Algebra II Lesson Plan: Relating slope to rate of change on a time vs. distance graph

Purpose:

This lesson will be used to reinforce the idea of slope as a rate of change when moving a certain distance in a certain amount of time. After defining slope and graphing lines from slope-intercept form, the focus will turn to interpreting the slope as a rate of change.

Unit:

This lesson is part of the chapter on linear relationships and functions.

Objectives:

· The students will understand the relationship between the slope of a line and the rate of change in distance over a unit of time.

· The students will apply their knowledge by writing a story/commentary to accompany a time/distance graph.

Standards:

8.B.4a, 8.B.4b, 8.C.4a

Materials:

CBR unit, TI-83 graphing calculator, masking tape, copies of Match the graph activity and questions

Activities:

· CBR lab - The class will be introduced to the Calculator-Based Ranger, a sensor device. The CBR unit is linked to a TI-83 calculator, which is in turn attached to the overhead. Tape is used to mark the distance in .5 feet units for a distance of 12 feet from the wall. Using the RANGER program that has been downloaded onto the calculator, a 2- or 3-segment time vs. distance graph is projected onto the overhead screen. A student is then asked to hold the CBR unit and walk in such a manner as to match the graph.

· Creative writing assignment

Procedures:

1. Introduce the CBR unit.

2. Model the “match the graph” activity one time myself.

3. Ask for two or three student volunteers to match the graph.

4. Lead a discussion of what the students did right or wrong as they tried to match the graph. Include such things as where to start, whether to move forward or backwards, how far to move, how fast to move, when to stand still, where to finish.

5. Repeat the activity with student volunteers.

6. Finally, give the HO that accompanies the activity and run the program a final time to answer the questions.

7. Show the similar graphs in the text and ask for ideas of storylines that could produce each graph.

8. Assign for individual practice: Write a story to accompany the graph entitled, “Hurdles Race.” Pretend that you are a race commentator and describe what happens during the race as well as the order of finish. Be sure to read the rubric on the back of the handout.

Assessment/Evaluation:

· Class practice and discussion participation

· Handout for “Match the graph” activity

· Hurdles Race Commentary rubric

· Quiz and test over the material later