Functions and Linear Relationships

Course: M
​ ath 8

Grade: ​8th Grade

Length of Unit: ​ 12 days (60 minute periods) - 9 Instructional, 1 Review, 1 Summative Assessment, 1 Flex Day

Rationale

After completing this unit, students will be able to identify a function, differentiate between linear and nonlinear
functions, and determine the rate of change of linear functions. They will further be able to develop the standard form
of a linear equation from graphs, tables, points and slopes, or use a linear equation to construct a graph. Finally,
students will be able to relate this concept and knowledge of graphical analysis to evaluate real-world scenarios such as
distance-time graphs.

Linear functions are a recurring concept throughout our lives. We see them in many common relationships such as
cost-time, force-acceleration, and temperature-pressure. It is critical that students obtain strong foundational
knowledge of linear functions in order to later apply their knowledge to these various relationships. Additionally, this
topic is later utilized and built upon when exploring algebraic and geometric relationships and applied in advanced
calculus concepts. Establishing a strong initial understanding of this topic will provide students with the necessary tools
to allow for success in future mathematics and science classes, and apply this knowledge to many real-world
relationships.

Standards Alignment

Foundational Standards​:
● 7.EE.4​ - Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities.
● 7.RP.2.b​ - Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships.

Unit Standards​:
● 8.F.1​ - Understand that a function is a rule that assigns to each input exactly one output. The graph of a
function is the set of ordered pairs consisting of an input and the corresponding output.
● 8.F.2​ - Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).
● 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.
● 8.F.4​ - 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.
● 8.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.

Future Standard Connections​:

● F-IF.1​ - Understand that a function from one set (called the domain) to another set (called the range) assigns
to each element of the domain exactly one element of the range.
● F-IF.4​ - For a function that models a relationship between two quantities, interpret key features of graphs and
tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the
relationship.
 Unit Goals

Big Ideas​: Essential Questions​:

● A function is a relationship in which every input has
one unique output.
● Functions can be linear or nonlinear as dependant
upon the rate of change.
● Equations for linear functions can be created by using
information presented in various forms.
● Graphical analysis can be used to describe functions
that represent real-world situations.
● How do you determine if a numerical relationship is a
function?
● What makes a relationship linear versus nonlinear?
● How can you use information about a linear function
to write the equation for that function?
● How can graphical analysis be used to evaluate
quantitative and qualitative graphs of functions?

Lesson Goals

Objective Strategy Assessment

Day 1 Present the concept of functions Initial assessment is completed by

Lesson 1​: Introduction to Functions
Objective​: Students will be able to
define and identify functions in
different forms and evaluate inputs
and outputs.
CCSS 8.F.1​: Understand that a
function is a rule that assigns to each
input exactly one output. The graph
of a function is the set of ordered
pairs consisting of an input and the
corresponding output.
CCSS 8.F.2​: Compare properties of
two functions each represented in a
different way (algebraically,
graphically, numerically in tables, or
by verbal descriptions).
through a vending machine group
exploration activity. By relating
functions to a familiar object, the
complex idea will become more
tangible.
After establishing the definition of a
function, connect the concept to
mathematical problems by identifying
functions within various numerical
relationships. Help students to make
important connections by asking
questions such as: Why can we relate
a vending machine to a function?
How would it behave if it were not a
function? What are some methods
that we can use to determine if a
relationship is a function? How does
the selected method depend on the
form?
An Exit Ticket is used to help students
make connections to the initial Bell
Ringer activity and assess progress.
incorporating functions into the Bell
Ringer question. By evaluating
student responses, the teacher can
gain a preliminary understanding of
how much students know about
functions before the lesson.
Questioning is used throughout the
lesson to determine comprehension.
Close monitoring takes place during
the independent practice portion of
the lesson through analyzing which
students are able to answer the
questions within 2 minutes.
The exit ticket asks students to
connect the concepts learned that day
to the Bell Ringer question to assess
knowledge application. Exit tickets are
briefly reviewed in class through
discussion and closely analyzed after
class to assess individual level of
understanding.

Day 2
Lesson 2​: Linear vs. Nonlinear
Functions
Objective​: Students will be able to
identify and classify functions as
linear versus nonlinear.
Use a Bell Ringer activity as a review
from previous lesson.
Start a discussion of new content. Ask
students: What do you think it means
for a function to be linear? Can you
think of any examples of linear or
nonlinear functions in nature or the
real world?
Students are asked to recall concepts
from the previous lesson in the Bell
Ringer activity. Students answered
are reviewed by the teacher to assess
subject recall.
Students use real-world visual tools to
compare and contrast mathematical
concepts. They record findings and
observations in a math journal which

CCSS 8.F.2​: Compare properties of
two functions each represented in a
different way (algebraically,
graphically, numerically in tables, or
by verbal descriptions).
CCSS 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.
Day 3
Lesson 3​: Linear Function Comparison
Objective​: Students will be able to
make comparisons between two or
more linear functions based on their
rate of change.
CCSS 8.F.2​: Compare properties of
two functions each represented in a
different way (algebraically,
graphically, numerically in tables, or
by verbal descriptions).
CCSS 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.
Show examples on the board,
real-world first then relate them to
mathematical graphs of linear and
nonlinear functions. Discuss the
defining characteristics, similarities
and differences.
Students complete the guided note
page, led by the teacher and
demonstrate their understanding
through an independent virtual
learning exercise: ​Linear vs.
Nonlinear​. Throughout the activity,
students record their findings,
thoughts, ideas and questions in their
math journal. These findings are
explored during group discussion.
Students complete an Exit Ticket to
reflect on what they learned from the
lesson.
Students begin with a Bell Ringer
activity that models a real-world
application of changing slope.
Introduce the graph of line y=x.
A Discovery Activity is used through
Desmos in which students utilize their
graphing program to modify the slope
of linear equations to match a given
linear design.
Students participate in guided notes
in which the process of comparing
linear functions is explicitly modeled
followed by students collaborating
with their tables to demonstrate
understanding.
A peer collaboration activity is done to
practice skills in which students work
in teams to sort linear functions based
on their slopes, competing to find the
most correct answers.
An Exit Ticket is used to help students
make connections with newly
acquired information and real world
situations, including the Bell Ringer
question.
are shared in a class discussion to
determine comprehension of subject
matter.
After the lesson, students work
independently to complete similar
problems. Students share their
answers with their table partners
while responses and solutions are
assessed.
Students complete written work in
their math journal during a virtual
math activity. This written work is
evaluated for subject comprehension.
Exit ticket asks students to reflect on
the lesson by comparing and
contrasting linear and nonlinear
functions.
Students complete a pre-assessment
by responding to a Bell Ringer that
incorporates slope through a
real-world situation followed by a
class discussion of student ideas.
Through evaluating student
responses, the teacher gains
information regarding students initial
level of understanding of the subject
matter and can structure the lesson
to provide the assistance and support
required to maximize success.
Students complete an exploration
project while recording their findings,
then share their ideas with the class.
This project and students responses
in conversation and in their journals
allows the teacher to determine if
students are constructing knowledge
and making fundamental topic
connections through exploration.
The teacher models the solving
process which is followed by students
completing similar problems
independently while monitored for
understanding.
Students work in teams during a math
game to further practice their skills.
Two different colored highlighters are
used by students to allow the teacher
to closely monitor individual student
progress.
The exit ticket reevaluates the bell

Day 4
Lesson 4​: Linear Equations - Tables
and Graphs
Objective​: Students will be able to
find the equation of a linear function
based on a table or graph by using
the initial value and the rate of
change.
CCSS 8.F.4​: 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.
Day 5
Lesson 5​: Linear Equations - Point
and Slope
Objective​: Students will be able to
find the equation of a linear function
based on slope and a given point.
Students will use instructional
technology to complete a discovery
activity that explores the components
of the slope intercept form of a linear
equation. Prompt students to write
down their discoveries. Students
share their findings.
Use questions such as: What did you
need to change in order to land the
plane? How did these things modify
the plane's trajectory? How did they
modify the equation? Use this
discussion to lead into a lesson on
writing linear equations through
guided notes.
Utilize repetition for the concept of
initial value and rate of change and
their placement within the equation.
Students will apply their knowledge of
linear equations to complete a project
based learning activity that they will
work on over the next four days.
An Exit Ticket is used to help students
to reflect on what they learned and
the importance of their knowledge.
Students complete a formative
assessment that covers a review of
previous 4 lessons.
A review of finding linear equations
with a slope and y-intercept is
conducted.
Ask questions such as: Do you think
we could still find an equation if we
ringer to provide information
regarding which students have
successfully made connections and
which students require further
assistance.
Logical math problems are provided in
the bell ringer activity that closely
mirror the problems from the previous
lesson to provide information
regarding student comprehension.
Students highlight the problems they
got incorrect, the teacher reviews
concepts that students are needing
further assistance with.
Students complete a virtual
exploration project to make
connections between the y-intercept
and the slope of a line in relation to
its position and rate of change.
Students record findings in their math
journals while both progress and
written responses are closely
evaluated by the teacher. Post activity
discussions will further be used to
determine level of understanding.
A project based learning activity is
started in which the students display
their level of understanding by
completing a multistep real-world
application problem. Solutions to all
questions are closely monitored with
success or reaching the objectives
being met with a score of 80% or
higher. Projects of students with a
score below 80% are closely
monitored to determine problematic
areas and provide supplemental
methods.
Students use their exit ticket to reflect
on what was learned, why is it
important, how does it relate to other
material that we have learned or real
world context.
Formative assessment is given as a
four question quiz that covers the
main topics from the previous four
lessons. This quiz is used to closely
monitor student progress, with a
score of 80% or higher representing
meeting objectives.
Students complete quiz corrections
and are offered a quiz retake to

CCSS 8.F.4​: 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.
Day 6
Lesson 6​: Linear Equations - Ordered
Pairs
Objective​: Students will be able to
find the equation of a linear function
based on two points.
CCSS 8.F.4​: 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.
are not given a y-intercept? What
pieces of information would we need?
Use guided notes to expand on the
concept of writing linear equations
when given a point and a slope.
Students use peer collaboration to
practice skills using an activity in
which they get up and walk around
the room to answer questions that
relate to new content.
Students complete an Exit Ticket that
requires them to reflect on what they
learned and what they are still
confused about.
Real-world application of linear
equations is used in the Bell Ringer
activity to help students make
valuable connections.
The concept of finding the equation of
a line between two coordinates is
introduced by evaluating patterns,
recognizing the rate of change of
these patterns, and representing
them as a table of values. Students
are encouraged to utilize
manipulatives during this stage to
assist in the assimilation process as
students progress from concrete, to
pictorial to abstract concepts.
Relate information to the abstract
slope equation. Finish the guided
notes from the previous lesson,
highlighting and repeating the key
concepts.
Students complete a Think, Write,
Pair, Share activity for their Exit
Ticket in which they consider how
what they learned relates to real
world scenarios. Students share their
ideas with a neighbor.
increase their comprehension of
content. Close comparison of scores is
done to assess for increased
comprehension.
Students work with partners on the
white boards around the room to
practice new material. Each student in
the group uses a different color pen
to assist in determining individual
student understanding.
Exit ticket promotes reflection on the
lesson by asking students if they have
made new understandings with
relation to the bell ringer, what they
have learned, and what they are
confused about. Student responses
are closely analyzed to provide further
assistance by offering study hall to
those who need more help.
Students start the class with a bell
ringer that applies previously learned
subject matter to a real world
situation to determine if students are
progressing toward critical thinking.
Student responses are closely
monitored through class discussion
and individual review when students
submit their bell ringer.
Group conversation is used
throughout the pattern analysis
activity to assess level of
understanding. Emphasis is placed in
areas that are needing additional
focus to reach objective mastery as
determined by the accuracy of
student responses.
Individual practice is closely
monitored by walking around the
room to observe student responses to
questions that are similar to the
modeled examples. Individual practice
is paused to reteach specific concepts
as needed.
Students participate in a Think, Write,
Pair, Share activity in which they
consider two new ideas that they
learned today and how they relate to
the real world. Students assess their
own level of learning by answering
these questions in their journals then
share their ideas with a table partner.
Exit tickets are closely evaluated upon
turning them in.
Day 7
Lesson 7​: Graphing Linear Equations
Objective​: Students will be able to
sketch graphs of linear functions
given quantitative information.
CCSS 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.
Day 8
Lesson 8​: Graphical Analysis - Part 1
Objective​: Students will be able to
describe functions based on their
graphs.
CCSS 8.F.5​: Describe qualitatively the
functional relationship between two
Students review previously learned
concepts with a Bell Ringer activity.
Application of linear equations
through graphing quantitative data is
used.
Students follow along in their guided
note page, practicing techniques
independently and with group
collaboration. As a result, students
will be able to confidently graph linear
equations given in any form.
Emphasis is placed on graphing
horizontal and vertical lines and the
relative equations that represent
these functions.
Provide students with an application
project: An art project in which
students create an art piece by
developing and graphing 16 linear
equations and coloring the finished
product.
The Exit Ticket represents a real
world scenario in which students are
asked to evaluate quantitative data to
construct a graph and answer
questions.
Students review previously learned
concepts with a Bell Ringer activity.
Review the key terms: increasing,
decreasing, constant, with respect to
functions. Provide visual aids during
the lesson for students to follow
along.
Demonstrate the process of
constructing a Distance-Time graph
from qualitative information by telling
students a story that represents my
Algebraic math problems are provided
in the bell ringer activity that closely
mirror the problems from the previous
lesson to provide information
regarding student comprehension.
Students highlight the problems they
answered incorrectly, the teacher
reviews concepts that students are
needing further assistance with.
These concepts are reviewed with the
class before presenting a new lesson.
Students practice graphing
independently after observing and
practicing the process through
modeling and group solving. The
teacher walks around the room during
independent practice to assess
understanding and assist students
who are struggling prior to beginning
the project.
A project based learning activity is
used in which students construct an
art project through application of
linear equations. The project is
assessed for accuracy of equations,
components and graphing, with an
80% representing concept
comprehension. Students are able to
fix their mistakes to increase
comprehension and score. Teacher
closely compares the original and new
project to assess for an increased
level of understanding.
The exit ticket connects concepts
from the day's lesson and previously
learned subject matter to a real world
situation to determine if students are
progressing into real-world application
and critical thinking. Student
responses are closely monitored
through class discussion and
individual review when students
submit their exit ticket.
A review assessment is provided in
the form of a Bell Ringer in which
students display their understanding
of three previously taught concepts
through answering questions similar
to past questions and those that will
be found on the unit exam.
Level of understanding is assessed
through having students highlight the
questions they got wrong. These
concepts are reviewed with the class
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.
Day 9
Lesson 9​: Graphical Analysis - Part 2
Objective​: Students will be able to
describe and analyze distance-time
functions.
CCSS 8.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.
Day 10
“Exercise Routine.” Students
participate in discussing why the
graph should be constructed a
specific way.
Students follow along in their guided
notes as the teacher reiterates the
important components of a
distance-time graph and how they
relate to motion of an object.
Students practice their skills by
collaborating with their peers to draw
a distance-time graph based on a
given story then the opposite by
creating a story from a graph. Groups
share their thoughts and ideas with
the class.
An Exit Ticket is given that
summarizes the lesson for the day.
A Bell Ringer activity is used as a
review of previously learned material.
To assist in concept recall, students
complete an interactive virtual activity
in which they explore distance-time
graphical relationships. Students
continue to practice the concept of
qualitative data represented by
distance time graphs by completing a
group project.
Students develop a story and
represent their story by creating a
visual model of the graph that
represents their story. A detailed
description is provided for each
individual component of their story.
Projects are shared while other
students observe, ask questions, and
take notes in their math journal to
enhance their understanding. Use
thoughtful questions and comments
regarding student projects such as:
Explain to the class why you chose to
draw the graph like this for this
section, or What do you notice about
the way the graph looks during this
section?
An exit ticket is completed with
review problems that closely mirror
the upcoming unit exam.
Students use this day as a review day
and the bell ringers are closely
reviewed for individual level of
understanding upon turning them in.
Students complete an activity that
displays their understanding of
distance-time functions through
turning a story into a graph and a
graph into a story. This activity is
turned in for individual assessment
with 80% representing concept
comprehension. Students are able to
correct their errors to increase
understanding. Initial and final
projects are compared for increased
level of comprehension.
The exit ticket reviews content from
the day's lesson and is closely
evaluated on an individual level.
Common misconceptions are
reviewed at the beginning of the next
lesson.
Students are asked to display their
understanding of the concepts
presented in the previous lesson
through graphical analysis of a
distance time graph. Solutions are
shared and evaluated for class
comprehension assessment.
Individual responses are closely
analyzed upon turning in bell ringers.
Students use the bell ringer as a
self-assessment tool and place
themselves into the individual work
group or the teacher assistance group
according to comprehension level.
Students later work in teams to
complete a distance-time project that
displays their understanding through
project based learning. Student work
is closely monitored and students
share their ideas with the class.
The exit ticket consists of four
questions that mirror questions that
will be found on the unit exam.
Students are also provided a study
guide that mirrors the unit exam.
Students use these as
self-assessment tools to determine
the amount of time that should be
placed on specific topics during their
study process.
The study guide will be corrected and
 to prepare for the unit assessment. reviewed in order to provide the
Unit Review​: Review of entire unit is They are given the opportunity to teacher with information regarding
conducted to answer all questions. clarify issues that they had on the students’ level of comprehension. The
study guide or have general questions lesson will be structured around
answered in order to increase their review exercises, both teacher and
Objective​: Students will be able to preparedness for the summative student led. The questions asked by
reach mastery of linear functions by assessment. The teacher will offer students, both the quantity and type,
participating in cumulative review additional support by providing a will be used to infer how much
exercises. general review if students are unable students are understanding the
to formulate their own questions for material. The teacher led portion of
the review session. the review is then adjusted to apply
CCSS​: 8.F.1 more time to the required areas to
CCSS​: 8.F.2 reach maximum success.
CCSS​: 8.F.3
CCSS​: 8.F.4
CCSS​: 8.F.5

Day 11 Students use assistive aids such as A summative assessment is given in

calculators and a note card to the way of a unit exam. The unit
Summative Assessment​: A cumulative complete a unit exam for the exam consists of 10 questions that
unit exam is given to assess for summative assessment. represent the unit objectives. Nine
mastery of concepts. questions are multiple choice or free
The exam utilizes a combination of response with real world applications.
question types, including multiple The 10th question is a multi-part
Objective​: Students will be able to choice, free response, fill in, graphing problem covering the analysis of a
demonstrate mastery of linear and real-world application word distance-time function. A score of
functions by answering questions on a problems. Students have the entire 80% represents concept mastery.
unit exam. period to complete the exam. Students can correct any incorrect
test problems to increase
Upon completion, students will remain comprehension and score up to 80%.
CCSS​: 8.F.1 occupied by completing a logic puzzle
CCSS​: 8.F.2 until the remainder of the students
CCSS​: 8.F.3 finish their exam.
CCSS​: 8.F.4
CCSS​: 8.F.5

Day 12
Flex Day​: Extra day to allow for
review of complex material.
This Flex Day is utilized at any point
throughout the unit to provide
additional support and allow more
students to gain access to the
content.
Various activities are utilized on the
flex day, selected to support the
material that requires
supplementation. Students’ responses
to the activities are used by the
teacher to determine progress and
level of understanding.

Learning Plan

Day 1: Day 2: Day 3: Day 4: Day 5:

Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5:
Introduction to Linear vs. Nonlinear Linear Function Linear Equations - Linear Equations -
Functions Functions Comparison Tables and Graphs Point and Slope
Quiz
Activities​: Activities​: Activities​: Activities​:
- Bell Ringer 1 - Bell Ringer 2 - Bell Ringer 3 - Bell Ringer 4 Activities​:
- Math Journaling - Math Journaling - Math Journaling - Math Journaling - Bell Ringer 5
- Vending Machine - Photos: Linear vs. - Desmos: Math my - Desmos: Land the - Math Journaling
Video Nonlinear Graph Plane Activity
- Vending Machine - Graphs: Linear vs. - Comparing - Linear Equations - - Formative
Activity Nonlinear Functions Notes Tables and Graphs Assessment - Quiz
- Math Vending - Linear vs. Nonlinear - Slope Game Notes - Writing Equations
Machine Notes - Slope and House - Cost of Diapers from Ordered Pairs
- Task Cards: - Desmos: Linear vs. Construction Video Project Notes
Functions, Domain Nonlinear - Exit Ticket 3 - Exit Ticket 4 - 360 Degree Math
and Range - Exit Ticket 2 Activity
- Exit Ticket 1 - Exit Ticket 5

Day 6: Day 7: Day 8: Day 9: Day 10:

Lesson 6: Lesson 7: Lesson 8: Lesson 9: Unit Review
Linear Equations - Graphing Linear Graphical Analysis - Graphical Analysis -
Ordered Pairs Equations Part 1 Part 2 + Review Activities​:
- Review Study Guide
Activities​: Activities​: Activities​: Activities​: - Q&A Session
- Bell Ringer 6 - Bell Ringer 7 - Bell Ringer 8 - Bell Ringer 9 - Quizizz
- Math Journaling - Math Journaling - Math Journaling - Math Journaling
- Pattern Analysis - Graphing Linear - My Exercise Routine - Desmos: Polygraph
Activity with Functions Notes - Analyzing Functions Activity
Extension - Linear Art Graphing and Graphs Notes - Distance- Time
- Writing Equations Project - Analyzing and Group Project
from Ordered Pairs - Exit Ticket 7 Drawing Graphs - Exit Ticket 9
Notes Activity
- Exit Ticket 6 - Exit Ticket 8

Day 11: Day 12:

Summative Flex Day
Assessment: Unit
Exam Use this day as
needed for additional
Activities​: review of challenging
- Unit Exam concepts.
- Logic Puzzle

Resources

National Governors Association Center for Best Practices, Council of Chief State School Officers​. (2010). ​Common Core
State Standards​. W
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California Commission on Teacher Credentialing. (2016). Teacher Performance Expectations. Sacramento: California
Commission on Teacher Credentialing.

Savage, T., Savage, M., Armstrong, D. (2012). T

​ eaching in the Secondary School​. Boston, MA: Pearson Education, Inc.

Desmos. (2020). ​Linear & Nonlinear Functions​. Retrieved from

https://teacher.desmos.com/activitybuilder/custom/57d885bd506060480c55ce0e

Desmos. (2020). ​Land the Plane​. Retrieved from

https://teacher.desmos.com/activitybuilder/custom/582b81f4bf3030840aacf265

Teachers Pay Teachers. (2017). L​ inear Equations Exploration Activity. ​Retrieved from
https://www.teacherspayteachers.com/Product/Linear-Equations-Exploration-Activity-1922372
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https://www.teacherspayteachers.com/Product/Distance-Time-Graph-Story-Match-7P13-7P14-8F5-2262502

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Teachers Pay Teachers. (2017). R

​ elations, Functions, Domain and Range Task Cards. ​Retrieved from
https://www.teacherspayteachers.com/Product/Relations-Functions-Domain-and-Range-Task-Cards-512194

Teachers Pay Teachers. (2017). I​ ntroduction to Functions Notes. ​Retrieved from

https://www.teacherspayteachers.com/FreeDownload/Functions-Introductions-to-Functions-Notes-3704789

PBS Learning Media. (2020). ​Slope and House Construction​. Retrieved from
https://www.pbslearningmedia.org/resource/mgbh.math.ee.house/slope-and-house-construction/

Visual Patterns. (2020). Retrieved from h

​ ttp://www.visualpatterns.org/

Teachers Pay Teachers. (2017). P

​ oint Slope Form Doodle Notes. ​Retrieved from
https://www.teacherspayteachers.com/Product/Point-Slope-Form-Doodle-Notes-2908435

Yummy Math. (2020). T

​ hank You, Mother and Father, for All Those Diapers​. Retrieved from
https://www.yummymath.com/2015/thank-you-mother-and-father-for-all-of-those-diapers/

Teachers Pay Teachers. (2017). W

​ hat’s My Line? Writing Linear Equations from Given Information. ​Retrieved from
https://www.teacherspayteachers.com/Product/Whats-my-line-Writing-linear-equations-from-given-info-317427

Desmos. (2020). ​Polygraph: Distance-Time Graphs​. Retrieved from

https://teacher.desmos.com/polygraph/custom/560ad68f7701c303063305f5

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​ hree W’s Exit Slip. ​Retrieved from
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Quizizz. (2020). ​8.F.1/2.​ Retrieved from

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Quizizz. (2020). ​8.F.3/8.F.4.​ Retrieved from

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 Day 1
Lesson 1
Introduction to Functions

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY This lesson explores the definition of a function through relating mathematical functions to
real-world situations. Through connecting these ideas to mathematical concepts, students
will learn the mathematical definition of a function and how to identify graphs, equations,
tables and maps as functions or nonfunctions.

THEORY Learning Theory and Social Cognitive Theory​: I​ nteractive content​ through a video
presentation is used to increase the attention of students as the more attentive students
are, the more likely they are to learn and retain the information being taught. Functions are
related to ​real-world​ situations, such as vending machines. Real-world problems attach
context to information in order to aid in student retention. By attaching context and
emotional connection to a math concept, math can be related to personal experiences,
making the information more memorable and help in the assimilation process. Critical
Thinking and Metacognitive Development​: Q ​ uestioning techniques​ are used to evoke
classroom discussions and have students consider w ​ hy, what ​and ​how​ behind functions.
Questioning can be utilized to help students develop a deeper understanding of a concept in
order to solve problems and make informed decisions.

OBJECTIVE

Students will be able to define and identify functions in different forms and evaluate inputs and outputs.

ASSESSMENT

Initial assessment is completed by incorporating functions into the Bell Ringer question. By evaluating student
responses, the teacher can gain a preliminary understanding of how much students know about functions before the
lesson. Questioning is used throughout the lesson to determine if students are comprehending what is being taught.
Close monitoring takes place during the independent practice portion of the lesson through analyzing which students
are able to answer the questions within 1-2 minutes and which students are unable to answer the questions or taking
more than 2 minutes on each questions. The exit ticket asks students to make connections between the concepts
learned that day and the Bell Ringer question to make sure students are able to apply the knowledge they learned that
day. Exit tickets are briefly reviewed in class through discussion and closely analyzed after class to obtain knowledge
individual levels of understanding.

COMMON CORE

8.F.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the
set of ordered pairs consisting of an input and the corresponding output.
8.F.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically
in tables, or by verbal descriptions).

DIFFERENTIATION

The concept of functions is introduced through a real-world scenario, helping students to relate new information to an
idea that they are familiar with in order to increase access to the content. Students have the opportunity to work
independently or with a partner for supportive learning. Key terms are explicitly defined verbally and written down on
the note page. Students use written work in the form of journaling and exit tickets to express their ideas and display
their understanding of the material. Students participate in an activity in which they are up and moving to add variety
and increase attention.

OPENING MATERIAL

TIME TEACHER STUDENTS

10 minutes Bell Ringer - Bell Ringer Packet

- Students work on Bell Ringer 1 when they - Students enter and take (Appendix A)
enter the classroom. out Unit Bell Ringer packet,
- Let students know that you will be using stamp sheet and - Math Journal
homework.
name cards to call on 3 students to share
- Work independently on - Homework Stamp Sheet
their ideas. Bell Ringer question in math
- Call on 3 students to share their ideas journal. - Vending Machine Video
about the bell ringer. - Share ideas with the class.
- Do not discuss accuracy of student
responses at this point.
- While students work on Bell Ringer, walk
around to stamp homework sheet.

Video
- Show class a short video presentation of - Watch video
me using a vending machine to buy various - Consider the questions
items. being discussed and
- Start a discussion about what happens contribute to the discussion.
when I push a button:
Do I know what is going to come out?
How do I know?
What happened when I pushed the button
twice?
What if I pushed the button and two
different items came out?

INTRODUCTION OF NEW MATERIAL MATERIAL

TIME TEACHER STUDENTS

10 minutes Vending Machine Activity​ (p. 1-3) - ​Vending Machine Activity

- Do the first three pages of the Vending - Follow along in Vending (Appendix B)
Machine Activity as a class. Machine Activity.
- Use guided questioning and instruction. - Write down the definitions - Highlighter
for key terms.
- Discuss and define key terms:
- Highlight key terms.
input, output, function, non-function, - Participate in discussion
domain, range. and questioning.
- Clearly define that domain relates to x
terms and range relates to y terms. Use
questioning to reiterate this concept.
- Prompt students to highlight key terms
GUIDED PRACTICE MATERIAL

TIME TEACHER STUDENTS

- Vending Machine Activity
15 minutes Math Vending Machine -Find a partner (Appendix B)
- Make concept connections between the - Participate in Math
real-world example and mathematical Vending Machine Activity - Math Vending Machine
functions. - Review the concept of Activity (Appendix C)
input and output together.
- Students work in partners to participate in
- Highlighter
the interactive “Math Vending Machine”
activity.
- Show an example of an input and output
on the math vending machine.
- Students work in partners. One says the
input, the other says the output.
- Each student does 3 then switch jobs.

Vending Machine Activity​ (p. 4-5) - Follow along in the note

- Guide students through pages 4 and 5 of packet.
the Vending Machine Activity. - Highlight important
- Guide students in identifying functions information as prompted by
within various numerical relationships such the teacher.
as tables, coordinates, charts, and graphs.
- Focus on points of confusion:
Input can only have one output but two
different inputs can have the same output.
Prompt students to highlight.
x^2 represents a function but y^2 is not
- Vertical line test for functions

INDEPENDENT PRACTICE MATERIAL

TIME TEACHER STUDENTS - ​Task Cards: Functions,

Domain, and Range
20 minutes Task Cards: Functions, Domain, and Range - Move around the room
- Place task cards around on the walls of with a partner or
the room. independently to answer
- Model the process of answering a the questions that are
question and finding the next question placed around the room
based on the answer. and searching for their next
- Students work independently or with question.
partners to complete the activity.
- Monitor student progress by walking
around the room. Use questioning to help
students make connections when stuck on
challenging questions.

Math Talk
- Use name cards to call on students to
answer questions. Offer the question first - Participate in the
 then call the name. Allow students to discussion by answering
“phone a friend” if they are stuck. questions and contributing
Questions​: to other students ideas.
How can you tell if a graph is a function?
How can you tell if a table of values
represents a function?
What would be different if it were not a
function?
How can we use this information to define
what a function is?

CLOSING MATERIAL

TIME TEACHER STUDENTS

- Exit Ticket 1 (Appendix D)
5 minutes Exit Ticket - Complete Exit Ticket
Students complete Exit Ticket 1. - Share ideas about the
Ask 3 students to share their ideas. concept.
Students turn in their Exit Tickets before - Turn in Exit Ticket before
leaving the class.
leaving the class.
- Pickup homework
assignment.

HOMEWORK

Identifying Functions Worksheet (​Maneuvering in the Middle​)

 Day 2
Lesson 2
Linear vs. Nonlinear Functions

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY Students will observe real-world examples of linear and nonlinear shapes then relate these
to mathematical graphs and equations. Virtual learning tools and guided notes with explicit
examples are utilized to help students further develop their understanding of the
characteristics that define a linear versus nonlinear function.

THEORY Cognitive Constructivism​ - ​Pictorial/Visual representation​ of abstract ideas is used by

presenting students with images of linear and nonlinear functions in the world around them
then further relating these pictures to graphical models. This helps students to reach higher
levels of understanding by simplifying complex ideas and assisting in the assimilation
process.
Intelligence and Creativity​: V
​ aried teaching techniques​ are applied by providing learning
opportunities through the virtual learning program, Desmos. Using a variety of teaching
strategies can be useful in reaching different types of intelligences.
Critical Thinking and Metacognitive Development​: Q ​ uestioning ​te
​ chniques​ are used
throughout the lesson that help students to consider the w ​ hy, what ​and ​how ​for linear
function and nonlinear function comparison. Thoughtful questioning is a valuable tool that
can help students develop a deeper understanding of a concept in order to solve problems
and make informed decisions.

OBJECTIVE

Students will be able to identify and classify functions as linear versus nonlinear.

ASSESSMENT

Students are asked to recall concepts from the previous lesson in the Bell Ringer activity. Students answered are
reviewed by the teacher as she walks around the room as well as through class discussion. Teacher uses this tool to
evaluate which students are able to recall the concepts from the previous lesson and which need additional assistance.
Students use real-world visual tools to compare and contrast to mathematical concepts. They record findings and
observations in a math journal which are shared in a class discussion to determine comprehension of subject matter.
After modeling problems for students and completing problems as a class, students work independently to complete
similar problems. Students share their answers with their table partners while responses and solutions are closely
monitored. Students complete written work in their math journal during a virtual math activity. This written work is
evaluated for subject comprehension. Exit ticket asks students to reflect on the lesson by comparing and contrasting
linear and nonlinear functions.

COMMON CORE

CCSS 8.F.2: Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).
CCSS 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.

DIFFERENTIATION

Students are provided with visual representations of linear and nonlinear functions by relating them to real-world
images such as bridges, mountains, lines of buildings, etc. Students will use these visual aids to make connections to
mathematical models of linear and nonlinear functions. This concept is reiterated through the use of Guided Notes
where students follow along with the teacher by filling in important concepts. Highlighting and annotating is used to
draw attention to key components, vocabulary and important ideas. Guided questioning is used throughout the lesson
to direct students to formulate their own ideas and make connections between the subject matter. During the problem
solving process, “I do, we do, you do” is used in order to implement a scaffolding approach in which students slowly
take control of the problem solving process. Virtual learning tools are applied to provide a varied approach and further
increase access to the content.

OPENING MATERIAL

TIME TEACHER STUDENTS MATERIAL

5 minutes Bell Ringer - Students enter and take - Bell Ringer Packet
- Students work on Bell Ringer 2 when they out Unit Bell Ringer packet, (Appendix A)
enter the classroom. stamp sheet and - Math Journal
homework. - Homework Stamp Sheet
- Let students know that you will be using
- Work independently on
name cards to call on 3 students to share Bell Ringer question in math
their ideas. journal.
- Call on 3 students to share their ideas - Share ideas with the class.
about the bell ringer.
- While students work on their Bell Ringer,
walk around the room to stamp homework
sheet.

INTRODUCTION OF NEW MATERIAL MATERIAL

TIME TEACHER STUDENTS

Photos - Linear vs.
10 minutes Photos - Linear vs. Nonlinear - Review photos provided Nonlinear (Appendix E)
- What does it mean for something to be - Consider the questions
linear? and contribute to the Graphs - Linear vs.
- What do you think it means for something conversation with ideas or Nonlinear (Appendix F)
to be nonlinear? additional questions.
- Show students examples of linear and - Write in math journal as Math Journal
nonlinear visuals. prompted.
- Ask students to identify what they think
each picture is (linear or nonlinear) and
why.
- Photo examples: railroad tracks, power
lines, pool lanes, architecture, rainbow,
road lines.
- Prompt students to determine and record
similarities, differences, and methods to
classify each in their journals.

Graphs - Linear vs. Nonlinear

- Show linear and nonlinear graphs. Ask
students how they relate to the previous
pictures.
- Ask students to identify characteristics
that they notice.
- How can these characteristics be used to
define a linear vs. nonlinear function?
- Review photos provided
- Consider the questions
and contribute to the
conversation with ideas or
additional questions.
- Write in math journal as
prompted.
 - Write ideas in math journal.

GUIDED PRACTICE MATERIAL

TIME TEACHER STUDENTS

Linear vs. Nonlinear Notes
15 minutes Linear vs. Nonlinear Notes - Follow along in note (​Maneuvering in the Middle​)
-Discuss what makes a function linear packet. Highlighter
versus nonlinear -Record important
- Incorporate shape, rate of change, information.
- Highlight and annotate as
equation
demonstrated or instructed
- Compare and contrast functions by by the teacher.
evaluating tables and graphs.
- ​Questions​:
- What differences do you notice between - Consider the questions
these two graphs? being asked.
- What differences do you notice between - Contribute ideas and
these two equations? thoughts to the
conversation.
- What differences do you notice between
these two tables of values?
- What conclusions can you make based off
these findings?
- Model the process of determining linear
vs. nonlinear for the first 2 problems.
- Incorporate student input in the next 2
problems.
- Have students complete the last 2
problems independently while monitoring
them for comprehension.
- Share solutions with table partners.

INDEPENDENT PRACTICE MATERIAL

TIME TEACHER STUDENTS

Electronic Device
25 minutes Desmos: Linear vs. Nonlinear - Take out electronic
- Students utilize a technology based device. Desmos: L​ inear vs.
activity to further explore the - Load activity. Nonlinear
characteristics of linear and nonlinear - Participate in activity
- Discuss findings and ideas Math Journal
functions.
with table partners.
- After completing the activity, students will - Record any important
discuss their findings with their table findings in math journal.
groups and write down important concepts
in their math journals.
- Teacher closely monitors answers and
progress during this time to assess
understanding.
- Use guided questioning to help students
who are confused or struggling.
CLOSING MATERIAL

TIME TEACHER STUDENTS

Exit Ticket 2 (Appendix D)
5 minutes Exit Ticket - Complete Exit Ticket
- Students complete Exit Ticket 2. - Share ideas about the
- Ask 3 students to share their ideas. concept.
- Students turn in their Exit Tickets before - Turn in Exit Ticket before
leaving the class.
leaving the class.

HOMEWORK

Linear vs. Nonlinear Worksheet (​Maneuvering in the Middle​)

 Day 3
Lesson 3
Comparing Linear Functions

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY This lesson explores the concept of rate of change of a line and how this translates to the
slope of a linear function. Students utilize guided notes and exploration activities to discover
the effect of the slope on a lines measure of steepness and use this concept to compare
and contrast various linear functions.

THEORY Sociocultural Theory of Cognitive Development:​ D ​ iscovery Learning​ is utilized as students

explore what modifies linear functions and makes them unique to each other through a
virtual graphing tool and interactive problem solving activity. As opposed to explicitly stating
how to do a problem and why, allowing students to explore the process and develop their
own conclusion based on their findings can often result in higher levels of comprehension.
Learning Theory and Social Cognitive Theory​: ​An interactive game is used to increase the
attention of students. The more attentive students are, the more likely they are to learn and
retain the information being taught.
​ uring the game, ​Positive Reinforcement i​ s utilized through the
Behaviorist Theory​: D
incorporation of the ​token system​ in which students receive a reward for positive results in
the game activity. Positive feedback and praise from the teacher for engaging in the lessons
and attempting problems can motivate students to continue desired behaviors in the
classroom.​ ​Tokens are useful in reinforcing desired behaviors and can be given for a variety
of behaviors, such as listening, working or trying hard or scoring well, effectively reinforcing
this behavior.

OBJECTIVE

Students will be able to make comparisons between two or more linear functions based on their rate of change.

ASSESSMENT

Students complete a pre-assessment by responding to a Bell Ringer that incorporates slope through a real-world
situation followed by a class discussion of student ideas. Through evaluating student responses, the teacher gains
information regarding students initial level of understanding of the subject matter and can structure the lesson to
provide the assistance and support required to maximize success. Students complete an exploration project while
recording their findings, then share their ideas with the class. This project and students responses in conversation and
in their journals allows the teacher to determine if students are constructing knowledge and making fundamental topic
connections through exploration. The teacher models the solving process which is followed by students completing
similar problems independently while monitored for understanding. Students then work in teams during a math game
to further practice their skills. This game is monitored by students using two different colored highlighters to allow the
teacher to closely monitor individual student progress. Finally, the exit ticket reevaluates the bell ringer to provide
information regarding which students have successfully made connections and which students require further
assistance.

