Write an equation from a given point and slope
1 Warm-up questions
Design the polls before the lesson and test run them to make sure it works. Give clear instruction to students of how it works. Provide alternate way for students to engage if they don't have electric devices.
2 Goal of this lesson
Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)
Teacher introduces the goal of today using presentation tool-keynote.
3 Review of the slope-intercept form
Write and review the slope-intercept form with students. Provide a few examples if needed.
4 Examples of writing the equations
Teacher goes into details of writing the equations-break down the procedure and do the computations with students.
5 Students' own practice time
Instructional Activities/Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
While students solve the problems on Socrative and teacher gets instant feedback, teacher can address the misconception he or she sees in students' work. Go through the problem with students on SmartBoard if most of them are having trouble solving it. Students can also go on Desmos to check what their graph looks like to see if they write the equations right.
6 Anyone has questions?
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)/Wrap Up-Synthesis/Closure:
During the process of working out the problems, students can write to the teacher about the things they don't understand. This provides differential strategy for students who are struggling.
Key Standards Supported
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.