Jane Long Academy Lesson Plan Template with Unpacking the Standards
2015 – 2016
Course: Math 8
Teachers:Jenkins, Jackson, Trenholm / Lesson Plan Week of:09/07-11/2015Monday / Tuesday / Wednesday / Thursday / Friday
Pre-Planning: Unpacking the Standards / TEKS:
(R) - Readiness Standard
(S) -Supporting Standard / Labor Day Holiday / ⓇMATH.8.4B Graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship.
ⓇMATH.8.4C Use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.
ⓈMATH.8.4A Use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1)/(x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line.
ⓈMATH.8.5B Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, b ≠ 0. / ⓇMATH.8.4B Graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship.
ⓇMATH.8.4C Use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.
ⓈMATH.8.4A Use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1)/(x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line.
ⓈMATH.8.5B Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, b ≠ 0. / ⓇMATH.8.4B Graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship.
ⓇMATH.8.4C Use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.
ⓈMATH.8.4A Use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1)/(x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line.
ⓈMATH.8.5B Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, b ≠ 0. / Quiz (Unit 3)
ⓇMATH.8.4B Graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship.
ⓇMATH.8.4C Use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.
ⓈMATH.8.4A Use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1)/(x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line.
ⓈMATH.8.5B Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, b ≠ 0.
Verb(s)
- What verbs define the actions students will need to take when mastering this objective? /
- Determine
- Determine
- Represent
- Represent
Concept
-What am I teaching?
-What do the students need to know? / Teaching – rate of change, slope, and y-intercept
Students need to know- use data from various representations to determine the rate of change or slope and y-intercept. / Teaching – rate of change, slope, and y-intercept
Students need to know- use data from various representations to determine the rate of change or slope and y-intercept. / Teaching – rate of change, slope, and y-intercept
Students need to know- use data from various representations to determine the rate of change or slope and y-intercept. / Teaching – rate of change, slope, and y-intercept
Students need to know- use data from various representations to determine the rate of change or slope and y-intercept.
Context
Readiness:
-Connections from previous grade level.
- To what degree will this impact learning two years down the road?
Supporting:
-What Readiness Standards or concepts from the Readiness Standards does it support?
-How does it support the Readiness Standards? /
- In grades 6 and 7, students analyzed patterns and created rules for those patterns. Students informally connected the “multiplier” in a pattern to its rate of change. Rules for patterns were written in y = mx + b form or as informal expressions.
- CCRS 2.D1 Interpret multiple representations of equations and relationships.
- CCRS 2.D2 Translate among multiple representations of equations and relationships.
- CCRS 3.A2 Make, test, and use conjectures about one-, two-, and three-dimensional figures and their properties.
- CCRS 3.C1 Make connections between geometry and algebra.
- In grades 6 and 7, students analyzed patterns and created rules for those patterns. Students informally connected the “multiplier” in a pattern to its rate of change. Rules for patterns were written in y = mx + b form or as informal expressions.
- CCRS 2.D1 Interpret multiple representations of equations and relationships.
- CCRS 2.D2 Translate among multiple representations of equations and relationships.
- CCRS 3.A2 Make, test, and use conjectures about one-, two-, and three-dimensional figures and their properties.
- CCRS 3.C1 Make connections between geometry and algebra.
- In grades 6 and 7, students analyzed patterns and created rules for those patterns. Students informally connected the “multiplier” in a pattern to its rate of change. Rules for patterns were written in y = mx + b form or as informal expressions.
- CCRS 2.D1 Interpret multiple representations of equations and relationships.
- CCRS 2.D2 Translate among multiple representations of equations and relationships.
- CCRS 3.A2 Make, test, and use conjectures about one-, two-, and three-dimensional figures and their properties.
- CCRS 3.C1 Make connections between geometry and algebra.
- In grades 6 and 7, students analyzed patterns and created rules for those patterns. Students informally connected the “multiplier” in a pattern to its rate of change. Rules for patterns were written in y = mx + b form or as informal expressions.
- CCRS 2.D1 Interpret multiple representations of equations and relationships.
- CCRS 2.D2 Translate among multiple representations of equations and relationships.
- CCRS 3.A2 Make, test, and use conjectures about one-, two-, and three-dimensional figures and their properties.
- CCRS 3.C1 Make connections between geometry and algebra.
