Digital Unit Plan Template

Unit Title: Climb to Success: Find the Slope of the Line Name: Tony Gonzalez

Content Area: Mathematics Grade Level: 11th

CA Content Standard(s)/Common Core Standard(s):

CCSS.Math.Content.HS-S-ID.7
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data

CCSS.ELA-Literacy.WHST.11-12.1c
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

ELD.11-12.1.C.11.A
Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual
evidence or background knowledge

Big Ideas/Unit Goals:

How can the slope be used to describe a line?

Unit Goals
• Students will learn how to calculate and draw the slope of a line from any given two points
• Students will be able to describe the steepness and direction of the line
• Students will determine if the slope is positive, negative, zero, or undefined
Unit Summary:

Math is all around us! So, it is important to relate mathematics to everyday life situations in order to change the negative
mindset that many students have about math. Many believe they are not good at math or don’t have the “genes” because
they do not see the relevance to the real world. Not only is finding the slope foundational to linear mathematics and calculus,
slope can be found all around us. In addition to using the slope of a line to help us determine the rate of change it can be
used in personal finances and determining your income vs expenditures from this year to last year. It is also applicable to
many types of occupations, such as, business managers, financial analysts, computer programing, scientific research,
engineering, architects, health care, etc. You will also encounter a slope when rock climbing, hang gliding, skiing, and
mountain biking because you need to take into account how steep it is going to be. Some other real life examples you might
come across are hills, rollercoasters, wheelchair ramps, lines drawn in art. It is important to demonstrate the connection
between math applications and real life situations. Yes, mathematics is truly everywhere. So, let’s find the slope and climb to
success!
Assessment Plan:
Entry-Level: Formative: Summative:

The purpose of the warm-up
activity is to activate prior
knowledge that will appear in the
body of the lesson. The
assessment will cover simplifying
fractions and plotting points on a x-
y coordinate plane. Based on how
the students do on the assessment,
the teacher will be able to
determine if additional time is
needed in order to review and
strengthen students’ prior
knowledge with regard to the body
of the lesson. The teacher can use
the rubric to determine if the
students are performing up to
expectations or are in need of
further help.
The informal assessment will be given as a class activity. This
assessment will be administered in class to be completed in
groups of three students each. The teacher will hand out a
paper to each group with three pairs of coordinates on them
along with a coordinate plane. Each group of students will find
the slope of the line between each pair of coordinates. In the
front of the classroom (either on a whiteboard or by using a
projector) will be a coordinate grid large enough for all
students to be able to view from their seats. The teacher will
then call on each group to send at least one representative to
the coordinate grid to mark each pair of points and draw the
respective line between them. The teacher will then ask each
student whether the slope of the line is positive, negative, zero
or undefined. During this time, the teacher will provide
guidance and feedback to each group as it conducts the
exercise. When the class/group exercise is complete, the
teacher will question the students on what they learned and
how it may apply to their everyday lives.
This will be a formal, summative
assessment, comprising of a quiz. The quiz
will be completed after the lesson. The
purpose of the assessment is to determine
if the students can calculate the slope and
evaluate whether it is positive, negative,
zero or undefined. After the lesson, the quiz
will be provided to the students. The quiz
will have six problems where the slope of
the line must be calculated and evaluated.
The student must also determine if the
line's slope is positive, negative, zero, or
undefined. Based on the results of the quiz,
the teacher will be able to determine if
additional time is required to be spent on
the topic. The teacher will be able to identify
any common errors.
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence (Assessments): Lesson Activities:

Students will learn how to
calculate and draw the slope
of a line from any given two
points
Students will be able to
describe the steepness and
direction of the line
Students will determine if the
slope is positive, negative,
zero, or undefined
The purpose of the warm-up activity is to
activate prior knowledge that will appear in the
body of the lesson. The assessment will cover
simplifying fractions and plotting points on a x -
y coordinate plane. Based on how the
students do on the assessment, the teacher
will be able to determine if additional time is
needed in order to review and strengthen
students’ prior knowledge with regard to the
body of the lesson. The teacher can use the
rubric to determine if the students are
performing up to expectations or are in need
of further help.
A worksheet will be provided to the students as they enter the
classroom. This can also be done online. It will have exercises
to be completed with a partner. As the students work with their
partner on the warm-up activity, the teacher will walk around the
classroom to observe their progress The teacher will go over the
warm-up activity in class and provide immediate feedback to
each pair of students. The teacher will then collect the worksheet
for assessment purposes.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities:

