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 19 – Jan 23, 2015
What are we learning?
Monday
How will we learn it?
Martin Luther King Jr Day – No School
How will we tell if we’re learning it correctly?
What do I need to be successful?
Tuesday
What do I need to before next class?
What are we learning?
Daily Objective:
 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.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?
Do Now: Multiplication Tables
Learning Activities:
- Slope and y-Intercept PPT
- Slope and y-intercept worksheet
How will we tell if we’re learning it correctly?
Assessment Methods: Slope and y-intercept worksheet
Checks for Understanding:
Circulation around the room to assess individual understanding
What do I need to be successful?
Materials: Calculators, Notes, Pencils, Paper
What do I need to before next class?
Follow Up/HW: Slope and Equations of Lines Worksheet
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:
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?
Do Now: Multiplication Tables
Learning Activities:
Writing Linear Equations Scavenger Hunt Game
Identifying Slope Task Cards
Think Through Math – Pre-Assessment
How will we tell if we’re learning it correctly?
Assessment Methods: Scavenger Hunt Key, Slope Task Cards Key, ThinkThroughMath preassessment.
Checks for Understanding: Student Questioning, Teacher observation
What do I need to be successful?
Materials: Scavenger Hunt Answer Sheet, Slope Task Cards Answer Sheet, Computers,
ThinkThroughMath, Pencils
What do I need to before next class?
Follow Up/HW: Study for Test
Friday
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:
How will we tell if we’re learning it correctly?
Assessment Methods: Slope Test – Paper and Pencil
Checks for Understanding: Teacher Observation
What do I need to be successful?
Materials: Pencils, Copy of the test, calculators
What do I need to before next class?
Follow Up/HW: