Properties

Title:
Type:
Subject:
Grade Range:
Description:
Duration:
Author(s):

Graduated Difficulty
Lesson Plan
Math
8th
Writing an equation of a line in slope-intercept form
55+ Minutes
Nyima McCoy

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
MCC8.EE.6: Derive the equation

for a line through the origin and the equation

for a line intercepting the vertical axis at b.

TAG Standard
Higher Order and Critical Thinking Skills
Summary/Overview
The focus of this lesson is to develop an equation in slope-intercept form for a line with the given
information.

Enduring Understanding(s)
At the end of this lesson the student will understand that
Patterns and relationships can be represented graphically, numerically, and symbolically.
Essential Question(s)

How do we interpret the slope and y-intercept to write the equation on the line?

Concept(s) to Maintain

Determining unit rate

Applying proportional relationships
Recognizing a function in various forms
Plotting points on a coordinate plane
1

Understanding of writing rules for sequences and number patterns

Differences in graphing of discrete and continuous data

Attributes of similar figures

Evidence of Learning
What students should know:
Choosing a variable to represent the output leads to an equation in two variables
describing the relation between two quantities. For example, choosing d to represent the
distance traveled by the car traveling at 65 miles per hour yields the equation d = 65t.
Reading the expression on the right (multiplication of the variable by a constant) reveals
the relationship (a rate relationship in which distance is proportional to time).
What students should be able to do:
See the relationship between the graph of a proportional relationship and its equation y =
mx as a special case of the relationship between a line and its equation y = mx + b, with b
= 0.

Suggested Vocabulary

Proportional Relationships
Slope
y- intercept
Equation
y = mx + b
Linear
Line
x - intercept

Procedure(s):
Phase 1: Hook

The students will view the Flocabulary: http://www.flocabulary.com/linear-equations/

The students will answer the challenge questions that are associated with the video.

Phase 2: Acquiring Content

Pose the Essential Question: How do we interpret the slope and y-intercept to write the
equation on the line? Algebraically and geometrically? Gather student responses.
Explain that today we are going to learn how to write an equation of a line with the slope

and y-intercept.

Students will use prior knowledge and teacher guidance to model writing equations on a
line with given information.

Phase 3: DECIDE and Practice and DECIDE

Explain You will now be given an opportunity to practice what you have learned.
Because everyone learns at a different pace, I will leave it up to you to decide which
practice sheet you want to complete.

Distribute the DECIDE handout and the three different worksheets. Provide time for
students to examine the three different worksheets and decide which the most appropriate
challenge is.

Students will complete the problem of their choice and check their work. Students who
quickly and accurately complete their worksheet will move on to the next worksheet that
they choose.

When all students have had an opportunity to complete and check at least one section,
lead the students in a discussion to identify the criteria they used to make their choice,
determine if the first choice was the best choice, and determine the knowledge/skills
needed to move to the next worksheet.
Each student will establish a learning goal to improve their own achievement related to
writing an equation of a line.

Summarizing Activity

Sum It Up!: When solving systems of equations how does the solution look when I solve
algebraically or geometrically? Give an example of each. What are some ideas that might
be confusing when determining this?

Differentiation / Learner Modifications:

The nature of the lesson differentiates based on student readiness.

Resource(s):
Anchor Text(s):
Technology:

http://www.flocabulary.com/linear-equations/

Handouts:
3

DECIDE

Tiered assignments

WORKSHEET A
Given the slope and point, write the equation of the line.
Write an equation in slope-intercept form for the line with the given the given
information. MCC8.EE.6
1.

m= 1; (-3,2)

2. M= -2; (8, -1)

3. m= 3; (2, 4)

4. m=5;(-6,-3)

5. m= 3; (-4,2)

6. m= -1; (6, -1)

7. m=3; (4,2)

8. m=2; (-5,-1)

9. m=-7; (7,-3)

10. m=0; (4,-2)

11. m= -4; (1, -3)

12. m= -1; (6, -1)

WORKSHEET B
Slope Intercept solve for b and Point Slope Form
Write an equation in slope-intercept form for the line with the given the given
information. MCC8.EE.6
Given the slope and point, write the equation of the line.

1. (-1, 6);(4, 1)

2. m= - ; (8, -1)

3. m= 0; (-1,-3)

4. m=6;(7,-16)

5. (3,6) (2,0)

6. (5,-2);(3,8)

7. m=

8. m=-8; (2,-1)

9. m=-4; (3,-3)

11. (9,-1) (5,11)

12. (3, 4) (6,5)

; (-12, 8)

10. (3, 1) (11,2)

WORKSHEET C
Point Slope Form
Write the equation of the line.
6

Write an equation in slope-intercept form using point slope formula and by

solving for b. MCC8.EE.6

1. m= ; (-12, 8)

2. m= - ; (8, -1)

3. m=

4. m= ;(-8,-5)

5. m= ; (-1,5)

6. m= ; (-8, 3)

7. m= ; (-15, 1)

8. m=

9. m= ; (-3, 0)

10. (7, 8); (-7, 6)

11. (2, 7); (-4, -4)

; (0,-6)

; (14,-3)

12. (1,27) (-2,12)