Algebra 1 Common Writing Assessment
Investigating Slope-Intercept Form
WHY does Y=mx + b ?
Slope Intercept Form Writing
Ben Davis Ninth Grade Center
Linsey Noel, BD 9 Math & English Departments, Terry Brahm
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
Notes to the Reader:
The lesson plan attached was developed by Ben Davis Ninth Grade Center teachers in
order to give our students an opportunity to have an interdisciplinary unit while
covering the standards in Algebra, English and Computer Applications.
The project required the students to write a letter to a 7th or 8th Grader and explain to
them what slope-intercept form is and how it works. They were to do this in the form
of a friendly letter. The project was introduced during Algebra class. The teachers
discussed the project, show the rubric (attached) and then over about 3-4 lessons
cover the basics of slope-intercept. The English teachers covered the writing of a
friendly letter in their classes. We are on teams and so the teachers have the same
students. The Computer Applications teacher worked with the students to type the
letter and to add graphics (coordinate plane) to the letter. The students received
points in all classes, but worked closest with the Algebra teacher. The first few pages
get into to the UDL aspect, while the last portion is the complete lesson plan used in
the three classes.
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
Standards and Benchmarks
What standards will be met by teaching this unit?
Algebra Standard 4- Graphing Linear Equations and Inequalities
A1.4.1 Graph a linear equation
A1.4.2 Find the slope, x intercept, and y intercept of a line given its graph, its equation, or two points
on the line.
A1.4.3 Write the equation of a line in slope-intercept form. Understand how the slope and y intercept of
the graph are related to the equation
English Standard 4 & 5- Writing: Processses and Features/Applications
9.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone
and collaboratively.
9.4.2 Establsih a coherent thesis that conveys a clear perspective on the subject and maintain a
consistent tone and focus throughout the piece of writing.
9.4.13 Establish coherence within and among paragraphs through effective transition, parallel
structures, and similar writing techniques.
9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics.
Standard 5
9.5.6 Write technical documents, such as a manual on rules of behavior for conflict resolution,
procedures for conducting a meeting.
Computer Applications
8.1.2 Format letters/memos
8.1.4 Use spelling and grammar tools
8.2.1 Set and change margins
8.2.4 Copy/paste text
Resource Help
Developing Educational Standards: http://www.edStandards.org/Standards.html
Indiana Learning Standards: http://www.doe.state.in.us/standards/
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
Planning Pyramid
What should students know ?
Some students will know several methods for slope intercept
other than y=mx + b.
Most students will know how to graph an equation of a line in
slope intercept form. Some will be able to add graphs and
charts in the word document.
All students will know what slope intercept form is and what the
basic of a letter should include. All students will know the basic
of a friendly letter, they will know how to format the letter as a
ord document.
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
Teacher Library
What materials and resources will be useful for teachers?
There are several great web sites showing Slope, some are:
www.purplemath.com
www.mathwarehouse.com
www.analyzemath.com
www.quia.com
The following sites were used as a resource for the letter writing:
www.letterwrtiingguide.com
http://owl.englsih.purdue.edu
www.readwritethink.org
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
Learner Activities
Students will be introduced to the idea of Slope through various
web sites show on the Dukane as well as interacting with the
graph by using the Smartboard. Students will see and hear
examples of model letters. Students will see proper formatting of
the letter through the use of the Smartboard in Computer Aps
class. Students that need assistance with writing will use Write
Out Loud and Read Out Loud as they go through the writing
process to develop the final draft.
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
Assessment
What materials and resources will be useful for assessing
student knowledge and skills?
The student assessment will come in the final draft of the writing. The English teacher will be
looking at the writing and structure. The Computer Aps teacher will be assessing the formatting of
the letter and the Algebra teacher will check to see that the idea of Slope is communicated correctly
and that they have given examples to the reader. The final draft of the paper will be done in
Computer Aps class, the math concept covered in Algebra and the writing during English class.
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
Modifications: Planning for Academic Diversity
LEARNING BARRIER
Student cannot read at grade
level.
Student has difficulty
comprehending the material.
POSSIBLE SOLUTIONS
Use of Solo software to read
aloud
WEB RESOURCES
www.donjohnson.com
www.kurzweil.com
Scan material and open in
Kurzweil
www.kurzweil.com
Pre teach vocab
Student has difficulty
mastering the vocabulary of the
unit.
Student has difficulty with
handwriting (speed or
accuracy).
Use computer to type along
with Solo Write Out Loud
www.donjohnson.com
Use calculator
Student has difficulty with
calculating activities.
www.readwritethink.org
Student needs help with
conducting research.
Use translating software
Student needs the instructional
material in a language other
than English.
Student needs additional
challenge.
Possible resources for developing modifications and accommodations:
Making Modifications in the Classroom: A Collection of Checklists:
http://www.ldonline.org/ld_indepth/teaching_techniques/mod_checklists.html
National Center on Educational Outcomes: http://www.education.umn.edu/NCEO/
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
Name: _______________________________________Algebra I Period: _________
Comp. Apps. Period: ________
Algebra I
Common Writing Assessment Rubric
Computer Applications Rubric:
Style
Exemplary
(20)
Proficient
(17)
Progressing
(14)
Not Yet Meeting
Standards (10)
Style & format enhances
and adds to desired
product appeal & effect.
Style & format is effective
for desired product
appeal & effect.
Style & format is somewhat
appropriate for desired
appeal & effect.
Style & format lacks
necessary appeal &
effect.
Zero
(0)
Total Points Received:
Algebra I Rubric:
Criteria
2 Points Each
When slope is positive, the line rises from left to right.
When slope is negative, the line falls from left to right.
When slope gets bigger, the line gets steeper.
When slope gets smaller, the lines get flatter (less steep).
The y-intercept tells where the line crosses the y-axis.
Equation is written in slope-intercept form.
Graph is correct.
Student should explain how to plot the y-intercept.
Student should explain how to use the slope to plot at least one more point.
Explanation should conclude with connecting the points to form a line.
Total Points Received:
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
/20
Investigating Slope-Intercept Form
Name: ____________________________________________
Period: ____________
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
Name:__________________________________________________ Date: __________ Period: _________
Algebra I - Common Writing Assessment
Investigating Slope-Intercept Form
Any line can be expressed in the form ______________. In this activity, you will study the slopeintercept form of the line. When you are finished, you should understand the effect of “m” and
“b” on the graph of a line.
1. Graph and draw a sketch for the equation y = x.
Make sure to label the equation on your graph.
Equation: _______________
m = _________, b = _________
2. Graph and sketch the following equations.
Make sure to label the equations on your graph.
a. y = 2x
m = _________, b = _________
b. y = 4x
m = _________, b = _________
c. y = 5x
m = _________, b = _________
3. What happens to the line as “m” gets bigger?
4. Make a prediction about what would happen
to the line if the “m” got smaller. For example,
what would happen if “m” were ½ or ¼?
5. Clear the equations in your calculator. Now, graph
and sketch the following equations. Make sure to
label the equations on your graph.
a. y =
1
x
2
m = _________, b = _________
b. y =
1
x
3
m = _________, b = _________
1
x
m = _________, b = _________
5
6. What happens to the line as “m” gets smaller?
c. y =
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7. Make a prediction about what would happen to the line if the “m” value was negative.
8. Graph and sketch the following equations. Make sure to label the equations on your graph.
a. y = −2 x
b. y = −4 x
c. y = − 2 x
m = ____
m = ____
m = ____
b = ____
b = ____
b = ____
3
9. What happens to the line when the “m” value is negative?
10. We will explore the “b” value. Graph and sketch the following equations.
Make sure to label the equations on your graph.
a. y = x + 0
m = _________, b = _________
b. y = x + 2
m = _________, b = _________
c. y = x + 5
m = _________, b = _________
d. y = x – 3
m = _________, b = _________
e. y = x – 6
m = _________, b = _________
11. What does the “b” value tell you about your graph?
12. If you graphed the equation y = 4x – 1,
where would the line cross the y-axis?
13. If you graphed the equation y = -3x + 2,
where would the line cross the y-axis?
14. Which line is steeper, y = 5x – 6 or y = 2x + 7?
Explain why.
15. Which two lines slant the same direction?
Explain why.
a. y = -2x + 3
b. y = -½x – 1
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
c. y = ¾x
License Problem
The table shows the population from the 1990 census and number of licensed drivers in a few selected states.
Create a scatter plot for this data and determine if there is a relationship or pattern with the given data.
What is the slope of the line and what does it represent in this problem?
State
California
Florida
Georgia
Illinois
Michigan
Montana
New Mexico
New York
Pennsylvania
Texas
Population (in
millions)
30.9
13.5
6.8
11.6
9.4
0.8
1.6
18.1
12.0
17.7
Licensed Drivers
(in millions)
20.1
10.6
4.6
7.4
6.5
0.6
1.1
10.4
8.0
11.4
Teach a Friend
Write a letter to a 7th or 8th grader explaining everything you know about slope-intercept form.
Explain the different effects that the slope and y-intercept have on a graph. Your letter must
address the following items:
•
•
•
•
What happens when the slope is positive or negative?
What happens when the slope gets bigger or smaller?
What does the y-intercept have to do with the graph?
Create an equation and graph it. Explain how you graph an equation using the slope and y-intercept.
Use the table below to brainstorm some ideas and organize your thoughts for your letter.
Slope
y-intercept
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
Name: _____________________________________________ Date: ____________ Period: ___________
Algebra I
Common Writing Assessment Outline for Letter
Directions: Use pages 1-3 in this packet to guide you through this outline.
Paragraph 1
Introduction Paragraph
o Write as you were writing to a friend
Paragraph 2
Explain Slope-Intercept Form.
o State the equations for slope-intercept form.
o What does m represent in the function? __________________
o What does b represent in the function? ___________________
o What does the x and y stand for? _A point (x, y)_.
Paragraph 3
Describe what happens when the slope is positive, negative, zero, or
undefined.
o Positive slope
o Negative Slope
o Zero Slope
o Undefined Slope
Describe what happens when the slope gets bigger or smaller.
o What happens when slope is a bigger/larger #?
o What happens when slope is a smaller #?
Paragraph 4
What does the y-intercept have to do with the graph?
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Paragraph 5
Create an equation and graph it.
Explain how you graph an equation using the slope & y-intercept.
(Examples 2, 5, 8, & 10 will help!)
Use this graph as
practice.
Step 1: Make your own equation in slope-intercept form.
Step 2: State the slope (m) & y-intercept (b) of your equation.
Step 3: What are you graphing on? Coordinate Plane
State the correct axis you start your line.
Step 4: From the first point you make, how do you make more? What
part of the equation do you use?
Step 5: After you have all your points, what do you do? How do you
connect them?
Paragraph 6
Conclusion Paragraph
o Restate the purpose of the letter.
Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.
Rough Draft
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Created by the PATINS Project. Permission to copy or modify is granted if rights are maintained.