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 ninetyminute block or broken up over two fiftyminute periods. This lesson would be incorporated in a unit on graphing linear equations. 
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. [8EE5]  MA2015(912) 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.* [FIF6]  MA2015(912) Algebra  37. Distinguish between situations that can be modeled with linear functions and with exponential functions. [FLE1]  MA2015(912) Algebra  46. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [SID7] 

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. 
Additional Learning Objective(s): 
Students will define slope. Students will associate slope with the following terminology: rise over run, vertical change over horizontal change, tilt, and inclination. 
Approximate Duration of the Lesson: 
61 to 90 Minutes 
Materials and Equipment: 
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: 
1.)Prior to lesson, print the attachments included with the lesson or create your own worksheets. If you do not have a television or projector, you may copy the presentation as a handout or make overhead transparencies. Be sure to delete the answers to the inclass practice problems if used as a handout.
2.)Explain to students they will be taking notes and working example problems during the presentation. Distribute graph paper to facilitate student notes. During the presentation, the students will also have the opportunity to complete a slope activity on the Internet. At the appropriate times, students will receive two different worksheets to complete and turn in for a grade.
3.)Begin PowerPoint presentation or lecture defining what slope means in math. Do examples, assign inclass practice, and provide opportunities for student interaction and questions. Several inclass practice problems are included within the presentation. The second part of the lesson is to draw a line given a point and a slope. You can have students put their answers to the inclass practice on the board. If you have a classroom set of white boards, all students may complete the activity at their seats and show you their board for checking when finished. Stop and complete slope worksheet 1. Estimated completion time is 1520 minutes. Display "Work Time" slide while students complete the activity. Students will turn in completed worksheet. (If you are doing this lesson in two fiftyminute periods, this would be the end of the first day.)
4.)Explain to students how to find slope when given two points. If you are able to link to the web page on the PowerPoint slide, do the examples and inclass practice on that site. Allow students to come to the front to create the problems for the inclass examples. If you are not able to connect to the Internet, allow students to do inclass practice on the board or their personal white boards. Students can still pick the points for the inclass practice. When finished with guided practice, assign slope worksheet 2. If there is not enough time to complete the worksheet, assign it as homework and collect the next day. ( ExploreMath) The purpose of this website is to provide dynamic multimedia activities that allow teachers and students to interact together.
5.)Use the following link to summarize the lesson by reviewing the quiz as a class. ( Purple Math) This website provides a quiz on slope.
6.)Close the lesson by linking to the following website and letting students respond to quiz questions individually. This could also be used the day after the slope lesson as a class starter. ( Jeanette Volkmer's Slope Quiz) This website provides a quiz on slope.

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

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. 
Extension: 

Remediation: 
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
shortterm 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.

Variations Submitted by ALEX Users: 
