In my capstone class for future secondary math teachers, I ask my students to come up with ideas for *engaging* their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Theresa (Tress) Kringen. Her topic, from Algebra I: the point-slope intercept form of a line.

**What interesting word problem using this topic can your students do now?**

When learning about slope-intercept from of a line, word problems would help my students engage and help process the information in a real world situation. I would present an equation for the speed of a ball that is thrown in a straight line up into the air. The equation given: . I would explain that because we’re working with time and speed, height is not a variable in the equation. With representing the speed or velocity of the ball in feet per second and t representing the time in seconds that has passed. I would include the following questions:

*1. What is the slope of the given equation?* Since the equation is given in slope intercept form, the students should be able to give the answer quickly if they understood the lesson. The answer is .

*2. Without graphing the equation, which way would the line be headed, up and to the right or down and to the right?* Because the students know that the slope is negative and given that they understood the lesson, they should be able to answer that the line is decreasing and is headed down and to the right.

http://www.purplemath.com/modules/slopyint.htm

**How can this topic be used in your students’ future courses in mathematics or science?**

Students can use this topic for many math or science courses. When dealing with a linear equation, slope-intercept form of a line can help the student understand what the graph looks like without actually graphing it. This is useful when needing to find the intercept (when is equal to zero) and what the slope of the line is. This is also useful to know for understanding what slope is. When students understand that a slope of a particularly large number (a large whole number such as or an improper fraction that equates to a large number such as ) is rising quickly as opposed to a slope of a smaller number (a smaller whole number such as two or a fraction that represents a very small portion of one such as ) which is not rising quickly. It is helpful for the students to understand that a very large slope will look almost vertical and a small slope will look almost horizontal, with both depending on the degree of largeness or smallness.

**How can technology be used to effectively engage students with this topic?**

When working with slope-intercept form, a student can actively be engaged through technology by attempting to make connections of how a graph looks on the graphing calculator and what the equation looks like in slope-intercept form. When allowing the students to make connections between them in small groups, they will have discovered the information form themselves. This will allow the students to more effectively program the information into their memories. To set this up, I would give each group a graphing calculator and a list of equations in slope-intercept form. On the paper with the list, I would have the students fill out information pertaining to the graph that they see. This information would include the slope and the y-intercept. I would split up the students into their cooperative learning groups two and ask them to draw a conclusion between where the line ends up compared to what the equation looks like. Once the students have typed their equation into the graphing calculator the students should fill out the paper provided. Once they have finished, I would ask them to see if they see any patterns between the equations and their answers.