Fort Service Learning Magnet Academy Lesson Plans
2014-2015
Name: Davis, Hood, Leon, Howell, Johnson, Perkle, and Terrell
Subject: Mathematics
Week: January 26 – 30, 2015
Grade: 8th
Date
Georgia
Common
Core
Standards
Activity
Mon.
01/26
MCC8.EE.5
Graph
proportional
relationships
, interpreting
the unit rate
as the slope
of the graph.
Compare
two different
proportional
relationships
represented
in different
ways.
• MCC8.EE.6
Use similar
Opening: Warm-up
MiniLesson(functions)
on smart board
Activity: •
What’s my
line performance
task part1:
Intervention/Scaffol
ding:
• Have
students
review
ratio,
proportions,
and slope
Learning
Target
I can
Statement
Enduring
Understand
ing
I can
calculate
slope on a
graph using
similar
triangles.
Essential
Questions
Vocabulary
Assessment
Homework
Resources
• What is
the
significanc
e of the
patterns
that exist
between
the
triangles
created on
the graph
of a linear
function?
Rise
Run
Unit Rate
Slope
Independe
nt and
Dependent
Variable
In this task,
students
will
investigate
the
relationship
patterns
that exist
between
the triangles
created on
the graph of
a linear
function.
Teacher
observation
Copies of task for
students from the
Georgia Frameworks Unit
5- What’s My Line copies
for a pair of students
based on the number of
students in your class
• Straightedge
• Graph paper
http://incompetech.com
/graphpaper
Accommodations
triangles to
explain why
the slope m
is the same
between any
two distinct
points on a
non-vertical
line in the
coordinate
plane; derive
the equation
y = mx for a
line through
the origin
and the
equation y =
mx + b for a
line
intercepting
the vertical
axis at b.
Define,
evaluate,
and compare
functions.
• MCC8.F.3
Interpret the
equation y =
mx + b as
defining a
linear
function,
whose graph
before
starting this
task.
Prompt
struggling
students
with guiding
questions.
•
Closure: Exit tickets
Finding the slope of
a line and the slope
of two points
Students
work in
small groups
or with
partner to
determine
the answers
Homework:
textbook
page
Copy
Example #1
on page 633
and
Example #3
on page 634
Do page 635
#1-3 and #813
Tues.
01/27
is a straight
line; give
examples of
functions
that are not
linear.
MCC8.EE.5
Graph
proportional
relationships
, interpreting
the unit rate
as the slope
of the graph.
Compare
two different
proportional
relationships
represented
in different
ways.
• MCC8.EE.6
Use similar
triangles to
explain why
the slope m
is the same
between any
two distinct
points on a
non-vertical
line in the
coordinate
plane; derive
Opening: Warm up
functions minilesson on smart
board
Activity: What’s My
Line part 1
completed
Find the slope of a
line and the slope
between two points
Closure: Exit Preassess for the Fal-:
Lines and Linear
Equation FAL
assessment to
determine the
groups
I can
explain why
slope is the
same
between
any two
distinct
points on a
non-vertical
line using
similar
triangles.
What does
the unit
rate tell
me about
the slope
of the
function
line?
What does
the slope
of a
function
line tell me
about the
unit rate?
Rise
Run
Slope
Unit Rate
Independe
nt and
Dependent
Variable
Teacher
questioning
and
Students
work in
small groups
to problem
solve
Homework:
textbook
page
Copy Notes
for Ex.#2 on
page 634
635 #4-6
and 635
#14-21
Copies of task for
students from the
Georgia Frameworks Unit
5 –What’s My Line part 1
for the number of
students that you have
based on pairing them
with a partner
• Straightedge
• Graph paper
http://incompetech.com
/graphpaper
Wed.
01/28
the equation
y = mx for a
line through
the origin
and the
equation y =
mx + b for a
line
intercepting
the vertical
axis at b.
Define,
evaluate,
and compare
functions.
• MCC8.F.3
Interpret the
equation y =
mx + b as
defining a
linear
function,
whose graph
is a straight
line; give
examples of
functions
that are not
linear.
MCC8.EE.5
Graph
proportional
relationships
, interpreting
Opening: Functions
on the smart board
Mini-lesson
I can
compare
two
different
proportiona
How do I
use
functions
to model
relationshi
Slope
Unit Rate
Rate of
Change
“Common
misconcepti
ons”
Teacher
observation
Smart Board
Power Point Mathshell
FAL “Lines and Linear
Equations
the unit rate
as the slope
of the graph.
Compare
two different
proportional
relationships
represented
in different
ways.
• MCC8.EE.6
Use similar
triangles to
explain why
the slope m
is the same
between any
two distinct
points on a
non-vertical
line in the
coordinate
plane; derive
the equation
y = mx for a
line through
the origin
and the
equation y =
mx + b for a
line
intercepting
the vertical
axis at b.
Activity: Lines and
Linear Equations
FAL
Closure: Day 1what strategies did
you use to make a
card match? Allow
the students 1
minute think, 1
minute to pair with
shoulder or face
partner, 1 minute to
share with the
group. Allow groups
to share with class.
l
relationship
s given
different
representat
ions
ps
between
quantities?
Slope of
two points
Y= mx + b
Y = mx
Students
may mix up
the input
and output
values/varia
bles. This
could result
in the
inverse of
the
function.
• Students
will have
trouble
writing a
general rule
for these
situations.
They tend
to mix up
the
dependent
and
independen
t variable.
• Some
students
misinterpret
the scale, as
it is
counting by
5, not 1.
• Some
students
PDF Mathshell FAL – “
Lines and Linear
Equations
Cards of Graphs
Cards of Equations
Cards of Flow Charts of
the liquid you can link
this to a sand timer in
the real world.
Thur.
01/29
Define,
evaluate,
and compare
functions.
• MCC8.F.3
Interpret the
equation y =
mx + b as
defining a
linear
function,
whose graph
is a straight
line; give
examples of
functions
that are not
linear.
MCC8.EE.5
Graph
proportional
relationships
, interpreting
the unit rate
as the slope
of the graph.
Compare
two different
proportional
relationships
represented
in different
ways.
will
mistakenly
think of a
straight line
as
horizontal
or vertical
only.
Homework:
textbook
page 648 #1
-8
Opening: Warm-up
on the smart board
mini-lesson for
functions
Activity: Lines and
Linear Equations
FAL
Closure: Day 2- Ask
a specific question
about one of the
card sets. Thinkpair-share
I can derive
the
equation y
= mx and
the
equation y=
mx + b.
How can
patterns,
relations,
and
functions
be used as
tools to
best
describe
and help
explain
real-life
relationshi
ps?
Slope
Unit Rate
Rate of
Change
Slope of
two points
Y= mx + b
Y = mx
Teacher ask
Questions
to probe
students to
think.
Homework:
textbook
page 671
#12-18
PDF Mathshell FAL – “
Lines and Linear
Equations
Cards of Graphs
Cards of Equations
Cards of Flow Charts of
the liquid you can link
this to a sand timer in
the real world.
• MCC8.EE.6
Use similar
triangles to
explain why
the slope m
is the same
between any
two distinct
points on a
non-vertical
line in the
coordinate
plane; derive
the equation
y = mx for a
line through
the origin
and the
equation y =
mx + b for a
line
intercepting
the vertical
axis at b.
Define,
evaluate,
and compare
functions.
• MCC8.F.3
Interpret the
equation y =
mx + b as
defining a
linear
Fri.
01/30
function,
whose graph
is a straight
line; give
examples of
functions
that are not
linear.
MCC8.EE.5
Graph
proportional
relationships
, interpreting
the unit rate
as the slope
of the graph.
Compare
two different
proportional
relationships
represented
in different
ways.
• MCC8.EE.6
Use similar
triangles to
explain why
the slope m
is the same
between any
two distinct
points on a
non-vertical
line in the
Opening: Warm-Up
on the smart board.
Students will
complete the warm
up independently
for a grade
Activity: Complete
the Lines and Linear
Equation FAL
Closure: Day 3
- To close the lesson
allow groups to
rotate work or
switch groups to get
and give feedback
to another group.
I can
explain a
real world
situation
from an
equation,
table, or
graph
(explain the
rate of
change/slo
pe and the
y-intercept
in the
context).
(linear only)
How can
patterns,
relations,
and
functions
be used as
tools to
best
describe
and help
explain
real-life
relationshi
ps?
Slope
Unit Rate
Rate of
Change
Slope of
two points
Y= mx + b
Y= mx
Teacher
pose
questions to
help guide
students to
think of
their own
answers to
develop
concepts.
Students
work with
partners
and
communicat
e using the
language of
the
standards
Homework:
None
PDF Mathshell FAL – “
Lines and Linear
Equations
Cards of Graphs
Cards of Equations
Cards of Flow Charts of
the liquid you can link
this to a sand timer in
the real world.
coordinate
plane; derive
the equation
y = mx for a
line through
the origin
and the
equation y =
mx + b for a
line
intercepting
the vertical
axis at b.
Define,
evaluate,
and compare
functions.
• MCC8.F.3
Interpret the
equation y =
mx + b as
defining a
linear
function,
whose graph
is a straight
line; give
examples of
functions
that are not
linear.