COMMON CORE

CCSS 8.F.2: Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).
CCSS 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.
DIFFERENTIATION

A real world situation of slope is utilized in the bell ringer activity to connect content to the world around students and
increase comprehension through association. The virtual graphing tool, Desmos, is used to provide a varied approach
to the education process to increase access to the curriculum. Throughout the activity, students use journaling to
explore concepts and process newly acquired information. Modeling is used throughout the note taking process in
which students follow closely along while the solving process is demonstrated. Questions of similar caliber are then
provided for students to enhance their solving skills by working independently or with their table partners to solve.
Students work in partners to play a game to practice skils, allowing students the opportunity to work with each other to
increase comprehension. A video presentation is provided to further relate the concept of slope to the real world and
provide a varied lesson structure.

OPENING MATERIAL

TIME TEACHER STUDENTS MATERIAL

5 minutes Bell Ringer - Students enter and take - Bell Ringer Packet
- Students work on Bell Ringer 3 when they out Unit Bell Ringer packet, (Appendix A)
enter the classroom. stamp sheet and - Math Journal
- Let students know that you will be using homework. - Homework Stamp Sheet
- Work independently on
name cards to call on 3 students to share
Bell Ringer question in math
their ideas. journal.
- Call on 3 students to share their ideas - Share ideas with the class.
about the bell ringer.
- If students called on have similar
responses, try to find a student who can
share a different idea.
- While students work, walk around the
class to stamp homework.

INTRODUCTION OF NEW MATERIAL MATERIAL

TIME TEACHER STUDENTS

Desmos: Match My Graph
15 minutes Desmos: Match My Graph - Take out chromebooks. (Appendix H)
- Project image on the board of design - Load Desmos.
created by lines of various slopes. - Type in y=x into equation
- Prompt students to type in y=x into bar.
equation line. - Attempt to modify the
- Explain what the line y=x means by equation of the lines to
drawing it on the board. Relate it to one of match the picture.
the graphs on the design. - Take notes in math
- Task students with modifying the line y=x journal as proceed through
by changing the coefficient in order to the activity.
“match my graph.”
- Take notes in math journal - Share findings with the
class.
Share - Consider the questions
- Use name cards to call on 3 students to and respond with thoughts
share their results and ideas.
- Questions:
- What did you find challenging?
- Were you surprised by what changed the
 graphs?
- What changes about the graph as you
change the coefficient?

GUIDED PRACTICE MATERIAL

TIME TEACHER STUDENTS

Comparing Functions
15 minutes Comparing Functions Notes - Follow along in notes, Guided Note Page
- Explain: When we modify the coefficient annotating and highlighting (​Maneuvering in the Middle​)
of the x-values, we are modifying the along with the teacher.
“slope” of the line. - Record definitions of Highlighter
- Define: slope, compare it to rate of important key terms and
change. highlight.
- Model the slope as the rise/run of a line. - Contribute to the
- Relate this to the equation for slope of a conversation by responding
line: m = Δy/Δx to teachers questions
- Demonstrate how to find the slope by during the lesson.
using a graph, equation, table of values,
two coordinates.
- Ask for student input throughout the
solving process.
- Students practice the last problems
independently while the teacher monitors
for comprehension.

INDEPENDENT PRACTICE MATERIAL

TIME TEACHER STUDENTS

Slope Game Activity
15 minutes Slope Game - Find a partner (Appendix I)
- Students work in pairs to calculate the - Participate in the slope
various slopes. game by calculating the Two colors of highlighters
- Students try to calculate and find the slope and competing with
slope before their opponent. partner. Candy rewards
- As they find their slope, they highlight the
answer on the answer sheet.
- The student who calculates the most
slopes wins the game.
- Reward students who won the game

CLOSING MATERIAL

TIME TEACHER STUDENTS

Slope and House
10 minutes Slope and House Construction Video - Watch the video. Construction Video
- Have students watch the short slope - Participate in the
video. discussion by sharing Exit Ticket 3 (Appendix D
- Discuss different areas where slope is thoughts and ideas.
important.
- Have students share their ideas about
where slope is used in the real-world.
 - Complete Exit Ticket
Exit Ticket - Share ideas about the
- Students complete Exit Ticket 3. concept.
- Students turn in their Exit Tickets before - Turn in Exit Ticket before
leaving the class. leaving the class.

HOMEWORK

Comparing Linear Functions Worksheet (​Maneuvering in the Middle​)

 Day 4
Lesson 4
Linear Equations - Tables and Graphs

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY This lesson explores creating linear equations first through a virtual exploration activity in
which students are tasked with landing a plane on the runway by modifying components of
its trajectory with modifications to its slope and y-intercept. This idea is related to
mathematical concepts as students are taught slope intercept form of a linear equation and
the important components of this equation. Finally, students apply their knowledge to a
real-world scenario in a multi-day project based learning activity.

THEORY Sociocultural Theory of Cognitive Development​: D ​ iscovery Learning​ is used by allowing

students to explore how to modify linear equations by completing a virtual simulation
activity prior to the lesson. This allows students to explore the idea of linear equations and
develop their own conclusion based on their findings in order to result in higher levels of
comprehension.
Critical Thinking and Metacognitive Development​: P ​ roject Based Learning​ and real-world
applications are used as students participate in a project that explores how linear
relationships relate to real-world situations. This strategy enhances critical thinking skills
and encourages students to make decisions based on their observations.

OBJECTIVE

Students will be able to find the equation of a linear function based on a table or graph by using the initial value and
the rate of change.

ASSESSMENT

Logical math problems are provided in the bell ringer activity that closely mirror the problems from the previous lesson
to provide information regarding student comprehension. Students highlight the problems they got incorrect, the
teacher reviews concepts that students are needing further assistance with. Students complete a virtual exploration
project to make connections between the y-intercept and the slope of a line in relation to its position and rate of
change. Students record findings in their math journals while both progress and written responses are closely evaluated
by the teacher. Post activity discussions will further be used to determine level of understanding. A project based
learning activity is started in which the students display their level of understanding by completing a multistep
real-world application problem. Solutions to all questions are closely monitored with success or reaching the objectives
being met with a score of 80% or higher. Projects of students with a score below 80% are closely monitored to
determine problematic areas and provide supplemental methods. Students use their exit ticket to reflect on what was
learned, why is it important, how does it relate to other material that we have learned or real world context.

COMMON CORE

CCSS​: 8.F.4 - 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.

DIFFERENTIATION

Journaling and writing is utilized while students complete a virtual discovery activity. Students collaborate with their
table partners to enhance comprehension. Students have the opportunity to share their ideas in small groups or
present for the entire class. A project based learning activity is completed in which students relate the information from
the previous four lesson to solve a real-world problem. Students are able to display their understanding through
calculations, written explanation, diagrams and verbal explanations. Students work in small groups to increase support
and create a low stress environment conducive to peer collaboration. Students are given an extended period of time to
complete this project to allow for maximum comprehension.

OPENING MATERIAL

TIME TEACHER STUDENTS MATERIAL

5 minutes Bell Ringer - Students enter and take - Bell Ringer Packet
- Students work on Bell Ringer 4 when they out Unit Bell Ringer packet, (Appendix A)
enter the classroom. stamp sheet and - Math Journal
- While the students work on the Bell homework. - Homework Stamp Sheet
Ringer, walk around to stamp homework. - Work independently on
- Review solutions, have students highlight Bell Ringer question in math
incorrect answers. journal.
- Walk to room to determine if a concept - Highlight incorrect
needs to be reviewed. answers.

INTRODUCTION OF NEW MATERIAL MATERIAL

TIME TEACHER STUDENTS

Desmos: L​ and the Plane
10 minutes Desmos: Land the Plane
- Students utilize a technology based - Take out computer. Electronic Devices
activity to explore the concept of slope and - Load Desmos activity.
y-intercept. - Work on the activity Math Journal
- After completing the activity, students will independently
- Record findings in math
discuss their findings with their table
journal
groups and write down important concepts
in their math journals.
- Teacher closely monitors answers and
progress during this time to assess
understanding.
- Use guided questioning to help students
who are confused or struggling.

Math Talk
- Use name cards to call on three students - Participate in the
to share their findings. discussion regarding
- Ask students to expand on ideas with the findings from the virtual
goal of connecting y-intercept and slope to activity.
the position and rate of change of the line.
- Discuss the effects of a negative slope.

GUIDED PRACTICE MATERIAL

TIME TEACHER STUDENTS

Linear Equations - Tables
25 minutes Linear Equations - Tables and Graphs - Follow along on note and Graphs Notes
Notes page. (​Maneuvering in the Middle​)
- Review key terms: Slope, rate of change, - Annotate and highlight as
y-intercept, indicated by teacher.
- Explain: Two important components of - Provide input to questions
writing a linear equation: y-intercept and and contribute with ideas
slope. and thoughts.
- Introduce: Slope-Intercept equation
y=mx+b.
- Clearly indicate that m=slope and
b=y-intercept.
- Relate this to the equation for slope of a
line: m = Δy/Δx
- Demonstrate how to find the equation of
a line by using a graph and table of values.
- Ask for student input throughout the
solving process.

INDEPENDENT PRACTICE MATERIAL

TIME TEACHER STUDENTS

15 minutes Cost of Diapers Activity Cost of Diapers Project

- Introduce project based learning activity. - Either select a group or (Appendix J)
- Students work either independently or work independently on Cost
with a group of 2-4 to complete the Cost of of Diapers Activity. Straight edge
Diapers Activity. - Show all work in a neat
- Remind students to clearly show all work, manner, use straight edge Calculator
use straight edge for lines, label graph, use for graph, use complete
complete sentences. sentences and explanations
- Use guided questioning to help students for answers.
formulate ideas as they work through
challenging problems.
- Students will use the remdainder of class
time to work on project.
- Project will be due on Day 6.

CLOSING MATERIAL

TIME TEACHER STUDENTS

Exit Ticket
5 minutes - Students complete Exit Ticket 4. - Complete Exit Ticket Exit Ticket 4 (Appendix D)
- Students turn in their Exit Tickets before - Turn in Exit Ticket before
leaving the class. leaving the class.