Students will learn how to
calculate and draw the slope
of a line from any given two
points
Students will be able to
describe the steepness and
direction of the line
Students will determine if the
slope is positive, negative,
zero, or undefined
The informal assessment will be given to each
student. This assessment will be administered by
assessing the webercise for completion and
accuracy. The teacher will hand out a paper to
each. Each students will follow the links provided and
complete the worksheet. In the front of the classroom
(either on a whiteboard or by using a projector) will be a
coordinate grid large enough for all students to be able to
view from their seats. The teacher will then call on
students to present their findings. The teacher will then
ask each student whether the slope of the line is positive,
negative, zero or undefined. During this time, the teacher
will provide guidance and feedback to the class as it
conducts the exercise. When the exercise is complete,
the teacher will question the students on what they
learned and how it may apply to their everyday lives.
The teacher will hand out a paper to each student along
with the links needed. Each student will complete the
worksheet based on the links provided. The teacher will
then call on students to present to the class their findings.
The teacher will then ask each student whether the slope
of the line is positive, negative, zero or undefined. During
this time, the teacher will provide guidance and feedback
to each group as it conducts the exercise. When the class
is complete, the teacher will question the students on
what they learned and how it may apply to their everyday
lives.
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:

Students will learn how to
calculate and draw the slope
of a line from any given two
points
Students will be able to
describe the steepness and
direction of the line
Students will determine if the
slope is positive, negative,
zero, or undefined
The informal assessment will be given as a class
activity. This assessment will be administered in class to
be completed in groups of three students each. The
teacher will hand out a paper to each group with three
pairs of coordinates on them along with a coordinate
plane. Each group of students will find the slope of the
line between each pair of coordinates. In the front of the
classroom (either on a whiteboard or by using a
projector) will be a coordinate grid large enough for all
students to be able to view from their seats. The teacher
will then call on each group to send at least one
representative to the coordinate grid to mark each pair of
points and draw the respective line between them. The
teacher will then ask each student whether the slope of
the line is positive, negative, zero or undefined. During
this time, the teacher will provide guidance and feedback
to each group as it conducts the exercise. When the
class/group exercise is complete, the teacher will
question the students on what they learned and how it
may apply to their everyday lives.
This can be done online or printed out or using Excel.
The teacher will hand out a paper to each group with
three pairs of coordinates on them along with a coordinate
plane. Each group of students will find the slope of the
line between each pair of coordinates. In the front of the
classroom (either on a whiteboard or by using a projector)
will be a coordinate grid large enough for all students to
be able to view from their seats. The teacher will then call
on each group to send at least one representative to the
coordinate grid to mark each pair of points and draw the
respective line between them. The teacher will then ask
each student whether the slope of the line is positive,
negative, zero or undefined. During this time, the teacher
will provide guidance and feedback to each group as it
conducts the exercise. When the class/group exercise is
complete, the teacher will question the students on what
they learned and how it may apply to their everyday lives.

Unit Resources:

Introduction Slope: https://youtu.be/MeU-KzdCBps

Slope Intro: https://youtu.be/zihsQC0IUd8

Understanding Slope: https://youtu.be/ADLoWIxKsyQ

Real Life Applications Slope: https://youtu.be/jEozMrcj7lg

Slope: http://www.webmath.com/equline1.html

Desmo graphing slope: https://www.desmos.com/calculator/1twodqyhia

Slope Game: https://www.crctlessons.com/slope-game.html

Useful Websites:

Cool Math: http://www.coolmath.com/algebra/08-lines/06-finding-slope-line-given-two-points-01

Slope Tutoring: https://www.varsitytutors.com/hotmath/hotmath_help/topics/slope

Slope Calculator: https://www.calculator.net/slope-calculator.html

Live Binder: https://www.livebinders.com/play/play/2426448?tabid=03e154e3-2e20-bfce-2d0a-a96473d86aaf

Google Classroom: https://www.livebinders.com/play/play/2426448?tabid=03e154e3-2e20-bfce-2d0a-a96473d86aaf