Bloomington Junior High School 7th Grade Honors Math April 7, 2014 Lesson 5: Graph a Line Using Intercepts

Students will know (concrete/discrete): Slope Y-intercept Slope-Intercept Form Lesson Instructional Objectives Students will understand (fluid/conceptual): How to graph a line using slope-intercept form. The meaning of Standard form notation and how to convert it to slope-intercept form. In y=mx+b that m is slope and b is the y-intercept To find x-intercept set y=0. To find y-intercept set x=0. Of knowing goals: Lesson Assessments Of understanding goals: Texts Peer worksheets/ Guided Practice/ Independent Practice Got it Activities Knowledge rating scale

Workbook, Peer Exercise, Smart board

Objectives: o Students will be able to write an equation in slope-intercept form and standard form. o Students will be able to identify and dissect parts of an equation to distinguish the slope, x-intercept, and y-intercept of an equation. o Students will be able to construct a graph of an equation using their knowledge of slope-intercept form, standard form, slope, x-intercept, and y-intercept.

NCTM Process Objectives: o Problem Solving: Students must apply and adapt a variety of appropriate strategies to solve problems using graphs of equations. They will need to know when to use which equation form for which will suit them in solving the problem. o Connections: Students must make connections between slope-intercept form and standard form in order to represent the equation as a graph according to the xintercept, y-intercept, and slope. They will connect this knowledge to real life examples. o Representation: Students will see and apply representations of equations through mathematical models such as graphs, tables, and equations to understand quantitative relationships. Common Core: o CCSS.MATH.CONTENT.7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. o CCSS.MATH.CONTENT.7.EE.B.4.A Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. o CCSS.MATH.CONTENT.8.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. o CCSS.MATH.CONTENT.8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Key Terms: o Slope: The ratio of the rise, vertical change, to the ratio of the run, horizontal change. o Y-intercept: The y-intercept of a line is the y-coordinate of the point where the graph crosses the y-axis. o X-intercept: The x-intercept of a line is the x-coordinate of the point where the graph crosses the x-axis. o Slope-Intercept Form: An equation written in the form y=mx+b where m is slope and b is the y-intercept o Standard Form: An equation written in the form Ax+By=C where A0 and A,B, and C are integers.

Opener:
Throughout the entire lesson, the material will be presented with the use of a smart board. (Checkpoint 1.1) Perform a Knowledge rating scale with the students. Define in your own words what slope, y-intercept, and slope-intercept form mean. Break down the word if needed for intercept. Talk in small table groups. [Provide 3 minutes for this task] (Checkpoint 2.1 & 3.1) Use mini white boards for student responses.

Phase 1: Activating and Connecting

Directed Reading Thinking Activity. Phase 2: Monitoring and Checking Have students scan the lesson and predict two things they think they will learn about intercepts. [Provide 2 minutes for this task]

1) Students are questioned about their responses. Slope is represented by the letter m and is the change in y values over the change in x values. A y-intercept occurs when x=0. This is the point in the graph that the line intersects the y-axis. Slope intercept form is y=mx+b where b is the y-intercept. 2) Individual students discuss their predictions with the whole class.

Activities:
Have students look at the real world example in their booklet. (Also up on the board) (Checkpoint 1.3)

Movies: Mrs. Hodges spent $80 on movie tickets and drinks for her son and his friends. The total cost of x movie tickets and y drinks is represented by the equation 8x+4y=80. Answer questions 1-3 Recall of needing to change this equation into slope-intercept form. Remember how to find the y-intercept and determine the meaning of a y-intercept. Have students read about x-intercepts. What does a linear equation mean to you? o A straight line formed between two points. *Would you be able to make a linear equation without using the x and y-intercepts as the points? Go through example 1 y=1.5x-9 [y-intercept= -9 x-intercept= 6 graph the line] New example: y=3x+12

Replicate Demo. GOT IT? Have students perform a & b in small groups. Graph the line created by this linear equation by finding both the x-intercept and y-intercept. What is another way you could have graphed this line? [Think about slope intercept form] (Checkpoint 2.2)

Phase 3: Consolidating and Reconnecting

Ask students directly what two methods can be used to graph a line. Using the x & y-intercepts OR looking at slope and y-intercept Standard Form Definition: An equation written in standard form looks like Ax+By=C for A0 and A,B and C are integers. (Checkpoint 2.3; understanding similar notations) o What are integers? Whole numbers that are positive or negative including 0. Yearbooks: Mauldin Middle School wants to make $4,740 from yearbooks. Print yearbooks, x, cost $60 and digital yearbooks, y, cost $15. This can be represented by the equation 60x+15y=4,740. Find x and y-intercepts. What must you do to find the x-intercept? [set y=0] What must you do to find the y-intercept? [set x=0] Graph the equation and describe what the x- and y-intercepts mean. Replicate Demo. GOT IT? Have students perform c in small groups. Graph the line created by this linear equation by finding both the x-intercept and y-intercept. (Checkpoint 3.3) What does the intercept values tell you about the equation? Be careful when describing the x intercept. [can you buy 1/3 of a sandwich?]

Phase 3: Consolidating and Reconnecting

Group Activity: Have students perform a partner activity in which student swap problems to check their work. Students are to work in pairs with someone next to them. Allow the students enough time to work through the set of 3 problems and then have them switch papers. They will check the work of their peers and rework a problem below their peers work if they see something that is amiss. (Checkpoint 7.3 & 8.3)

Closer:
Guided Practice: Have students work together at their tables to perform the 4 questions on the guided practice page. (Checkpoint 5.3; scaffolding knowledge and models) Reciprocal Teaching (Checkpoint 8.3) Students may perform reciprocal teaching among one another as they finish the problems. Here students Phase 2: will ask their peers questions, use prior knowledge, and monitor their personal understanding individually Monitoring and Checking as well as a group. Personal Reflection. RATE Yourself! After students have performed the guided practice in their groups, they should rate themselves according to how they feel about the material. (Checkpoint 6.4; monitoring capacity & 9.3) Go over the correct solutions by having students come up to the board. Does anyone have any questions?

Phase 4: Extending and Reflecting

o If extra time: Check Those Facts Have students brainstorm a list of real life examples that they could represent a linear equation so that they can apply their knowledge of x- and y-intercepts along with slope. (Checkpoint 7.2) For example sporting events and the number of tickets sold or fundraisers and the number of candles sold, etc. Have each group come up with one personal example that they can share with the class.

Phase 4: Extending and Reflecting

Homework:
Independent Practice: pg. 213 & 214 problems 1-9.

Assessment:
At the end of the class period I will collect the peer exercise. Students will have had the chance to work and check problems that their peer has completed. They explore how their peer got to answers and whether it is correct. Also as students will be working on the guided practice and other collaborative problems in their groups I will be walking around observing student responses to the questions.