HOMEWORK

Work on C
​ ost of Diapers Activity
Review notes (lessons 1-4) and past homework to study for quiz.
 Day 5
Lesson 5
Linear Equations - Point and Slope

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY This lesson is an extension on the previous lesson, in which students explore the process of
finding the equation of a linear function when provided with a point that the line passes
through and the slope of the function. Interactive group activities are utilized to provide
students with practice through peer collaboration.

THEORY Behaviorist Theory​:​ Repetition​ is used by repeating previously learned information prior to
teaching new information. This will help students commit content and processes to
memory, eventually leading to concept mastery.
Cognitive Constructivism​: The use of b ​ rief and organized lectures​ can help students to
organize their though process regarding new material and assist in the assimilation of new
material.
Sociocultural Theory of Cognitive Development​: P ​ eer Collaboration​ is used throughout this
lesson, particularly in the 360 Degree Math activity. Students do not only learn from their
teachers, but also from their peers. Peer collaboration allows students to work together,
teach each other and learn from their efforts.
Learning Theory and Social Cognitive Theory​:​ I​ nteractive teaching​ techniques are applied
during the 360 Degree Math activity allowing students to walk around the room to complete
math problems. These techniques are useful in increasing the attention of students. The
more attentive students are, the more likely they are to learn and retain the information
being taught.

OBJECTIVE

Students will be able to find the equation of a linear function based on slope and a given point.

ASSESSMENT

The bell ringer activity is used as an assessment by asking students to provide their opinion of the accuracy of three
different statements, recording their reasoning for each response. A class discussion is used with student contribution
to determine student comprehension of subject matter and solutions are closely evaluated for level of understanding
after students turn in their bellwork. Students take a four question quiz that covers the main topics from the previous
four lessons. This quiz is used to closely monitor student progress, with a score of 80% or higher representing meeting
objectives. Students complete quiz corrections and are offered a quiz retake to increase their comprehension of
content. Close comparison of scores is done to assess for increased comprehension. Students work with partners on
the white boards around the room to practice new material. Each student in the group uses a different color pen to
assist in determining individual student understanding. Exit ticket promotes reflection on the lesson by asking students
if they have made new understandings with relation to the bell ringer, what they have learned, and what they are
confused about. Student responses are closely analyzed to provide further assistance by offering study hall to those
who need more help.

COMMON CORE

CCSS​: 8.F.4 - 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.

DIFFERENTIATION
Written expression of content comprehension is promoted through a written activity for the bell ringer in which
students comment on the validity of three statements and provide a supporting statement for their opinions. Students
may use technological devices such as calculators during the quiz. Students may have extended time on the quiz if
necessary. Prior to teaching the new lesson, the prior lesson is reviewed to assist in the assimilation process. A physical
activity in which students get up out of their seats to complete math problems is done to increase focus and provide an
alternate method of learning.

OPENING MATERIAL

TIME TEACHER STUDENTS MATERIAL

5 minutes Bell Ringer - Students enter and take - Bell Ringer Packet
- Students work on Bell Ringer 5 when they out Unit Bell Ringer packet (Appendix A)
enter the classroom. - Work independently on - Math Journal
- Let students know that you will be using Bell Ringer question in math
journal.
name cards to call on 3 students to share
- Share ideas with the class.
their ideas.
- Call on 3 students to share their ideas
about the bell ringer.

INTRODUCTION OF NEW MATERIAL MATERIAL

TIME TEACHER STUDENTS

Quiz: Lesson 1-4
20 minutes Quiz: Lessons 1-4 - Put everything away (​Maneuvering in the Middle​)
- Students complete a 4 question quiz that except a calculator and
covers the main concepts reviewed in pencil. Calculator
lessons 1-4. - Complete four quiz
- Students will have 20 minutes to questions to the best of Pencil
complete the quiz. ability.

GUIDED PRACTICE MATERIAL

TIME TEACHER STUDENTS

15 minutes - Reiterate last lesson: finding the equation - Follow along with review. Writing Equations from
of a line with a slope and y-intercept. - Reference notes to recall Ordered Pairs (​Maneuvering
- Question: What if we don’t have a previous lesson. in the Middle​)
y-intercept? Do you think we could still - Consider questions and
come up with an equation? What pieces of participate in table group Highlighter
information would we still need? discussion.
- Have students discuss this idea with their - Share thoughts and
table groups. ideas.
- Ask students to share what ideas they
came up with.

Writing Equations from Ordered Pairs ​(Page

1) - Follow along in note
- Walk students through the process of packet.
using y=mx+b to plug in the slope and a - Annotate and highlight as
 coordinate to solve for the y-intercept. directed by the teacher.
- Skip problems in note page that use two - Complete indicated
coordinates, this will be completed on the problems independently or
following day. with table partners.
- Model the first problem for students.
- Do the second problem together as a
class.
- Have students complete problems 3 and 4
independently or with table groups.

INDEPENDENT PRACTICE MATERIAL

TIME TEACHER STUDENTS

360 Degree Math Activity
15 minutes 360 Degree Math - Find a white board space (Appendix K)
- Students work in groups of 2-3 to to complete problems.
complete problems on the 360 Degree - Each student takes a White board markers
Math boards posted around the room. different color marker.
- Direct students to each use a different - Alternate with partners to
color marker on the board. complete work.
- Use the different colors to assess - Support and help others
individual student progress and as needed.
understanding while walking the room.

CLOSING MATERIAL

TIME TEACHER STUDENTS

Exit Ticket 5 (Appendix D)
5 minutes Exit Ticket - Complete Exit Ticket
- Students complete Exit Ticket 5. - Turn it in before leaving
- Students turn in their Exit Tickets before the classroom.
leaving the class.

HOMEWORK

Finish Cost of Diapers Project

 Day 6
Lesson 6
Linear Equations - Ordered Pairs

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY Students explore various visual and real world patterns and their relationship to linear
equations. Through discovery activities and mathematical analysis, students will identify
how to construct an equation of a linear function by using two ordered pairs.

THEORY Sociocultural Theory of Cognitive Development​: D ​ iscovery Learning​ is utilized as students

construct their own knowledge of slope through visual and concrete representations of
number patterns. Once students have developed conclusions, the lesson progresses into
teacher led explanations and analysis of conclusions.
Cognitive Constructivism​: C​ oncrete Materials​ are used when evaluating ordered paris and
their relationship to slope. Concrete learning tools (manipulatives) are an excellent resource
to help students understand concepts on a deeper level.
Pictorial Representation​: Similar to manipulatives, p ​ ictorial representation​ of new material
will allow students to reach higher levels of understanding when learning new material
through simplifying complex ideas. Pattern images are used as visual aids to help in the
association process between number patterns and rate of change.
Increasing Complexity​:​ T
​ he lessons slowly increase in complexity, allowing students to
slowly construct and build upon new ideas and maximize comprehension.

OBJECTIVE

Students will be able to find the equation of a linear function based on two points.

ASSESSMENT

Students start the class with a bell ringer that applies previously learned subject matter to a real world situation to
determine if students are progressing into real-world application and critical thinking. Student responses are closely
monitored through class discussion and individual review when students submit their bell ringer. Group conversation is
used throughout the pattern analysis activity to assess level of understanding. Emphasis is placed in areas that are
needing additional focus to reach objective mastery as determined by the accuracy of student responses. Individual
practice is closely monitored by walking around the room to observe student responses to questions that are similar to
the modeled examples. Individual practice is paused to reteach specific concepts as needed. Students participate in a
Think, Write, Pair, Share activity in which they consider two new ideas that they learned today and how they relate to
the real world. Students assess their own level of learning by answering these questions in their journals then share
their ideas with a table partner. Exit tickets are closely evaluated upon turning them in.

COMMON CORE

CCSS​: 8.F.4 - 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.

DIFFERENTIATION

A real-world application problem is given for the bell ringer activity to provide context for students. Manipulatives and
visual tools are used to associate pattern recognition to rate of change of curves. Concepts progressively increase in
difficulty as students increase their understanding of the material. Guided notes are utilized to assist in the note taking
process. Students are provided important key terms and content information and reminded to highlight or annotate as
needed. Students complete a Think, Write, Pair Share activity that increases comprehension through small group
collaboration.

OPENING MATERIAL

TIME TEACHER STUDENTS MATERIAL

5 minutes Bell Ringer - Students enter and take - Bell Ringer Packet
- Students work on Bell Ringer 6 when they out Bell Ringer packet, (Appendix A)
enter the classroom. project and homework - Math Journal
stamp sheet. - Homework Stamp Sheet
- Let students know that you will be using
- Work independently on
name cards to call on 3 students to share Bell Ringer question in math
their ideas. journal.
- Walk around the room to stamp students - Share ideas with the class.
homework sheet while they work on Bell
Ringer.
- Call on 3 students to share their ideas
about the bell ringer.

INTRODUCTION OF NEW MATERIAL MATERIAL

TIME TEACHER STUDENTS

Pattern Analysis (Appendix
10 minutes Pattern Analysis - Get manipulative cubes L)
- Instruct students to get manipulative Consider the pattern
cubes for the lesson. presented in the pattern Math Journal
- Look at the pattern. Consider the analysis.
questions: - Consider questions being Manipulatives
- What do you notice is changing each time asked.
with the pattern? - Write thoughts, answers,
- Predict what the next shape would be in opinions in math journal.
the pattern and draw it. - Share ideas with table
- How could you represent this pattern as a partners
linear equation? - Share ideas with the class.
- Use your ideas to predict how many
cubes would be in the 10th figure.
- Instruct students to take 4 minutes to
write their ideas in their math journals.
- Promote use of manipulative blocks as
needed.
- Instruct students to take 45 seconds to
discuss their ideas with their table group.
- Ask groups to share their ideas with the
class.
- Use the discussion to lead into finding
equations with coordinates.

