Student: Brianna Tortorelli

Course: EDU 510

Grade: 8
Topic: Slope-Intercept Form

Professor: Dr. Lynch

Date: 3/1/15
Content Areas: Mathematics

INSTRUCTIONAL OBJECTIVES
After having a class discussion on the parts of a linear functions slope-intercept form equation,
students will be able to correctly identify the different parts of linear equations with 80 percent
accuracy.
After modeling how to graph a linear equation using the slope-intercept form on the smart board,
students will be able to graph five linear equations with 80 percent accuracy.
Key Concepts: slope-intercept form, functions, linear functions, slope, y-intercept, graphing, and
equations
STANDARDS AND INDICATORS FROM NEW YORK STATE
COMMON CORE LEARNING STANDARDS
Mathematics, Science, and Technology Education Standard #3: Mathematics
Students will understand the concepts of and become proficient with the skills of mathematics;
communicate and reason mathematically; become problem solvers by using appropriate tools and
strategies; through the integrated study of number sense and operation, algebra, geometry,
measurement, and statistics and probability.
Indicator: This will be evident when students can use mathematic skills and problem solving skills
to solve and graph linear functions. This will be evident when students complete in class practice
problems and independent practice.
Common Core Standard Math Content 8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give
examples of functions that are not linear.
Indicator: This will be evident when students connect their previous knowledge of functions, and
specific functions characteristics, with the equation representation of a linear function (y = mx + b).
This will be evident when students can complete the do now and fill in their flip books.
MOTIVATION
I will show a YouTube video of a football interception in order to bring up the concept of
interceptions. I will then ask the students based on their previous mathematical knowledge and what
they know about football interceptions, what they think a linear functions intercept may be. Using
this question, guide the discussion toward the y-intercept of the slope intercept formula, acting as an
introductory motivation for the lesson.

MATERIALS
Internet
YouTube video
SMART Board
Practice worksheets
Paper flip books
Markers
Do now
Ticket out
Independent practice worksheets
STRATEGIES
Do Now
Modeling
Questioning: Divergent and Convergent
Wait Time
Scaffolding
Ticket Out
Direct Instruction
Graphic Organizer: Flip Book
Practice
Group Work
Note-taking
Discussion
Labeling
ADAPTATIONS
The student who has a learning disability in writing will be provided with a buddy note-taker.
DIFFERENTIATION OF INSTRUCTION

Students who learn best through note taking will have the opportunity to write notes on the
slope-intercept equation and the steps to graphing.

Students who learn best auditory, will have the opportunity to orally explain the steps to
converting to slope-intercept form during practice problems, or listen to their fellow
classmates explain the steps orally.

Students who learn best through visuals, will have the opportunity to view fellow classmates
write out steps to converting to slope-intercept form, and view modelling of how to graph
using slope-intercept form.

Students who have more of a musical intelligence, will have the opportunity to listen to a song
on how to convert to slope-intercept form and how to graph using slope-intercept form, if
needed.

Students will have the opportunity to work both independently and in groups.

DEVELOPMENTAL PROCEDURES
Time (in minutes)
1
2
3
4

Activity
Key Questions
Do Now: Students will
identify functions as
linear or nonlinear
based on previous
lesson.
What is the difference
between a linear
function and a
nonlinear function?

5
6
7
8
9
10
11
12
13
14
15
16
17
18
19

Assessment

Random students will

be selected to share
their do now answers.

Motivation
Students are given the
slope-intercept
equation for a linear
function with the parts
labeled using the smart
board.
Flip Book: students
fill in flip books with
slope-intercept
equation and label its
parts.
Students are shown
equations of lines
which are not yet in
slope-intercept form.

What does the slope of

a line tell us?
What does the yintercept of a line tell
us?
How can you use this
as a tool to help you
remember the slopeintercept form?
What is the goal of
converting this
equation?
How do you think you
can change this
equation so that it is in
slope-intercept form?

Students can give their

opinion to the
question.
Students can suggest a
way they think the
equation can be
converted.

20
21

Model how to change

an equation to slopeintercept form.
As a class, using the
smart board, students
convert to slopeintercept form, if
needed, and identify
the slope and yintercept of example
equations.
Model to students how
to graph an equation
using the y-intercept
and rise over run
method for slope.

22
23
24
25
26
27
28
29
30
31
32

33
34
35
36
37
38
39
40

Students will come up

to the smart board and
will verbally and
physically convert and
label the parts of the
example equations.
Why do you think we
should use the slopeintercept method of
graphing, when
possible, rather than
finding specific points
of a line by plugging
in (t-chart method)?

Students work in pairs

and complete practice
problems graphing
linear equations.

Ticket Out: Students

write down their
answer to the question
before leaving class.

Students can volunteer

to answer the question.

Students will come up

to me when they
complete the problems
to have their answers
checked, and receive a
key with step by step
answers.
What did you have the
most difficulty with
during todays lesson?

