Westside High School Lesson Plan
Teacher Name:
Garrett, Shannen
Unit Name and #:
Unit 5:
Representing Patterns
as Equations and
Graphs Part 2:
Characteristics of
Linear Functions
Course:
Algebra II B MOD
Dates:
Feb 2 – Feb 6, 2015
Monday
What are we learning?
Daily Objective:
 Students will be able to construct a graph given the slope and a point on the line.
 Students will be able to construct a graph given the slope and y-intercept.
 Students will be able to illustrate and analyze real world problems involving the
definition of slope
TEKS/AP/Standards:
Ⓢ ALGII.4A Identify and sketch graphs of parent functions, including linear (f(x) = x),
quadratic (f(x) = x2), exponential (f(x) = ax), logarithmic (f(x) = logax), absolute value of x (f(x)
= lxl), square root (f(x) = √x), and reciprocal of x (f(x) = 1/x) functions.
Ⓢ ALGII.2A Use and apply tools including factoring and properties of exponents, matrix
operations, and algebraic methods to simplify expressions and to transform and solve
linear, absolute value, root, quadratic, rational, exponential, and logarithmic equations and
inequalities and the inverse of these functions, if they exist.
How will we learn it?
Learning Activities:
Finding the Slope of a line PPT
Finding Slope when given two points on a graph.
How will we tell if we’re learning it correctly?
Assessment Methods:
Checks for Understanding:
Given a graph in which there are two lines plotted, students will be able to determine the
slope using the rise over run method.
What do I need to be successful?
An understanding of how to read a graph and determine the slope from the points given.
Materials: Calculators, graphs, slope and y-intercept formula, worksheet
What do I need to do before next class?
Follow Up/HW:
Students will be given a study guide for the test that will be given Wednesday and Thursday.
Students will need to start studying for the test.
What are we learning?
Daily Objective:
 Students will be able to construct a graph given the slope and a point on the line.
 Students will be able to construct a graph given the slope and y-intercept.
 Students will be able to illustrate and analyze real world problems involving the
definition of slope
TEKS/AP/Standards:
Ⓢ ALGII.4A Identify and sketch graphs of parent functions, including linear (f(x) = x),
quadratic (f(x) = x2), exponential (f(x) = ax), logarithmic (f(x) = logax), absolute value of x (f(x)
= lxl), square root (f(x) = √x), and reciprocal of x (f(x) = 1/x) functions.
Ⓢ ALGII.2A Use and apply tools including factoring and properties of exponents, matrix
operations, and algebraic methods to simplify expressions and to transform and solve
linear, absolute value, root, quadratic, rational, exponential, and logarithmic equations and
inequalities and the inverse of these functions, if they exist.
How will we learn it?
Tuesday
Learning Activities:
Graphing Lines in Slope-Intercept Form
Graphing Lines Given a y-intercept and an ordered pair.
How will we tell if we’re learning it correctly?
Assessment Methods:
Teacher observation
Worksheets
Checks for Understanding:
Given a problem in Slope-intercept form, students will be able to graph the line using the
information provided.
Given a problem in which the y-intercept and an ordered pair are given, Students will be able
to graph a line.
What do I need to be successful?
An understanding of how to read a problem in slope-intercept form and determine what the
graph will look like.
Materials: Calculators, graphs, slope and y-intercept formula, worksheet
What do I need to before next class?
Follow Up/HW: Working with Linear Equations
Wed/Thur
What are we learning?
Daily Objective:
 Students will be able to define slope in three different ways.
 Students will be able to identify the slope of a line as positive, negative, zero, or
undefined.
 Students will be able to explain how to determine the slope of a line given two points
 Students will be able to construct a graph given the slope and a point on the line.
 Students will be able to illustrate and analyze real world problems involving the
definition of slope
TEKS/AP/Standards:
Ⓢ ALGII.4A Identify and sketch graphs of parent functions, including linear (f(x) = x),
quadratic (f(x) = x2), exponential (f(x) = ax), logarithmic (f(x) = logax), absolute value of x (f(x)
= lxl), square root (f(x) = √x), and reciprocal of x (f(x) = 1/x) functions.
Ⓢ ALGII.2A Use and apply tools including factoring and properties of exponents, matrix
operations, and algebraic methods to simplify expressions and to transform and solve
linear, absolute value, root, quadratic, rational, exponential, and logarithmic equations and
inequalities and the inverse of these functions, if they exist.
How will we learn it?
Learning Activities:
Slope Centers/Slope Scavenger Hunt
Think Through Math – Self-Paced Learning using computers
How will we tell if we’re learning it correctly?
Assessment Methods: Correct completion of Slope centers/Slope Scavenger Hunt
Checks for Understanding: Teacher observation
Friday
What do I need to be successful?
Materials: Computers, ThinkThroughMath, Pencils, calculators, slope centers record sheet,
Scavenger Hunt recording sheet.
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective:
 Students will be able to construct a graph given the slope and a point on the line.
 Students will be able to construct a graph given the slope and y-intercept.
 Students will be able to illustrate and analyze real world problems involving the
definition of slope
TEKS/AP/Standards:
Ⓢ ALGII.4A Identify and sketch graphs of parent functions, including linear (f(x) = x),
quadratic (f(x) = x2), exponential (f(x) = ax), logarithmic (f(x) = logax), absolute value of x (f(x)
= lxl), square root (f(x) = √x), and reciprocal of x (f(x) = 1/x) functions.
Ⓢ ALGII.2A Use and apply tools including factoring and properties of exponents, matrix
operations, and algebraic methods to simplify expressions and to transform and solve
linear, absolute value, root, quadratic, rational, exponential, and logarithmic equations and
inequalities and the inverse of these functions, if they exist.
How will we learn it?
Learning Activities:
Graphing Lines Given Two Ordered Pairs
How will we tell if we’re learning it correctly?
Assessment Methods: Worksheet-Graphing Lines Given Two Ordered Pairs
Checks for Understanding:
Circulation around the room to assess individual understanding
What do I need to be successful?
Materials: Pencils, Worksheet, computer, calculators
What do I need to before next class?
Follow Up/HW: