Final+Presentation+II

Brief Lesson Description
Finding the slope of a line on the coordinate plane using two points (ordered pairs) on the line and the slope formula as well as visually showing the slope with colored pencils

Content Standard/NETs-S Standard

 * **Communication and Collaboration** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

d. contribute to project teams to produce original works or solve problems. ||


 * **Technology Operations and Concepts** ||
 * || Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: ||
 * || || a. || understand and use technology systems. ||
 * b. || select and use applications effectively and productively. ||
 * c. || troubleshoot systems and applications. ||
 * d. || transfer current knowledge to learning of new technologies. || ||

Instructional Strategies Included
Classifying points on the x axis versus points on the y axis, horizontal and vertical lines Homework and practice---finding slope arithmetically worksheets Nonlinguistic Representation-- looking at the coordinate plane and determining the rise/run Cues, questions and advance organizers--the hour began with advanced organizer (why do you consider slope important to geometry) writing in geometry notebook, cues included drawing horizontal and vertical lines on separate coordinate planes to remind them there is not steepness or no slope which can be seen visually w/o usingalgorithm and questions " how do you which value is x or y in the ordered pair?" "what is slope formula?"

=Technology Resources Needed (hardware & software)= Computer --- FLVS, slope module, Low tech- ruler, calculators, colored pencils

Procedure
Following the previous day's lecture and review of textbook lesson students: *respond to the question written on the board (advanced organizer) in geometry notebook *complete the slope module on blackboard, including practice and assessment questions *download and print slope packet which includes ten questions in which students are asked to ---graph the ordered pairs ---label x1 y1 and x2, y2 ---plug those values into the slope formula, complete the argorithm ---label the slope of the line ---using colored pencils to show rise/run graph they drew (i. e. if they drew a vertical line they should know w/o completing the math that there is no slope)
 * four of the ten questions include lines with zero slope (horizontal line) or undefined/no slope (vertical line) to determine if students will make inferences from the

****as the staff wanders and checks students' progress they are also questioned in regards to the directionality of their lines. Lines that go downward from left to right are negative which means if their math shows a positive number they should realize there is a mistake in the math. Staff asks questions to help students look for these chec ks and balances.

Assessment Method
Online practice questions are guided practice and students receive automatic feedback Online assessment partially graded by computer program and teacher Slope packet graded by teacher, total of 50 points, one for each of the five components on the page