Name of Teacher: Beth Ainsley

Subject: Pre-Algebra

Grade: Ninth grade

Time: Day six of unit

Lesson Topic: Graphing linear equations

Students will be able to graph linear equations.

We will begin by playing "pin the point on the coordinate plane". I will have a coordinate plane drawn on the chalkboard. The students will all be given construction paper points with ordered pairs on them and masking tape on the back. They will then "pin" the point on the coordinate plane.

Overhead projector

Transparencies

Transparency markers

Construction paper points

Masking tape

Chalkboard

Chalk

Floor coordinate plane

I will first explain that a linear equation is an equation that both the x and y variables are to the first power. We will then look at some examples of linear equations. (Ex 2x-4=y, 3y=x, and 4x+3y=7). I will then tell the students that the graph of a linear equation is a straight line. This makes sense. The graph of a linear equation will be a line.

To graph a linear equation, we must first find some solutions of the linear equation. We do by plugging the given x values in and solving for y. This will give us out ordered pairs. We will then graph those ordered pairs. We will then connect all the points with one straight line. If the graph does not look like a straight line then we have done something wrong. We can check our work by taking any point on the graph and plugging it in to the equation. It must make the equation true.

I will then model the examples y=x-4 and 2x+3y=6. We will use the values –2,-1,0,1,2 to plug in for x. The students will help me work the problems y=2x-3 and 4x+y=8. After that, the students will work on some problems independently. They will solve and graph the equations y=3x-1, 2y+2x=4, and y+3x=7.

Students will then break into groups of three or four and assist each other on the super star activity. They will graph the linear equation y=3x+10, y=-½x-2, y=½x-2½, y=-1/15x+22/15, and y=-12/7x+37/7.

I will assign homework problems on page 301. I will assign problems 10-20 (even), 22-25.

We will solve the equation y=2x+3 by plugging in the numbers –2, -1, 0, 1, 2. We will get five ordered pairs. Five members from our class will be the five human points on the coordinate plane on the floor. They will hold a straight line of yarn between them to show the linear equation. They are now a graph on a linear equation. The student on the ends will point to tell us that the line goes on forever in both directions.