What should students know, understand, and be able to do? By the end of the course, students should be able to do the following things with linear functions: identify x- and y-intercepts, calculate slope, graph lines, and write equations of lines in different forms.

 

What is worthy of understanding? Linear functions are used to represent many real-world situations that have a constant rate of change.  Calculating the rate of change in a situation is the slope of the line. Intercepts tell us where real-world situations start and stop.

 

What are the enduring understandings desired as a result of instruction? It is desired that students will recall how to graph lines, find slopes, and write equations of lines due to future needs in applications and Algebra 2.

 

What type of assessments will serve as evidence of the enduring understanding I’m seeking?

·       Discussions will happen during each module that will allow me to see how connections are forming.

·       Students will also be given the task of writing a how-to guide for finding intercepts and slope. This will              demonstrate if they have a deep understanding of the material.

·       At the end of module 3, students will create a demonstration of writing an equation for a line in three                different forms. This will be evaluated by classmates and the teacher for accuracy.

·       A performance assessment will happen in week 4 to see if students maintain learning from week 3.

·       A formal assessment made up of open ended and multiple choice questions will serve as the final piece          of the course.

 

Enter a detailed outline of the first 50% of your course using the space you need:

 

Overall set-up:

·       The Google Classroom stream will be left open so that announcements and comments can be seen.

o   The welcome video for the course and video showing where everything is at will be posted in both the stream and Getting Started section of the classwork tab.

·       All documents, materials, discussions, and assignments will be housed under the Classwork tab.

 

Getting Started

·       Welcome/Introduction to course video

o   A video to introduce myself and what the course will be about.

·       Syllabus with course calendar and grading breakdown

o   The syllabus will give all the important information about the course: how to contact the teacher, what materials are needed, what is the course about, course calendar, grading policies, etc.

·       Video to show where all the elements of the classroom are

o   I will create a video from the student side of the classroom to show where information can be accessed.

·       Setting up needed accounts.

o   Video from student perspective of setting up an account with Edia to do assignments posted in Google Classroom for practice.

o   Video to set up for Flipgrid.

o   Video to set up for Desmos.

·       Flipgrid Introductions posted

o   Link to Flipgrid for student introductions and getting to know you information.

 

Module 1 – Finding x- and y-intercepts and calculating slope

·       Introduction to module video.

o   Video to briefly review the overall topic of the module and how it will apply further along in algebra 1 and future math classes.

·       YouTube video lesson – Finding X and Y Intercepts for Linear Functions.

o   https://youtu.be/mY3dy6Kv-jw

o   This video shows how to find the intercepts of a line given equations in both standard and slope-intercept form. There are examples of each type given in detail, and then students are given one of each type to work on their own. The teacher tells them to pause the video, work the problems, then the answers pop up for students to check their work from.

·       Practice problems from Edia.app which allow students to show work and practice the concepts.

o   Video to show an example on Edia of how to show work on questions and type in answers the proper way.

o   Students will be given practice problems on finding intercepts from graphs as well as equations in both standard and slope-intercept form. Students must correctly answer 3 of each type of question. When incorrect answers are typed in, students are given another chance to fix them otherwise they will get an explanation of how to get the answer.

·       Teacher-created video on finding slope of a linear function from graphs, equations, tables and when                given two points.

o   The video will show the process of finding slope from different representations.

·       Slope Matching Trio activity on Google Slides

o   Students are given multiple representations of a line to find the slope of. There are questions of three formats: find the slope between two points, find the slope of a table of values, and find the slope of a graphed line. They must find the slope of each card and put it together with the other pieces that have the same slope.

·       Discussion questions posted to Flipgrid

o   Which representation is easiest to find the slope on for you? Why is that? What are some of the problems that you have with other methods that cause you to not like them as well? What is a real-world example of a slope?

o   Students given a time limit of a minute and a half. Initial post must be made by Thursday.

o   Students must respond to two other posts by Sunday. They are limited to text comments.

·       Instructions for How-to Guide

o   Learners will be expected to make a how-to guide for finding intercepts and calculating slope from multiple representations. 

o   They will be given the opportunity to choose which format they would like to use whether it is a Google Slides presentation, Flipgrid, or any other type of media that can be shared with others to help.

 

Module 2: Graphing Lines and Analyzing the Effects of Changing the Slope and Intercepts

·       Introduction video for module.

o   Video to briefly go over the tasks for this module.

·       YouTube video lesson – How to Graph Linear Equations in Slope-Intercept Form and Standard Form

o   https://youtu.be/y8rNfztyoyU

o   This will be posted with the note that the full video doesn’t need to be watched if you understand after one example, but make sure to watch one example of each type.

·       Edia.app practice problems posted for practicing graphing lines. (40 pts)

o   Video created to show how to graph lines on Edia.app.

o   Students work on graphing lines in both slope-intercept and standard form. They must get 8 questions correct.

·       Desmos Flag activity

o   Students watch a video to determine the rate at which a flag raises and write an equation of a line to represent the height of the flag in regard to time.

o   This activity allows for trial and error as students see how slope effects how fast the flag will rise in respect to time.

o   Activity must be done by Friday due to discussion post.

·       Desmos Marbleslides: Lines

o   Interactive activity which has students manipulate equations of lines and restrictions of the domain of the lines to collect stars.

o   Activity must be done by Friday due to discussion post.

·       Discussion: Post a question in the classwork section of Google Classroom (20 pts)

o   What did you learn while doing the two Desmos activities?

o   Initial post by Friday.

o   Students must respond to two other answers by Sunday.