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Grimes
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Description
Lesson 1
9/14
Lesson Title
This is an 8th grade math class with 19 students. The class is 2nd period
and is a basic 8th grade math class, so students range in abilities. There is
one student that needs to constantly be reminded to do what the class is
doing. For the most part the class participates well and has few to no
behavioral issues. The desks are set up as singles facing the front of the
room.
Using Similar Triangles to Explain Slope
Length of Lesson
Objectives
SWBAT:
1. Define what slope is and that it is constant throughout a line.
(Understanding)
2. Draw a line based off of the equation y=mx+b (Applying)
3. Use algebra to solve for the variables in the equation y=mx+b
(Evaluating)
4. Given two points, find the slope (Evaluating)
5. Be able to use the skills they learned to finish the Mini Murder
Mystery Worksheet (Applying)
Standards
Anticipatory Set
Incorporation of
Other Subject Areas
Lesson Activities
(30 mins)
Display rise over run cartoon on board Ask students if they know what
this has to do with math?
-If they know then the correct response should have to do with slope or
graphing.
-If they dont know, then explain that by the end of this class this cartoon
will make sense to them because it has to do with todays topic
Geometry is incorporated when we use similar triangles to prove that the
slope of a line remains consistent.
1. Display on the board a grid in front of the class through a
projector.
2. Ask the students to take out a pencil and paper so that they can
take notes for todays class.
3. Draw a line going through the origin, that has a slope of 1
4. Ask the students, is this line very steep? (they should say no)
5. Ask the students what the word steep means to them.
- hopefully they say something about how quickly it goes up or
down, like a mountain
6. Say, Today we are going to learn how we can find out the
steepness of different lines on a graph.
7. Introduce the concept of slope, and explain that slope represents
Lauren Grimes
Lesson 1
9/14
Lauren Grimes
Lesson 1
9/14
the line in slope intercept form. I will walk around and formally
assess the students work.
Modifications
The students are working in partners so that the boy that does not
participate has someone to keep him accountable. Working with partners
is good for him.
Resources
2 Summative
Assessments
Claire says
Line 1 is steeper than line 3
Slope of line 3 is 0.5
(1,0) is on line 3
(2,3) is on line 1
Lucy says
The slope of line 4 is 1
The slope of line 2 is -1
The y intercept of Line 3 is 1
(4,3) would be on line 3
Duncan says
Lines 1 & 2 are perpendicular
The slope of line 4 is 3
(0, -1) is on line 1
Line 3 is steeper than line 4
Jack says
(2,5) is on line 4
The slope of line 3 is 2
Josh says
Slope of line 1 is 2
(-2,1) is on line 4
(0,-3) is on line 4
(-1,-4) is on lines 3 & 4
Ashley says
Line 4 would be parallel to y = x
(0.5,0) is on line 1
(4,-2) is on line 2
Slope of line 3 is 2