Understanding by Design

Stage 1 Desired Results

Important Topic:
Graph linear equations written in slope-intercept form
A1.2.2.1.3 Write or identify a linear equation when given
A1.2.2.1.4 Determine the slope and/or y-intercept represented by a linear equation or graph.

Enduring Understanding(s):

Essential Question(s):

Central ideas that anchor the unit

Provocative questions that will foster interest and

inquiry in topic

Real word situations can be

represented with variables and graphs
to show relationships between
variables
Algebraic expressions and equations
generalize relationships from specific
cases
Graphs show a basic trend or slope
between two variables
When given a trend or slope, we can
find where one variable is in
relationship to the other

How can we look at graphs to make

predictions/decisions about the future?
Why is it important to see the
relationship between two variables?
Why do we care about knowing the
difference between cause and effect in
a given relationship?
Why do numbers need context?

Knowledge:
Skills/Practices:
Students will know
Students will be able to
1. the relationship between x and y axis
1. Calculate the slope of a line when given
2. recognize zero, undefined, negative
two points
and positive slopes from points, a
2. Calculate the slope of a line when given
graph, or a table
two points of a line on a graph
3. the relationship of double negative
3. Manipulate equations so that they are
integers
in slope-intercept form
4. how the slope is used to plot the next
4. Identify slope and y-intercept in slopepoint in a line
intercept form
5. how to solve for y in order to get
5. Write y-intercept as a (x,y) coordinate
slope-intercept form
6. Plot the y-intercept and then the next
6. what m and b represent in slopepoint according to the slope
intercept form
7. the importance of y-intercept and what
it means in relation to the linear
equation
Stage 2 Evidence of Learning

Evidence (Indicators) of Learning

Elicitation of Evidence

What learners will do or say to or done to

demonstrate understanding or progress towards
your learning goals

How you might prompt or invite students to

demonstrate their understanding

1. Write a linear equation to solve word

problems
2. Find slope when given two points or a
line on a clearly-defined graph
3. Graph a line after identifying y-

1. Given a real-world context or word

problem, students will find the starting
point on the y-axis and find its
respective slope
2. Students will justify the variables and
their relationship to each other using

intercept and slope

key words given in word problems

3. Students will predict what the y output
will be in relation to x input
4. Further evidence shown through
formative data such as exit tickets,
homework, quizzes

Stage 3 Learning Plan

Lesson __1__ of __3___
Lesson Description:

Approximate number of days: 2-3

This lesson will allow students to describe, calculate, and/or use the rate of change (slope) of a line.
By understanding the importance of slope as the rate of change in linear equations, student will be able
to incorporate that knowledge when writing linear equations from word problems. They will visibly see
on a graph how slope can change the direction of a line, which they then can connect to their
understanding of trends between two variables. This relates to the bigger picture of how a relationship
between two factors/ideas/etc can be used to predict the outcome of one factor dependent on the
other.

Lesson Objective: Understand how constant rates of change/slope affects linear equations and
calculate slope

Sequence of Lesson:
1. Introduce two variables and their relation to each other and visually present it also on a graph
(ex: time and growth in height of a student)
This will allow students to understand how linear equation show relationships that can be
very relevant to their lives
Engaging hook
2. Explain a graph and the relationship between x and y axis
Show which poles are negative and positive by explaining number lines
Demonstrate how each variable is represented by an axis (ex: time represented on x
axis, height represented on y axis)
CFU: Given real-word context or word problems, students will be able to pick which
variables are correlated to another and represented on each axis, labeled correctly by
units (ex: years, inches, hours) (Students will have 5 minutes to annotate a word
problem and then students will discuss their answers with a partner. They will popcorn
by cold-calling each other to share their answers.)
CFU: Students will be able to give me their own examples of relationships they can think
of during think-pair-shares
3. Explain the concept of zero, undefined, negative, positive slopes and what they look like on a
graph
Students will be given visual examples of zero slope such as a treadmill, undefined slope
such as a flag going up and down a flagpole, positive slope: going up a mountain,
negative slope: skiing down a mountain
CFU: Given lines on a graph, student will be able to identify if the slope is 0, undefined,
negative or positive by the slant of the line
4. Calculate slope formula given two points (practice on worksheets first, and use whiteboards to
check whole class understanding)
Students will identify x and y coordinate correctly given a coordinate point
Students will demonstrate understanding of substituting numbers for x and y
appropriately into slope formula

Students will understand that if there are two negatives are being multiplied together,
the product will be positive
Students will understand that slope formula is representative of change in y units over
the change in x units, aka rise over run
Given a graph with a line and two clearly defined points, students will understand that
this is a visual representation of their previous practice. The graph will also allow them
to count grid units to check their answers.
Students will try a physical activity in which one student will move in another direction
from the other according to the slope calculated. They will be able to visibly see the
movement/trend they are walking in, whether they have no slope of change or if they
are moving upwards (positive) or downwards (negative)

5. Exit ticket: Students will correctly identify variables in relation to each other in a word problem
and label them on a xy axis, students will be able to calculate slope formula given two points or
two points on a line on a graph

Approximate number of days: 2-3

Lesson _2___ of __3___
Lesson Description: In order to graph a line in slope-intercept form, students must first understand
the components of this linear equation. By understanding that a slope and an intercept (in this case,
the y-intercept), creates one form of a linear equation, students will understand that these two
components are essential to graphing a line. The line is created as a visual of representing how x and y
change in relationship to one another. While the graphed line is a visual representation, the linear
equation is a written form of the visual. A graphed visual also allows students to find or predict the
output when given an input. This allows people to make future predictions by following the constant
trend of a particular relationship.

Lesson Objective: Manipulate a linear equation to slope-intercept form and graph the line in this
form.

Sequence of Lesson:
1. Because there are three forms of linear equations, students must be able to manipulate any
forms that are not in slope-intercept form ( y = mx+b )
CFU: When given different forms of linear equations, students will be able to correctly
identify which ones are written in slope-intercept form (Powerpoint slides will be
prompted with examples and students will hold up fingers according to their answer 1-3)
Students must be able to manipulate equations not in slope-intercept form and solve for
y by isolating y to one side of the equation
Students will independently practice manipulating equations so that they will have
correct forms to work with when graphing
2. Given slope-intercept form, student will know that m represents slope and b represents yintercept
CFU: Students will correctly identify/circle the slope or y-intercept when given a slopeintercept equation on a worksheet handout
Students will understand the concept of y-intercept and that the x in (x , y) will always
remain as 0 because the intercept point will always cross on the y axis
Students will be able to substitute the slope they found using slope formula from two
different points
3. Given that students can correctly write y-intercept as a coordinate point, students will correctly
plot y-intercept and plot the next point according to the slope
Students will understand how negative slopes will reflect a downward change on the yaxis, but a positive change on the x-axis
Students will first demonstrate plotting slope from a given point, then will demonstrate
plotting the y-intercept and plotting the next point given slope on a worksheet
independently

Advanced understanding will lead to student being able to determine slope from two
given points and then using the determined slope to plot a second point

4. Exit Ticket:
Student will correctly identify equations written in slope-intercept form
Student will correctly find the slope from two points on a graph and substitute the slope
into slope-intercept form
Student will correctly manipulate a linear equation and identify the slope and y-intercept;
they will then graph according to the manipulated slope-intercept equation

Lesson _3___ of _3____

Lesson Description:

Approximate number of days: 1

This activity is to ensure understanding of the relevance of slopes and how useful they can be in our
everyday lives. By being able to write a linear equation from a word problem, the students will be able
to apply this knowledge to determine relationships between two variables that they encounter in the
future. They will be able to show basic trends and predict future outcomes of variables in true
applications such as in business, sciences, etc.

Lesson Objective: Write a linear equation from a word problem by identifying slope and yintercept.
Sequence of Lesson:
1. Demonstrate to students how to properly annotate a word problem by looking for key words
given a word bank
Students will understand that any rate of change given in the word problem will be the
slope they are looking for
Students will find the baseline/starting point given in a word problem which will be the yintercept
CFU: students will annotate word problems with a partner using a handy dandy word
bank (to find key words/concepts)
2. Students will correctly substitute the slope and y-intercept they found into slope-intercept form
3. Closing Activity/Exit Ticket: Students will split into groups of four and be at their respective
stations. They will annotate a culturally-relevant word problem in front of them and together
write a linear equation. Then we will switch and the following group will check to see that the
previous team correctly wrote an equation and then they will graph the given equation. We will
switch groups again and the last group will make sure that all steps were correctly performed.
Finally, the students will present their stations word problem and identify any mistakes or
contribute any additional ideas/steps that the team found helpful. The teams will also
demonstrate how their word problem is relevant to society and when they may encounter similar
situations such as the problem given.