CMS Lesson Plan
Teacher: Johnson, Carby, Noland, Rutledge, Boger
Lesson Date: Week of February 7th
Subject: 8th Grade Math
GSE Assessment Limits/Standards:
MCC.8.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.
MGSE8.EE.5 Graph proportional relationships, interpreting the unit rate as the
slope of the graph. Compare two different proportional relationships represented
in different ways.
MGSE8.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.
Lesson Objective/Learning Intention:
 Unit 5 Assessment
TIME
5 min
INSTRUCTIONAL SEQUENCE
Get started/Drill/Do Now:
4.5 Benchmark Reassessment materials (calculators, scratch paper, formula sheet, 4.5 test)
Engage/Motivation:
min
min
min
45
min
min
5
min
Whole Group Instruction:
Group Practice/Small Group Instruction:
Independent Practice
4.5 Benchmark Reassessment
Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
Closing Activities/Summary/DLIQ:
4.5 Benchmark Reassessment - collection of materials
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all
learners?)
Resources/Instructional Materials Needed:
Notes:
Monday
FORMATIVE ASSESSMENT
Note: A variety of formative
assessments should be used
at key points throughout the
lesson.
Structure
Whole Group
Guided
Practice/Small group
Independent
Practice
Instructional Strategies Used- Please highlight, bold, or underline
-Anticipatory guides/sets
-Close Reading
-Text annotation
- Graphic Organizer
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share
-Book/author talks
-Questioning the Author (QtA)
-Think aloud
-Cornell Notes
-Question-Answer-Relationships (QAR)
-Think/Pair/Share
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud
-Problem Solving
GSE Assessment Limits/Standards:
MGSE8.F.4 Construct a function to model a linear relationship between two
Tuesday/Wednesday
quantities. Determine the rate of change and initial value of the function from a
description of a relationship or from two (x, y) values, including reading these from
a table or from a value of a linear function in terms of the situation it models, and in
terms of its graph or a table of values.
MGSE8.F.5 Describe qualitatively the functional relationship between two
quantities by analyzing a graph (e.g., where the function is increasing or decreasing,
linear or nonlinear). Sketch a graph that exhibits the qualitative features of a
function that has been described verbally.
MGSE8.SP.1 Construct and interpret scatter plots for bivariate measurement data
to investigate patterns of association between two quantities. Describe patterns
such as clustering, outliers, positive or negative association, linear association, and
nonlinear association.
Lesson Objective/Learning Intention:
 SWBAT: Recognize that the y-intercept is the initial value where x = 0
 SWBAT: Construct a function to model a linear relationship between two quantities
 SWBAT: Construct scatter plots for bivariate measurement data
TIME
INSTRUCTIONAL SEQUENCE
Get started/Drill/Do Now:
10
min
5
min
Engage/Motivation:
 LearnZillion - Video Tutorial (MGSE8.F.4)
 Students will reflect on the notes taken during the video
30
min
Whole Group Instruction:
 Students will work through various problems in class that challenge them to construct a
function when given a table, graph, or verbal description
FORMATIVE ASSESSMENT
Note: A variety of formative
assessments should be used
at key points throughout the
lesson.
min
Group Practice/Small Group Instruction:
Independent Practice
 Students will work through various problems in class that challenge them to construct a
function when given a table, graph, or verbal description
30
min
Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
Students will turn in their work to check for understanding.
10
min
5 min
Closing Activities/Summary/DLIQ:
 SUMMARIZE: 3-2-1 Strategy
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all
learners?)
 The teacher will provide skeleton notes and will scaffold Guided Practice and independent
practice questions.
Resources/Instructional Materials Needed:




SKILLS PRACTICE - Representing Relationships
PROBLEM SOLVING - Representing Relationships
SKILLS PRACTICE - Constructing Functions
PROBLEM SOLVING - Constructing Functions
Notes:
Structure
Whole Group
Guided
Practice/Small group
Independent
Practice
Instructional Strategies Used- Please highlight, bold, or underline
-Anticipatory guides/sets
-Close Reading
-Text annotation
- Graphic Organizer
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share
-Book/author talks
-Questioning the Author (QtA)
-Think aloud
-Cornell Notes
-Question-Answer-Relationships (QAR)
-Think/Pair/Share
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud
-Problem Solving
GSE Assessment Limits/Standards:
MGSE8.SP.1 Construct and interpret scatter plots for bivariate measurement data
to investigate patterns of association between two quantities. Describe patterns
such as clustering, outliers, positive or negative association, linear association, and
nonlinear association.
Thursday/ Friday
MGSE8.SP.2 Know that straight lines are widely used to model relationships
between two quantitative variables. For scatter plots that suggest a linear
association, informally fit a straight line, and informally assess the model fit by
judging the closeness of the data points to the line.
Lesson Objective/Learning Intention:
 SWBAT: Informally asses the model fit by judging the closeness of the data points to the line
 SWBAT: Fit a straight line within the plotted data
TIME
INSTRUCTIONAL SEQUENCE
FORMATIVE ASSESSMENT
Note: A variety of formative
assessments should be used at key
points throughout the lesson.
Get started/Drill/Do Now:
15
min
5
min
35
min
min
30
min
min
15
min
Engage/Motivation:


LearnZillion - Video Tutorial (MGSE8.SP.1)
Students will take notes on the video and reflect on how we use bivariate data in real-life
Whole Group Instruction:

Students will work through various problems in class that challenge them to construct a line of
best fit and interpret the meaning of it in context of the problem.
Group Practice/Small Group Instruction:

Independent Practice:

Students will work through various problems in class that challenge them to construct scatter
plots when given a table, graph, or verbal description
Evaluate Understanding/Assessment:
Closing Activities/Summary/DLIQ:

Constructed Response - Line of Best Fit Assessment
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)

The teacher will provide skeleton notes and will scaffold guided practice and independent
practice questions
Resources/Instructional Materials Needed: Powerpoint presentation, practice problems from the textbook
Notes:





PROBLEM SOLVING - Scatter Plots
SKILLS PRACTICE - Scatter Plots
PROBLEM SOLVING - Line of Best Fit
SKILLS PRACTICE - Line of Best Fit
Constructed Response - Line of Best Fit
Structure
Whole Group
Guided
Practice/Small group
Independent
Practice
Instructional Strategies Used- Please highlight, bold, or underline
-Anticipatory guides/sets
-Close Reading
-Text annotation
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share
-Book/author talks
-Questioning the Author (QtA)
-Think aloud
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Cornell Notes
-Question-Answer-Relationships (QAR)
-Think/Pair/Share
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud