Students will develop an understanding of and the applications for linear equations and their graphical
The unit on graphing linear equations will begin with
students learning to manipulate an equation into slope-intercept form. This will be accomplished through
classroom discussion and guided practice from an overhead projector and the chalkboard. Students will then
have independent practice with a lesson from their algebra text. Another series of lessons will follow on
graphing equations and the various methods of graphing a linear equation.
The proposed lesson will follow
after becoming familiar with slope intercept form, manipulating an equation, and graphing equations.
Students will participate in a cooperative learning activity of matching a graphic display with an
equation. A Kagan Activity; corner; will then be used for students to practice graphing an equation. After
the review students will reinforce the concepts learned through the use of a graphing calculator. Future
concepts such as parallel and perpendicular lines will also be introduced. Through the use of a LitePro
and one computer, students will be introduced in the classroom to the computer program, Green Globs and
Graphing Equations. Students will then move to the computer lab and work individually on the tutorial
and game. Upon completion of the game, students will then complete an Internet lesson on the applications
of the concepts learned. Students will communicate their understanding of the concepts learned through a
journal entry as well as other methods.
This is a building block in algebra;
therefore, this concept will carry on for many more lessons and possibly years.
This is a unit plan that may cover several days to several weeks. Not all of the following
activities/standards will appear in the video clips used.)
Curriculum Standards from http://www.intime.
Technology Standards (NETS) Performance Indicators from http://cnets.iste
After a brief into and a
review of linear equations students will be given an equation and a graphical display of a different
linear equation. Students must find the graphical display which matches their equation. Upon finding
their match, students will work in groups of three or four to verify each otherís match. A code is
on the back of each and the correct match will be revealed by the teacher.
Mathematics: 2, 3, 6, 8
Working in groups of three or
four, students will each take an equation and create the graphic display for their equation. Then
students will regroup so that one from each original group will now be working with others with the
same equation; students will do a peer assessment. Students return to their original group and take
turns showing their group members how they arrived at their graphic display. All students are to
complete each graphic as it is explained. This is a Spencer Kagan activity entitled, corners. Each
studentsí graphics are turned in to the teacher.
Mathematics: 2, 3, 6, 8
Using graphing calculators
students will extend their investigations of linear equations. Students will draw conclusions about
slope and y-intercept. The concept of parallel and perpendicular lines will be introduced.
Mathematics: 2, 3, 6, 8, 9
Grades 6-8: 4, 7, 9
Grades 9-12: 8, 10
The computer program Green
Globs & Graphing Equations (Sunburst) will be used to reinforce the concept of
slope-intercept form. The software will be introduced in the classroom with the use of an LCD
Projector. In a lab setting students will be given 20 levels of lines to identify the equation. For
each line given, students are to give the equation in slope-intercept form. If a student does not
get the equation correct, a red line is graphed for his/her equation so that the student can see if
they have the slope correct or maybe the intercept is what is wrong. Students are given unlimited
chances on writing the equation for the line; however, they must get an equation correct for each
level the first time in order to advance to the next level. I have created a record-keeping sheet in
which students keep up with how many times they incorrectly write an equation. After completing the
lesson, students will then play the game Green Globs in which they are to write an equation
for lines that will hit as many globs as possible with one line in order to get points. Students
become very interested in slope and intercepts at this point, and they also become very competitive.
The program has a record keeping system for the top ten scores.
Mathematics: 1, 2, 3, 6
Grades 6-8: 4, 5, 8
Using the Internet as a
resource, students will gather data to create a graphic display and experience a real world
application of the use of linear equations. Students will be supplied with other possible sites they
may visit which will reinforce the algebraic concepts covered in this lesson.
Mathematics: 2, 3, 5, 8, 9, 10
Grades 6-8: 4, 8, 10
Grades 9-12: 7, 9
As a summation students will
write an entry in their journal that demonstrates their understanding of the the concepts learned.
Mathematics: 2, 3, 6, 8, 9
Grades 6-8: 4, 5, 8
Grades 9-12: 7
Overhead Graphing Calculator
LitePro. Available: http://www.infs.com
Green Globs & Graphing Equations. Sunburst. Available:
Access to Computers:
Internet access in a lab
Computer in the classroom
Auto Buyerís Guide:
Which wheelchair ramp is steeper?
Instructional Plan for Concept of
Mr. Bungeís Algebra Practice pages
Miss Hamiltonís Mathematical Web
Teacher made worksheets and activity supplies
The matching of a linear equation with the graphic display. Peer-assessment will occur during the Kagan
Activity, corners. Self-assessment will be done from the visual display of the overhead calculator. A
rubric will be used for Green Globs & Graphing Equations tutorial. The Internet lesson and
journal entry will be assessed by the teacher. Students will also be assessed through out the course on
Pam Maclin, Math teacher, Bernie High
School, Bernie, MO
Internet Lesson from:
Teacher created worksheets by Pam Maclin
TIMELINE & COURSE OUTLINE:
This unit will come early in the course and this activity will be used after students are successful at
manipulating equations. My students were reenacting this activity to an extent. I did not do the Internet
lesson the same way earlier. This lesson can be taught in a 90-minute block and students may use open lab
time to further research the sites given.
I have used the computer program Green Globs for several years with great success. Students
donít complain about graphing equations; they actually enjoy it. The game feature allows students to
demonstrate their understanding of the concept in a competitive way.
I chose the computer program, Green Globs,
after first seeing it demonstrated at a technology conference. The program is individual and has a broad
range of tutorials. The cost of the computer program is reasonable and very well worth the money. Students
are more enthused about learning mathematics and actually enjoy it.
The use of the overhead graphing
calculator and student graphing calculators gives students the opportunity to instantly see results
therefore draw conclusions and introduce future concepts.
I like using the LitePro projector
to take the students on a virtual field trip in the classroom prior to turning them loose on their own
with the computer. This takes care of a lot of questions later.
Allowing students to work in groups makes it less threatening and also gives each student a support group.
So many times students donít like math because they are afraid they will fail and are therefore
threatened by the subject. Giving students a support group to fall back on is like having a safety net and
thus makes them more willing to try solutions.
as Facilitator of Quality Education Model Components Highlighted in This Activity
This is a unit plan that may cover several days to several weeks. Not all of the elements from the
Technology as Facilitator of Quality Education Model that are described below will appear in the video
I feel that the use of a
computer program to enhance learning is a strong part of this lesson. Democracy is a crucial
part of this lesson as well because students must be able to share power, make decisions, and demonstrate Individual
Responsibility of the responsibility. Having students actively involved in their learning and
assessing each other puts part of the responsibility on them and makes them have ownership of their
learning. The use of the graphing calculator is a reinforcement of the concepts learned as well as a Reflection
and introduction of future concepts.
All students learn at different rates and through
different modes so for that reason I have tried to make this lesson as well-rounded as possible in that we
still do concrete and abstract activities as well as thinking. The students in this class were not all
what I would call typical math students and with the use of the technology in this lesson those students
were given an opportunity to fail and retry until success was found.
How the Activity Has Evolved Over
I have used the computer program for several years and
added the pre-activities to the lesson to facilitate learning for the slower students and reintroduce the
concepts to all students. The Internet lesson was added so that students would see a real-world
application of the mathematical concepts. The journal entry is also a way of having students demonstrate
understanding through writing.
(Learning activity format adapted
from National Educational Technology Standards for Students Connecting Curriculum & Technology http://cnets.iste.org/index2.html
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Last updated: 03/18/08