1. Topic-
Interpreting a Coordinate Graph
 
2. Content-
While not an explicit standard, similar problems appear on the CAHSEE approximately 5-7 times

Vocabulary: Function, linear
 
3. Goals: Aims/Outcomes-
1. Students read graph as more than just lines and dots
2. Students answer questions about a given graph
3. Students make graph given a story/situation
 
4. Objectives-
1. Students interpret slope as a change
2. Students understand how important a function is in real life
3. Students link algebra to real life situations
 
5. Materials and Aids-
Premade graphs with stories
Graph paper for students
 
6. Procedures/Methods-

A. Introduction-

1. Key question- can walking to the store be mathematically represented?
2. Why are graphs used so often?
 

B. Development-

1. Review positive, negative, and zero slopes.
2. Point out the labeling of axis and its importance.
 

C. Practice-

1.Show Graph 1. Tell corresponding story, simultaneously tracing along graph with finger.
2.Show Graph 2. Do the same.
3.Check for understanding.
4. Question what is happening when slope is positive, negative, or zero? Can an equation be written for the entire graph or do we have to write one for each section?
 

D. Independent Practice-

Students are given a story and asked to create a graph on graph paper that represents the story.
 

E. Accommodations (Differentiated Instruction)-

1. Partner work
2. Student volunteers to show work
3. Give student a start with discussion of how axis should be labeled.
 

F. Checking for understanding-

Teacher roams room, pointing out errors by questioning.
 

G. Closure-

1. Every graph tells a story.
2. A simple walk to the store can be represented by s series of equations.
3. If we do not have a function we cannot represent any of our stories.
 
7. Evaluation-
During walk around and random questioning teacher evaluates understanding of slope as the representation of change.
 

This Lesson Plan is available at (www.teacherjet.com)