Title of Unit

Linear Equations and Graphs

Grade Level

7th Grade

Curriculum
Area

Algebra

Time Frame

Two weeks (8 days)

Developed By

Anna Perrin

Identify Desired Results (Stage 1)

Content Standards
CCSS.MATH.CONTENT.HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context.
CCSS.MATH.CONTENT.HSA.SSE.A.2 Use the structure of an expression to identify ways to rewrite it.
CCSS.MATH.CONTENT.HSA.CED.A.3 Represent constraints by equations or inequalities, and by systems of equations
and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
CCSS.MATH.CONTENT.HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as
in solving equations.
CCSS.MATH.CONTENT.HSF.IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand
in simple cases and using technology for more complicated cases.
CCSS.MATH.CONTENT.HSF.IF.C.7.A Graph linear and quadratic functions and show intercepts, maxima, and minima.
CCSS.MATH.CONTENT.HSS.ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model
in the context of the data.
CCSS.MATH.CONTENT.HSF.LE.A.2 Construct linear and exponential functions, including arithmetic and geometric
sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
CCSS.MATH.CONTENT.HSF.LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context.
CCSS.MATH.CONTENT.HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and
data displays.
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
Overarching Understandings

Students will use their previous work in calculating slope to generalize their results into an equation for a line. We do not
emphasize the standard form, point-slope form, and slope-intercept form of an equation. The overriding principle is that to graph an
equation or two write the equation of a graph, you only need two points, though the slope can substitute for one of the points.
Equations are seen as point-testers, which develops the relationship between an equation and its graph.
Related Errors and Misconceptions
Errors:
Confusing the x- and y-axes
Slope errors (switching x and y, meaning of
negative, etc.)
Confusing meaning of points on a graph
(specifically the meaning of the x- and y-values)
Confusing meaning of overtake (1st quadrant only
in race context) and intersect (any quadrant, but 2nd-4th
quadrants may not have meaning in context)
Misinterpretations of 2nd-4th quadrants in context
(ex. negative time, negative distance)

Misconceptions:
A distance-time graph represents a picture of a
trip (i.e. a map).
There is only one form in which a linear equation
can be written/there is only one equation that can
represent a linear graph.
Two lines which do not cross in the 1st quadrant
do not cross anywhere.
In an equation Ax+By=C, A is the slope.
Lines with the same slope arent necessarily
parallel.

Essential Questions

What types of relationships can be modeled by linear graphs and equations?

How can you check the reasonableness of your solution?
How can you recognize a linear equation?
How can you draw the graph of a linear equation?
How can you match a linear equation to its graph?
What is the meaning of the slope/y-intercept in this context?
Objectives

Knowledge
Students will know
How to use multiple methods to construct an
equation and select the most efficient method based on
the information given.

Skills
Students will be able to

Write linear equations.

Sketch graphs of linear equations.
Determine the slope of a line from its equation.

 Any two points on a line can be used to graph the

line and write its equation.

Determine if two lines intersect.

Assessment Evidence (Stage 2)

Performance Task Description
Goal This assessment will also be assessing students on their understanding of Investigation 4A, which has
the following goals:
Calculate the slope between two points.
Understand slope as a rate of change.
Find other points on a line when given a slope and a point.
The goal of the assessment is for students to be able to demonstrate their understanding of the material
we have covered in the unit. We hope that students will show their understanding of the four unit goals:
Write linear equations.
Sketch graphs of linear equations.
Determine the slope of a line from its equation.
Determine if two lines intersect.
Role Summative Assessment
Audience Anna Perrin and Sarah Jurhs
Situation Students will take this quiz to conclude Investigations 4A and 4B. They will be allowed to use any
evidence that they have created during these units, which they will turn in after completing the quiz.
Students are expected to work individually, and they will be allowed approximately 50 minutes in which to
complete the quiz. As students complete the quiz, they will complete a self-assessment, then silently
read, make-up assignments, or complete enrichment tasks (puzzles, coordinate drawings, etc.).
If a student misses the quiz due to absence, they are expected to complete it upon their return.
All students are allowed the opportunity to retake the quiz once after making corrections and arranging a
time with the teacher.
Product/Performance Students will work individually on the quiz. They are expected to show their work for all calculations and
to explain with reference to their equations, graphs, and other work that they have done.

Standards
(for Investigation 4B)

CCSS.MATH.CONTENT.HSF.IF.C.7 Graph functions expressed symbolically and show key

features of the graph, by hand in simple cases and using technology for more complicated cases.
CCSS.MATH.CONTENT.HSS.ID.C.7 Interpret the slope (rate of change) and the intercept
(constant term) of a linear model in the context of the data.
CCSS.MATH.CONTENT.HSF.LE.A.2 Construct linear and exponential functions, including
arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table).
CCSS.MATH.CONTENT.HSN.Q.A.1 Use units as a way to understand problems and to guide
the solution of multi-step problems; choose and interpret units consistently in formulas; choose
and interpret the scale and the origin in graphs and data displays.
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.

Other Evidence
Quiz link: https://docs.google.com/a/msu.edu/document/d/1G8BVBo_tMh4PoYUCY4_5Cg6g1dwSHpgRTZ_ZcyJ7FsM/edit?
usp=sharing

Learning Plan (Stage 3)

Day in
Unit

Lesson Topic

Lesson Learning Objective

Description of how lesson

contributes to unit-level
objectives

Assessment
Activities

4.6 Equations of
Lines

Write linear equations using pointtesters.

In this lesson, students will be

using point-testers to determine if a
point is on a line, and generalize to
the point (x, y). This equation can
be transformed using the basic
operations of Algebra to have the
form (y-y1)=m(x-x1). This supports
the unit objective of writing
equations for lines. Students are
introduced to the form y=ax+b in

Students will work

through:
Exampl
e #1 and For
You #2
Check
Your
Understanding
#1-3
On Your

Lesson 4.7.

Own #8
We will discuss these
problems as a class at
the end of the period.
Exit Slip: I will assign
points and ask
students to determine
the slope and write an
equation for their line
using each of the
points, then prove that
they are the same.

4.6, cont.

Determine the slope of a line from

its equation.

In this lesson, students will build on

their knowledge from the previous
lesson to determine the slope of a
line from its equation, a unit
objective.

Students will work

through:
Ex. #2
Check
Your
Understanding
#5-6
On Your
Own #7, 9, 1113
I may use problem #13
as an exit slip.

4.7 Jiffy Graphs:

Lines (Graphing
lines by finding two
points with the
equation of a line,
or with a point and
the slope)

Sketch graphs of linear equations.

In this lesson, students will learn

two methods for graphing lines:
Find two points
using the equation of the
line.
Determine the slope
and find one point on the
line.

Students will work

through:
For You
#1-7 and
Example
Check
Your
Understanding

This teaches multiple approaches

that can be used for the unit goal of
sketching graphs of linear
equations. It also reinforces the
objective of determining the slope
of a line from its equation.
Sketch graphs of
linear equations.
Write linear
equations.

#2 (a-c), #3 (a,
b, e)
Exit Slip: #5

Equation and
Graph Practice

Graphs of Linear
Equations
(Technology
lesson)

4.8 Overtaking

Determine if two lines

intersect.
Model with
mathematics.

In the next unit, students will be

looking at solving systems of
equations (and finding the exact
intersection of lines) in multiple
ways, but this lesson works toward
this units goal of determining if two
lines intersect.

For You
#1-4
Check
Your
Understanding
#1-8

Quiz Review

Write linear
equations.
Sketch graphs of
linear equations.
Determine the slope
of a line from its equation.

The review will cover all of the unit

objectives as well as the previous
unit 4A. If I am able to reserve the
iPads for a second day this week, I
will make a Cahoot! game for the
review.

Cahoot! game
(students will know for
each question if they
were correct or not,
which will help them to
know what they need

Make sense of
problems and persevere in
solving them.
Reason abstractly
and quantitatively.
Identify connections
between linear equations
and their graphs.

This will be additional practice for

sketching graphs of linear
equations and writing equations
given a graph or points.

Problem packet

This will support student

understanding of the connections
between linear equations and their
graphs, for the unit goals Sketch
graphs of linear equations and
Write linear equations.

Exit slip: This will be

reminiscent of the
activity, and students
will need to describe
how to write a linear
equation that satisfies
certain parameters.

Quiz

Determine if two lines

intersect.

to focus on between
this class and the quiz
the following day).

Write linear
The quiz will cover all of the unit
equations.
objectives as well as the previous
Sketch graphs of
unit 4A.
linear equations.
Determine the slope
of a line from its equation.
Determine if two lines
intersect.

Quiz