Lead Student Lesson Plan L12: Graphing Lines and Finding ...

Lead Student Lesson Plan

L12: Graphing Lines and Finding Slopes

Main Purposes

Practice speaking English: Getting better at the skills listed below will help all students to be more readily understood when they speak English with others.

Answer questions: There may be some in the class who are struggling and need some help. Using some time to help them overcome the issues is great. However, spending too much time on questions will take away from the activities that need group participation at the end of the lesson. If questions take too long for the gathering, be sure to remind everyone that tutoring is instantly available at byui.edu/mathhelp, and that they can get a personal tutor to meet with them if they would like.

Graph Lines: Please help everyone to understand that a line has millions and billions of points. We graph them to see all of the sets of x and y that will work to make the equation true. We only need to find two of them in order to know where the rest of them are. The two that one student finds may not be the exact ones that another finds, but after the dots are connected, the lines should be the same.

Student Preparation

Students were asked to prepare for gathering by completing specific activities and/or pondering certain questions. Please refer to the gathering instructions in this week's unit or lesson in the course.

Lesson Outline

As the Lead Student this week you will facilitate the Thursday Gathering. The times given for each activity are suggested times. The Gathering should not last more than 90 minutes. Try to make sure that the main purposes of the gathering are met each week.

OPENING

LED BY MISSIONARIES

Announcements, Hymn, and Prayer

(10 minutes)

Announcements

Opening Hymn: Chosen by missionaries Opening Prayer: By Invitation

CLASS ACTIVITIES LED BY LEAD STUDENT

Devotional

Lead Student to Class

(5 minutes)

Here are some scriptures you may choose to use in your devotional. You may also choose one of your own.

2 Corinthians 13:1, Oct 2011 General Conference ? Tad Callister ? The Book of Mormon a Book From God

English Verb Tense Practice

(15 minutes)

Small Groups

Divide the students into groups of 4-5.

In this activity, students will practice both the present and past tenses that you have learned in previous weeks. Students will create their own questions for classmates and answer others' questions.

One student in each group will ask their group a question beginning with the following phrase: "Have you ever ...?"

Other students will answer the question. Then, the student who asked the question will respond to

those who answer their question by asking follow-up questions, such as the following: "When did you ...?" or "Where did you ...?" Students will answer the follow-up questions. Then, another student will ask a different question beginning with "Have you ever ...?" Others will respond and the student will ask similar follow-up questions.

Example Conversation: Your questions: "Have you ever been to another country?" or "Have you ever gone snow skiing?" Your classmate's answers: "I have been to fourteen countries outside the U.S." or "I have only gone snow skiing once." Your follow-up questions: "What countries have you been to?" or "How old were you when you went skiing?" Your classmate's answers: "I have been to Canada, Mexico,

Brazil, Costa Rica, Taiwan, Thailand, Azerbaijan, Georgia,

Ukraine, Austria, Germany, the Czech Republic, Portugal, and Spain." Or "I went skiing when I was 24."

English Vocabulary Practice

(10 minutes)

Advanced Preparation: Print one copy of the crossword puzzle (at the bottom of this document) for every two students, and one copy of the answer key for yourself.

In Partners OR Small Groups

As the lead student, you will pair up or divide the students into small groups of no more than three people.'

In this activity, the students will practice vocabulary doing a crossword puzzle. Give one crossword puzzle to each pair or small group.

To complete the crossword puzzle, students will fill in the numbered boxes with words.

The white boxes show how many letters are in a word with one letter for each letter in a word. The words may be written in two directions, either "across" (from left to write) or "down" (from top to bottom).

Below the puzzle, students will see numbered definitions under the "Across" column or under the "Down" column, which match with the numbers and direction of the words in the box.

Use the definitions as clues to discover the words in the puzzle. The students may use their vocabulary flashcards to complete the puzzle.

After pairs or groups have completed the puzzle, give the correct answers to the class by using the answer key.

Math Exercise 4.2 Part A

(10 minutes)

Whole Class

Review this week's Math Exercise 4.2 Part A homework problems. If there are questions about the assignments, work out a few of the most difficult problems together as a whole group or in small groups of 3-4 people.

Note that 4.2A has review problems from clear back in Chapter 3. That is because in #7-10, students had 5 mini-problems in each exercise. It would be valuable to redo some simple problems from 3.1, like 2x-7=18, and 5-3y=10. Then note that all of the exercises in finding points will build on this skill.

Either A: Ask for a volunteer who understands the difficult problems and can explain how to complete the problem. (It may help to remind people that being able to explain something to someone else is a great way to reinforce one's own learning. Try to include everyone.)

Or B: In small groups, work through one or two of each type of problem in the homework, letting each group decide which problems they want to work through together.

Math Exercise 4.2 Part B

(25 minutes)

Small Groups

Divide the class into groups of 3-5.

Work through the problems in Math Exercise 4.2 Part B; rotate the responsibility to explain how to do each problem through the group. If a student doesn't know how to do a problem when it is their turn, they should explain as much as possible and then the rest of the group should help finish the problem. Then, the student should explain how to solve the problem back to the group.

 #1-2 Problems from Chapter 3 to remind students how to solve equations

#3-4 Each exercise has 5 mini-problems. For each one stick in a value for x or y and then solve for his partner. Then do it again. This should become a habit for each student. Check to see if there are those who are struggling.

#5 If you didn't use Elder Callister's talk as a devotional, then listen to or read the portion dealing with points and lines. Discuss the importance of the Book of Mormon as Another Testament of Jesus Christ.

#6-13 Though the graphs of each exercise must be the same, the values for x and y that students choose may vary widely. They may pick anything they would like to stick in, as long as they then find the right partner value to go with it.

You may remind them that sticking in 0 is probably the easiest way to get a point.

#14-15 Sticking in 0 also has a special name: an intercept. 0 for x will give you the y-intercept, and 0 for y will give you the x-intercept.

The exercises with slope:

Discuss 4.2A #19 to make sure everyone is familiar with the formula.

#14-20 Just plug into the slope formula. Remember that the top number will represent rise (up and down), the bottom will represent run (across, left and right). Remember that horizontal lines have a slope of 0, and vertical ones have an undefined slope. If someone isn't sure when they use the formula, have them put the points on the graph to see what it looks like.

Graphing Lines (15 minutes)

Whole Class

Bring the whole class back together and discuss the following questions:

#21 is a problem that will prepare students for the next week's lesson which will give them great shortcuts in graphing lines. Some may already know the shortcuts. That is great. They still need to follow the instructions to complete the exercise. Have students find points for these lines. You may have a whole bunch of different points for the same line (there are millions of them). Take two of them and find the slope. Take another two and find the slope. It doesn't matter which two points on the line you use. It is always the same slope.

Students should also notice that the slope they find for y=3/5x + 4 is m=3/5. That the slope is the same as the number right in front of x when y is by itself. Using that connection will be the main point of the next lesson.

On the quizzes and exams with the graphing of lines, instead of pictures or graphs, the questions ask you to describe the line as vertical, horizontal, tilting upward as moving to the right, or tilting downward as moving to the right. Discuss these four options and how graphing lines with two points will help to correctly answer them.

Personal Experience/ Testimony

CLOSING Prayer

Lead Student to Class

As appropriate, bear your testimony as it pertains to this lesson, this course, or your experiences with the math or personal finance concepts you have learned.

LED BY MISSIONARIES

Closing Prayer: By Invitation

Note

Please download and print a copy of these instructions to use as a reference during Thursday's Pathway Gathering.

DOCUMENT FOUND BELOW

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