Teacher Name: Garrett, Shannen Unit Name and #: Unit 5:
Representing Patterns as Equations and
Graphs
Course: Algebra IB Dates: Feb 2 – Feb 6, 2015
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:
Ⓢ
ALGI.2A
Identify and sketch the graphs of the general forms of linear (f(x) = x) and quadratic
(f(x) = x 2 ) parent functions, and describe the graphs verbally and in writing.
Ⓡ
ALGI.6C Investigate, describe, and predict the effects of changes in m and b on the graph of y = mx
+ b .
Ⓢ
ALGI.6D Graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y -intercept when given graphically, symbolically or in written representations .
Ⓡ
ALGI.6F Interpret and predict the effects of changing slope and y -intercept in applied situations using tabular, graphical, symbolic, and written representations.
Ⓢ
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.
Ⓡ
ALG.7B
Investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities involving one or two variables.
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, study guide
What do I need to before next class?
Follow Up/HW: Finish the Finding Slope from a Graph worksheet.
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:
Ⓢ
ALGI.2A
Identify and sketch the graphs of the general forms of linear (f(x) = x) and quadratic
(f(x) = x 2 ) parent functions, and describe the graphs verbally and in writing.
Ⓡ
ALGI.6C Investigate, describe, and predict the effects of changes in m and b on the graph of y = mx
+ b .
Ⓢ
ALGI.6D Graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y -intercept when given graphically, symbolically or in written representations .
Ⓡ
ALGI.6F Interpret and predict the effects of changing slope and y -intercept in applied situations using tabular, graphical, symbolic, and written representations.
Ⓢ
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.
Ⓡ
ALG.7B
Investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities involving one or two variables.
How will we learn it?
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
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 y- intercepts 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:
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
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:

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:
Ⓢ
ALGI.2A
Identify and sketch the graphs of the general forms of linear (f(x) = x) and quadratic
(f(x) = x 2 ) parent functions, and describe the graphs verbally and in writing.
Ⓡ
ALGI.6C Investigate, describe, and predict the effects of changes in m and b on the graph of y = mx
+ b .
Ⓢ
ALGI.6D Graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y -intercept when given graphically, symbolically or in written representations .
Ⓡ
ALGI.6F Interpret and predict the effects of changing slope and y -intercept in applied situations using tabular, graphical, symbolic, and written representations.
Ⓢ
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.
Ⓡ
ALG.7B
Investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities involving one or two variables.
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: