Name _Ismael Cerezo

Date November 1, 2011

Construct a lesson plan utilizing good pedagogical practices and incorporating technology as a tool for teaching and learning. Focus on a concept or skill in your content specialty area and support student activities with the use of hardware and/or software. *Note: Do not make the emphasis of the lesson a "how-to" with technology. An outline for your lesson plan is provided below: Standards: Include content area and ISTE NETS for Students standards. Understand the connections between proportional relationships, lines, and linear equations. 8.EE.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. 2. 8.EE.6. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
1.

Define, evaluate, and compare functions. 8.F.1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1 2. 8.F.2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. 3. 8.F.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. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
1.

Use functions to model relationships between quantities. 1. 8.F.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 I n terms of its graph or a table of values.

Standards for ISTE NETS: 1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Use models and simulations to explore complex systems and issues. Identify trends and forecast possibilities. 2. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Process data and report results. Throughout the lesson, the NCTM Standards for Teaching Mathematics will be paramount, i.e. The students will be engaging in worthwhile mathematical tasks both in class work and assigned work. All assigned work is relevant to the NYS standards and will involve realistic applications The teachers role in discourse will be positive, engaging, challenging, and inspiring. The students role in discourse will be encouraged, important, and mathematical and will fully satisfy the communication process strand. Multiple methods will be used for enhancing discourse including class work, technology and directed activities. The learning environment will constantly be one that will foster each students mathematical power. Students will be encouraged and assisted in active problem solving, making connections, and in understanding and creating representations while employing strong reasoning and proof skills. The teacher will engage in constant analysis of teaching and learning postlessons to ensure that all objectives are met. Strengths of the lesson will be identified as well as areas needing adjustment.

Lesson Objective(s): 1. The student will be able to write and graph linear equations in slope intercept form.

2. The student will be able to model real-world data with an equation in slope intercept form. Introduce the Learning Activity: Prior knowledge: The student should understand how to find the slope and the definition of slope. A. Bell Ringer: The teacher will ask a question, How are the functions y=x and y=x+4 related? How are their graphs different? After 2-3 minutes, discuss the class results. Tell the class to quickly graph the function using Geogebra. The teacher will create several linear expressions using the program Geogebra.

Then propose a question to the students such as whether the slope of the line is positive, negative, constant or undefined. The purpose of the opening activity is to introduce linear functions and their relationship with the slope of a line. B. The teacher will allow the students to play around with a program called Geogebra as a motivator. Geogebra can be accessed through the Internet as an applet, which allows the students to construct functions and create interactive expressions to play with. Provide Information: A. Slope-intercept Form: 1) After the bell ringer activity, the teacher will discuss how to write a formula for a linear equation, y mx b. The teacher will explain that the variable m is the slope of the function while b is the y-intercept. The teacher will discuss that the y-intercept is the point where the function crosses the y-axis. The teacher will discuss that the x and y variables are any coordinates on the line and by using the function; this will allow the student to plot the points on the graph.

2)

The teacher will put up a sample problem like Write the equation of a line whose given slope is 3 and whose y-intercept is -2 The teacher will allow the students a minute or two to figure out the equation. Then the teacher will solve the problem step by step: y mx b Slope-intercept form m3

b 2 y (3)x (2) y 3x 2

Substitute m=3 and b=-2

Afterwards, the teacher will put up another sample problem such as Write the equation of a line using the points (0,3) and (2, -1). The teacher will allow the students to attempt a go at the problem. Another 2-3 minutes and teacher will ask the students to help solve the problem. The teacher will allow for the students to direct where the problem is going. The teacher will try to guide the student in the right direction. y y 2 y1 Slope formula m x x 2 x1 1 3 4 2 Substitute coordinates 20 2 m 2 y mx b Slope Intercept formula (3) (2)(0) b *Substitute either point (0,3) or (2,3b 1). In order to find b, substitute x, y, y 2x 3 m.

The teacher will ask the students to take a look at Geogebra once again and plot the previous problem xy coordinates. Then the teacher will instruct the students to create a line between the points by pressing line through two points. On the left hand side, there will be the equation of the line. By right clicking on the equation, the student will be able to convert the equation into y=mx+b form.

