LESSON PLAN: Graphing Linear Equations

Teacher: Pam Maclin                     School: Bernie High School City, State: Bernie, Missouri  Curriculum Area: Mathematics - Algebra Grade Level: 9 Video Number: 015mohs

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PURPOSE:
Students will develop an understanding of and the applications for linear equations and their graphical displays.

DESCRIPTION:
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.

(Note: 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.) 

TOOLS & RESOURCES:
Hardware:
Graphing Calculators
Overhead Graphing Calculator
Overhead Projector
LitePro. Available: http://www.infs.com

Software:
Green Globs & Graphing Equations. Sunburst. Available: 
http://www.sunburst.com

Access to Computers:
Internet access in a lab
Computer in the classroom

Web sites:
Internet Lesson: 
Available: http://www2.truman.edu/mathgrant/modexam.html
Auto Buyer’s Guide:
Available: http://www.edmunds.com/edweb/
Slope-Intercept Form: 
Available: http://www.iacademy.org/iamath/Alg1_L54.htm
Algebra Online-

Which wheelchair ramp is steeper?

Available: http://www.rice.edu/armadillo/Algebra/Lessons/RAMP.html

Instructional Plan for Concept of Slope

Available: http://www.rice.edu/armadillo/Algebra/Lessons/slope.html

Mr. Bunge’s Algebra Practice pages

Available: http://www.accessone.com/~bbunge/Algebra/Algebra3-3.html

Available: http://www.assessone.com/~bbunge/Algebra/Algebra3-4.html

Multimedia Activities

Available: http://www.exploremath.com/activities/activity_list.cfm?categoryID=3

Miss Hamilton’s Mathematical Web Pages

Available:
http://www.nauticom.net/users/ham/mathematicalpgs.html

Misc:
Teacher made worksheets and activity supplies

ASSESSMENT:
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 this concept.

CREDITS:
Pam Maclin, Math teacher, Bernie High School, Bernie, MO
maclinp@bernie.k12.mo.us
Internet Lesson from:
http://www2.truman.edu/mathgrant/modexam.html
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.

COMMENTS:
I have used the computer program Green Globs  for several years with great success. Students don’t complain about graphing equations; they actually enjoy it. The game feature allows students to demonstrate their understanding of the concept in a competitive way.

Technology Resources:
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.

Teaching Strategy:
Allowing students to work in groups makes it less threatening and also gives each student a support group. So many times students don’t 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.

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.

Student Characteristics:
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 Time:
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.

Last updated: 03/18/08