Mr.

Merse

Learning Experience Plan Subject: Mathematics Unit: Functions and Graphing Topic: Introduction Graphing Linear Functions Literacy Standards: Presentation of Knowledge and Ideas 1. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Production and Distribution of Writing 1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Content Standards: Mathematics Standards for Functions 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. 2. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. 3. Interpret the slope and the intercept of a linear model in context of the data. Learning Experience Outcomes Learning Experience Assessments Students will: Identity and Determine the slope Complete the Find the Slope and Y-intercept and intercepts oh a fuction. for Each Equatuon worksheet Interpret how a graph will look Be able to explain (in pictures, through based on its linear function, y = speaking, or through writing) How the drawing mx + b. of the graph for each problem can be thought of as a different version of the activity performed at the gym.
Curriculum Integration

Grade level: 8 Day/Periods: 1 Period

This lesson is an introduction to graphing linear equations and learning about the slope and intercepts of a graph. This lesson will also serve to introduce students with the idea that graphs can consist of multiple input and output values that make a function hold true. This lesson will also allow students to visualize how graphs work in real life through physical activity.

Mr.Merse Approaching- Students who are approaching the on level aspect of mathematics will only have to answer the questions with nonfraction slope (2,4,5,9). They will also need to draw and explain the graphs and how it related to the previous exercise in the gym for each question they perform. On-Level- On Level students will need to complete any seven of the 10 questions they so choose to complete. On-level students will also be required to draw and explain all graphs and how it related to the previous exercise in the gym Above Students- Students who are performing above the rest of the class will be expected to finish the entire worksheet, as well as draw the necessary graphs for each problem. Above-level students may also help the approaching students on any problems that they need help with while the students are allowed to work independently after the exercise in the gym.

Materials/Resources

Procedures/Strategies

Sponge Activity (3-4 minutes) (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) DO NOW (on blackboard): Prep the students to move into the gym/auditorium (if they are available), if not, ask the students to move their desks into a large circle so that the middle of the classroom can be used for a kinesthetic activity.

Anticipatory Set (1-2 minutes) (focus question/s that will be used to get students thinking about the days lesson) QUESTION: Ask students if there is any way to relate two ordered pairs using the xy coordinate system. Is there any way to represent the ways of connecting ordered pairs?

Activating Prior Knowledge (4-5 minutes) (what information will be shared with/among students to connect to prior knowledge/experience) Introduce students to the real life XY-Plane (In gym/auditorium/classroom, will be created using jump ropes as the axes along with traffic cones to represent each value on the axes, or simply created out of tape on the classroom floor). Break students up into groups of 4/5. Assign them each a random ordered pair for them to become. Have them quickly discuss their ordered pairs in their groups, and see if they know which quadrant they are in, as well as how close they are to each other.

Direct Instruction (15-20 minutes) (input, modeling, check for

Mr.Merse

understanding) After all students have their groups and ordered pairs, create an example using yourself as the origin. Have one student be the example with you. Tell them to you to their ordered pair and create a straight line using the tape measure/yard stick. Then put that on the floor so all the students can see the entire length of the line produced. With the example on the floor, teach the students the ideas of the yintercept (Where the line crosses the Y axis, in this example, it will always be 0, as well as slope (rise over run, the amount of units moved up from the two points divided by the units moved over). Tell them lines can be expressed as y = mx + b (which will be explained in more detail next class). Now, after showing the students what they need to do, allow each group to go up one at a time and create lines using their ordered pairs. While other students are waiting I will ask them for the y-intercept and slope while the group working actively tries to figure it out for themselves. Students are expected to take note of their groups ordered pairs as well as the different line combinations possible. All groups will get a chance to use the real life XY-plane, and given about five minutes each to figure out their lines. While other groups are finished they are allowed to work together to figure out the exact equations for the lines created by their ordered pairs. Return to the classroom (if necessary) and take two or three equations from the students. Draw what their equations they found out on an XY-Plane. Ask the students if that is similar to what they found out in the active activity? If not, ask them to draw it and talk about the differences.

Slope and YIntercept worksheet Yard stick/Tape Measure Jump Ropes Traffic cones Multicolored tape

Guided Practice (10 minutes) (how students will demonstrate their grasp of new learning) Activity: The students will work on the Slope and Y-Intercept worksheet, with the differentiated goals. Students will be expected to draw the graphs for each problem they complete, as well as explain how it related to the activity before. (Was the equation the same as one you saw a group have? Did the line look very similar to what you saw? Was it a very steep slope like an equation you found out but a different Y-intercept?)

Mr.Merse

Closure (4-5 minutes) (action/statement by teacher designed to bring lesson presentation to an appropriate close) To wrap up, remind students about the activity and how slope and the y-intercept can be calculated. Give one final example of how the activity can be used to remember the two calculations (the higher up on the plane you go without moving to the right, the higher the slope, wherever your tape measure crossed the y-axis was the y-intercept). Independent Practice (what students will do to reinforce learning of the lesson) HOMEWORK: Finish any remaining problems of the worksheet and be ready to hand in the work tomorrow.

*Every time I tried to attach the worksheet and solutions word would crash, so I can only leave the URL here: http://www.mathaids.com/cgi/pdf_viewer_12.cgi?script_name=algebra1_func_slope_lines.pl&i_type=0&s_type=0&langu age=0&memo=&answer=1&x=106&y=48