Nick Schmid Instructional Technology Brian Bartel Instructional Unit: y = mx + b Level: 7th or 8th Grade Course: Math Unit

Name: y = mx + b, finding variables & balancing equations Time Frame: 2-3 days Essential Learning Objectives: Know that y = mx + b is called slope intercept form Understand what each letter stands for in the equation Be able to find the correct equation given two points on a line Properly balance an equation to get it into slope intercept form

NETS Standards Addressed: Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

d. Contribute to project teams to produce original works or solve problems Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results Common Core State Standards for Mathematics Addressed: CCSM 7: Solve linear equations in one variable b. Solve linear equations with rational number coefficients, including equation whose solutions require expanding expressions using the distributive property and collecting like terms.

Instructional Activities and Samples:

1. Introduction: Using clickers, ask the following questions and have each student anonymously answer them. 1) What does the m stand for in y = mx + b A) math B) slope C) y-intercept D) 1

2) How is slope determined? A) x-y B) x-intercept y-intercept

C) The change in y-values divided by the change in x-values D) b-m 3) What is the slope of this line: y=3x-4 A) 3 B) 4 C) -4 D) -1

4) How would we find the slope given these ordered pairs, (1,2) & (3,3)? A) 3-1 / 3-2 B) 3-3 / 1-2 C) 3-2 / 3-1 D) there is not enough information 5) What does the b stand for in y = mx + b? A) slope A) 0 B) x-intercept B) 1 C) 2 C) y-intercept D) D) brain

6) How many slopes does a line have?

Quickly go through each question and see how the class as a whole did. Use the results as a key of where to focus more or less time during the PowerPoint presentation.

2. PowerPoint - Use the PowerPoint as a review; thoroughly explain tricky/misunderstood sections. 3. Video - The video, included in the PowerPoint specifically covers how to deal with how to solve a slope-intercept equation when it is not set up in the y = mx + b format, such as, 2x=3y-6. - http://www.youtube.com/watch?feature=player_embedded&v=iDEWff_qbF4 4. Todays Meet - When students are working in the lab, a conversation on Todays Meet will be going on where they can ask questions that might come up; these can be answered by other students or the teacher. When there are things that the instructor thinks the class should know that has not been covered, or should be reviewed, can be posted here for the entire class to see. 5. Movie Creation - Divided into groups of 2-5, whichever works better, students will be assigned a specific problem to solve and show their work in a short movie clip created in either iMovie or Windows Movie Maker. - A group will be given two ordered pairs and asked to find the equation associated with those two points in slope-intercept form, and an equation that needs to be balanced out and converted into slope-intercept form. - As a class watch each video to learn good presentation skills from observing other studentmade movies other than ones own, as well as the proper techniques to solve the two types of problems dealing with slope intercept form properly.

Examples: Using Ordered Pairs: https://www.youtube.com/watch?v=b3j8YMODUyc Using an equation that needs balancing: http://www.youtube.com/watch?v=BkcfAM0tqu0

Clicker Rubric: Yes Behaved properly while using the clicker. Answered all questions. No

Todays Meet Rubric: Score 3 (Excellent) 2 (Well-done/ Average) Needed some Was able to get onto Todays Meet. Got on without any trouble. assistance after being shown in the demonstration. Used Todays Meet in the way designed for this lesson. Did not post or needed a reminder about appropriate behavior. 1 (Below Average) Needed help getting on multiple times, lacking effort was noticeable. Needed multiple reminders about how they should be conducting themselves on the website. Was asked to close the application and not use it for the remainder of the project. Never got onto Todays Meet. 0 (Poor)

Interacted with classmates appropriately.

Posted on Todays Meet when asked. Always Most of the time. Sometimes Rarely/Never

Movie Creation Rubric:

Score Completed both videos. Used quality video making skills. Worked with classmates appropriately and respectfully Showed how to find the slope and y-intercept given two points Balanced an equation to get it into y = mx+b format.

3 (Excellent) Yes

2 (Well-done) Mostly

1 (Average) Some parts missing

0 (Weak) Many parts missing

Yes

For the most-part

Somewhat

No

Completely, no issues

Too many issues A few issues Significant issues to stay in the same group

Work shown is complete with right answers.

A few mistakes, but nothing major. Made a few mistakes in the balancing, but understood main concepts.

Several mistakes in the process

Many crucial mistakes

Understood the process with shown work and correct answers.

Made a number of mistakes

Numerous, vital mistakes made.