Samantha Kemperman Mark Reinardy Zeeland West Algebra 1 Freshmen/ sophomores November 27, 2012 Lesson Plan Title:

Finding x- and y- intercepts multiple ways Content: I will be teaching the students what x- and y-intercepts are and how to find them. They will learn what they are on a graph as well as finding them using an equation of a line. An x-intercept is where the line on a graph crosses the xaxis and a y-intercept is where the line on the graph crosses the y-axis. One example would be 5x 2y= 10 where the x-intercept is 2 and the y-intercept is -5. Putting in 0 for x in the equation first and solving for y, then putting 0 in for y in the equation and solving for x, can find these two answers. The students will then put their two coordinates, (2,0) and (0, -5), on the graph and draw a line between them. Instructional Strategy: I will be using the Admit Slip as my instructional strategy from the 50 instructional strategies we talked about. This strategy will help the students get into math mode after a long day of other classes. It will help them remember what they learned the day before and get them prepared for the new material. Audience: I will be teaching to an Algebra 1 class with mostly freshmen and sophomores, along with one junior. They are a well-behaved class for the most part. There are a few troublemakers but they calm down when they are separated from the people next to them. There are 25 students in this class. The class is mostly made up of Caucasians but there are a couple Blacks, Latinos, and Asian Americans. All but two students have English as their first language; one student speaks Chinese and English and the other speaks Spanish and English. There are about the same amount of boys as girls in this class, but the boys are rowdier than the girls. There arent any special needs besides being at a low level mathematically. These students are at a very low math level so I am assuming that they do not know very much about the material I will be teaching them. I believe that the students will be able to recognize where the graph intersects the x- and y-axis but not anymore information than that at this point in the semester. Length of Lesson: My lesson will take about 50 minutes. Materials Needed: Elmo, Articles for Guided Practice Exercise, Handout with Note Taking/Making Strategies, Paper, Writing Utensil Teacher: Elmo, Articles for Guided Practice Exercise, Handout with Note Taking/Making Strategies 1

Students: Paper, Writing Utensil Rationale: This lesson is important because it teaches the students the relationship between an equation and a graph. It shows the students how to graph a line by finding two points. It is also very important because a graph shows the relationship between two variables, generally x and y for these students but also any other type of comparison data. The lesson that precedes this lesson involves identifying linear functions. The next lesson will involve rate of change or slope. I will fulfill two standards within this lesson to fulfill the yearlong curriculum. I will fulfill the third and fourth standards of IRA/NCTE ELA Standards. The third standard is that the students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. The students will apply their knowledge of solving equations to find x-intercepts and y-intercepts. They will also apply their knowledge of reading story problems to find the x- and yintercepts for the word problem. They will use their new knowledge to also find what the x- and y-intercepts mean for the word problem. The fourth standard is that the students adjust their spoken, written, and visual language to communicate effectively with a variety of audiences for different purposes. The students will learn new vocabulary to be able to communicate effectively with their peers and teacher about their findings. They will learn new visual language while observing graphs with x- and y-intercepts. The students will be able to visually see the equation become a line on a graph as well as writing down the points at which the line crosses the x- and y-axis. Lesson Objective: The students will identify x- and y-intercepts on a graph. Students will solve equations to find the x- and y-intercepts. Students will graph the points they find after solving the equations for x- and y-intercepts. The students will graph a line after putting two points on the graph. Grade Level Content Expectation (GLCE): - A3.1.2 Graph lines (including those of the form x = h and y = k) given the appropriate information. - A3.1.3 Relate the coefficients in a linear function to the slope and x- and y- intercepts of its graph. (The students will only be doing the second part of this expectation: finding the intercepts) IRA/NCTE ELA Standards 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. The students will apply their knowledge of solving equations to find x-intercepts and y-intercepts. They will also apply their knowledge of reading story problems to find the x- and y-intercepts for the word problem. They will use their new knowledge to also find what the x- and yintercepts mean for the word problem. 4. Students adjust their spoken, written, and visual language to communicate effectively with a variety of audiences for different purposes. The students will learn new vocabulary to be able to communicate effectively with their peers and teacher about their findings. They will learn new visual language while 2

