Westside High School Lesson Plan
Teacher Name:
Garrett, Shannen
Unit Name and #:
Unit 5:
Representing Patterns
as Equations and
Graphs
Course:
Algebra IB
Dates:
Jan 12 – Jan 16, 2015
Monday
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:
ALGI.6A Develop the concept of slope as rate of change, determine slopes from graphs,
tables, and algebraic representations, and express slope as a ratio, decimal, or percent.
ALGI.6B Interpret the meaning of positive, negative, zero, and undefined slopes and x- and yintercepts in situations using data, symbolic representations, or graphs.
ALGI.6E Determine the intercepts of the graphs of linear functions and zeros of linear
functions from graphs, tables, and algebraic representations.
How will we learn it?
Learning Activities:
- Algebra Readiness Builders #3
- Slope-Intercept Foldable
- Rate of Change Foldable
How will we tell if we’re learning it correctly?
Assessment Methods: Slope, Graphing Linear Equations, X- and Y- Intercepts Quiz
Checks for Understanding:
- Slope-Intercept Foldable
- Rate of Change Foldable
What do I need to be successful?
Materials: Composition notebook, foldable templates, calculators, quiz, pencil, glue
What do I need to before next class?
Follow Up/HW: Algebra Readiness Builders #4
Tuesday
What are we learning?
Daily Objective:
 Students will be able to write and graph equations for the cost of three rental
services in terms of the number of movies rented.
 Students will be able to consider costs related to watching movies and adjusting
equations accordingly
 Students will be able to solve systems of equations graphically and algebraically
 Students will be able to discuss other features to consider besides cost, and how
these features might affect the choice of service.
TEKS/AP/Standards:
ALGI.6C Investigate, describe, and predict the effects of changes in m and b on the graph of
y = mx + b
ALGI.7A Analyze situations involving linear functions in forms of a graph, table, equation, or
verbal description in order to formulate a linear equation or inequality to solve a problem.
How will we learn it?
Learning Activities: Algebra IB Pre-Assessment
How will we tell if we’re learning it correctly?
Assessment Methods: Paper-and-Pencil
Checks for Understanding:
What do I need to be successful?
Materials: Calculators, Test, Pencils, Paper
Wed/Thur
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective:
 Students will be introduced to the Cartesian coordinate plane
 Students will be able to understand the four quadrants of the Cartesian coordinate
plane
 Students will be able to plot points on the plane
 Students will be able to read coordinates for a point from a graph
TEKS/AP/Standards:
How will we learn it?
Learning Activities:
How will we tell if we’re learning it correctly?
Assessment Methods:
Checks for Understanding:
What do I need to be successful?
Materials:
What do I need to before next class?
Follow Up/HW:
Friday
What are we learning?
Daily Objective:
TEKS/AP/Standards:
How will we learn it?
Learning Activities:
How will we tell if we’re learning it correctly?
Assessment Methods:
Checks for Understanding:
What do I need to be successful?
Materials:
What do I need to before next class?
Follow Up/HW: