how do you know if the y-intercept (starting value) is 5 or .50?
DESCRIPTION
How do you know if the y-intercept (starting value) is 5 or .50?. y = 5 + .50x. In this lesson you will learn how to describe the y-intercept of a linear function by examining the four representations of a function. A linear function has a constant rate of change. y = mx + b. y = 3x + 4. - PowerPoint PPT PresentationTRANSCRIPT
How do you know if the y-intercept (starting value) is 5
or .50?
y = 5 + .50x
In this lesson you will learn how to describe the y-intercept of a
linear function by examining the four representations of a
function.
Let’s ReviewLet’s Review
A linear function has a constant rate of change.
y = 3x + 4
y = mx + b
x y0 41 72 103 134 16
Let’s ReviewA Common Mistake
y = 3x + 4 Constant rate of change
Constant rate of change
Let’s ReviewCore Lesson
A local carnival admission is $5 plus $0.50 per ride.
y = 5 + .50x Constant rate of change = .50
What about the 5?The 5 is the y-
intercept.
Let’s ReviewCore Lesson
y = 5 + .50x
Let’s ReviewCore Lesson
y = 5 + .50x
x y
0 5
1 5.5
2 6
3 6.5
4 7
Let’s ReviewCore LessonA desk is 36 inches tall. Each book stacked
on top adds 2 inches to the height.
y = 36 + 2x x y0 361 382 403 424 44
In this lesson you will learn how to describe the y-intercept of a
linear function by examining the four representations of a
function.
Let’s ReviewGuided PracticeIdentify the y-intercept in each of the representations.
x y
-1 -3
0 -8
1 -13
2 -18
y = -5x – 8
Let’s ReviewExtension ActivitiesYou are able to pay for a gym membership for 1 year that costs $10 per month. How much money did you need to start with? If (y) represents the amount of money you have left over and (x) represents the number of months, show your answer is true by making a table, graph, and equation for the scenario.
Let’s ReviewExtension ActivitiesMarie needs to drain a decorative pond in her backyard for the winter months. The amount of water left in the pond (W) after (t) minutes is modeled by W = -2(t – 45).
How much water was in the pond before it was drained?
Let’s ReviewQuick QuizWhich line has a y-intercept of 4?a) Green b) Blue c) Black d) Orange
Art puts $300 into a savings account and adds $40 per month. What is the y-intercept and what does it represent?
Lesson Slides RubricUse this rubric to ensure your
lesson plan is great!
Math Rubric Criteria for Success Things to avoid
Storyline or Arc of the Lesson
There is a clear arc to the lesson. One slide leads naturally to the next so that there is a flow and a building of meaning
All the components of the lesson are there but they seem disconnected, as if the author wrote each without thinking about how they fit into the whole.
Hook Slide
The teacher poses a simple question that illicits the response, “yeah, I do wonder how that works…”
The question is short A relevant example is included when it is short and
further pulls the learner in The question mirrors what the student will learn, then
need to do later in the guided practice
The question seems formulaic, inauthentic, or overly “school-ish” (message: you have to learn this because you’re in school rather than, this is genuinely interesting)
The hook is overly-complicated and potentially confusing The question does not parallel the guided practice questions
Objective Slide
The objective follows the form (you will learn X by doing Y)
Is concise and follows the form provided in the examples
Does not follow the form Is overly vague in describing either the X or the Y Is too long Is written for teachers but not students
Let’s Review
Reminds the student of how this lesson fits with other lessons (the lesson, however, should still be able to stand on its own)
Reminds the student of important vocabulary Is as concise as possible Uses visuals whenever possible
Is either too detailed or not detailed enough in connecting the lesson to other lessons
Leaves out important touch points Makes the lesson overly dependent on the other lessons
(student will be confused or feel like they’ve made a mistake, if they watch this lesson alone)
Common Mistake Points out a common mistake that students make Concisely explains the thought process that leads to that
mistake
Isn’t actually a mistake students make (too simple) Is confusing or vague
Modeling a Way of Looking at It
Clearly models a way to look at the standard Uses visuals as often as possible to show how the way of
looking works Is in “think aloud” format. The teacher is opening up
his/her thought process to the student Takes advantage of every opportunity to explain why the
math works the way it works Engages the learner by asking questions along the way to
build suspense Uses an an example to show the way in action Explains how this way of looking at it shows why the
common mistake (see above) is a mistake
Focuses on the algorhythm (or trick) instead of on showing a way of looking at the math
Fails to use visuals to show a way Fails to explain his/her thinking along the way. The teacher
effortlessly runs through the steps as if it’s all obvious and easy Does not ask any questions along the way to pull the learner in Misses opportunities to explain the why behind the math Fails to explain why this way of looking at the math addresses
the common mistake
Objective Review
Reviews the objective in a way which conveys, “we’ve come full cicle and now you see this objective with new eyes.”
Serves as a “let’s pull this all together” moment that helps organize the lesson in the learner’s mind
Creates abrupt feeling between the lesson and the reviewing (subtext: “we’re done with this lesson, let’s quickly bring it to a close.”)
Guided Practice Is at the same difficulty level modeled in the lesson Is connected to the initial hook question
Seem unrelated to the hook question Is at a different difficulty level than that modeled in the lesson
Extension Activity Suggestions
Includes a suggestion for a struggling student who needs more opportunities for practice
Includes a suggestion for students who seem to get it but need more practice
Includes a suggestion for students who get it and are ready to be challenged further
Suggestions should clearly build from the approach in the core lesson
Does not include differentiation Does not thoughtfully connect or flow from the lesson Does not clearly build from the approach in the core lesson Does not give a range of activities
Aesthetics
The slides use the correct colors (blue, green, red) in the correct sequence.
The slides use the correct fonts The slides use handwriting and the handwriting appears
as written in the right places The slides only use the headers/titles provided The slides use the provided visuals or include visuals
created by the author or LearnZillion The slides use animation, highlighting, and circling to
scaffold the learning, keeping the eye focused on what the teacher is introducing/explaining
The slides clean and uncluttered. The visuals and text do not exceed the maximum amount (see tutorial for example of maximum)
The slides use other colors or vary the order of the colors The slides add new headers/titles that aren’t part of the
template The slides use clip art The slides are cluttered Animation is distracting and feels more like sizzle than part of
the steak
Graphic and Image TemplatesCopy and Paste items from these slides to
make your presentation look great!
You can copy and paste these items into any slide
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You can copy and paste these items into any slide—make sure you copy both the bubble and
the text! Do I feel strongly about it?
Do I have a lot to say?
Do I feel strongly about
it?
Do I have a lot to say? Do I have a lot to
say?
You can copy and paste these items into any slide. You can resize them as
needed! Use black text when you write in me please! Also, keep my text left-justified rather than centered!
Use black text when you write in me please! Also, keep the text left-justified rather than centered!
All arrows can be recolored by changing the “shape fill.” You can also resize them or rotate
them!
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Let’s ReviewLet’s Review
Let’s ReviewA Common Mistake
Let’s ReviewGuided Practice
Let’s ReviewQuick AssessmentLet’s ReviewExtension Activities
Core Lesson