Renee Jagodzinski								4/18/07
MED300/Cushman							Journal Week 9

Date:  4/16

	Today, we did a lesson on equations of a line and slopes of lines.  Students had to 

experiment with the calculator to look at different graphs of equations to create ideas 

between the differences of the equations and graphs.  They had to determine if a graph 

was positive or negative, and they had to observe the differences in steepness, which we 

concluded was called the slope.  They also had to look at the graphs and see the 

comparison between the point where the line crosses the y-axis and the y-intercept in the 

equation.  

	While going through the lesson, I noticed that when students are working with 

problems that deal with observing things, you should really key in on specific points you 

want them to learn in their observations.  When explaining to the students to write down 

their observations they have about things, students can generally give you a broad answer 

that’s not specific to what you want them to learn with the content.  For example, when 

looking at the different graphs in the anticipatory set, I just asked them to make 

observations about what they saw in the graphs.  Their answers included a straight line or 

they are different looking.  This doesn’t really tell the student anything to prepare the 

student about what they will be learning.  So, I asked specific questions like ‘what 

changed about the graphs?”, “do you think they are negative or positive lines?”, “what’s 

the difference between positive and negative lines?”, “how can you compare the y-

intercept of the graph to the equation?”, “anything look similar?”, etc.  So, if you give the 

students specific questions about the observations that you want them to make, you will 

get specific answers in the end.

	I would’ve liked to make clearer how to locate the y-intercept in the equation by 

looking at the graph.  They kind of had a hard time understanding the y-intercept is the 

point where the line crossed the y-axis and in comparing that point to the equation.  We 

were basically concentrating on the observations.  I couldn’t really get them to understand 

where the slope came from since we didn’t get to the formulas involved in finding the 

slope in a graph or given two pairs of coordinates.  But, I feel that I could’ve made the y-

intercept clearer since that just goes by looking at the graph and comparing that to the 

equation.

	Throughout the lesson, I engaged the students.  We read the directions together 

and had them make decisions and observations about the material.  We had discussions 

about the different looking graphs and they explained their reasons and ideas for their 

different observations.  The only time I was really involved was guiding them in their 

observations that would allow them to make specific observations.

Date:  4/18

	Today, we continued with a lesson on slopes.  We reviewed some material that we 

learned on Monday to get them thinking about the new material today.  Most did not 

remember what we did on Monday.  We started finding the slopes of graphs by looking at 

the equation of a line on a graph.  Then we related that to the equation to allow them to 

see that the slope is the number before the x in an equation of a line.  

	Because most of the students did not remember what we did on Monday, I learned 

that it is definitely important to review with the students what they did the day before, 

whether it relates to the new material or not,  before you start teaching new material.  The 

students forgot all about what we did on the board with comparing the graph and its 

equation.  We went over the y-intercept and made observations that concluded the slope 

depends whether a line is negative or positive.  If the slope is negative, the line is 

negative.  If the slope is positive, the line is positive.  They couldn’t remember any of 

this, so this proves that review is a very important component.  The only way to keep 

material in your students heads is to review it over and over again. 

	Since time is essential, I would’ve liked to not concentrate so much on just 

showing them how a graph relates to its equation.  I would’ve also liked to be able to get 

to the formulas of slopes graphically and algebraically and relate the formulas to the 

equations and graphs.  By allowing the students to work with these formulas, they may 

understand the concepts of slopes, y-intercepts, and equations of lines better.  By using 

the formulas, students are able to see where the slope comes from and how it determines 

whether the line is a negative or positive one.

	I mostly engaged the students throughout the lesson.  We drew graphs on the board and had students create conclusions about the graph from what they know about 

slopes and y-intercepts.  We asked them specific questions about the material so that they 

are able to make specific answers about what we want them to get out of the material.  

We allowed them to participate through the entire presentation to keep them involved 

with what was going on in the lesson.