3. Write the definition of the word slope below the word slope; a surface of which one
end or side is at a higher level than another; a rising or falling surface.
4. Write on the board Y=mx+b and note that m=slope and b=y-intercept.
5. Note that y-intercept is the point that raises the graph by the value of the y-intercept.
Example: Y=x+3, this means that the graph of y=x is moved up three units.
6. Note that m=slope and that is rise over run on the graph. Example: If the
equation is y=3x+1 that means that the m in this case is 3. 3/1=3 so the rise on
the graph is up 3 units then over to the right 1 unit.
7. With the general knowledge given from the past procedures, introduce the activity.
8. Students and their mentors go to a computer located in the Hicks Undergraduate
Library.
9. First the mentor logs onto a slope-graphing site, such as;
http://www.mathportal.org/calculators/analytic-geometry/graphing-linescalculator.php https://www.desmos.com/calculator and follow along the equations
given to the students in the worksheet to give them a visual as to what the graph
looks like acording to equation.
10. Note: Mentors should revert back to y=x before doing every equation to show the
change in slope from the basic line.
11. Each mentor should be told to be of most use, without actually doing the worksheet
for the students. Remind them that m=slope so in the equation y=mx+b the number
in place of m is the slope. Remind them that the number in place of b is y-intercept.
12. After the equation worksheet, the teacher teaches how to read a graph. By first
finding the slope in a graph. (by use of rise over run on the graph from one point on
a whole number unit and move up and over till you get to another integer.)
13. Then, teach y-intercept and how to read on the graph. The original y=x crosses the
y-axis at (0,0). By counting how many units it moves up or down, you can figure out
the y-intercept. (y-intercept = b)
14.
Alternative: Ask the students to try to get the graph into an equation after they find
m and y-intercept. The equation should look like: Y=mx+b.
15.
Each problem labeled 1-4 in the first worksheet is worth one point each. Every
problem 5 is worth 5 points due to the students doing it by themselves. (Must get this
problem right to achieve 5 points. They can retry the problem until they get it right.) The
challenge problem is worth 1 point alone. Maximum for first worksheet: 19
16.
The second worksheets first problem is worth 1 point. The last problem (the one
they work on by themselves) is worth five points. Maximum on second worksheet: 6.
Maximum overall: 25.
17.
The students are then given the option to spend their points
rewards:
Points
Prize
14
Deck of Cards
19
Headphones
24
25
Assessment
1. After going through the first four problems of each section on the slope
worksheet with their mentor, the students will answer the fifth problem
themselves. They should be able to find the slope and y-intercept of the
equation.
2. On the second problem on the second page of the worksheet, students should
be able to find the slope and y-intercept given the graph.
References and Reference Materials
1. Knezek, G., Christensen, R., Tyler-Wood, T., & Periathiruvadi, S. (2013). Impact
of
Environmental Power Monitoring Activities on Middle School Student
Perceptions of STEM. Science Education International, 24(1), 98-123.
This article discusses the importance of STEM education in middle at the
middle school level. Middle school students need to have a foundation
and a motivation for learning STEM before they reach higher levels. The
journal discussed using activities and projects. We used this by having the
mentors do a slope activity with the students on the computer.
2.
wer?sid=173da8e1-8252-499f-85ea3cd2543f46fe%40sessionmgr113&vid=18&hid=109
This article addresses different ways to teach STEM topics to millennial
students, students who have grown up connected 24-7 to technology.
The article provides ten different teaching strategies used by twenty first
century teachers to teach technologically advanced students. One of the
strategies discussed in the article is integrating technology into teaching,
we decided that each student mentor pair would go to the Hicks
Undergraduate Library and use an interactive slope calculator to have a
good visual of what different slopes actually look like.
Slope
2.
3.
4.
1. Y=x+1
m=
y-intercept=
Y=(1/2)x-3
m=
y-intercept=
Y=(-4)x+7
m=
y-intercept=
Y=(5/3)x-1
m=
y-intercept=
Y=(3/2)x+4
5.
m=
y-intercept=
points: 1
points: 1
points: 1
points: 1
points: 5
points: 1
points: 1
points: 1
points: 1
m=
y-intercept=
Y+3x=4
5.
m=
y-intercept=
points: 5
Challenge Problem!
2y+4=x
Hint: x = (1x/1)
points: 1