How Can Graphs Show Important Information For Solving Problems?

Daily Lesson Plan (Template)
Name: Melissa Tetreault Date: February

13, 2017
Subject: Math Topic: Using

Slopes and Intercepts
Grade: 8 (2nd, 3rd, 4th, and 6th Period) Length of Lesson: 45 minutes
Introduction (Essential Question):

How can graphs show important information for solving problems?
Standard: Functions
Cluster: Use functions to model relationships between quantities.
Objective:
M.8.14 Construct a function to model a linear relationship between two quantities.

Determine the rate of change and initial value of the function from a description of a
relationship or from two (x, y) values, including reading these from a table or from a graph.
Interpret the rate of change and initial value of a linear function in terms of the situation it
models, and in terms of its graph or a table of values.
Specific Objective: Students will use slopes and intercepts to graph linear equations. The
successful student will score an 80% or higher on written assessment as recorded in teacher
records.
Method(s): whole group discussion
Materials:
Folders
Notebooks
Boards, markers, erasers
1
Direct Instruction:
Warm up problem:
1. 2. 3. 4.
Students will complete their warm up problem upon entering the classroom. After the warm up is completed, it
will be reviewed as a whole class discussion.
To begin, students will get boards, markers, and erasers. Students will take out their notebooks and add to their
table of contents the title Using Slopes and Intercepts. The students will write in their notebooks the standard
form of a linear equation which is Ax + By = C. I will tell the students that this equation is helpful for finding
intercepts.
I will have the students write the following in their notebooks regarding intercepts:
x-intercept is the value of x when y is 0
y-intercept is the value of y when x is 0
The students will also write the slope-intercept form of an equation which is y = mx + b, where m is the slope
and b is the y-intercept.
I will use Example 1 on page 350 from the text as the example on the Elmo to demonstrate how to use the
standard form of a linear equation to find intercepts. As a second example, with student input, I will work
example 1 on page 351 of the text.
I will then show the students how to write equations in slope-intercept form by rearranging the given equation,
and then find the slope and y-intercept. I will use examples 2A, 2B, and 2C on page 351 to demonstrate.
Guided Practice:
Students will take out their boards, and as a whole group discussion we will work the problems listed on Lesson
8-3 Day One (attached).
Differentiation: 2nd period students will begin the lesson with an extended review of slope, due to many
students having difficulty with this skill last week. If time permits, all classes will play SWAT, since it was not
played on Friday, to practice finding the slope.
Independent Practice:
Students will complete an independent assignment during tomorrows class. I am splitting the lesson into two-
three days to give students more time to practice and ask questions. Those students who did not finish the
practice sheet from last week will complete it for homework to be collected tomorrow.
Lesson Closure:
The students will put all materials away. I will tell the students that tomorrow we have one more example to go
over, and I will review what we covered before they start their independent practice. I will ask the students to
2
indicate on their boards how comfortable they feel with the material so far. They will write green for good to
go, yellow for almost there, or red for stop because I am lost.
Assessment:
Formative: The students will be assessed through observations and responses during class.
Summative: The students will have a quiz on Friday. The successful student will score an 80% or higher on the
Lesson 1 and 2 assessment as recorded in teacher records.
Lesson Reflection:
What parts of this lesson worked? What didnt work? What classroom management problems occurred, if any?
What surprising/teachable moments happened, if any?
3

14, 2017
Subject: Math Topic: Using

Slopes and Intercepts

Standard: Functions
Objective:

Specific Objective: Students will use slopes and intercepts to graph linear equations. The
successful student will score an 80% or higher on written assessment as recorded in teacher
records.
Method(s): whole group discussion, small group work
Materials:
Folders
Notebooks
Boards, markers, erasers
Lesson 8-3 Practice sheet A and B, B and C
Direct Instruction:
Warm up problem:
4
1. 2.
Students will complete their warm up problem upon entering the classroom. After the warm up is completed, it
will be reviewed as a whole class discussion.
This is a shortened class period due to Valentines Day activities in the afternoon. I will conduct a brief review
of the skills from the previous lesson using the examples written on the attached page labeled 8-3 Day 2. I will
then demonstrate to the students how to write the equation of the line that passes through two points in slope-
intercept form using example 4 on page 352 and the additional example provided in the margin on this page.
Guided Practice:
On their boards, the students will write the equation of the line that passes through the pair of points in slope-
intercept form:
(-2, -7) (3, 8)

We will review the solution once the students have finished.
Differentiation: During the independent practice, the students will be grouped according to ability during 2nd
period, and the other classes will be in mixed ability groups.
Students will complete an independent assignment (Practice A/B) for a classwork grade. This will be done
during tomorrows class in the beginning of class. The students will work in groups and ask questions as
necessary.
Lesson Closure:
The students will put all materials away. The students will be given the Valentines Day Math activity and will
work on it until the end of class. They may work together.
Assessment:
Summative: The students will have a quiz on Friday. The successful student will score an 80% or higher on the
assessment as recorded in teacher records.
Lesson Reflection:
5

15, 2017
Subject: Math Topic: Graphing

Lines

Standard: Functions
Objective:

