##
* *Reflection: Student Ownership
From Standard Form to Slope Intercept Form - Section 3: Debrief

Today as one of my classes debriefed on their experience, a handful of students were telling PG-13 (or even R?) rated versions of how they felt when they kept getting problems wrong. Then they were also able to explain how they mustered the ability to keep going, and how eventually they figured things out. It was all a little tongue-in-cheek, and there was certainly a degree of show-one-up-manship on display.

Here's the thing, however: kids were using their own colorful language to talk about the development of their growth mindsets. Ideally, we'll graduate kids who can reflect on their learning in language that is acceptable to any audience. But for today, I'm happy to be halfway there, and if I have to choose, I'd rather have kids who know they can learn something new than those who can politely watch the world go by!

*Colorful Language*

*Student Ownership: Colorful Language*

# From Standard Form to Slope Intercept Form

Lesson 8 of 10

## Objective: Given a linear equation in standard form, SWBAT rewrite the equation in slope-intercept form by solving for y.

## Big Idea: Cultivate a growth mindset in students by providing an experience they can reference as an example that such a mindset really works!

*43 minutes*

Today's lesson is different from previous computer-based lessons, because students will take a few notes on paper before they jump into their online work. The main task today is to practice transforming linear equations from standard to slope-intercept form. This is work that is hard to do without paper and pencil, so I make sure that everyone has these tools before sharing sharing today's notes. Here is what's written on the board as students arrive in the computer lab, and here are the notes I share. Students started practicing this skill during yesterday's class and for homework. I keep this mini-lesson as short as possible.

This is a pretty straightforward practice session. Please see my narrative video in the next section for my description of why this is a good task to practice on a computer, and how I cultivate perseverance during today's lesson.

*expand content*

#### Practice Session

*35 min*

After the mini-lesson, students log into Delta Math and find today's assignment.

Check out my narrative video for a description of why I think it's useful to practice this skill on a computer, and how I cultivate perseverance during today's lesson.

As students work, I spend most of my time circulating and helping them out. Most of the errors they make have to do with missing a negative sign, or forgetting to completely reduce a fraction. The algebra itself is pretty straightforward. I make regular check-ins with my Delta Math teacher dashboard, where I can see how everyone is progress. Not only can I see how many problems each student gets right or wrong, I can click on the red *x'*s to see what kinds of mistakes they're making, which is great for helping me target instruction.

*expand content*

#### Debrief

*3 min*

As class winds down, I ask if anyone would like to share their success story from today's lesson. After seeing my description of how it's possible to go from getting five straight problems wrong to getting five straight problems right, kids are excited to share their own versions of the same story.

Growth mindset talk might sound obvious to a teacher, but in order to make it real to kids, it's imperative that they have explicit examples in their own experience. I hope that today provides one such example.

*expand content*

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- UNIT 1: Number Tricks, Patterns, and Abstractions
- UNIT 2: The Number Line Project
- UNIT 3: Solving Linear Equations
- UNIT 4: Creating Linear Equations
- UNIT 5: Statistics
- UNIT 6: Mini Unit: Patterns, Programs, and Math Without Words
- UNIT 7: Lines
- UNIT 8: Linear and Exponential Functions
- UNIT 9: Systems of Equations
- UNIT 10: Quadratic Functions
- UNIT 11: Functions and Modeling

- LESSON 1: From Patterns to Arithmetic Sequences
- LESSON 2: Arithmetic Sequences, Day 2
- LESSON 3: Practice Session: Slope and Equations of Lines
- LESSON 4: Writing the Equation of a Line
- LESSON 5: A Graph is a Set of Points
- LESSON 6: What are the key features of a linear function?
- LESSON 7: Identifying and Interpreting the Intercepts
- LESSON 8: From Standard Form to Slope Intercept Form
- LESSON 9: Review Lesson: What Does it Mean to Study?
- LESSON 10: Second Marking Period Exam