Lesson: Slope-Intercept Form

Focus on Multiple Intelligences

I. Benchmark/Standard: HSF.IF.B.4, HSF.IF.B.6, HSF.IF.C.9
II. Behavioral Objective: Given a graph of a line, the learner will be able to write the
equation of the line in slope intercept form with 80% accuracy.
III. Anticipatory Set: The students will calculate the slope of two different lines. One that
contains the points (2,4) and (2,6) and one that contains the points (1,-5) and (6,-5).
They will determine which line is a vertical line and which line is a horizontal line.
IV. Objective/Purpose: Yesterday we explored equations in the form y = mx + b on
Desmos, but we didnt know anything about it before the activity started! The name for
this form is slope intercept form. Today we will break down the components of slope
intercept form and write the equation of a line in slope intercept form given its graph.
V. Input
A. Task Analysis
1. On the document camera, display Calculate the slope of two lines. One
that contains the points (2,4) and (2,6) and one that contains the points
(1,-5) and (6,-5). Determine which points are on a vertical line and which
are on a horizontal line.
2. Ask individual students to help solve the problem.
3. State the objective and purpose of the lesson.
4. Ask students what observations they made yesterday during the Desmos
Exploration activity.
5. Ask students what they think m and b represent.
6. Formally define m as the slope and b as the y-intercept.
7. Demonstrate how to find the slope and y-intercept of equations in slope
intercept form.
8. Demonstrate how to write an equation of a line in slope intercept form
given its slope and y-intercept.
9. Display similar problems on the board and ask students to solve them.
They should compare answers with students around them.
10. Ask students to share their answers.
11. Review calculating the slope of a line given its graph.
12. Demonstrate finding the y-intercept of a line given its graph. Explain that
the y-intercept is not a point, it is the y-value of the point at which the line
crosses the y-axis.
13. Display a graph of a line on the board and ask students to find the
equation of that line in standard form.
14. Students will then break into their choice of groups based on multiple
intelligences: verbal linguistic (word smart), logical mathematical (number
smart), visual/spatial (picture smart), body kinesthetic (body smart),
musical-rhythmic (music smart). They will be told that they can work
individually or with the group to create a way for the class to remember
the equation for slope-intercept form and what the coefficients of the
equation represent.
15. Students may choose any method to communicate their ideas that they
would like: make a song, graph, poem, chart, skit, picture, painting, etc.
The students have the remainder of class to work on their project and
they will present at the end of class. Each group will be expected to write
something on a poster related to their presentation (whether that be the
lyrics script, etc) to display around the room.
16. The teacher will walk around the classroom answering individual
questions and checking for understanding.
B. Thinking Levels
1. Knowledge: Students will know m represents slope and b represents the
y-intercept.
2. Comprehension: Students will understand how to write the equation of a
line in slope intercept form given its slope and y-intercept.
3. Synthesis: Students will produce the equation of a line in slope intercept
form given its graph.
C. Learning Styles
1. Auditory: Students hear the directions being given and the questions that
are being asked.
2. Visual: Students see the directions and problems displayed on the board
in front of the class.
3. Intrapersonal: Students work on the project alone if they choose.
4. Interpersonal: Students work with others through the project if they
choose.
5. Verbal linguistic, Logical mathematical, visual/spatial, body kinesthetic,
musical-rhythmic: students can chose the method in which they will
present the information. This allows students to effectively communicate
their ideas using their multiple intelligences.
D. Methods and Materials
1. Ways of presenting: lecture, demonstration (by teacher and students),
activity, student presentation
2. Materials needed: Paper, pen or pencil, document camera, textbook,
markers, poster paper, general art supplies
VI. Modeling
A. First step is to pick two points that we know the coordinates for.
B. Next, show students how we can calculate the slope using the graph and

C. Next, show students how we can find the y-intercept by looking at where the line
crosses the y-axis.
D. Next, clarify that the slope we found is m and the y-intercept is b.
E. Lastly, we can plug these values into y = mx + b to find our equation of the line
that is displayed in the graph.
F. Do multiple examples to increase understanding.
VII. Checking for Understanding
A. Ask students how they can calculate slope looking at a graph.
B. Ask students what a graph of a line with a positive slope looks like.
C. Ask students what a graph of a line with a negative slope looks like.
D. Ask students if the y-intercept is a point or a number.
E. Watch student presentations to ensure that they reflect student understanding
VIII. Guided Practice: As students explain how they found the equations for lines by looking
at the graph ask questions to clarify their thinking and address common misconceptions,
like not recognizing that our rise is negative if we move down on the graph.
IX. Independent Practice: Students will work on their own or in groups to present a way to
remember the equation for slope-intercept form.
X. Closure
A. Knowledge: What does m represent? What does b represent?
B. Comprehension: How do we find the slope of a line by looking at its graph? If the
graph is decreasing or going downhill is our slope negative or positive? If the
graph is increasing or going uphill is our slope negative or positive?
C. Assessment: The student presentations allow the teacher to assess student
understanding.