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## Lesson Plan

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This lesson provided by:
 Author: Jennifer Prince System: Huntsville City School: Huntsville City Board Of Education

General Lesson Information
 Lesson Plan ID: 7093 Title: Finding the Slope of a Line Overview/Annotation: This lesson will use a slide presentation to facilitate teaching students how to find the slope of a line when given the graph of the line or two points. Students will interact with the presentation in two ways: first, by taking notes and practicing examples, and second, by linking to a slope activity on the Internet. This lesson may be done in one ninety-minute block or broken up over two fifty-minute periods. This lesson would be incorporated in a unit on graphing linear equations.

Associated Standards and Objectives
Content Standard(s):
 MA2015 (8) 7. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8-EE5] Example: Compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. MA2015 (9-12) Algebra 30. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.* [F-IF6] MA2015 (9-12) Algebra 37. Distinguish between situations that can be modeled with linear functions and with exponential functions. [F-LE1] a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. [F-LE1a] b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. [F-LE1b] c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. [F-LE1c] MA2015 (9-12) Algebra 46. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [S-ID7]

Local/National Standards:

Primary Learning Objective(s):

Students will determine the slope of a line when given a graph of the line. Students will draw a line when given its slope and a point on the line. Students will compute the slope of a line when given two points on the line.

Students will define slope. Students will associate slope with the following terminology: rise over run, vertical change over horizontal change, tilt, and inclination.

Preparation Information
 Total Duration: 61 to 90 Minutes Materials and Resources: Copies of slope worksheet 1 and 2 (attached), graph paper, classroom set of white boards (optional) Technology Resources Needed: Computer with Internet access and presentation software, LCD projector or other computer projection device, SmartBoard (optional) Background/Preparation: The unit on graphing linear equations usually follows a unit that introduces linear equations. Students should be able to graph equations by finding points using tables. Teacher should practice with the presentation software before using and make sure the web link is still active.

Procedures/Activities:

 Attachments:**Some files will display in a new window. Others will prompt you to download. Finding the Slope of a Line.ppt Slope Worksheet 1.doc Slope Worksheet 2.doc

Assessment
 Assessment Strategies The two worksheets can be graded. An alternative would be to use the worksheets as practice only and give students a short quiz the day following the completion of the lesson.

 Acceleration: Intervention: Students who need extra assistance may complete a geoboard activity to help develop the concept of slope.
 Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems. Presentation of Material Environment Time Demands Materials Attention Using Groups and Peers Assisting the Reluctant Starter Dealing with Inappropriate Behavior Be sure to check the student's IEP for specific accommodations.