GUIDED PRACTICE MATERIAL

TIME TEACHER STUDENTS

 Visual Pattern Extension
20 minutes Visual Pattern Extension - Consider the teachers
- Draw a “skip pattern” on the board in pattern on the board. Math Journal
which one piece of the pattern is missing. - Collaborate with table
- Ask students: Could you still develop an partners to answer
equation that represents this pattern? questions.
- Instruct students to discuss their thoughts - Share ideas with the class.
with their table groups for 30 seconds. - Record notes and
- Use name cards to call on students to thoughts in math journal
share ideas. while the teacher reviews
- Expand on students’ ideas by relating the and relates the information.
position of the patterns to ordered pairs - Complete second problem
and the slope formula. in math journal.
- Review the slope formula and the process - Collaborate with table
of plugging coordinates in to find the slope. group as needed.
- Review the last lesson by reminding - Share ideas and answers
students how to find the y-intercept by with the class.
plugging in the slope and a coordinate.
- Relate the two concepts to show how
they are connected.
- Draw another “skip pattern” on the board.
Ask students to work with their table group
to come up with the equation.
- Call on 2 tables to share their results.

INDEPENDENT PRACTICE MATERIAL

TIME TEACHER STUDENTS

Writing Equations from
20 minutes Writing Equations from Ordered Pairs ​(Page - Follow along on note Ordered Pairs (​Maneuvering
2) page. in the Middle​)
- Walk students through the process of - Annotate and highlight
using the slope formula to calculate the notes as indicated by Highlighter
slope, then using y=mx+b to plug in the teacher.
slope and a coordinate to solve for the - Observe the modeling
y-intercept. process by teacher.
- Finish the remaining notes and problems - Contribute to the solving
from previous lesson. process while solving as a
- Model the first 2 problem for students class.
(#5 and #6). - Practice these skills
- Do the second 2 problems together as a independently or with table
class (#7 and #8). groups.
- Have students complete the last 3
problems independently or with the help of
their table partners.
- While students work, walk around the
room to determine comprehension.
- Reteach concepts that students are not
undersanding.

CLOSING MATERIAL

TIME TEACHER STUDENTS

Exit Ticket 6 (Appendix D)
5 minutes Exit Ticket - Complete Exit Ticket
- Students complete Exit Ticket 6. - Share ideas about the
- Use name cards to call on 3 students to concept.
share their ideas. - Turn in Exit Ticket before
- Students turn in their Exit Tickets before leaving the class.
leaving the class.

HOMEWORK

Writing Equations from Ordered Pairs Worksheet (​Maneuvering in the Middle​)

 Day 7
Lesson 7
Graphing Linear Equations

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY This lesson relates the information from the previous lessons into constructing graphs that
represent linear functions. Students expand on this knowledge by creating a visual art piece
by developing and graphing multiple linear functions to design a “stained glass window.”

THEORY Cognitive Constructivism​: A brief and organized lecture is utilized to help students organize
their thoughts throughout the learning process and develop a clear picture of what is being
taught while maintaining focus.
Learning Theory and Social Cognitive Theory:​ An ​Input, Output​ method of instruction is
utilized to provide students with the opportunity of learning through reproduction. Short
inputs (teacher led lesson) followed directly by outputs (student problem solving) are
repeated to help students reproduce and retain mathematical procedures and achieve
desired results.
Intelligence and Creativity​: V
​ aried Teaching Techniques​ are utilized by having students
participate in an art-based math activity. Using a variety of teaching strategies can be useful
in reaching different types of intelligences.

OBJECTIVE

Students will be able to sketch graphs of linear functions given quantitative information.

ASSESSMENT

Algebraic math problems are provided in the bell ringer activity that closely mirror the problems from the previous
lesson to provide information regarding student comprehension. Students highlight the problems they got incorrect, the
teacher reviews concepts that students are needing further assistance with. These concepts are reviewed with the class
before presenting a new lesson. Students practice graphing independently after observing and practicing the process
through modeling and group solving. The teacher walks around the room during independent practice to assess
understanding and assist students who are struggling prior to beginning the project. A project based learning activity is
used in which students can select to either construct an art project through application of linear equations or construct
a graph that applies to a real-world scenario and answer related questions. The project is assessed for accuracy of
equations, components and graphing, with an 80% representing concept comprehension. Students are able to fix their
mistakes to increase comprehension and score. Teacher closely compares original and new project to assess for
increased level of understanding. The exit ticket connects concepts from the days lesson and previously learned subject
matter to a real world situation to determine if students are progressing into real-world application and critical thinking.
Student responses are closely monitored through class discussion and individual review when students submit their exit
ticket.

COMMON CORE

CCSS​: 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.

DIFFERENTIATION

A review of linear functions is provided prior to introducing a new concept in order to facilitate the assimilation process
of new material. A scaffolding approach is taken throughout the Guided Note Packet and Practice exercises in which
the teacher begins with heavy involvement in the solving process and slowly decreases level of involvement until
students are completing problems independently and with the help of table groups. Project based learning is utilized in
which students are able to select a project that best suits their interest. Students are asked to use graphical analysis,
real-world situations, art, and writing to develop a stained glass window from linear equations. Creativity and individual
expression is promoted throughout this activity, while the key mathematical components are highlighted and included.
A real world scenario is provided as an exit ticket to enhance connections with applicable concepts.

OPENING MATERIAL

TIME TEACHER STUDENTS MATERIAL

5 minutes Bell Ringer - Students enter and take - Bell Ringer Packet
- Students work on Bell Ringer 7 when they out Bell Ringer packet, (Appendix A)
enter the classroom. project and homework - Math Journal
stamp sheet. - Homework Stamp Sheet
- While students work on the Bell Ringer,
- Work independently on
walk around the room to stamp students’ Bell Ringer question in math
homework. journal.
- Review Bell Ringer solutions. - Highlight problems that
- Review areas of concern are incorrect
- Correct any incorrect
problems

INTRODUCTION OF NEW MATERIAL MATERIAL

TIME TEACHER STUDENTS

Graphing Linear Functions
10 minutes Graphing Linear Functions Notes - Follow along on note Notes (​Maneuvering in the
- Review the process of graphing linear page. Middle​)
functions. - Annotate and highlight
- Discuss the different options for graphing: notes as indicated by Highlighter
table of values, coordinates, slope and teacher.
point, slope and intercept.
- Provide students with examples of each
type of problem.
- Students follow along on note page as we
discuss the different options.

GUIDED PRACTICE MATERIAL

TIME TEACHER STUDENTS

Graphing Linear Functions
15 minutes Graphing Linear Functions Notes - Observe the modeling Notes (​Maneuvering in the
- Model the process of graphing each type process by teacher. Middle​)
of problem. - Contribute to the solving
- Students practice independently after process while solving as a Highlighter
each model. class.
- As students complete their problems, - Practice these skills
walk the room to assess student independently or with table
understanding. groups.

INDEPENDENT PRACTICE MATERIAL

TIME TEACHER STUDENTS Linear Art Graphing Project
(Appendix M)
25 minutes Introduce project: - Take out straight edge,
graph paper, project paper
2) ​Linear Art Graphing Project and calculator.
- Students are to construct an artistic, - Work on project at table,
colorful design by using lines and art. using peers as resources as
- Students develop 16 linear equations. needed.
- Sketch the graph of each equation, record
the equation, slope, and y-intercept of each
line.
- Color however they like to create an
artistic array.
- Show examples of projects for reference.

CLOSING MATERIAL

TIME TEACHER STUDENTS

Exit Ticket 7 (Appendix D)
5 minutes Exit Ticket - Complete Exit Ticket
- Students complete Exit Ticket 7. - Share ideas about the
- Use name cards to ask 3 students to concept.
share their findings and build on other - Turn in Exit Ticket before
students’ ideas. leaving the class.
- Students turn in their Exit Tickets before
leaving the class.

HOMEWORK

Finish Linear Art Graphing Project

 Day 8
Lesson 8
Graphical Analysis (Part 1)

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY This lesson explores distance-time graphs and their qualitative analysis. By exploring
various real-world scenarios, students will learn how to use information to construct a
distance time graph and use a distance-time graph to describe an object's path of motion.

THEORY Learning Theory and Social Cognitive Theory​: R ​ eal-World Problems​ are used by introducing
distance-time graphs through relating them to the teacher’s personal experience.
Real-world problems attach context to information in order to aid in student retention. By
attaching context and emotional connection to a math concept math can be related to
personal experiences, making the information more memorable.
Cognitive Constructivism​: P​ ictorial Representation​ is utilized by linking visual aids with oral
instruction in order to help students in the association distance-time graphs to qualitative
descriptors. Pictorial representations allow students to reach higher levels of understanding
when learning new material through simplifying complex ideas.

OBJECTIVE

Students will be able to describe functions based on their graphs and use qualitative information to create graphs.

ASSESSMENT

A review assessment is provided in the form of a Bell Ringer in which students display their understanding of three
previously taught concepts through answering questions similar to past questions and those that will be found on the
unit exam. Level of understanding is assessed through having students highlight the questions they got wrong. These
concepts are reviewed with the class and the bell ringers are closely reviewed for individual level of understanding upon
turning them in. Students complete an activity that displays their understanding of distance-time functions through
turning a story into a graph and a graph into a story. This activity is turned in for individual assessment with 80%
representing concept comprehension. Students are able to correct their errors to increase understanding. Initial and
final projects are compared for increased level of comprehension. The exit ticket reviews content from the days lesson
and is closely evaluated on an individual level. Common misconceptions are reviewed at the beginning of the next
lesson.

COMMON CORE

CCSS​: 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.
CCSS: 8.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.

DIFFERENTIATION

The teacher provides a personalized example of a distance-time scenario that is relatable to students. A modeling
approach is used as the teacher explicitly explains how to translate qualitative information into a graphical form,
relating this to important key terms. All key terms are clearly defined and definitions are recorded. Students utilize
guided notes to slowly progress through the new concept by utilizing the “I do, we do, you do” strategy. Students are
given a real world scenario to model, allowing them to make connections between the abstract mathematical concepts
and concrete ideas. Additional practice opportunities are provided through the exit ticket.
OPENING MATERIAL

TIME TEACHER STUDENTS MATERIAL

5 minutes Bell Ringer - Students enter and take - Bell Ringer Packet
- Students work on Bell Ringer 8 when they out Bell Ringer packet, (Appendix A)
enter the classroom. project and homework - Math Journal
- While students work on the Bell Ringer, stamp sheet. - Homework Stamp Sheet
- Work independently on - Highlighter
walk around the room to stamp students’
Bell Ringer question in math
homework. journal.
- Review answers, have students highlight - Highlight any problems
the questions they got wrong. that were missed.
- Review any common misconceptions. - Correct any incorrect
problems.

