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Writing Linear Equations

Lesson Plan

Writing Linear Equations

Grade Levels

10th Grade, 11th Grade, 12th Grade, 9th Grade

Course, Subject

Algebra II, Mathematics
Related Academic Standards
A1.1.2.1 A1.1.2.1
Write, solve and/or graph linear equations and inequalities using various methods.
A1.1.2.1.1 A1.1.2.1.1
Write, solve and/or apply a linear equation (including problem situations).
A1.1.2.1.3 A1.1.2.1.3
Interpret solutions to problems in the context of the problem situation (linear equations only).
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  • Big Ideas
    Numbers, measures, expressions, equations, and inequalities can represent mathematical situations and structures in many equivalent forms.
    Relations and functions are mathematical relationships that can be represented and analyzed using words, tables, graphs, and equations.
    Data can be modeled and used to make inferences.
    Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions.
    Mathematical relationships among numbers can be represented, compared, and communicated.
    Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations.
    Numerical quantities, calculations, and measurements can be estimated or analyzed by using appropriate strategies and tools.
    Patterns exhibit relationships that can be extended, described, and generalized.
  • Concepts
    Algebraic properties and processes
    Analysis of one and two variable (univariate and bivariate) data
    Equations and Inequalities
    Patterns, Relations, and Functions
    Real Number System
  • Competencies
    Use algebraic properties and processes in mathematical situations and apply them to solve real world problems.
    Write, solve, graph, and interpret linear equations and inequalities to model relationships between quantities.
    Apply and extend the properties of exponents to solve problems with rational exponents.
    Apply number theory concepts to show relationships between real numbers in problem-solving settings.
    Construct and compare linear, quadratic, and exponential models and solve problems.
    Create a function and/or sequence that model a relationship between two quantities.
    Create and/or analyze functions using multiple representations (graph, table, and equation).
    Create new functions from existing functions (transformations of graphs).
    Define, evaluate, and compare functions.
    Describe, compute, and/or use linear rate of change (slope).
    Interpret solutions to linear equations and inequalities.
    Interpret solutions to linear systems of equations and inequalities.
    Understand and apply the Pythagorean Theorem.
    Use and/or identify algebraic properties.
    Use exponents, roots, and/or absolute values to solve problems.
    Use the concept and notation of function to interpret and apply them in terms of their context.
    Write and/or identify linear equations in various forms (slope-intercept, point-slope, standard, etc.).
    Write, solve, and/or graph compound inequalities.
    Write, solve, and/or graph linear equations and inequalities using various methods.
    Write, solve, and/or graph systems of linear equations and inequalities using various methods.

Rationale

Vocabulary

  • Slope-intercept form
  • Point-slope form
  • Standard form
  • X,Y intercepts

Objectives

Students will be able to write the equation of a line in slope-intercept form, point-slope form, and standard form, given specific information.

Lesson Essential Question(s)

How are relationships represented mathematically?
How can data be organized and represented to provide insight into the relationship between quantities?
How can expressions, equations, and inequalities be used to quantify, solve, model, and/or analyze mathematical situations?
How can mathematics support effective communication?
How can patterns be used to describe relationships in mathematical situations?
How can probability and data analysis be used to make predictions?
How can recognizing repetition or regularity assist in solving problems more efficiently?
How does the type of data influence the choice of display?
How is mathematics used to quantify, compare, represent, and model numbers?
What does it mean to estimate or analyze numerical quantities?
What makes a tool and/or strategy appropriate for a given task?
  • Given a combination of certain information (slope, y-intercept, two points), how can you write an equation using either slope-intercept form, point-slope form, and standard form?
  • How can you transfer one form of a linear equation into another form?

Duration

One 90-minute period

Materials

  • Textbook
  • Calculator

Suggested Instructional Strategies

Instructional Procedures

Bell ringer (homework review, 10-15 minutes):

  • Go over homework from the previous class (worksheet on finding slope).
  • Students will share their answers on the board with the class.
*The teacher will walk around the classroom while observing student work/discussion.
Introduction to new material (20-25 minutes):
  • Students will be given notes and examples on the three forms of linear equations (slope-intercept, point-slope, and standard form). 
  • We will discuss the characteristics of each and how to begin to write linear equations from given information.
Activity (30-35 minutes):
  • Students will work individually on writing linear equations given different types of information (slope, y-intercept, two points).
  • Students will pair with a neighbor to discuss/share answers and ideas.
  • Pairs of students will go to the board to write the equations and show their work, and another pair of students will volunteer to explain the steps used by the first pair of students.
*The teacher will walk around the classroom monitoring student progress and asnwering/asking questions.
Guided practice (10-15 minutes):
  • Students will work on additional questions individually while the teacher monitors student work to make sure the students are understanding the concept.
  • This time will be used for students to ask questions of the teacher or from a classmate on any areas where they may have been challenged.
Reteach (10-15 minutes):
  • Students who need extra practice or need reteaching will come together with the teacher.
  • Students who do not need extra practice or need reteaching will begin the homework assignment.
Closure (5-10 minutes):
  • The teacher will recap what the class did today, explain why they did it, and where we are going next.
Assessment (due at the beginning of the next class):
  • Students will be given a worksheet to help practice writing linear equations in each of the three forms.
  • Students will also be given a few questions where they must write the answer, such as "Describe how to write the equation of a line if two points along the line are known." 

Formative Assessment

  • Worksheet on writing linear equations
  • Questions requiring written answers

Related Materials & Resources

Author

Date Published

August 02, 2015
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