Mini Lesson Plan: Integrating Technology Title of Lesson: Graphing Linear Equations Using X- and Y-Intercepts Curriculum / Content

Area: Algebra I Grade Level: 8th PURPOSE / OBJECTIVES: Solve linear equations to find x-intercepts and y-intercepts. Find x-intercepts and y-intercepts using a graphing calculator. Graph linear equations using x-intercepts and y-intercepts. CURRICULUM STANDARDS: 31.) Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [F-IF7] a. Graph linear and quadratic functions, and show intercepts, maxima, and minima. [F-IF7a] 6.) Technology Operations and Concepts: Student demonstrates a sound understanding of technology concepts, systems, and operations. Students: a. Understand and use technology systems [NETS-6a] c. Troubleshoot systems and application [NETS-6c] 1. Facilitate and inspire student learning and creativity by providing a variety of learning environments that foster collaboration and innovative thinking to solve real world issues and authentic problems using digital tools and resources. [AL-1] 2. Design, develop, use, manage, and assess authentic digital age learning experiences that are aligned with subject area content and the Alabama Course of Study: Technology Education to maximize content learning and address diverse learning styles, incorporating the use of formative and summative measurement tools to better inform learning. [AL-2] ACTIVITIES: First, graph linear equations by hand by determining intercepts (Worksheet: teacher demonstrates example #1, students practice on two more examples). Demonstrate graphing calculator use on the Elmo calculator basics (how to turn on, how to enter a linear equation, how to view a graph, how to use the table of values). Help students with calculator errors or problems. Demonstrate how to use the Calculate function to find x-intercepts and y-intercepts. Then, students download Quick Graph app (free) and explore how to use it to graph linear equations. Demonstrate entering a linear equation and viewing the graph. Discuss how to observe the intercepts of the graph. Also review options to share a graph via email or Twitter. Students review the previous three worksheet problems, using their calculators or Quick Graph to graphically determine the intercepts. Students solve five additional problems with a partner, algebraically AND graphically (students may choose to use their graphing calculator or their graphing app). Formative Assessment: Small groups (3 students per group) Students write a linear equation based on a problem. Then, they find the intercepts algebraically and graphically. Students turn in the answer to the question, along with supporting calculations. They should also take and email a picture of their graph from the graphing calculator OR they should email the graph from Quick Graph.

1. Do I know how to use the technology tool(s) that will be used by my students? Yes. I am very familiar with all the necessary functions of a graphing calculator and the Quick Graph app. 2. What technology skills do my students already have that are needed for this lesson? The students know how to operate a basic (four-function) calculator, but they have limited skills and experience with graphing calculators. They are proficient when using their own technological devices, but most students have not used the Quick Graph app.

3. What technology skills will they need to learn to complete this lesson successfully? They will need to learn graphing calculator operations that allow them to find the values of the xand y-intercepts, including entering equations, viewing the table and the graph, adjusting the window of the graphing screen, and finding the values of the intercepts. They will also learn how to use a quality graphing app. In addition, they will need to understand when graphing calculator use is appropriate when analyzing linear equations. Finally, the students will need to learn how a graphing calculator or app can supplement their problem solving and analysis skills. 4. What is the appropriate setting for this lesson (classroom, lab, library, home)? Is this setting available for my students to use? The students will complete this lesson in their classroom, which is, of course, available for the students to use. In addition, most of the students have their own graphing calculators or an appropriate device, so they can use the calculators and devices to graph equations at home and whenever they have the need. 5. What tools and resources will I need? TI-83, TI-84, or TI-84 Plus Graphing Calculator (one per each student) Elmo projector Various devices to download Quick Graph app (phone, IPad, etc.) 6. How much time do I need to allow for this lesson? This lesson (specifically the technology portion) should take approximately 25 minutes to complete. Some students will require additional time, while other students might finish in less time. The students who quickly master the use of their calculator will move on to the additional practice problems and the formative assessment problem. Students who require a little more time can work the additional problems as time allows, but they will need at least 10 minutes for the formative assessment. 7. Who can help me with the planning and/or implementation of this lesson? My cooperating teacher will assist with the planning and implementation of this lesson. She has a class set of TI-83 graphing calculators that she will have prepared. During the actual lesson, she will walk around the classroom, helping students troubleshoot when they have calculator errors or questions. 8. How will I assess the students learning? I will assess the students learning by reviewing their formative assessment problem, includ ing the work they submit, their reasoning and explanation of their answer to the question, and their graph.

Worksheet Graphing Linear Equations Using Intercepts

1. 2. 3. 4. 5. Find x-intercept by setting y = 0. Find y-intercept by setting x = 0. Write the intercepts as coordinate pairs. Graph the intercepts. Connect the two intercepts with a line.

Example #1: 1. ___________ 2. ____________ 3. X-intercept: (___, 0) Y-intercept: (0, ___) 4. Graph. 5. Connect the two intercepts with a straight line. Example #2: 1. 2. 3. X-intercept: (___, 0) Y-intercept: (0, ___) 4. Graph. 5. Connect the two intercepts with a straight line. Example #3: 1. 2. 3. X-intercept: (___, 0) Y-intercept: (0, ___) 4. Graph. 5. Connect the two intercepts with a straight line.

Try a few on your own! 1. 2. 3.

4. 5.

FORMATIVE ASSESSMENT: You have $10 to spend on food at the basketball game after school. Hotdogs cost $2 each and Snickers bars cost $1 each. Write a linear equation that describes how you can spend your $10. You want to buy food for yourself and two friends, and each person wants at least 1 hotdog and 1 Snickers bar. Can you buy a hotdog and a Snickers bar for each person? What combination of hotdogs and Snickers bars will you choose and why? You may work in a group of three, and each person should turn in a paper with the following information: 1) Your linear equation 2) The x- and y-intercepts with supporting work 3) A sentence that answers the question Can you buy a hotdog and a Snickers bar for each person? 4) Two sentences that answer the question, What combination of hotdogs and Snickers bars will you choose and why? 5) Email me a picture of your graph from your graphing calculator OR email me your Quick Graph.