Specific Objective: Students will use slopes and intercepts to graph linear equations.
Students will find the equation of a line given one point and the slope. The successful
student will score an 80% or higher on written assessment as recorded in teacher records.
Materials:
Folders
Notebooks
8-3 Practice sheet
6
8-4 Practice sheet
Direct Instruction:
Warm up problem:
1. 2.
Students will complete the warm up upon entering the room. Once they have finished, we will discuss the
answers as a whole group.
To begin the lesson, I will review the 3 skills from 8-3 using the examples on the attached page labeled 8-3 Day
3. The students will then work in groups on the practice sheet for 8-3 for 15 minutes. What is not completed will
be done for homework.
I will then begin instruction on lesson 8-4. The students will write the heading Point-Slope Form in their
notebooks, followed by the following:
(X1, Y1) Y- Y1 = m(X-X1) when m is the slope
To demonstrate the skill, I will work Examples 1A and 1B on page 356 on the board. I will use the additional
examples 1A and 1B on page 357 for the students as well.
I will show the students how to write the point-slope form of the equation given the slope and one point using
examples 2A and 2B on page 357.
Guided Practice:
We will begin the 8-4 worksheet together as a whole group, with students working the problems first, and then
we will review them.
Differentiation: We will begin on side A for those students who are below level, which will also help those on
and above level because it is a new skill being taught and it is day 1 of the lesson. From there, the below level
students will be responsible for side A, while others will continue to side B.
Students will work in groups to complete practice B during the beginning of the class tomorrow. Whatever
portion of the sheet is not finished will be assigned for homework.
Lesson Closure:
The students will put all materials away.
Assessment:
Summative: The successful student will score an 80% or higher on written assessment (Friday) as recorded in
teacher records.
7
Lesson Reflection:
8

16, 2017

Lines

Standard: Functions
Objective:

Specific Objective: Students will use slopes and intercepts to graph linear equations.
Students will find the equation of a line given one point and the slope. The successful
student will score an 80% or higher on written assessment as recorded in teacher records.
Materials:
Practice Sheets for 8-4
Math stations
Direct Instruction:
Warm up problem:
1. 2. 3.
9
Students will complete the warm up problem upon entering the classroom. Once completed, it will be discussed
as a whole group discussion.
I will tell the students that there is one more part to this lesson. I will demonstrate how to write an equation in
point-slope form when given a slope and a point. I will use the examples listed on the sheet labeled Thursday.
Following the warm up, the students will complete the worksheet for 8-4 with a partner for the beginning of the
class. Once they are finished, they will work on the problems in the stations around the room with their partner.
Guided Practice:
I will assist students as needed on the worksheet for 8-4, and the math stations.
Differentiation: 2nd period will be split into their 3 groups. Ms. Stevenson may take her students to receive
added support for the math stations. The remaining students will work in pairs.
The students will complete lesson 8-4 and the math stations.
Lesson Closure:
The students will put all materials away and turn in their practice sheets. The students will complete an Exit Slip
after materials are put away (see attached). Tomorrow the students will finish the stations as part of a whole
group review (unless theres enough time for them to be completed independently), and the students will begin
the quiz for lessons 1 through 4 of the chapter.
Assessment:
Summative: The successful student will score an 80% or higher on written assessment (Friday) as recorded in
teacher records.
Lesson Reflection:
10

17, 2017

Lines

Standard: Expressions and Equations; Functions
Cluster: Understand the connections between proportional relationships, lines and linear
equations.
Use functions to model relationships between quantities.
Objective:
M.8.7: Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in different ways.
(e.g., Compare a distance-time graph to a distance-time equation to determine which of two
moving objects has greater speed.)
M.8.8: 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.
M.8.15: Describe qualitatively the functional relationship between two quantities by

analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear).
Sketch a graph that exhibits the qualitative features of a function that has been described
verbally.

11
Specific Objective: Students will identify and graph linear equations to model the
relationship between two quantities. Students will find the slope of a line and use slope to
understand and draw graphs. Students use slopes and intercepts to graph linear equations.
Students find the equation of a line given one point and the slope. The successful student
will score an 80% or higher on written assessment as recorded in teacher records.
Method(s): independent work
Materials:
Quiz
Direct Instruction:
Warm up problem:
None
If the students need to review, I will use the math stations as a review. Students will be instructed to take out a
pencil and get a calculator, and clear off their desks.
Guided Practice:
I will conduct a brief review of problems similar to what is on the quiz.
Differentiation: None
Students will take the quiz and submit it at the end of class. If the students are not finished, they will complete it
on Monday.
Lesson Closure:
The students will put all materials away and turn in their quiz at the end of the class. If time permits, we will
play a game.
Assessment:
Summative: The successful student will score an 80% or higher on written assessment as recorded in teacher
records.
Lesson Reflection:
12

How Can Graphs Show Important Information For Solving Problems?

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Daily Lesson Plan (Template)

Name: Melissa Tetreault Date: February

Subject: Math Topic: Using

Introduction (Essential Question):

Cluster: Use functions to model relationships between quantities.

M.8.14 Construct a function to model a linear relationship between two quantities.

Method(s): whole group discussion

Name: Melissa Tetreault Date: February

Subject: Math Topic: Using

Introduction (Essential Question):

Cluster: Use functions to model relationships between quantities.

M.8.14 Construct a function to model a linear relationship between two quantities.

Method(s): whole group discussion, small group work

(-2, -7) (3, 8)

Name: Melissa Tetreault Date: February

Subject: Math Topic: Graphing

Introduction (Essential Question):

Cluster: Use functions to model relationships between quantities.

M.8.14 Construct a function to model a linear relationship between two quantities.

Method(s): whole group discussion, small group work

(X1, Y1) Y- Y1 = m(X-X1) when m is the slope

Name: Melissa Tetreault Date: February

Subject: Math Topic: Graphing

Introduction (Essential Question):

Cluster: Use functions to model relationships between quantities.

M.8.14 Construct a function to model a linear relationship between two quantities.

Method(s): whole group discussion, small group work

Name: Melissa Tetreault Date: February

Subject: Math Topic: Graphing

Introduction (Essential Question):

Use functions to model relationships between quantities.

M.8.15: Describe qualitatively the functional relationship between two quantities by

M.8.14 Construct a function to model a linear relationship between two quantities.

Method(s): independent work

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