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 9 – Feb 13, 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:
Ⓢ 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?
Monday
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
Tuesday
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.
Working with Linear Equations
What are we learning?
Daily Objective:
 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:
- Real-World problems using the slope-intercept form (y=mx+b)
How will we tell if we’re learning it correctly?
Assessment Methods: Worksheets involving real-world situations
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:
Ⓢ 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:
Think Through Math Lessons
How will we tell if we’re learning it correctly?
Assessment Methods: Slope Test; ThinkThroughMath lessons.
Checks for Understanding: Student Questioning, Teacher observation
What do I need to be successful?
Materials: Slope Test(copies), hand-made; Computers, ThinkThroughMath, Pencils,
Calculators
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective:
 Students will identify the characteristics of a quadratic function from its graph.
 Students will graph quadratic equations on the coordinate plane
 Students will define and identify the roots of a quadratic equation.
 Students will solve quadratic equations by completing the square.
 Students will solve quadratic equations using the quadratic formula.
TEKS/AP/Standards:
Ⓡ ALGII.6A Determine the reasonable domain and range values of a quadratic function
represented by a table of values, graph, function rule, or a contextual situation, as well as
interpret and determine the reasonableness of solutions to quadratic equations and inequalities.
Ⓡ ALGII.6B Relate representations of quadratic functions in algebraic, tabular, graphical, and verbal
forms.
Friday
Ⓡ ALGII.7A Use characteristics of the quadratic parent function to sketch the related graphs and
connect between the f(x) = ax2 + bx + c and the f(x) = a (x – h)2 + k symbolic representations of
quadratic functions, and write the quadratic function in
f(x) = ax2 + bx + c or f(x) = a (x – h)2 + k given the graph of the function.
Ⓢ ALGII.7B Use the parent function to investigate, describe, and predict the effects of changes in a, h,
and k on the graphs of y = a(x – h)2 + k form of a function and what those changes in symbolic
representation may mean in a real world applications
How will we learn it?
Learning Activities:
Quadratic Equations PPT
Quadratic Equations Notes
How will we tell if we’re learning it correctly?
Assessment Methods: Practice with writing Quadratic Equations
Checks for Understanding: Teacher Observation
What do I need to be successful?
Materials: Pencils, Guided Notes Worksheet, calculators, computers
What do I need to before next class?
Follow Up/HW: