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Lesson: Graphing Linear Equations Length: One class period
Age or Grade Intended: 9 th grade (Algebra I)
Standard:
Standard 4 — Graphing Linear Equations and Inequalities
Students graph linear equations and inequalities in two variables. They write
equations of lines and find and use the slope and yintercept of lines. They use
linear equations to model real data.
A1.4.1 Graph a linear equation.
Example: Graph the equation 3x – y = 2.
A1.4.2 Find the slope, xintercept, and yintercept of a line given its graph, its
equation, or two points on the line.
Example: Find the slope and yintercept of the line 4x + 6y = 12.
Note: Although the standards are represented in this lesson and throughout the
balance of the unit, not all lessons are matched specifically with a particular
standard.
Performance Objectives:
The students in the class will provide the correct single term linear
equation, given a graphical representation of the equation, with 100% accuracy.
1. All students in the class, given a graph of a vertical or horizontal
line will provide the equation of the line with 75% accuracy, by correctly providing
the answer for 3 out of 4 assigned problems.
2. All students in the class, given a graph of a linear equation with a
onetoone correspondence between the xterm and the yterms will provide the
equation of the line with 75% accuracy, by correctly providing the answer for 3
out of 4 assigned problems.
3. All students in the class, given a linear equation with either x or y
assigned a constant value will graph the associated line with 75% accuracy by
correctly providing the graph for 3 out of 4 assigned problems.
Advanced Preparation by Teacher:
The teacher should have one of the following:
1. An overhead projector with a graph transparency (Attached as
Appendix A);
2. A handout of various graphs (Attached as Appendix B); or,
Lesson Plan 1
3. A blackboard prepared with a graph diagram as shown in Appendix
A.
The preferred methods are numbers 1 or 3, above, because they allow
flexibility in presenting the materials. If a graphical handout is used, then the
students will be asked to record the images presented on their handouts, which
can be collected and reviewed for completion.
Procedure:
Introduction/Motivation:
The key to making this lesson engaging is to allow all students to have
initial success in recognizing graphs of linear functions.
Have the students review the information that they have already learned
with regard to linear equations and graphical representations.
Explain to the students that over the last few weeks, we have been
studying graphs and their properties, as well as solving equations involving two
variables. Now we will be able to put those two concepts together, and see
exactly what our equations look like on a graph.
StepbyStep Plan:
Remind the students that linear equations take the following forms:
Y = nX + m
For examples, the following equations should be put on the blackboard:
Y = 2X + 3 Y = 4X – 2
X = Y – 4 X = 3Y + 1
Ask the students for examples of linear equations and have the students
put them on the board. (Bloom’s taxonomy Knowledge, Comprehension and
also Application, in cases where the students are able to provide examples such
as Y = 0 or Y = ½X + ¾, which would incorporate cases where n is 0 (zero) or n
or m are fractional values.)
If the students were unable to create these equations, it would indicate a
fundamental problem with the Knowledge level of Blooms, and upon reflection
the lesson may be reassessed with more of a focus on a review of the material
that the students should already know at this point in their education.
The students shall turn to the topic of graphical representations. The
immediately preceding topic of study in this course was graphics, so this should
still be fresh in the students’ memories. Nonetheless, the students will by
Lesson Plan 1
presented with blank graphs, as contained in Appendix A, and they should review
the parts of the graph, including the XAxis, the YAxis, Quadrants, the Origin
and how points are plotted. Plot (2, 3), (2, 4), (1, 1) and (2, 1) so that all
quadrants will have a distinct representative point for reference. This information
will be left up on the side of the blackboard, so that as the students progress
through the lesson they will have the information available for reference. If there
are times when it is evident that the students have problems recollecting the
correct quadrant(s) for a particular graphing, they will be returned to the point
plotting graph as a reference.
Have the students assist in combining equations with a graphical element.
(Gardner’s LogicalMathematical, Spatial).
The students have all of the information that they need at this time to fill in
the information on the graphs in Appendix B, however, scaffolding should be
used in order to have them understand what they are capable of. Accordingly,
the following questioning should be used with the first graphical representation:
“If Y equals 1, on the graph, what does X equal?”
plot (1, 2) on the graph. Continue:
“If Y equals 2, on the graph, what does X equal?”
(Answer is again 2)
“In fact, for all values of Y, X equals 2!
“So what is our linear equation?”
This progression will be repeated for each of the next three graphs, which
all represent single term linear equations. The equations are, respectively, Y = 2,
X = 2 and Y = 2.
The students will then be shown the next four graphs, which represent Y =
X, Y = X, Y = X + 2 and Y = X – 2, respectively. The same scaffolding approach
will be used in the questioning, so that the students will relate Y in terms of the X
coordinates.
Closure:
The lesson will be closed by letting the students know that now is their
opportunity to demonstrate what we have been reviewing in class. Explain that
in the next few days we will be dealing with more complex linear equations, but
that all of the results will stem from the steps that we are taking today.
Following the presentation of this material, distribute the inclass
assignment that is attached as Appendix C. This will be given as an in class
Lesson Plan 1
assignment, however, near the end of class they will be informed that if they are
unable to complete it in the remaining class time, they may take it home and
complete it as homework. The teacher should circulate through the classroom
and assist students as needed. If there is a particular problem of note, the
solution should be addressed on the blackboard to the entire class.
Adaptation/Enrichment & SelfReflection:
N/A
Lesson Plan 1
Appendix A
Lesson Plan 1
X = ______ Y = ______
Equation? Equation?
________ = ________ ________ = ________
Lesson Plan 1
Y = ________ Y = ________
Y = ________ Y = ________
Appendix B
Lesson Plan 1
Please graph the following:
X = 3 X = 3
Y = 3 Y = 3
Name: ________________
Lesson Plan 1
Extra Credit!!
Please graph the following:
Now, make up your own linear
equation, write it below the
graph and then graph it.
Have FUN with this.
Y = X + 1
Equation:
________________
Appendix C Name: ________________
Lesson Plan 1