I will know my students have mastered this standard when they can…. / Use data from a table or graph to determine the rate of change or slope and y-intercept. / Use data from a table or graph to determine the rate of change or slope and y-intercept. / Represent linear non-proportional situations with tables, graphs, and equations. / Represent linear non-proportional situations with tables, graphs, and equations.
I will assess the standard by….. / Check for Understanding:
- Fist to Five
- Color Cards
- Essential Questioning
- Kahoot
- Exit Ticket
- Four Corners
- Fist to Five
- Color Cards
- Essential Questioning
- Kahoot
- Exit Ticket
- Four Corners
- Fist to Five
- Color Cards
- Essential Questioning
- Kahoot
- Exit Ticket
- Four Corners
- Fist to Five
- Color Cards
- Essential Questioning
- Kahoot
- Exit Ticket
- Four Corners
Vocabulary
(Academic and Content) /
- Rate of change
- Slope
- Y-intercept
- Horizontal Change
- Vertical Change
- Rate of Change
- Slope
- Y-intercept
- Horizontal Change
- Vertical Change
- Non-Proportional
- Linear
- Equation
- Slope-Intercept Form
- Non-Proportional
- Linear
- Equation
- Slope-Intercept Form
Lesson Topic (Content Objective) / The students will be able to use data from a table or graph to determine the rate of change or slope and y-intercept. / The students will be able to use data from a table or graph to determine the rate of change or slope and y-intercept. / The students will be able to represent linear non-proportional situations with tables, graphs, and equations in the form of y=mx+b. / The students will be able to represent linear non-proportional situations with tables, graphs, and equations in the form of y=mx+b.
ELPS (Language Objective) /
- C.1b Monitor oral and written language production and employ self-corrective techniques or other resources.
- C.3e Share information in cooperative learning interactions.
- C.3h Narrate, describe, and explain with increasing specificity and detail as more English is acquired.
- C.1b Monitor oral and written language production and employ self-corrective techniques or other resources.
- C.3e Share information in cooperative learning interactions.
- C.3h Narrate, describe, and explain with increasing specificity and detail as more English is acquired.
- C.1b Monitor oral and written language production and employ self-corrective techniques or other resources.
- C.3e Share information in cooperative learning interactions.
- C.3h Narrate, describe, and explain with increasing specificity and detail as more English is acquired.
- C.1b Monitor oral and written language production and employ self-corrective techniques or other resources.
- C.3e Share information in cooperative learning interactions.
- C.3h Narrate, describe, and explain with increasing specificity and detail as more English is acquired.
Lesson Cycle / Engage:
Warm-Up/Opening (min) / In their journal….have students to explain how to find the rate of change or slope and how to find y-intercept. / Have students to work in group….Each group will receive some type of data….each group will find slope and y-intercept of the data. / Quiz
Explore:
INM/Review (min): / Texas Go Math:
- Pg. 95
- Pg. 97
- Pg.101
- Pg. 102
Explain:
Guided Practice (min): / Texas Go Math:
- Pg. 98:1-7
- Find slope and y-intercept from a graph and from two points
- Pg. 104
Elaborate:
Independent Practice (min): / Texas Go Math:
- Pgs. 99-100:8-13
- Find slope and y-intercept from graph and from two points
- Pgs. 105-106
Evaluate:
Closing ( min.): / Check for Understanding / Check for Understanding / Check for Understanding / Check for Understanding
Reinforcement / Materials/ Resources: / HMH “Texas Go Math”
- 4.2 “Determining Slope and y-intercept
- Graphing Calculator
- Kuta Software
- Graphing Calculator
- Chart Paper
- 4.3 “Graphing Linear Non-Proportional Relationships Using Slope and y-intercept
- Graphing Calculator
- Laptop or Computer
- Graphing Calculator
Homework / Texas Go Math, Differentiated Instruction:
- Lesson 4-2 “Determining Slope and y-intercept” pgs. 64-65…Due Wednesday, 09/09/2015
- Lesson 4-3 “Graphing Linear Non-Proportional Relationships Using Slope and y-intercept” pgs.70-71….Due Friday, 09/11/2015
MODIFICATIONS and/or ACCOMODATIONS:
-Gifted and Talented
-ELL/ ESL
-Special Education / Instructional Accommodations for Diverse Learners:Cues, Questions, and Advanced Organizer
Frayer Model(Literacy Routine:Do I Really Get It?)
