Kylee Dewey

Audience Description: This lesson plan has been designed for 8th
grade math students. Before this lesson, they will have learned about
finding rate of change and slope in multiple ways. There are 20
students in the class. The students desks are arranged in 4 columns
and 5 rows.
Lesson Title: Linear Equations
Length of Lesson: 45 minutes (Starts at 8:10 and ends at 8:45)
Objectives:
Students will be able to identify linear equations.
(Blooms Taxonomy- understand)
Students will be able to write equations in slope-intercept form.
(Blooms Taxonomy- apply)
Student will be able to graph linear equations.
(Blooms Taxonomy- apply)
Standards:
Domain: Expressions and Equations 8.EE
Cluster: Understand the Connection between proportional
relationships, lines, and linear equations.
Standard: 5. Graph proportional relationships, interpreting the
unit rate as the slope of the graph
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.
Anticipatory Set (10 minutes): Students will use the white boards
to review skills they will need for the lesson ahead. I will read off
different expressions and have them solve the expressions given a
certain variable. Expressions that they will solve are: 6a + 3 for a = 2
(ANSWER: 15), for a = (ANSWER: 6).
-2x 5 for x = 3 (ANSWER: -11), for x = -2 (ANSWER: -1).
1/4x + 2 for x = 16 (ANSWER: 6)
Next, I will have them solve equations for y:
y 5 = 4x
ANSWER: y = 4x -5.
2y + 6 = -8x ANSWER: y = -4x + 3
I will be checking for understanding and making any clarifications
before moving on to the lesson activities.

Lesson Activities (30 mins):

(Activities #1-3: 10 mins)
1. Have students take out their notebooks and write down the key
terms they will need for this lesson. Define linear equation as an
equation whose graph is a line. Show examples of what a linear
equation looks like. Ex. y = 2x + 5 and y = -3x + 15. Show nonexamples of linear equations: y = x2 and y = x3 + x + 1. Ask the
students if they notice any differences between the examples
and the non-examples. They should notice that the linear
equations have an x to the 1st power. The non-examples have xs
to the second power or third power.
2. Define y-intercept as the y-coordinate of the point where a line
crosses the y-axis. If a line crosses the y-axis at (0, 5), the yintercept is 5. Draw a graph on the board showing the y-intercept
at (0, 5). Ask the students to find the slope of the line.
Remember that the letter m refers to the slope of a line. (They
will have learned about the slope of a line in the previous lesson.)
3. Linear equations are typically written in slope-intercept form. If
you know the slope of a line and its y-intercept, then you can
write the equation of the line. The slope-intercept form of a linear
equation is y = mx + b where m is the slope and b is the yintercept. In the linear equation y = 3x + 2, the slope is 3 and
the y-intercept is 2. Have the students show you their answers by
using their fingers.
(Activities #4-6 20 mins)
4. Have the students write an equation in slope-intercept form
given the slope and the y-intercept. If the slope is 3/2 and the yintercept is -3, write the equations. ANSWER y = 3/2x 3. The
slope is -4 and the y-intercept is 0, then the equation is y = -4x +
0 or y = -4x
5. We can also write an equation when given a graph. Step 1: Find
the slope of the line. (Theyll know how to do this from the day
before) Step 2: Find the y-intercept of the line. Substitute for m
and b.
6. Hand out graph paper to the students. Now we will practice
graphing a linear equation. There are three steps to graphing an
equation: Step 1, plot a point at the y-intercept. Step 2, use the
slope to plot a second point. Step 3, draw a line connecting the
two points. Show the students these steps with the equation y =
1/2x 2. Then have students practice graphing with the equation
y = 3x -1. Have the students check their graphs with their
neighbor. Did they have the same y-intercept? Did they have the
same slope?
7. If time remains, have the students continue working on different
ways to find equations and then graphing those equations.

Modifications: Some students may receive a guided notes outline to

fill out instead of writing their own notes. This outline will show
examples and also leave spaces for the students to fill in their own
examples.
Closure (5 mins): To close the lesson I will have the students do the
following exit slip. This will be turned in before the students get their
homework and leave for the day.
Exit Slip: Find the slope and y-intercept of the given equation then
graph the line.
y + 4 = 2/3x
Formative Assessment: I try to incorporate a lot of chances for
feedback throughout the lesson. Starting with the white boards, I will
examine the room to see if the students remember what they had
learned previously. I also ask the students to show me their answer by
using their fingers. This method also gives me immediate feedback and
I will be able to determine if I can go on with the lesson or explain the
concept again. Finally, the exit slip will assess whether the students
were able to complete the days objectives. I will be able to determine
if I need to revisit these ideas when we meet again.
Resources: white boards, dry erase markers, erasers, graph paper,
ruler/straight edge, exit slip handouts, guided notes for those who
need it.

Assessment items:
Match the equation to its graph.
a. y = x + 5
b. y = -5/2x + 5
c. y = -1/2x + 5

_____C_____
______A________

______B________

Write the equation of the line containing points (3,5) and (5,9) in slopeintercept form.
y = 2x - 1