Writing Equations of Lines - Lesson Plan

Objectives

Teaching Plan

Review Slope, x-Intercept, and y-Intercept (30 Minutes)

The objective of this section is to review the concepts of slope, x-intercept, and y-intercept in preparation for further instruction on writing linear equations.

  1. Draw the graph of a line on the board. Review with students how to determine, by looking at the graph, the x-intercept, y-intercept, and slope of the line. (5 minutes)
  2. Write the equation for the line in slope-intercept form below the graph. Describe how the slope and y-intercept can be determined by looking at the equation.
    (5 minutes)
  1. Using a computer projector, demonstrate how to go to the eNLVM website, go to your school and class, and login. (10 minutes)
  2. Demonstrate how to do the first activity in the Slope-Intercept Formula section and how to move between activities. (5 minutes)
  1. Ask students to login and complete the Review of Intercepts and Slopes section. This section will serve as a warm-up activity, asking students to identify, by looking at a graph, the x-intercept, y-intercept, and slope of a line. If students finish early, have them begin working on the Slope Intercept Formula section.

Introduce Linear Equations in Slope-Intercept Form (50 Minutes)

The objective of this section is to help students write linear equations based on a given set of information about a line.

  1. Ask students to complete the Slope Intercept Formula section. This introduces students to linear equations in slope-intercept form. Students are given practice exercises in which they must determine the equation of a line based on a given set of points, a slope, and/or a y-intercept. (20 minutes)
  1. When students have finished working through the section, login to the eNLVM on the computer connected to the projector. Together as a class, complete
    Activity 7: Writing a Linear Equation from Slope and a Point and Activity 9: Writing a Linear Equation from Two Points. Address student questions and review key concepts. (10 minutes)
  1. Ask students to complete the Quiz. (10 minutes)
  1. With the time remaining, review the Quiz questions as a class, addressing problem areas and reinforcing key concepts. (5-10 minutes)

Assessment

Credits

Lesson Design Joel Duffin
Web Development Joel Duffin, Dan Erickson, Neal Legler
Mathlets Joel Duffin

Correlation to Standards

Correlation to NCTM Standards

Algebra - Standard 2. Represent and analyze mathematical situations and structures using algebraic symbols.

Correlation to Utah Standards

a. A set of ordered pairs.
b. The slope and a point on the line.
b. A set of ordered pairs.
c. The slope and a point on the line.

Correlation to Arizona Standards