TEACHER: Danny Flores, David Flores DATE: 10/05/2017

TEKS: GRADE LEVEL: 9th

111.39. Algebra I, C2
LEARNING TARGET: FLIP COMPONENT URL:
Big Idea: Functions are Relations

Essential Questions:
What is Slope?

TEKS covered: 111.39. Algebra I, Adopted 2012

(2) Linear functions, equations, and inequalities. The student applies the mathematical process standards when
using properties of linear functions to write and represent in multiple ways, with and without technology, linear
equations, inequalities, and systems of equations. The student is expected to:

(B) write linear equations in two variables in various forms, including y = mx + b

Objective/Purpose:
Students will...

Will learn what slopes are and how to write slopes in y = mx + b

Will form into groups and use strings to form the given slopes,

Materials/Resources/Equipment Needed:

Strings
Markers
wooden or plastic blocks of shapes

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
 Instructional delivery

This lesson requires one to know what a function and an equation is so the students then know how to find the
slope of a function, equation, and a line.

Prior Understanding/Knowledge Transference (ELICIT) (Second step)

Once each group has completed their own staircase, each group will explain to each other, or in front of the
class, how they came about their solution.

Anticipatory Set (ENGAGE): (First step)

Students will be divided into color coded groups (preferably equal groups) and given 2-3 min, they will
be asked how they think they can build a staircase using materials found in each table.

(EXPLORE): (Third Step)

Students, still in their own groups, will be giving a piece of note paper were they will fill out with vocabulary
and notes from the lesson video

Model (EXPLAIN): (Fourth Step)

Before any student moves, they will be required to watch a 5-8 min instructional video about functions and
slopes filmed and directed by both co-teachers.

Links to video: (https://youtu.be/P5RZKJPJIpg, https://youtu.be/AIZ3Q8QnQD4)

Independent Practice (ELABORATE): (Fifth Step)

Once video is over and students have taken down their notes, then each group, depending on their positioning
in the room,will begin to work on a hand out, in which they will:
be giving an equation,
asked to break down the vocabulary,
make a T Table, and
physically graph the equation on an X,Y coordinate plane taped to the floor - students will graph the equation
by one person standing on the y intercept holding the piece of string or yarn and a second person literally

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
 walking the slope of the equation. For each point found on the graph on person will stand in place and hold a
white board with the coordinate point.
Once each group has finished we will review their answers as a class

Transfer of Learning (EXTEND): (Sixth Step)

At this point students will be discussing their answers with class

Check for Understanding (EVALUATE): (FINAL STEP)

Students graphed the strings correctly

Students are able to understand vocabulary
Students completion/correctness of exit ticket

Closure: (FINAL STEP)

As a class we will review our worksheet with co-teachers,
briefly talk about what we will see next class and extend on critical thinking based on what we learned today,
Go over any questions students have
and be released from class.

Post-Teaching Reflections for each component of the 7-E Model:

ELICIT:

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
 EXTEND:

EVALUATE:

CLOSURE:

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
 Slopes

Break down this equation into vocab!

Y = MX + B

What does M mean?

What does X mean?

What does B mean?

Vocab extended

Why is a table important for graphing a line?

What happens to a line with a positive slope?

What happens to a line with a negative slope? Positive slope?

Graphing

Graph the following equation, Y = X +3:

x Y
-2

-1

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
 Slopes

Break down this equation into vocab!

Y = MX + B

What does M mean?

What does X mean?

What does B mean?

Vocab extended

Why is a table important for graphing a line?

What happens to a line with a positive slope?

What happens to a line with a negative slope? Positive slope?

Graphing

Graph the following equation, Y =-3/2 X +2:

X Y
-1

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
 Video Notes
1. Slope is how _______________ something is

2. Rise over _______________ defines slope

3. What is another way to say rise over run? ___________________________

4. Make an X-Y Coordinate plane and sketch any slope

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
5. What is a real world example of slope? ______________________________________

6. Label the slope, variable, and Y-Intercept

Y = 2x + 3

7. Make a table and show the correct y values for x = -2, x = 2, and x = 4 for the equation

Y = -2x-3

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)