LESSON PLAN LEA AMBION

Algebra 1 Period 3, 4, 6 December 6, 2010

Agenda: LESSON TITLE: Unit 5, Slope-Intercept Form vs. Standard

Form
1. Warm-Up:
Standard form, x and GRADE LEVEL: Freshman/Sophomore High School
y intercepts and TEXTBOOK OR RESOURCE AND RELEVANT PAGES:
slope-intercept form Algebra I Carnegie Learning Student Text pgs. 195-258
2. Worksheet: Slope- OBJECTIVE: Given a real-world scenario, students will be able
intercept form vs. to represent the scenario mathematically using standard form or
standard form slope-intercept form and create a graph of the linear equation
3. Unfinished from the slope-intercept form or from solving the x and y
homework/retakes intercepts.
STANDARDS BEING ADDRESSED:
 A1.1 A Select and justify functions and equations to model and
solve problems.
 A1.1 B Solve problems that can be represented by linear
functions, equations, and inequalities.
 A1.2 B Recognize the multiple uses of variables, determine all
possible values of variables that satisfy prescribed conditions, and evaluate
algebraic expressions that involve variables.
 A1.3.A Determine whether a relationship is a function and
identify the domain, range, roots, and independent and dependent variables.
 A1.3.B Represent a function with a symbolic expression, as a
graph, in a table, and using words, and make connections among these
representations.
 A1.3.C Evaluate f ( x ) at a (i.e., f ( a ) ) and solve for x in the
equation f ( x ) = b .
 A1.4.B Write and graph an equation for a line given the slope and the y-intercept,
the slope and a point on the line, or two points on the line, and translate between
forms of linear equations.
 A1.4.C Identify and interpret the slope and intercepts of a linear function,
including equations for parallel and perpendicular lines.
 A1.6.D Find the equation of a linear function that best fits bivariate data that are
linearly related, interpret the slope and y-intercept of the line, and use the
equation to make predictions.
ASSESSMENT OF LEARNING: Students will be assessed individually during their
time to do homework in class.
MATERIALS: pencil, warm-up worksheet, Slope-Intercept form vs. Standard form
worksheet, retake quizzes, homework from the past 2 weeks.
LESSON PLAN LEA AMBION
Algebra 1 Period 3, 4, 6 December 6, 2010

EXPECTATIONS OF THE STUDENT:

Before class:
-Students will be able to
represent a scenario with a
linear equation in slope-
intercept form and in
standard form.
- Students are able to solve
for x and y intercepts.
During class: After class:
-Student will be able to -Complete assigned
make a distinction of which homework.
linear form to use to -review material covered
represent a real-world over unit.
scenario.

INSTRUCTION:
 (15 minutes) Warm up [worksheet]
 (15 minutes) Go over the first two problems of the Slope Intercept form vs.
Standard form [worksheet]
 (20 minutes) Students will work on the Slope intercept form vs. Standard form
worksheet.
o For those that finish early, have students work on incomplete homework
assignments or allow retakes for quizzes for those who want to.

REFLECTION:
I think that for those students who actually did the worksheet during class found it
advantageous because students are able to see the certain situations where one would
apply either the standard form or the slope intercept form. Although this class did not
have a lot of time with me directly in front of the class, I think it went generally well with
the students I have this year. I believe that the strategy of giving students more time to
work independently allows me to be able to assist students who may be struggling the
most and allow those students who grasp the concepts to move forward.
Also, the warm up of actually outlining the different mathematical computations
for standard and slope intercept form really helped in reminding students of what we have
covered and what exactly it is that I would like them to know. It was a good introduction
to the lesson for the day.