8.F.A.1 Lesson 2 Show Me the Money

advertisement
Lesson Title: 8.F.A.1 Lesson 2 Show Me the Money
Date: _____________ Teacher(s): ____________________
Course: Common Core Mathematics 8
Start/end times: 1- 50 min
Lesson Standards/Objective(s): What mathematical skill(s) and understanding(s) will be developed? Which
Mathematical Practices do you expect students to engage in during the lesson?
8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is
a set of ordered pairs consisting of an input and the corresponding output.
MP4: Model with mathematics.
MP6: Attend to precision.
MP7: Look for and make use of structure.
Lesson Launch Notes: Exactly how will you use the
first five minutes of the lesson?
Think-Pair-Share
Have students think and recall from previous lessons
everything they know about functions. Then have them
pair up and share their lists. Have students tally how
many pieces of information are the same from each
partner. Have the partner’s share out the tally number
and one thing about functions. Have each group share
out a different piece of information that they can recall
about functions and do not let students repeat; this way
all students are engaged.
Lesson Closure Notes: Exactly what summary activity,
questions, and discussion will close the lesson and
connect big ideas? List the questions. Provide a
foreshadowing of tomorrow.
Have students make the connection between the algebraic
equations representing the function rule for the
input/output and how the function rule then generates
unique outputs (as opposed to multiple outputs from the
same input). (Look for evidence of MP7.)
Think-Pair-Share
Have students think about the questions independently and
then talk about their answers in pairs, and finally share out
with the whole class.
Ask students to think about and respond to the question,
“How does the function rule determine the output?”
“What would happen to the outputs if he charged $10
hour? $20/hour? Etc. What would be the same? What
would be different?” (Look for evidence of MP7.)
Lesson Tasks, Problems, and Activities (attach resource sheets): What specific activities, investigations,
problems, questions, or tasks will students be working on during the lesson? Be sure to indicate strategic
connections to appropriate mathematical practices.
1. Introduce the scenario: You are looking to make some extra money afterschool and on the weekends with a part
time job around your neighborhood. You have put out fliers to your neighbors that you are charging $12 an
hour to do some basic yard work such as raking leaves, weeding, shoveling snow, etc.
2. Have students work in small groups to complete the chart. (Look for evidence of MP6.)
Number of hours
worked (hours)
Total Money Earned
($)
3. As a class discuss the student answers. (1, 12); (2, 24); (3, 36); (4, 48); (5, 60). Note for teachers: it is okay for
students to come up with fractions of an hour; this would be a great discussion point. Have students consider
HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.
Lesson Title: 8.F.A.1 Lesson 2 Show Me the Money
Course: Common Core Mathematics 8
Date: _____________ Teacher(s): ____________________
Start/end times: 1- 50 min
what it would look like if they worked 1.5 hours. This will have to be a consideration for the scales of the graph
when students begin the graphing portion of the activity.
4. Have half of the students break into pairs work together to create a graph using the Show me the Money
Graphing Student Resource Sheet from the table they have completed. Students should collaborate with
each other, discussing the graph they are creating. (Look for evidence of MP4.)
5. Have the other half of the students break out into pairs to complete the Show Me the Money Student
Resource sheet.
6. Then have students switch.
7. Have the pairs share out to the whole class. Ask each pair to share a different part of their graph or of their
equation. For example, “What is on the horizontal axis?” “What scale did you choose to use, and why?” “Is
the graph showing a pattern?” “Is this function linear?” “What did you get for your equation?” “Do all
values make sense in the context of the problem?” Here the teacher should be checking for accuracy. The
bounds and scales need not be the same, but they should be reasonable for the given data. (Look for
evidence of MP6.)
8. Have two pairs join together to make groups of four students. Give each group a poster. Groups are going
to create posters together that should include a table, graph, and a written algebraic expression representing
the possible money you can earn by doing yard work afterschool and on weekends. Have each group come
up with a maximum amount of hours they are willing to work or a maximum amount of money they are able
to make and how these values relate to one another. (Look for evidence of MP4.)
9. Each group will display and present their poster. The posters will remain on the walls of the classroom for a
Gallery Walk.
10. The students will take a Gallery Walk around the classroom to record any commonalities or differences that
they identify after reviewing the posters prepared by each group. As the teacher, you may need to help the
students see the connection between the pattern in the graph and the total amount earned.
Evidence of Success: What exactly do I expect students to be able to do by the end of the lesson, and how will I
measure student success? That is, deliberate consideration of what performances will convince you (and any outside
observer) that your students have developed a deepened and conceptual understanding.
Students will be able to generate an additional scenario for a real-world input/output function table situation.
Additionally, with the new scenario students will be able to explain what the input means in relation to the output of
the function. (Look for evidence of MP7.)
Notes and Nuances: Vocabulary, connections, common mistakes, typical misconceptions (and how they will be
addressed), etc.
Key Vocabulary: x-coordinate, y-coordinate, ordered pairs, input, output
Connections: Students will need prior understanding of graphing points on the coordinate plane to solve real-world
and mathematical problems from standards 5.G.1 and 5.G.2. Students will need prior understanding of evaluating
expressions at specific values of their variables from standard 6.EE.2.C. Students will need prior understanding of
using variables to represent number and writing expressions and equations when solving a real-world mathematical
problem from standard 6.EE.6 and 6.EE.7.
Misconceptions: Some students may need help understanding what the coordinate pairs mean with respect to the
original problem. They may get caught up in the graphing and forget that each x-coordinate represents the number
of hours of yard work and the y-coordinate represents the total amount of money you will earn. Particularly, when
students develop their own scenarios, they need to make sure the x and y-coordinates make sense in the context of
the problem.
HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.
Lesson Title: 8.F.A.1 Lesson 2 Show Me the Money
Course: Common Core Mathematics 8
Date: _____________ Teacher(s): ____________________
Start/end times: 1- 50 min
Resources: What materials or resources are essential Homework: Exactly what follow-up homework tasks,
for students to successfully complete the lesson tasks or problems, and/or exercises will be assigned upon the
activities?
completion of the lesson?
Scenario and Table Graphic Organizer
Graph Paper Graphic Organizer
Chart paper
Markers
Gallery Walk Student Sheet
Students can use graph paper or a graphing calculator and
allow each student to choose one of the following options:
1. Create a new real-world scenario involving an input
and an output. Identify, your x- and y-intercepts, write
an equation, and graph your function. (Look for
evidence of MP4.)
2. Using the following equations and choosing your own
method, determine if the equations are linear or nonlinear. Equation 1: y  2x Equation 2: y  x 2 .
Explain how you arrived at your solution. (Look for
evidence of MP7.)


Lesson Reflections: How do you know that you were effective? What questions, connected to the lesson
standards/objectives and evidence of success, will you use to reflect on the effectiveness of this lesson?
How well do the students complete an input/output table for a given function?
Are students able to graph a function using input/output coordinate pairs?
Are students able to identify the x- and y-axis and do they understand what the axes mean in the context of the
problem?
Howard County Public Schools Office of Secondary Mathematics Curricular Projects has licensed this
product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.
Download
Related flashcards
Banking

21 Cards

Banking

30 Cards

Banks of Russia

30 Cards

Payment systems

59 Cards

Create flashcards