Reflection: Discourse and Questioning Graphing Linear Functions Using Given Information - Section 2: Guided Notes + Practice

 

I use “Think Time” because I teach at a very inclusive school and have students of various levels in my classes at almost any given time. It’s important, in order to maintain a truly inclusive environment, that I allow my students time to gather their ideas or to run through a mental process of checking potential answers. It encourages the students who maybe take just a little bit longer than their peers to actually engage in thinking and not just wait for the fastest thinkers to spout out an answer for them. This can help build confidence. That said, “Think time” is great to embed into lessons because most people do require some time to process information, regardless of disability status.

  Think Time
  Discourse and Questioning: Think Time
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Graphing Linear Functions Using Given Information

Unit 5: Graphing Linear Functions
Lesson 2 of 7

Objective: SWBAT derive the equation of a line using the slope and the y-intercept.

Big Idea: Students calculate slope and y-intercept before graphing a linear function on a coordinate plane.

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equation of a line
 
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