Instructional Software

Lesson Idea Name: Positively a Negative Slope

Content Area: Mathematics
Grade Level(s): 6-7

Content Standard Addressed:

MGSE8.EE.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.

MGSE8.F.3 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. For example, the function A = s2 giving the area of a square as a function of its side length is
not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Technology Standard Addressed:

4. Critical thinking, problem solving, and decision making

Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions

Selected Technology Tool:

Ck12

URL(s) to support the lesson (if applicable):

https://www.ck12.org/algebra/Slope/lesson/Slope-BSC-ALG/

Type of Instructional Software:

Drill and Practice Tutorial Simulation Instructional Game e-books/e-references

Features of this software (check all that apply):

Assessment Monitoring/Reporting
Allows teacher to create customized lessons for students
Multi-user or collaborative functions with others in the class
Multi-user or collaborative with others outside the class
Accessible to students beyond the school day
Accessible via mobile devices
Multiple languages
Safety, security and/or privacy features
Summer 2017_SJB
 Instructional Software
Blooms Taxonomy Level(s):
Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation: After a brief discussion of basic slope concepts, the students will use the CK-12
website to choose a tutorial about slope. There will be another discussion about what they learned, and the
concept of rate of change. We will then break out into small groups to explore different examples and items
that have slope. The group will all chose an actual item that they will measure. They will come up with ideas
and approaches on how to go about the measurement process. Individually, they will all be tasked with
choosing something and measuring its slope. Their staircase at home, a driveway or a lawn are all good ideas.
We will discuss how errors affect measurements, and best practices in the measuring process. After the
research step, the students will bring their data back into the classroom and use a plotting tool to graph their
item. We will compare results and talk about its implications. We will discuss similar triangles, and move into
equations of line and eventually touch on curves, and how to measure the slope of a curve. The students will
reflect on what they have learned and turn in a 1 page essay about slope and its meanings, and implications.

This project should take 3 days. The students will turn in their essays for assessment. Feedback will be given
as a written attachment to their project.

Summer 2017_SJB