observing graphs with x- and y-intercepts. The students will be able to visually see the equation become a line on a graph as well as writing down the points at which the line crosses the x- and y-axis. Classroom Organization: The students will be at their tables with two people per table. They will work with their partner for one activity and alone for the other activity. I want the students to be quiet while working alone and productively working with their partner at a medium tone while working side-by-side. I would like the students to raise their hands when they have an answer to a question. I will manage my time using the times I have put next to each part of my lesson. I will make sure to have my materials in order and to be fully prepared for my lesson and everything involved in it. If I am fully prepared then my transitions should be fluid. I will make sure to ask the questions a couple times to make sure I am heard and I will also look at the students body language to make sure they understand what is being asked. If they seem to look bored or confused I will try to explain that part of the lesson again in a different way. I will also raise my voice slightly to get the students attention and to get back to the lesson after they work with partners or by themselves. I dont really know of many routines, language, rules of engagement, etc. that my teacher has because he runs a flipped classroom. I do know that he gives out notes for the students to fill as he lectures them on their iPads but I have never seen my mentor actually teach in front of the class. One thing that my mentor teacher does to manage his class is to make sure to separate students who talk a lot with each other. He also makes sure to tell students to be quiet when it is that time in the class. He does allow some talking, which I will also allow. What is Happening in the Lesson Orientation 10 minutes I will be handing out the five questions on a piece of paper as the students walk in. To start off the lesson, I will be using an Admit Slip with five questions on it that the students should use prior knowledge on to find the answers. It will get their mathematical juices flowing and also prepare them for the lesson at hand. It will show the students how to find x and y in an equation when the other variable is equal to zero, just like finding an x- and yintercept. It should be relatively easy for the students so it should motivate them to want to learn more because it What is Being Said in the Lesson

Questions: Solve these equations for the variable included. 1. 5x + 0 = 10 2. 33 = 0 + 3y 3. (4/5)x + (1/10)= (9/10) 4. 2x + 14 = 3x + 4 5. 5y 1 = 7y + 5 Answers: 1. x= -2 2. y= 11 3. x= 1 4. x= -2 5. y= (-1/2) All of these questions would be Level 3

is normally more engaging when answers come easily for students. I will be using the Elmo to go through the answers after the students work on it by themselves. State the Objective 1 minute The students will identify x- and yintercepts on a graph. Students will solve equations to find the x- and yintercepts. Students will graph the points they find after solving the equations for x- and y-intercepts. The students will graph a line after putting two points on the graph. I will be using the Elmo to go through the notes with the students. Presentation of Content 20 minutes I will be using the Elmo to guide the students through the notes. I will handout the notes to the students at this time. X-intercept: the x-coordinate of the point where the graph intersects the xaxis. (The y-coordinate of this point is always zero) Y-intercept: the y-coordinate of the point where the graph intersects the yaxis. (The x-coordinate of this point is always zero) Find the x- and y-intercepts on these graphs. 1. x-int: (4,0) y-int: (0,4) 2. x-int: (4,0) y-int: (0,-3) 3. x-int: (1,0) y-int: (0,2) Check for Understanding

on Blooms Taxonomy because they are using previous knowledge to solve new equations.

This lesson will be on using intercepts. We will find x- and y-intercepts on a graph as well as find them in an equation. After finding the intercepts in an equation, we will put the two points on a graph and draw a line between them.

I will ask the students what they think the x-intercept is and also what the yintercept is first. After hearing the students responses, I will give them the book definition of both of them. (Level 1) I will then have the students look at the first three problems with their partners at their tables to find the x- and yintercepts on each of the three graphs. I will then check for their understanding of it and write down the answers with them. (Level 1)

Graphic Organizer: Graphing Ax + By = C Using Intercepts 1. Find the x-intercept by letting y equal 0 and solving for x. 2. Find the y-intercept by letting x equal 0 and solving for y. 3. Graph the line by plotting the points connecting the intercepts and then connecting the points with a straight line. Check for Understanding Example 1: 2x + 3y = 6 Solve for y=0 and solve for x=0. Then graph the two points. Check for Understanding Example 2: Jennifer started with $50 in her savings account. Each week she withdrew $10. The amount of money in her savings account after x weeks is represented by the function f(x)= 50 10x. a. Find the intercepts and graph the function. b. What does each intercept represent? Check for Understanding

Next I will help the students fill in the graphic organizer or flow chart with a step-by-step process on how to solve an equation for x- and y-intercepts. The students dont have much, if any, information about this process so I will just tell them this information.

Now I will go through example 1. I will walk through it with the students while asking simple question along the way including: what does x equal and what does y equal? (Level 3, 5) I will then have the students tell me where to plot the two points on the graph and draw a line between them. I will make sure to check for their understanding after this. I will then go through example 2, a story problem. I will solve the equation for x and solve it for y with the students, checking for understanding as we go along. I will then find the x- and yintercepts with them and graph the two points. I will also put a line through those two points. (Level 3, 5) I will then ask the students what the xand y-intercepts represent in this story problem. (Level 4)

Checking for Understanding 2 minutes I will not be using technology to check for understanding of the students unless the students ask about a specific part of the notes. In this case, I will reference the notes on the Elmo again. I have used levels 1, 3, 4, and 5 from Is there anything specific that is not making sense to you? Is there anything from the notes you would like to go over before we move on to the worksheet?