- For all activities, have students complete and summarize what they have learned in a modified Frayer model. The four corners of this graphic organizer allow students to summarize what they have learned using multiple representations. Students place a different representation in each corner of the graphic organizer. [MATH.8.1F] [GQ #A1]
- Allow students to access Slope Slider as a tool to explore slope and y-intercept of graphs. [MATH.8.4B
- Allow struggling students to use a nonlinguistic representation to reinforce the concept of slope. [MATH.8.1E, MATH.8.4A, MATH.8.4C]
- For additional strategies to assist diverse learners, access Recommendations for Accommodating Special Needs Students: MATH 8, Cycle 1, Unit 3.
Laying the Foundation activities Rate of Change and Slope Investigationreinforce the concept of rate of change and its connection to slope.Students may also use the Laying the Foundation activities Linear Functions and Goodyear Walks Using the Rule of Four to investigate the relationships for given problem situations and determine whether the situations are proportional or non-proportional.[MATH.8.4B, MATH.8.5B] / Instructional Accommodations for Diverse Learners:Cues, Questions, and Advanced Organizer
Frayer Model(Literacy Routine:Do I Really Get It?)
- For all activities, have students complete and summarize what they have learned in a modified Frayer model. The four corners of this graphic organizer allow students to summarize what they have learned using multiple representations. Students place a different representation in each corner of the graphic organizer. [MATH.8.1F] [GQ #A1]
- Allow students to access Slope Slider as a tool to explore slope and y-intercept of graphs. [MATH.8.4B]
- Allow struggling students to use a nonlinguistic representation to reinforce the concept of slope. [MATH.8.1E, MATH.8.4A, MATH.8.4C]
- For additional strategies to assist diverse learners, access Recommendations for Accommodating Special Needs Students: MATH 8, Cycle 1, Unit 3.
Laying the Foundation activities Rate of Change and Slope Investigationreinforce the concept of rate of change and its connection to slope.Students may also use the Laying the Foundation activities Linear Functions and Goodyear Walks Using the Rule of Four to investigate the relationships for given problem situations and determine whether the situations are proportional or non-proportional.[MATH.8.4B, MATH.8.5B] / Instructional Accommodations for Diverse Learners:Cues, Questions, and Advanced Organizer
Frayer Model(Literacy Routine:Do I Really Get It?)
- For all activities, have students complete and summarize what they have learned in a modified Frayer model. The four corners of this graphic organizer allow students to summarize what they have learned using multiple representations. Students place a different representation in each corner of the graphic organizer. [MATH.8.1F] [GQ #A1]
- Allow students to access Slope Slider as a tool to explore slope and y-intercept of graphs. [MATH.8.4B
- Allow struggling students to use a nonlinguistic representation to reinforce the concept of slope. [MATH.8.1E, MATH.8.4A, MATH.8.4C]
- For additional strategies to assist diverse learners, access Recommendations for Accommodating Special Needs Students: MATH 8, Cycle 1, Unit 3.
Laying the Foundation activities Rate of Change and Slope Investigationreinforce the concept of rate of change and its connection to slope.Students may also use the Laying the Foundation activities Linear Functions and Goodyear Walks Using the Rule of Four to investigate the relationships for given problem situations and determine whether the situations are proportional or non-proportional.[MATH.8.4B, MATH.8.5B] / Instructional Accommodations for Diverse Learners:Cues, Questions, and Advanced Organizer
Frayer Model(Literacy Routine:Do I Really Get It?)
- For all activities, have students complete and summarize what they have learned in a modified Frayer model. The four corners of this graphic organizer allow students to summarize what they have learned using multiple representations. Students place a different representation in each corner of the graphic organizer. [MATH.8.1F] [GQ #A1]
- Allow students to access Slope Slider as a tool to explore slope and y-intercept of graphs. [MATH.8.4B]
- Allow struggling students to use a nonlinguistic representation to reinforce the concept of slope. [MATH.8.1E, MATH.8.4A, MATH.8.4C]
- For additional strategies to assist diverse learners, access Recommendations for Accommodating Special Needs Students: MATH 8, Cycle 1, Unit 3.
Laying the Foundation activities Rate of Change and Slope Investigationreinforce the concept of rate of change and its connection to slope.Students may also use the Laying the Foundation activities Linear Functions and Goodyear Walks Using the Rule of Four to investigate the relationships for given problem situations and determine whether the situations are proportional or non-proportional.[MATH.8.4B, MATH.8.5B]
*All lesson plans are subject to revisions and addendums by teacher.