10. Look at the left side of the board, under the teachers’ names.

11. Choose one ordered pair from each of the four quadrants.

12. Plot your four chosen ordered pairs onto the Cartesian coordinates you have drawn.

13. To the right of each point, write the ordered pair.

14. Draw a line from the point in the lower left section of the graph to the point in the upper left section of the graph.

15. Draw a line from the point in the lower left section of the graph to the point in the upper right section of the graph.

16. Draw a line from the point in the lower left section of the graph to the point in the lower right section of the graph.

17. Continue drawing lines connecting the points on your graph until each point is connected to every other point by exactly one line.

18. Pick one line on your graph.

19. Put a mark through the middle of the line you picked, so you can tell which line it was.

20. When you are finished with #19, place the paper with your graph face down on the right side of your desk. 

21. Set down your pencil on the left side of your desk. 

22. Raise your hand.

While students are working on the assigned problem, walk around the room to check progress.  As students begin finishing, pair finished students with students who have the most work left to do.

When all students are finished, collect papers with graphs.  Shuffle papers and pass out again to students, meanwhile telling them that the next step is to find the slope of the lines they drew.  Call a student to the board and ask him/her to draw a graph, then plot the ordered pair of the line with a mark through it. 

Now work with the student, with class assistance, to find the slope using:

(y2 - y1)/(x2 - x1)

counting on graph to determine ‘rise over run’

Continue until all students have been to the board.  If time still left have the students begin homework.

Closure:

Today we practiced graphing and finding the slope of a line using the graph and two points on the line.  The next lesson will also focus on graphing.

Assessment:

Informal: Teacher will evaluate student comprehension by observing while students complete independent exercise and having students work problems at the board.

Formal: Students will be assigned Merrill, p. 408 #24-34 even, as homework that will be graded and recorded.  Students will be formally assessed in the unit test on June 22, 2007.

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