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What's My Line? - The Study of Slope
Tosha Williams
Mathematics




Unit created on 7/29/1999 EST.
Last modified 11/12/1999 4:04:52 PM EST.


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Fundamental Understandings (help)


Upon completion of this unit, students should be able to: -- find the distance between two points and the coordinates of the midpoint of a segment, -- determine distances in real-world situations, -- find the slope of a segment or a line, -- write the equations of lines in slope-intercept form, -- graph and compare equations of lines, -- find the slopes of parallel and perpendicular lines, -- write equations for parallel and perpendicular lines.


Technology ISTE Standards (info) 


Technology problem-solving and decision-making tools Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Technology communication tools Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Research tools Evaluate technology-based options, including distance and distributed education, for lifelong learning. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Information Literacy Standards (info) 


Category I: Information Literacy The student who is information literate: Standard 1 Accesses information efficiently and effectively, as described by the following indicators: recognizes the need for information: recognizes that accurate and comprehensive information is the basis for intelligent decision making; formulates questions based on information needs; identifies a variety of potential sources of information; develops and uses successful strategies for locating information. Standard 2: Evaluates information critically and competently, as described by the following indicators: determines accuracy, relevance, and comprehensiveness; distinguishes among facts, point of view, and opinion; identifies inaccurate and misleading information; selects information appropriate to the problem or question at hand. Standard 3: Uses information effectively and creatively, as described by the following indicators: organizes information for practical application; integrates new information into one's own knowledge; applies information in critical thinking and problem solving; produces and communication information and ideas in appropriate formats.

Relevance (help)




Assessment (help)


1) Informal checks on understanding throughout unit(oral questioning, class discussion, various quizzes). 2) End of unit performance assessment(created by individual teacher). 3) Peer-assessment with cooperative learning group members.

Components (help)


1) WHAT'S UP? - With the use of graphing calculators, this assignment allows students to 'discover' the meaning of slope, parallel and perpendicular, y-intercept, etc. in a non-threatening situation. 2) 'TRUSS ME' - Students will use slope and 'build' several roof trusses to see real-world application. 3) LET'S GO SAILING! - Through a group project centered around the St. Lawrence Seaway, students will discover the need to understand slope in a real-world application.

URLs (help)


http://


Workforce Competencies (info) (help)


Standard Title: INFORMATION MANAGERS (3.1) Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment. Standard Title: EFFECTIVE COMMUNICATORS (3.2) Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs. Standard Title: CREATIVE AND CRITICAL THINKERS (3.4) Florida students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning. Standard Title: COOPERATIVE WORKERS (3.8) Florida students work cooperatively to successfully complete a project or activity
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Copyright 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.

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