Day 4: Write the Equation of a Line Parallel to a Given Line (Continued)
On this page you will find the day's lesson plan in addition to all materials (worksheets, presentations, assessments and their keys) To access the material or link, click the name!
Lesson Plan
Performance Objectives:
Given the equation of a line in slope-intercept, standard, or point-slope form, students will be able to recognize and/or solve for the slope of the line and recall that parallel lines have equal slopes 4 out of 5 times.
Given a point that lies on the line and the slope of the line, students will be able to substitute the values appropriately into slope-intercept form and solve the resulting equation for the y-intercept 4 out of 5 times.
Given the slope and the y-intercept, students will be able to substitute the values into slope-intercept form of the equation of a line 5 out of 5 times.
Step 1: Pre-Instructional Activities: As students come in, direct them to get a whiteboard, marker and eraser for later in the lesson, this direction could be projected on the board as students come in or the teacher could put the appropriate supplies out on student desks. Review the previous night’s homework by projecting the answers and address any questions the students may have.
Step 2: Content Presentation: The YouTube video: Find the equation of a line parallel using slope intercept is a 3-minute single example video. This is going to be the first practice problem for the day. Watch the first 15 seconds or so when the presenter (visible on screen) reads the problem. (McLogan, 2011) Then pause the video and allow students to work out the problem on their own. Give the students a 2-3 minutes to work it out on either the little whiteboard or in their notebook. Instruct students that their final answer must be written on the whiteboard. Once time is up, or most students finish the problem, have them compare their final equation with a neighbor. If there are differences, have them try to find mistakes and work collaboratively to decide which answer is correct. Allow a few minutes for this to happen. Then, have one of the neighbors write their equation from their whiteboard on the whiteboard in the front of the classroom. Finally, tell the students that we are going to watch the video to watch the answer be worked out. Play the video. The PowerPoint presentation has examples of problems to work through. Remind students that they can use their Desmos Scientific Calculator as a tool to help them! Scattered in between the parallel to a given line type questions there are review questions to make sure the students are paying attention, reading/listening to directions. Students will be working the problems in their notebook, and then just like with the video, they will write their final answer on their whiteboard. As the instructor seems appropriate, and time allows, have students compare their answers with a neighbor and analyze each other’s work if they have different answers. Students will take turns writing their answer and all supporting work on the whiteboard at the front of the classroom.
Step 3: Learner Participation: Students will be completing problems independently. Students will also come to board to write their answer to the problem (with all supporting work). Occasionally students may also compare their answers and possibly engage in peer error analysis.
Step 4: Assessment: Students will complete an Exit Ticket -Day 4 at the end of the class. Also, review problems at beginning of class, working examples during the main presentation of content, and tonight’s independent practice (homework assignment). In addition to questions about this content on summative assessments.