Slope Intercept Lesson Plan
This lesson should take one hour.
The audience for this lesson is intended to be primarily middle school algebra students in
seventh, eighth, and ninth grades.
Students will learn to write and graph equations in slope intercept form.
The learning objectives are:
1. Students will be able to solve a linear equation for y and identify the slope and y
intercept of the line.
2. Students will deepen their understanding of how changes in the slope of a line affect
the steepness and direction of the line.
3. Students will be able to graph lines using the slope and y intercept.
The lessons can be presented with the use of an LCD projector, or in a computer lab.
The instructor may want to make copies of the class examples and assignment to be
passed out in conjunction with projection and or viewing in a computer lab. Students
should be required to take notes on the PowerPoint examples in class.
Students should have a pencil, and paper to take notes and work on the assignment.
Students should also have graph paper to practice graphing.
1) Students are to take notes as part of the lesson. The notes will be required and
checked at the end of the unit prior to the assessment.
2) Students should be put into groups of 3 or 4. Since students will be taking notes
from a projection screen and not all students will be able to work at the speed of
the rest of the class, groups will function as a backup to help students who miss
part of the notes or who need extra help. Students will also work together to solve
problems, and give responses to teacher directed questions.
3) The instructor will work through the outline of the webpage and direct the
discussion. Students will be asked to come to the whiteboard to complete the steps
for solving problems or work as a group to solve problems and present solutions
to the class as a group.
4) At the beginning of the lesson the teacher will discuss with the students the
objectives for the lesson.
5) The teacher will have the students take notes on the process of writing an equation
in slope intercept form.
6) As a class view the two websites on graphing slope intercept equations. Discuss
and take notes on the effect of slope and y intercept on the graph of the line.
7) View the PowerPoint presentation while students work as a group to write and
graph slope intercept equations
8) If more examples are needed choose a couple from the Solve For y Examples.
9) Students work as a group to complete the assignment in class. The assignment is
not intended to be homework.
The instructor will begin the lesson by telling the students the learning objectives.
Students will follow along as the instructor scrolls through the web page and displays the
page using projection equipment.
The instructor will say to the class: “Here are the learning objectives for the lesson.
First we will look at linear equations. That means equations that form a line if we graph
them. We are learning slope intercept form today so the equation needs to be solved for y
first. Next we identify the slope and the y intercept. The second objective is to graph
equations using slope intercept form.”
The instructor will scroll down and show the class slope intercept form and the
explanation for the variables in the form.
The instructor will say to the class: “You need to know what the letters in slope
intercept form represent. The m is still the slope and the b represents the point the line
crosses the y axis. The x and the y represent the numbers from points on the line. When
we graph lines in slope intercept form you begin with the y intercept. Place a dot on the y
axis at the point of intersection. Next you use the slope to rise and run to the next point on
the line. We’ll look at some examples of this in a moment. It is important to remember to
leave fractions as improper fractions when working with slope intercept form especially
for the slope. Remember that slope is a fraction with the top number called rise and the
bottom number called run. It works out best if the fraction is not a mixed number. You
still need to simplify all fractions.”
The instructor will then display the website Math is fun!
The instructor will say: “Look at the graph of the line on the screen. There are two
slides to the left of the graph that are labeled m and b. Do you remember what m and b
stand for? The teacher will wait for a response from the class.”
The instructor will then show the class how changes to the slope and the y intercept
effect the direction and y intercept do to the line.
The instructor will have the students copy in their notes the four examples to be
graphed on the next website, making sure to leave room for a graph. When the students
have the examples copied in their notes the instructor will pull up the website
www.webmath.com. The instructor will enter the slope “m” and y intercept “b” for each
line. The students will copy the graph for each line in their notes making notes on where
the y intercept is located and at least one other point on the line to demonstrate slope.
The instructor will then show the video on slope intercept form.
The instructor will then show the PowerPoint presentation having the students take
notes on each example. Make special note to remind the students that the equations need
to be in the correct form before you identify the slope and the y intercept.
If the instructor feels that the students need a couple more examples or practice on
solving for y and placing the equation in the correct form then the class can view the
solve for y examples which gives two more practice problems.
The instructor will display or had out a copy of the class assignment.