ALEX Lesson Plan

     

Investigating School Safety and Slope

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  This lesson provided by:  
Author:Elizabeth Thompson
System: Blount County
School: Blount County Board Of Education
The event this resource created for:GEMS
  General Lesson Information  
Lesson Plan ID: 23830

Title:

Investigating School Safety and Slope

Overview/Annotation:

Using a 'news report' approach, students investigate the slope of various stairways on the school campus and report on wheelchair accessibility and adherence to the Americans with Disabilities Act. (PowerPoint Included) An extension of this lesson includes the critique/design of existing/nonexistent ramps.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2015 (2016)
Grade: 9-12
Algebra I
46 ) Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [S-ID7]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.SP.HS.46- Given a graph that describes a set of linear data, identify the rate of change (slope) and constant term (y-intercept). (Use context of data—the total price of the stamps is calculated by increasing 50 cents for every stamp purchased or the cost if no stamps are purchased is $0.)


Mathematics
MA2015 (2016)
Grade: 9-12
Algebraic Connections
1 ) Create algebraic models for application-based problems by developing and solving equations and inequalities, including those involving direct, inverse, and joint variation. (Alabama)

Example: The amount of sales tax on a new car is directly proportional to the purchase price of the car. If the sales tax on a $20,500 car is $1,600, what is the purchase price of a new car that has a sales tax of $3,200'

                Answer: The purchase price of the new car is $41,000.

Mathematics
MA2015 (2016)
Grade: 9-12
Precalculus
17 ) 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]

Mathematics
MA2019 (2019)
Grade: 8
16. Construct a function to model a linear relationship between two variables.

a. Interpret the rate of change (slope) and initial value of the linear function from a description of a relationship or from two points in a table or graph.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Create the graphical representation of linear function, given a linear equation in slope-intercept form, using the initial value and rate of change.
  • give meaning rates of change and the initial values of linear functions in different contexts.
Teacher Vocabulary:
  • Function
  • Linear
  • Non-linear
  • Slope
  • y-intercept
Knowledge:
Students know:
  • that the rate of change of a function is the ratio of change in the output to the change in the input.
  • how to find the rate of change/slope as well as the initial value/y-intercept.
Skills:
Students are able to:
  • construct the graph of a linear function.
  • Identify the slope and y-intercept of functions in different contexts.
Understanding:
Students understand that:
  • terms such as slope and y-intercept describe a graphical representation of a linear function and correlate their meaning to the rate of change and initial value, where the input is 0.
  • Using the units from a context appropriately is needed to make their description of rate of change and initial value accurate.
Mathematics
MA2019 (2019)
Grade: 9-12
Algebra I with Probability
29. 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. Limit to linear, quadratic, exponential, and absolute value functions.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Given an interval on a graph or table, calculate the average rate of change within the interval.
  • Given a graph of contextual situation, estimate the rate of change between intervals that are appropriate for the summary of the context.
Teacher Vocabulary:
  • Average rate of change
  • Intervals
Knowledge:
Students know:
  • Techniques for graphing.
  • Techniques for finding a rate of change over an interval on a table or graph.
  • Techniques for estimating a rate of change over an interval on a graph.
Skills:
Students are able to:
  • Calculate rate of change over an interval in a table or graph.
  • Estimate a rate of change over an interval on a graph.
Understanding:
Students understand that:
  • The average provides information on the overall changes within an interval, not the details within the interval (an average of the endpoints of an interval does not tell you the significant features within the interval).

Alabama Alternate Achievement Standards
AAS Standard:
M.A.AAS.12.28 Given graphs that represent linear functions, identify key features (limit to y intercept, x-intercept, increasing, decreasing) and/or interpret different rates of change (e.g., Which is faster or slower?).


Local/National Standards:

NCTM: Number Operations Standards (9-12), compute Fluently and make reasonable estimates. NCTM: Algebra Standards (9-12), Represent and analyze mathematical situations and structures using algebraic symbols / Use mathematical models to represent and understand quantitative relationships . NCTM: Measurement Standards (9-12),Apply appropriate techniques, tools, and formulas to determine measurements. NCTM: Data Analysis (9-12), Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. NCTM: Problem Solving (9-12). NCTM: Communication (9-12). NCTM: COnnections (9-12).

Primary Learning Objective(s):

The student will demonstrate and explain their understanding of applied slope through a video demonstration.

Additional Learning Objective(s):

The student will critique and/or modify existing (or non-existing) ramps in the school to meet the Americans with Disabilities Act. (Extended Lesson)

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

PowerPoint* (included), Project Handout (included), Grade Rubric (included), Tape Measures (or Yardstick and String), Pencils, Paper, Additional Practice Problems, SEE TECHNOLOGY EQUIPMENT NEEDS

Technology Resources Needed:

Presentation Equipment for PowerPoint* *Computer *Projector Digital Video and/or Video Camera's** VCR and/or Playback equipment **Digital Camera can be substituted / Grade Rubric and Assignment should be altered accordingly (See Accomodation)

Background/Preparation:

Slope and Slope Formula Review Powerpoint (included) Print 'Notes Copy' of PowerPoint Copy Project Assignment and Rubric Americans with Disabilities Act (in Powerpoint)

  Procedures/Activities: 
1.)Review the Powerpoint prior to showing in class. Print a copy of the 'Notes Pages' to use during your discussion, it will provide answers to problems and warn you of 'fly-in' items.

2.)Have additional problems available for calculating slope when given 2 points. You will need these during the PowerPoint for additional practice and/or homework.

3.)Gather materials needed for the 'Reporting on Slope in our School' Assignment (see supply list).

4.)With students: discuss/reiterate the concept of slope and then present the PowerPoint on 'Slope in our Society'
(ADA Accessibility Guidelines for Buildings and Facilities (ADAAG))
The link to this website is also included in the PowerPoint. It is used on slide 8.

5.)Explain the assignment using the hand-out. Allow students time to investigate the Americans with Disabilities Act on the internet (or provide them the information needed).

6.)Discuss expected behavior around the school grounds and pass out required equipment.

7.)Walk with students and help them as they complete their assignment of 'Reporting on slope in our school'.

8.)Return to class and allow time for students to choose their best presentation.

9.)Assess students knowledge of slope as you watch each presentation. Grades can be given for accuracy on their worksheet and/or their professionalism in the presentation. See Rubric.

10.)If you finish early, students can view changes in the slope of a line using the Shodor.org applet. This is an EXCELLENT resource to introduce y=mx+b later in the semester.
(Slope Slider computer applet)
A computer applet (interactive program) that allows students to change the slope / y-intercept of a line and see the change.


Attachments:
**Some files will display in a new window. Others will prompt you to download.
  Assessment  

Assessment Strategies

Assessment occurs at the following times: -Ongoing during PowerPoint presentation -Additional Practice Problems -Project (grade rubric included)

Acceleration:

Students can modify (or design a ramp where one is nonexistent) to meet the code of the Americans with Disabilities Act.

Intervention:

Students in need of extra assistance may need review on the following: (a)order of operations (b)identifying points (x,y) on a coordinate plane (c)slope basics (included in PowerPoint)


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.