ASSESSMENT

Students will be able to complete the do now and express answers if called on.
Students selected will be able to orally and physically explain example problems to the class
using the SMART board.
Students will complete practice problems with a partner and show me in order to check their
answers. If the problems are completed with a 90 percent accuracy, the student will be
considered to have reached mastery level. This will then supply me with an idea of what, if
anything, I must go over again during the next class depending on how well the students do.
Students will be further assessed on their comprehension of the lesson through their
independent practice. The ability to convert and identify the slope and y-intercept of the

equations and graph them properly in order to create a picture of a stained glass window, will
then further assess if the students grasped the entire lesson.
INDEPENDENT PRACTICE
Following the lesson on linear equations in slope-intercept form and how to graph them, students will
create their own stained glass window drawings by graphing several linear equations from the
worksheet provided. Students will bring their worksheets to the next class to be collected and hung
around the room.
FOLLOW-UP: ACADEMIC INTERVENTION AND ACADEMIC ENRICHMENT
Academic enrichment: For those students who have reached mastery level, they will research to
discover real life applications of linear functions.
Academic Intervention: For those students who have not reached mastery level and are struggling
to grasp the lesson, they will watch a short music video on YouTube on slope-intercept form in order
to reiterate the lesson and help to comprehend and remember the steps to converting to slopeintercept form and graphing using the slope-intercept form.
TEACHER REFERENCES
Greatest NFL Moments Part 1 - Tracy Porter's Interception. Retrieved From
https://www.youtube.com/watch?v=wTqXyxvTh0c
Graph Shop - Graphing Lines Thrift Shop Parody. Retrieved From https://www.youtube.com/watch?
v=TTYKcHJyLN4
Lynch, P. (2014). Learning Packet #1: Course Syllabus. Rockville Centre, NY: Molloy College
Productions Dept.
Lynch, P. (2014). The Process of Questioning. Rockville Centre, NY: Molloy College Productions
Dept.
Lynch, P. (2014). Learning Packet on Differentiation of Instruction. Rockville Centre, NY: Molloy
College Productions Dept.
Lynch, P. (2014). The Process of Questioning. Rockville Centre, NY: Molloy College Productions
Dept.
Lynch, P. (2015). Instructional Strategies. Rockville Centre, NY: Molloy College Productions
Dept.

Lynch, P. (2015). Student-Centered Instruction: Cooperative Learning. Rockville Centre, NY:

Molloy College Productions Dept.
Rowan, J. K. (2013, July 27). Glossary of Instructional Strategies. Retrieved From
http://www.beesburg.com/edtools/glossary.html
http://www.worksheetworks.com/
http://www.drivehq.com/file/df.aspx/publish/MAT155/LessonsUnit2/MAT_155_2_1/MAT_155_2_pr
int.html
http://www.mathsteacher.com.au/year9/ch04_linear_graphs/01_linear/functions.htm
http://block307.blogspot.com/2007/11/non-linear-functions-unit-summary.html
https://www.teacherspayteachers.com/Product/Interactive-Notebook-Foldables-Linear-Equationsslope-ymxb-point-slope-993298

Name: _______________________________________________ Date: ________________

Do Now
Directions: Identify whether each of the following functions are linear or nonlinear by circling the
correct answer.

2.

1.

Linear

Linear

OR

OR

Nonlinear

Nonlinear

3.
y=2 x

4.
2 x +3 y=9

Linear

Linear

OR

OR

Nonlinear

Nonlinear

Name: _______________________________________________ Date: __________________

Ticket Out
What did you have the most difficulty with during todays lesson?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Name: _______________________________________________ Date: __________________

Slope-Intercept Form Practice Sheet

Directions: For each problem convert to slope intercept form, if needed, then graph.

1.

y=2 x+3

2.

2
y= x1
3

3.

2+ y =3 x

4.

2 x + 4 y=4

Name: ________________________________________________ Date: ________________

Stained Glass Window

Directions: For each problem below convert to slope-intercept form of a linear equation, if needed,
and identify the slope and y-intercept. Then graph each equation on the attached sheet of graph
paper, labeling each line with its equation, to create your stained glass window design. Color as you
wish to make your stained glass window unique.
1.

1
y= x 17
6

2.

17+ y=13

Slope: ________ y-intercept: ________

Slope: ________ y-intercept: ________
3.

4
x + y=12
7

4.

x+ y=13

Slope: ________ y-intercept: ________

Slope: ________ y-intercept: ________
5.

2 y=6 x4

Slope: ________ y-intercept: ________

7.

x+ 18+ 3 y=0

Slope: ________ y-intercept: _______

6.

2 x +3 y=9

Slope: ________ y-intercept: ________

8.

y=Ox +16

Slope: ________ y-intercept: ________

SMART Board Pages:

edu 510 lesson
plan smart board pages.pptx

Motivation Video: start at 40 seconds

Intervention Video: