Henry > Slope Unit

Session I

Objective: Explain slope as the ratio of the vertical rise to the horizontal run between any two points on a line.

In Class: Read and discuss p. 221 in textbook with students.

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Objective: Given the graph of a line, label the slope as: positive, negative, zero, or undefined and describe the characteristics (line rises or falls from left to right on the coordinate plane, horizontal line, or vertical line).

In Class: Review examples and definitions on pp. 230-23  positive, negative, zero, and undefined slopes on a graph. Students compare and contrast the graphs.

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Objective: Given two coordinates corresponding to points on a line, explain how you can tell if the slope of the line is zero or undefined.

In Class: Using only observations of graphs and T-Tables, facilitate discussion that leads students to correlate zero slopes with equal y-coordinates and undefined slopes with equal x-coordinates

Homework, Independent Practice: p. 233 # 1-10. Use graph paper to sketch and answer problems 4-12.

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Session II

Objective: Given positive or negative, whole number coordinates of two points on a line, find the slope using the formula:
m = (y2 - y1) / (x2 - x1)

In Class, Guided Practice: model the substitution of coordinates in the slope formula to calculate the slope for Example 2-5 on pp. 230-232.

In Class, Collaborative Practice: Send students to chat room in groups of two. Each group completes the Checkpoint problems corresponding to examples on pp. 230-232. Bring students back after 20 minutes. Divide whiteboard into 4 sections. Each group posts their solutions. Check and discuss discrepancies to check for student understanding.

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Objective: Find the equation of a line in slope intercept form: y = mx + b

In Class: Independent Practice with Corrective Feedback: Students open Algebra vs. the Cockroach game in separate browser and play for 10 minutes.

Homework, Independent Practice:
Students create a 4-question quiz that includes an answer key. Write questions that require the test-taker to write the equation of a line in slope-intercept form and sketch the graph of the line when given a pair of coordinates. Write one question for each type of slope discussed in class: positive, negative, zero, and undefined. Email questions and answer key to instructor.

Students will be assigned a partner to meet in a chat room. Partners work out each other’s problems, providing feedback and help as needed.

Each student writes a blog entry that includes:

a reflection on the process used to develop the quiz including difficulties encountered,

a difficulty rating for their quiz (1=easy, 2 =moderate difficulty, 3=hard),

and a their partner’s ability to complete the quiz they wrote with no errors or assistance (Could their partner answer the question correctly? Where did (s)he get stuck? How did you help? What should you change based on your partner’s ease/difficulty with the problems?)