PRE-ALGEBRA LESSON PLAN UNIT 7

Nov. 17-21

Essential Questions

Explain the components of slope-intercept form? How are these components determined?

Measurable Objective: see daily objective…

Learning Goal:

Students will understand the connections between proportional relationships, lines, and linear equations by analyzing graphs.

Benchmarks :

MAFS.8.EE.2.5 (DOK 3)

Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. Compare two different proportional relationships represented in different ways. Interpret the unit rate of proportional relationships as the slope of the graph. Graph proportional relationships

MAFS.8.EE.2.6 (DOK 3)

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. Identify characteristics of similar triangles. Analyze patterns for points on a line that passes through the origin. Analyze patterns for points on a line that does not pass through or include the origin. Derive an equation of the form y = mx for a line through the origin. Derive an equation of the form y = mx + b for a line intercepting the vertical axis at b (the y-intercept of a line. Determine the y-intercept of a line. Find the slope of a line. 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.

MAFS.8.F.2.4 (DOK 3)

PRE-ALGEBRA LESSON PLAN UNIT 7

Construct a function to model a linear relationship between two 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 graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. Recognize that slope is determined by the constant rate of change. Recognize that the y-intercept is the initial is the initial value where x=0. Determine the rate of change from two (x, y) values, a verbal description, values in a table, or graph. Determine the initial value from two (x, y) values, a verbal description, values in a table, or graph. Construct a function to model a linear relationship between two quantities. Relate the rate of change and initial value to real-world quantities in a linear function in terms of the situation modeled and in terms of its graph or a table of values.

Higher Order Thinking Question (HOT): How did you identify the function? What are the characteristics of a __________? What are some different ways you can recognize a non-linear function

Vocabulary: x-intercept y-intercept slope-intercept form Linear Function Function Notation Systems of Equations Solutions of Systems of Equations

Monday Daily Agenda :

PRE-ALGEBRA LESSON PLAN UNIT 7MAFS.8.F.2.4 (DOK 3)

Objective: Students will continue their study of functions and graph equations.

Bellringer (we do) Review Problems

1. Review2. Section 3 Video 1 of ALGEBRA NATION3. Function activity / graphing (you do)4. Exit ticket: What do you think the slope of a horizontal line

is?

Tuesday Daily Agenda

Students will take a quiz on slope and graphing.

Wednesday Daily Agenda

MAFS.8.F.2.4 (DOK 3)

Objective: Students will graph equations using the slope and y-intercept….

1. Bell Ringer – 2. “I Do” Guided practice3. Video (alg. Nation) continued4. Thinking maps (input) …Or Thursday…5. You Do” Individual Practice 6. “We do” Activity

Comprehension Check-. The point (0,0) on the coordinate plane is called the origin. Explain why this is.

Thursday Daily Agenda: Students will graph equations / function notation…

PRE-ALGEBRA LESSON PLAN UNIT 7Bell Ringer – ordered pairs

“I Do “ Introduce Real world activity Thinking maps (input / output)Video continued from Wednesday? (alg. Nation)Thatquiz.org activity? We Do” Guided Practice “You Do” Individual Practice

Comprehension Check-. Compare and Contrast Discrete and Continuous Data

Friday Daily Agenda: Students will do Penda (functions graphs and slope) in the media center…

Comprehension Check- Given a set of ordered pairs how can you tell if a relation is a function? (you do)

ESOL/ESE ACCOMODATIONS

Visual Aids, Concrete Objects, Gestures, Repetitions Peer tutoringWritten Outline, Copy of Notes Use of Dictionary

Small Group Instruction Avoidance of IdiomsIncorporation of LEP student’s Culture & Language Copies of NotesVerbal and Written Directions Summarize & Review FrequentlyHands on Activities Student Translator

Request of Text in Student’s Language Reading Aloud QuestionsCorrelation With ESOL/ESE Resource Personnel Preferential Seating

Cooperative Groups Extended Time

Mathematical Practice Standards

MACC.K12.MP.1.1 Make sense of problems and persevere in solving them

MACC.K12.MP.2.1 Reason abstractly and quantitatively

MACC.K12.MP.4.1 Model with mathematics

PRE-ALGEBRA LESSON PLAN UNIT 7

MACC.K12.MP.5.1 Use appropriate tools strategically.

MACC.K12.MP 6.1 Attend to precision

MACC.K12.MP.7.1 Look for and make use of structure.

8th Grade Recursive Standards (overview for math)

Reading Standards for Literary and Informational Text

Speaking and Listening Writing and Language Standards

8.RL/RI.1.1 (DOK2)

Text evidence that supports analysis and inferences drawn from text

8.LS.1.1 (DOK 3)

Collaborative discussions

a. Prepare/research materialb. Follow rules for collegial

discussions; track progress toward goals/deadlines;

c. Pose questions that connect ideas , respond to others; qualify/justify own views

d. Acknowledge new information expressed by others; qualify or justify their own views in light of the evidence presented

8.W.2.4 (DOK 3)

Produce clear and coherent writing; organization, style are appropriate to task/purpose/audience

8.RI.2.4(DOK 2)

Meanings of words/phrases as used in a text:

Connotative/technical meanings; analyze impact.

8.W.2.5 (DOK2)

With guidance, develop and strengthen writing as needed by planning/revising/editing/rewriting/ trying a new approach.

8.RI.4.10 (DOK2)

By the end of the year, read and comprehend literary nonfiction at the high end of 6-8th grade text complexity band independently and proficiently

8.W.2.6 (DOK2)

Use technology, including Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

8.SL.2.6 (DOK2)

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.

8.W.4.10 (DOK3)

Write routinely over extended and short time frames for a range of discipline-specific tasks/ purposes/audiences

8L.3.4 (DOK2)

Determine or clarify the meaning of unknown and multiple-meaning words/phrases based on grade 8 reading and content,

a. Use context as clueb. Use common, grade-appropriate Greek or

Latin affixes and rootsc. Consult general and specialized reference

materialsd. Verify the preliminary determination of the

meaning of a word or phrase (e.g., checking inferred meaning in context or in a dictionary).