Provide Practice: A. The teacher will hand out several handouts, one of which has a list of problems that the students can try using the Geogebra for. The problems on the worksheet are similar to the sample problems done previously. Some sample problems include: Write the equation of a line whose slope is 2 and y-intercept is -6.

Write the equation of a line whose slope is 3 and y-intercept is -5 Write the equation of a line using the points (0, -4) and (2, -1) Write the equation of a line using the points (2, 2) and (1,2)

By having every student work on the handout given, the student is given another opportunity to play with Geogebra. To ensure the students are on track, the teacher will walk around the classroom answering questions that student might have. The students, who excel at the objectives, will be given permission to help students who might be struggling. B. The teacher will give the students a chance to move different coordinate points around in Geogebra. The student will be able to see how moving one point can affect the expression. The teacher will explain that even though the equation might change, the equation still follows the y=mx+b format. The Teacher will have the students work on the handout given by recording their answers from plugging the points or function into equation. The worksheet will also contain several graphs of lines. To ensure that the student are on the right track, the student will be able to make sure that image from Geogebra matches with the one on the handout. There will also be word problems to give the students a reason why the topic of slopeintercept form is important. Students will be able to come up with their own real world word problem and present it to the class. Provide Knowledge of Results: A. The teacher might tell the student to check your work or good job depending on how the student is doing. If the student is doing an outstanding job, the teacher might say, Keep up the good work. The teacher might encourage the student by telling him or her to keep practicing. The teacher will occasionally ask the students Do you need me to repeat the process. B. If a student is struggling with the concept and does not get it, the teacher will follow along with what the student has written and attempt to correct the students mistakes so that it makes sense. If the student understands the material and it is apparent, the teacher will put a check mark at the top of the page. Review the Activity: A. The teacher will end the lesson by asking the class to write the equation of line 1 with a slope of . The teacher will discuss the difference between vertical and 2 horizontal lines and why vertical lines cannot be written in slope-intercept form.

The teacher will ask the students what part of the slope intercept form represents the rate of change. The slope intercept form is y mx b. The m is the slope and the b is the y- intercept. The slope-intercept form of a line can also be found by finding any two points on the line. Method of Assessment:

A. During the last 15 minutes of class, the teacher will ask some open-ended questions to the students such as Write an equation of a line with a slope of 3. The teacher will ask for several volunteers to present their answer. The teacher will ask the class whether the students presented have answered the question correctly. Evaluation The students will be given an evaluation sheet* at the last 10 minutes of the class with the following questions: 1. What did you like from this activity? 2. What did you find hard about this activity and this topic? 3. What would you change about this activity? This will be a qualitative assessment, which will be reviewed by the teacher after the class is done, in hopes to improve the lesson for the next class. Test The teacher will assess whether or not the students have understood the information by administering a test. Some sample problems on the test are: Graph 3x 4y 8 , what is the slope and y- intercept of the graph? Graph y 2, what is the slope and y- intercept of the graph? 3. Write the equation of a line whose slope is -4 and y-intercept is 3 4. What is the slope-intercept form of an equation for the line that passes through (0,1) and (2,13). Materials
1. 2.

1. 2. 3. 4.

White or chalkboard Geogebra Computers Handouts- problem worksheet, evaluation sheet, review sheet

Duration (Time) 20 minutes

Name: Using GeoGebra: Read the directions carefully

Date:

a) Write the equation of a line whose slope is 2 and y-intercept is -6

b) Write the equation of a line whose slope is 3 and y-intercept is -5

c) Write the equation of a line using the points (0, -4) and (2, -1)

d) Write the equation of a line using the points (2, 2) and (1,2)

e) Plug the function into Geogebra. Graph the equation a) y x

b) y 2x 2

c) y 3x 4

d) y 2x 1

e) y 2x

Evaluation Sheet:
1Source:http://www.kutasoftware.com/FreeWorksheets/Alg1Worksheets/Graphin

g%20Lines%20SI.pdf

1. What did you like from this activity?

2. What did you find hard about this activity and this topic?

3. What would you change about this activity?