Blooms Taxonomy throughout the notes I have given. The students will use an array of old and new skills to learn the new information. I will ask the students if they have any questions about anything on the notes to make sure that no one is left behind. Guided Practice 15 minutes I will be handing out a worksheet for the students to work on with a partner at this time. I will use the Elmo to go over the worksheet, after the students have had time to get through all or most of the problems with their partner. Find the x- and y-intercepts of 1 and 2 1. 3x + 2y = -6 2. x 4y = 4 3. At a fair, hamburgers sell for $3 each and hot dogs sell for $1.50 each. The equation 3x + 1.5y = 30 describes the number of hamburgers and hot dogs a family can buy with $30. a. Find the intercepts and graph the function b. What does each intercept represent? 4. An amateur filmmaker has $6000 to make a film that costs $75 per hour to produce. The function f(x)= 6000- 75x gives the amount of money left to make the film after x hours of production. Graph this function and find the intercepts. What does each intercept represent? 5. Use intercepts to graph the line described by (1/4)x = 2 (1/3)y. Independent Practice I will give the students multiple book I will tell the students to do the At this time in the class, I will be walking around the classroom asking students if they have any questions or need help. I will let the students work on it for about ten minutes then I will go over it with the entire class, asking for answers throughout.

problems to do on their own. Homework: pg. 306 (1 11, 13, 16 19, 24, 25, 28, 30, 34, 35)

homework given on the last page of the worksheet. This homework will help them on the test, as well as the notes, examples, and worksheet we did in class today. The homework may or may not be checked by Mr. R but it is important to do anyways to make sure that you know the material.

Closing 2 minutes I will close the lesson by giving the students the book problems and summarizing the material. I will also ask for any final questions on the material. The students know how to find x- and yintercepts in equations, as well as graph the line between them. They also know what x- and y-intercepts represent in a story problem. Are there any final questions that you would like to ask? Well, now you should know how to find x- and y-intercepts in equations, as well as graph the line between them. You also should know what x- and yintercepts represent in a story problem.

Assessment: I will be using formative assessment throughout my lesson because the students will not be graded on right or wrong answers. I will look for students participation and focus while working on the worksheet. My objective is to teach the students about what intercepts are and how to use them. I will be looking to make sure that they know how to find them. We will find x- and yintercepts on a graph as well as find them in an equation. After finding the intercepts in an equation, we will put the two points on a graph and draw a line between them. My lesson will vary in instruction to accommodate the multiple intelligences that make up the classroom. My lesson will include the following: oral, visual, auditory, and hands on activities. The worksheet could be used to assess the students summatively but I will not be writing grades down unless Mr. R. wants me to. I will also give out homework problems that can be checked for right or wrong answers the next day to make sure that the students have learn the material thoroughly.

Student Needs Nick Very few mathematical skills, behavior problems (talking while the teacher is teaching, messing with students around him)

How I will address the Need I will pair him up with Stephanie who is very good at math and well behaved.

Carter behavior problems (loud, talks out of turn) John Speaks Spanish as his first language but can also speak English, just not as fluently

I will pair him up with Taylor who will keep him focused on the task at hand. I will pair John up with Laura who can help him read through the story problems if he is having trouble.

Technology: I will be using the Elmo for most of my lesson. The Elmo will help me teach the students while they watch me go through the examples and notes. I will use it throughout every section of my lesson. Handout: Find the x- and y-intercepts of 1 and 2 1. 3x + 2y = -6 2. x 4y = 4 3. At a fair, hamburgers sell for $3 each and hot dogs sell for $1.50 each. The equation 3x + 1.5y = 30 describes the number of hamburgers and hot dogs a family can buy with $30. a. Find the intercepts and graph the function b. What does each intercept represent? 4. An amateur filmmaker has $6000 to make a film that costs $75 per hour to produce. The function f(x)= 6000- 75x gives the amount of money left to make the film after x hours of production. Graph this function and find the intercepts. What does each intercept represent? 5. Use intercepts to graph the line described by (1/4)x = 2 (1/3)y. These five questions are on my worksheet. They are from different resources the book gives. I pulled different examples from a couple practice sheets online in the teacher resources sections. This handout will help the students use what they have just learned in their notes as well as going beyond the basic problems. The story problems will have the students think deeper than doing the basic problems like one and two.