LESSON PLAN
Slope
Name
Grade Level
Topic or Assignment #
Paula Wood
9th Grade
Slope
A. State Competency:
Standard 2: Relations and Functions - The student will use relations and
functions to model number relationships.
2.
Linear Equations and Graphs
I.
Calculate the slope of a line using a graph, an equation, two
points or a set of data points.
II.
Use the slope to differentiate between lines that are horizontal or
vertical.
B.
Objectives for this lesson:
The student will know the slope-intercept form, the point-slope form, and the
general form of a linear equation. They will also be able to determine the slope using slope-intercept form, two
points on a line, a linear equation in standard form, using the graph of a linear equation, and by using the formula
for slope. The student will also differentiate between a horizontal and vertical line and will be able to give the
slope of these lines.
C.
Materials:
Slope Pre-Test
Coordinate system previously prepared in a large open area
(tape, ruler, and marker needed)
Prepare Worksheets (Slope 1 and 2, Point-Slope form)
PowerPoint Presentations
Dry Erase Graphing Cards, Dry Erase Markers & Erasers
Slope Post-Test
Center Materials:
Mondrian Algebra
Directions
White paper
Markers/Colored Pencils
Rulers
Purple Math.com/ThatQuiz.org
Directions
Laptop
“Torpedo!”
Directions
Graph Paper
Pencil
Chutes and Ladders
Directions
Chutes and Ladders game
Game Cards
Resources:
Worksheets:
Slope worksheets 1 and 2
http://alex.state.al.us/lesson_view.php?id=7093
PowerPoint original presentations:
Finding the Slope of a Line
Exploring Slope
Point-Slope Form
http://alex.state.al.us/lesson_view.php?id=7093
http://alex.state.al.us/lesson_view.php?id=26187
edweb.tusd.k12.az.us/math/sklein/5.5%20Point%20slope%20form%20with%20notes.ppt
Internet Sites:
“Looking for the Top Quark”
http://education.jlab.org/topquarkgame/setup.php?51104738
D.
Instruction
a. Introduction:
• The student will know how to create a T-table and how to the plot points for a linear equation on a
coordinate system.
• A pre-test will be given to determine prior knowledge of the student.
• The slope of a line will be presented in connection with the slope of the highway as it ascends and
descends a mountain pass, the slope or pitch of a roof line, and handicap ramps.
• Learning Centers:
Mondrian Algebra  must be completed by all students
b.
Purple Math
ThatQuiz
students must complete at least one of their
choice.
Battleship
Chutes and Ladders
students must complete at least one of their
choice.
Instructional Process:
Day 1 – Activity 1: Human Graphing
• The class is divided into 5 pairs and each pair will be assigned an equation from the
previous day’s homework in which they created T-tables for a variety of equations.
• Students will determine enough solutions for their equation to complete “Human
Graphing”.
• Groups will take turns graphing their equation using the coordinate system in the
hallway.
• The group will assign an ordered pair to each of the remaining students.
• The group in charge will make sure each “point” is plotted correctly.
• After the plotting process is complete, the class will discuss the slope of the line on
the graph and the y-intercept.
• This process is repeated again until all groups have had the opportunity to graph their
equations.
Day 2 – Finding the Slope of a Line
• Today we will begin class with the PowerPoint presentation “Finding the Slope of a
Line”.
• Copies of Slope Worksheet 1 have been distributed as students entered the
classroom.
• As we work through the presentation, students will take notes and be involved in the
discussion through questioning.
• Near the end of the presentation, as a class, we will do the first four problems on the
worksheet.
• The remainder of the worksheet will be assigned as homework.
Day 3 – Exploring Slope
• Distribute dry erase graphing cards to each of the students and
begin with the PowerPoint presentation “Exploring Slope”. The presentation
contains a clip from “The Sword and the Stone” accessing student prior knowledge.
• Students complete the graphs on the dry erase cards as they are discussed in the
presentation.
• The formula for slope is developed as the class works through the presentation.
• Assignment: Slope Worksheet 2
• Learning Centers
Day 4 – Point-Slope Form
• Explore the concept “Point-Slope Form” using the PowerPoint presentation of the
same name.
• Students will be asked to come to the SmartBoard and complete the example
problems.
• Assignment: Point-Slope Form Worksheet
• Students have the option of using the centers during class and completing homework
on their own time.
c.
Closure:
Each day the lesson will end by reviewing the lesson taught, checking for
understanding, asking questions, student activities, and a homework assignment to reiterate the
information.
E. Assessment:
Slope Pre-Test – will be given during the week prior to the planned beginning date of this
lesson.
Day 1 – Journal Entry. Students will be asked to reflect on each day’s activities, and must
include the their answer to “Did you learn anything today? Explain.
Day 2 – Slope Worksheet 1
Day 3 – Slope Worksheet 2
Day 4 – Point-Slope Form Worksheet
Day 5 – Slope Post-Test
Work from the learning centers will also be turned in for assessment.
F. Modifications/Accommodations: The following modifications/accommodations will be applied as needed:
• Schedule frequent, short conferences with the student to check for comprehension
• Assignments will be broken into segments of shorter tasks
• Make a positive, personal comment every time the student shows any evidence of interest
• Use physical proximity and touch to help student focus
• Use manipulative, hands-on activities whenever possible
• Provide copies of notes
• Reduce the amount of copying from text and board
• Assign a peer helper to check understanding of directions
G. Reflection:
The lesson on slope went well overall, but I needed more time. I did like the way one lesson
flowed from one day to the next, and felt good about the immediate feedback from the students. The first day we use
the homework from the day before to complete the Human Graphing. This was good because the look on the
students faces gave it all away – “ya, I’m ready to go, no problem” vs, “uh oh, I messed up!” and I knew instantly
who was ready for the day! There was a little scrambling at first to get things done by some students, and others just
went calmly about their business. They did a great job of discussing what they were supposed to do – “ I have this
answer, what do you have?” When we moved to the hallway to actually do the graphing, I was pleased with the fact
that one or both people in the group stepped up and took or shared the lead. I felt this showed they were comfortable
with their knowledge of the activity, and were confident in their abilities to complete the assigned task. They all did
a great job. The students were able to instantly see the slope of the line, and were able to grasp the idea of every
point on the line they formed was a solution to the equation. I will definitely repeat this activity and process.
The presentations went well each day. I was pleased with the student involvement in the presentations. Prior
to starting the lesson, I gave the students something they needed to be doing as we discussed the lesson information
– graphing on the dry erase cards, working the problems out on the table (they are painted with dry erase paint) and
then recording/comparing answers with me and each other, or just plotting points. I will use the presentations again
with few changes, and I will incorporate the idea of requiring the students to be involved in the presentation rather
than just sitting. The worksheets were fine, but I do think I will change them for next time by adding more review
problems from one day to the next.
The learning centers were a nice addition to the lesson, but the students really had to work hard to complete
them in the amount of time they were given. Some wanted to do everything they were offered, while others just had
trouble doing what was required. By adding 2 or 3 extra days to the lesson, I believe the students would have a
better understanding of the material and would not feel as pressured to complete the work. The 2 or 3 days could
easily be added allowing us to review more, clear up fogginess in some areas, and the time to do a couple more
hands-on activities to develop better understanding. My students refer to this as “the fun math”!
My students did show a great deal of improvement from the pre-test to the post-test; the average gain was
68%. I know part of this was due to the fact that they had not been exposed to slope much at all, so they had a lot of
room for improvement. I was very pleased with their performance, but I am not sure how much they will retain over
the weeks to come because it did come at them very quickly. I am very interested to see how this turns out.