Slope-Intercept, Point-Slope, and Standard Form

Submitted Lesson Plan should include the following:

Names of UALRTeach Students: Becca Breeding
Name of Mentor Teacher: Christopher Shook

School: Maumelle High School

Teaching Date: October 19-21 Time: 9:55-10:45

Source of the Lesson: (Name of kit, title/page number of activity, website,etc.)
Pearson Algebra 1 Pgs. 307-325, Teachers Pay Teachers
State Standards Addressed: F.BF.3, F.IF.7.a, F.LE.2, A.CED.2
Specific Objectives: The Students will be able to: accurately differentiate between slopeintercept form, point-slope form, and standard form using materials given.
Materials List: Colored paper, markers, glue, scissors, stapler and staples, worksheets for
definitions, worksheets for foldable
Safety Considerations: Only use scissors for cutting the paper.

Lesson Plan

Engagement

Time: 5 minutes

Exploration

What I Will Do

What Student Will

Do

Questions To Ask

Review the rules of

slope. Discuss the
rise over run rules
and positive vs.
negative slope with
an activity.

Review the rules of

slope and identify
positive and
negative slopes
with an activity.

Why is this a
negative slope?
positive slope?

Transition: Now we
are going to use
these rules to
graph the given
equations.

Students will use

the calculator to
explore y-intercept
and slope.
Students will graph
the equations on

The review is to
see where the
students are in the
sequence of
learning.

Where does the

graph cross the yaxis?
How does the look
of the graph

Time: 15 minutes

Explanation

Time: 10 minutes

Guide students
through the
calculator activity
on page 307.

the graph and

choose the graph
with the steepest
slope. Students
will match the
graph with the
pictures.

change when you

change the m
and the b of
y=mx+b?

Transition: What
did all the graphs
have in common?
What did the b
represent in the
graphs?

Students will write

definition, characte
ristic, example,
and non-example
of linear equations
and y-intercept.

Draw an example
and a non-example
of a linear equation
and a y-intercept?
Why is this not an
example of a yintercept?

Choose various
colors for flip-book
foldable. Follow
the teachers
directions when
making the
foldables.

Compare/Contrast
the different forms
of writing linear
equations.

Give definitions for

linear equations
and for y-intercept.
Tell students to
write definition,
characteristics,
example, and nonexample of both
terms. (Frayer
model definition)

Elaboration

Time: 60 minutes
(over the 3 days)

Guide the students

through making 3
separate flip-book
foldables for each
different form of
writing a linear
equation.
Explain the

different forms of
writing linear
equations.
Slope intercept
form (5 tabs):
y=mx+b
tabs with given
slope and yintercept, given
two points, given
slope and a point,
given a graph,
graphing the
equation given this
form

Make three
foldables for each
form of writing an
equation. Taking
notes on foldable.
Follow along with
teacher as we
discuss the
different forms of
writing an
equation.

Point-Slope Form (4
tabs):
y-y1=m(x-x1)
tabs with given
point and slope,
given two points,
given a table,
graphing the
equation given this
form
Standard Form (3
tabs):
Ax+By=C
tabs with x- and yintercepts and
graphing using xand y- intercepts,
horizontal/vertical
lines, given yintercept form

Evaluation

Give students a
quiz to check for
understanding.

Students will take

the quiz given by
the teacher.

Time: 10 minutes

Give them a graph

of a line and ask
them to write the
equation in pointslope form and in
y-intercept form.
Give them an
equation in
standard form and
ask them to graph
the line by finding
the x- and yintercepts.