5- Day Lesson Plan Unit: Linear Equations Grade Level: Grade 9 ...

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$By: Melissa Hanel Math B/Grade 11 5 Day Unit Plan Technologies ...$

201. y-intercept = -15 x-intercept = 32. y-intercept = 6.5 x-intercept = 2.63. y-intercept = 3 x-intercept = 3.754. y-intercept = 1 x-intercept = -25. y-intercept = -12.05 x-intercept = 6.181. What kind of line has no y-intercept?A line that does not cross the y-axis, for example the equation x = 52. If the x-intercept of a line is positive and the y-intercept is negative, does the lineslat up or down from left to right? Explain your reasoning.Slants up from left to right as the line would cross the y- axis through thenegative portion of the axis and it would cross the x-axis through thepositive portion of the x-axis.3. What did you notice about the y-intercept and the equation?That the y-intercept matches the “b” in the linear equation y = mx + b.The slope is the coefficient of the x-value.Day Three Lesson PlanLesson Topic: Introduction to Slope
21Grade Level: 9Materials: Calculator-Based Ranger (CBR 2), Overhead with TI-adapter, TI-83 plusCalculator, Graph paper, CBR Worksheet 1, Homework Worksheet, Journals, Pencil.Lesson Overview: Students will work the CBR to develop an understanding of slope.The students will also be introduced to the slope formula to compute slope.Lesson Objectives:• Given instruction on the CBR, the students will create graphs and describe theirslopes• Given the slope formula, students will be able to find the slope of a line.• Students will be able to describe slopes with appropriate mathematicalvocabulary.• Given the TI-83 calculators, students will be able to graph a linear equation andfind the slope.New York State Standards:• A.PS.4 – Use multiple representations to represent and explain problemsituations.• A.CM.2 – Use mathematical representations to communicate with appropriateaccuracy, including numerical tables, formulas, functions, equations, charts,graphs, Venn diagrams, and other diagrams.• A.R.3 – Use representation as a tool for exploring and understandingmathematical ideas.• A.A.33 – Determine the slope of a line, given the coordinates of two points onthe line.• A.A.32- Explain slope as a rate of change between dependant and independentvariables.NCTM Standards:• Understand patterns, relations, and functions.• Communicate their mathematical thinking coherently and clearly to peers,teachers, and others.• Use the language of mathematics to express mathematical ideas precisely.• Create and use representations to organize, record, and communicatemathematical ideas.Anticipatory Set: The teacher asks the students to answer the following question:Determine whether each statement is positive slope, negative slope or no slope1. John walks up a hill2. Marie walks down a hill3. Bill walks across flat ground.Possible Response:
Page 1 and 2: LinearEquations5- Day Lesson PlanUn
Page 3 and 4: 3Standard 3: Mathematics• A.PS.4
Page 5 and 6: 5Day 1:Geometer’s SketchpadClass
Page 7 and 8: 7Grade Level: 9Materials: Geometer
Page 9 and 10: 9Given equation the equation y = 3x
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Page 13 and 14: 13Day Two Lesson PlanLesson Topic:
Page 15 and 16: 15(Graphing an equation)Graph the e
Page 17 and 18: 174. Finally the calculator gives u
Page 19: 19Directions: With your calculator,
Page 23 and 24: 23Directions:Connect your CBR to th
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Page 27 and 28: 27Answer Key:1. -.22. Undefined3. 1
Page 29 and 30: 29Lecture/Activities1. The teacher
Page 31 and 32: 31Part I1. y = 2x + 82. y = 3x - 53
Page 33 and 34: 33Lecture/Activities:1. The teacher
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Page 37 and 38: 37Name: _________________Date: ____
Page 39 and 40: 391. x = 4y = x + 12. a + b = 44a +

5- Day Lesson Plan Unit: Linear Equations Grade Level: Grade 9 ...

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