From Standard Form to Slope Intercept Form

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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!

Before You Use a Computer...

5 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.

Practice Session

35 minutes

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.


3 minutes

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.