INTRODUCTION OF NEW MATERIAL MATERIAL

TIME TEACHER STUDENTS

My Exercise Routine
10 minutes -Review key terms: quantitative vs. - Observe as the teacher (Appendix N)
qualitative, rate of change explains the relationship of
linear functions to Highlighter
My Exercise Routine distance-time curves.
- Review my exercise routine with the - Record notes in math
class. journal while following
- Discuss the process of representing this along with the lesson.
routine by drawing it on a distance time
graph.
- Walk through each step of the routine
and draw the individual components on the
graph.
- Discuss what is happening at each step of
the way and why the graph would look a
certain way.

GUIDED PRACTICE MATERIAL

TIME TEACHER STUDENTS

Analyzing Functions and
20 minutes Analyzing Functions and Graphs Notes - Follow along on note Graphs Notes (​Maneuvering
- Review the meaning of various distance page. in the Middle​)
time graphs. - Annotate and highlight
- Explain: Important components of notes as indicated by Highlighter
analyzing a graph - is it increasing, teacher.
decreasing, constant? Review the meaning - Observe and follow along
of these terms and what each one looks as teacher models
like. problems.
- Do the first problem in the graph - Collaborate with table
matching exercise. Walk students through partners on next problems.
thought process as you decide which graph - Observe as teacher
relates to the description of the persons models the next type of
actions. problem.
- Instruct students to work with their table - Annotate and highlight on
 partners to complete the next two.
- Walk students through creating a distance
time graph from qualitative information.
- Model question #2 for students,
incorporate student input to complete
questions #3 and #4.
guided note page.
- Participate by providing
input on the solving process
for the last problems.

INDEPENDENT PRACTICE MATERIAL

TIME TEACHER STUDENTS

Analyzing and Drawing
20 minutes Analyzing and Drawing Graphs Activity - Construct a distance time Graphs Activity (Appendix
- Students are given a story. They must graph that represents the O)
construct a distance time graph that given story.
represents the story. - Construct a story that
- Students are given a distance time graph. models the given distance
They must construct a story to represent time graph.
the graph. - Share ideas with table
- Students compare their answers with groups and the class.
their table groups. - Turn in activity when
- Use name cards to select individuals to complete.
share their ideas.
- Students turn in their Activity for
assessment.

CLOSING MATERIAL

TIME TEACHER STUDENTS

Exit Ticket 8 (Appendix D)
5 minutes Exit Ticket - Complete Exit Ticket
- Students complete Exit Ticket 8. - Share ideas about the
- Use name cards to ask 3 students to concept.
share their findings and build on other - Turn in Exit Ticket before
students’ ideas. leaving the class.
- Students turn in their Exit Tickets before
leaving the class.

HOMEWORK

Analyzing Functions and Graphs Worksheet (​Maneuvering in the Middle​)

 Day 9
Lesson 9
Graphical Analysis (Part 2)

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY This lesson further explores the concept of distance-time functions by allowing students to
create stories and construct the graph that represents their story. Additional assistance will
be provided to students who are struggling with this concept while students who are close
to mastery can further develop their skills on a virtual graphical analysis activity.

THEORY Learning Theory and Social Cognitive Theory​: I​ nteractive Content​ is used by incorporating
the interactive virtual learning tool, Desmos. These techniques are useful in increasing the
attention of students. R ​ eal-World Problems​ are given to students, asking them to relate
distance-time graphs to their own stories that represent real scenarios. By attaching context
and emotional connection to a math concept math can be related to personal experiences,
making the information more memorable.
Sociocultural Theory of Cognitive Development​: ​Peer Collaboration​ is used throughout the
distance-time graph project to allow students the opportunity to learn and discover through
their peers. Peer collaboration teaching techniques allow students to work together, teach
each other and learn from their efforts.
Critical Thinking and Metacognitive Development​: P ​ roject Based Learning​ is used by asking
students to construct graphical models to represent a story that they created. Students are
encouraged to be creative and select stories that are relative to time. Projects such as these
enhance students’ critical thinking skills and enhance depth of understanding.

OBJECTIVE

Students will be able to describe and analyze distance - time functions.

ASSESSMENT

Students are asked to display their understanding of the concepts presented in the previous lesson through graphical
analysis of a distance time graph. Solutions are shared and evaluated for class comprehension assessment. Individual
responses are closely analyzed upon turning in bell ringers. Students use the bell ringer as a self-assessment tool and
place themselves into the individual work group or the teacher assistance group according to comprehension level.
Students later work in teams to complete a distance-time project that displays their understanding through project
based learning. Student work is closely monitored and students share their ideas with the class. The exit ticket consists
of four questions that mirror questions that will be found on the unit exam. Students are also provided a study guide
that mirrors the unit exam. Students use these as self-assessment tools to determine the amount of time that should
be placed on specific topics during their study process.

COMMON CORE

CCSS: 8.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.

DIFFERENTIATION

Students are divided into two groups through self-assessment, allowing students the opportunity to work independently
or with the assistance of the teacher if further help is required in order to reach full comprehension of the material.
Project based learning is utilized in which students collaborate in groups to create a distance-time story graph. The
project utilizes mathematical calculations, drawing, creativity, and writing, allowing students to demonstrate their
understanding in a variety of methods. Conversation about student projects are used to further develop students
comprehension through peer collaboration. Students are provided with a study guide study tool that closely mirrors the
unit exam to provide practice opportunities for students prior to the exam.

OPENING MATERIAL

TIME TEACHER STUDENTS MATERIAL

5 minutes Bell Ringer - Students enter and take - Bell Ringer Packet
- Students work on Bell Ringer 9 when they out Bell Ringer packet, (Appendix A)
enter the classroom. homework and stamp - Math Journal
sheet. - Homework Stamp Sheet
- While students work on the Bell Ringer,
- Work independently on
walk around the room to stamp students’ Bell Ringer question in math
homework. journal.
- Use name cards to call on 3 students to - Share ideas about bell
share their ideas. ringer.
- Prompt students to use their level of
comprehension of the bell ringer activity to
place themselves accordingly: in the
independent work group or in the teacher
assistance group.

INTRODUCTION OF NEW MATERIAL MATERIAL

TIME TEACHER STUDENTS

Desmos: P
​ olygraph
15 minutes Teacher Assistance Group: - Take out computer.
- Review concept of distance-time graph by - Load Desmos activity. Electronic Devices
reviewing concepts presented on note - Work on the activity
sheet and homework assignment. independently Math Journal
- Use “I do, we do, you do” approach. - Record findings in math
journal
Independent Group: - Participate in discussion
Desmos: Polygraph with table groups.
- Students utilize a technology based
activity to further explore the
characteristics of Distance-Time functions
- After completing the activity, students will
discuss their findings with their table
groups and write down important concepts
in their math journals.
- Teacher closely monitors answers and
progress during this time to assess
understanding.
- Use guided questioning to help students
who are confused or struggling.

GUIDED PRACTICE MATERIAL

TIME TEACHER STUDENTS
Math Journals
25 minutes Distance-Time Project - Find groups of 2-3
- Students work in groups of 2-3 - Develop a distance-time
- Each student in the group comes up with story.
a distance-time story line with at least 5 - Work with team members
different pieces. to graph and evaluate the
- Students collaborate to graph and individual components of
evaluate each individual component of their the stories.
stories. - Include the required
- Explanations should include distance elements.
traveled, time, increasing, decreasing,
constant, slope/rate.

INDEPENDENT PRACTICE MATERIAL

TIME TEACHER STUDENTS

10 minutes Distance-Time Project Share
- Each group is asked to select one
student’s story and graph to share with the
class.
Math Talk
- Draw name cards to select students to
comment on the projects as groups
present.
Math Journals
- Select one story from the
group that you would like
to share with the class.
- Share project and explain
components.
- Class members as
questions, evaluate
correctness, and contribute
to conversation about other
team’s projects.

CLOSING MATERIAL

TIME TEACHER STUDENTS

Exit Ticket 9 (Appendix D)
5 minutes Exit Ticket - Complete Exit Ticket
- Students complete Exit Ticket 9. - Share ideas about the Note Cards
- Use name cards to ask 3 students to concept.
share their findings and build on other - Turn in Exit Ticket before
students’ ideas. leaving the class.
- Pickup notecard for using
- Students turn in their Exit Tickets before
on the test.
leaving the class.

HOMEWORK

Unit Test Study Guide (​Maneuvering in the Middle​)

Notecard
Homework stamp sheet due tomorrow
Make a list of any questions you want the teacher to review
 Day 10
Unit Review

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY This lesson is used as a unit review to help students practice and reinforce the skills and
concepts required for the unit exam. Various methods of review will be utilized to meet the
needs of a variety of learners.

THEORY Behaviorist Theory​: Repetition is used by reviewing unit material to help students commit
content to memory and assist with concept mastery.
Learning Theory and Social Cognitive Theory​: Interactive content and games are used to
increase the focus and attention of students. The more engaged and attentive students are,
the more likely they are to retain the information being presented.

OBJECTIVE

Students will be able to reach mastery of linear functions by participating in cumulative review exercises.

ASSESSMENT

The study guide will be corrected an reviewed in order to provide the teacher with information regarding students’ level
of comprehension. The lesson will be structured around review exercises, both teacher and student led. The questions
asked by students, both the quantity and type, will be used to infer how much students are understanding the material.
The teacher led portion of the review is then adjusted to apply more time to the required areas to reach maximum
success.

COMMON CORE

CCSS​: 8.F.1 - Understand that a function is a rule that assigns to each input exactly one output. The graph of a
function is the set of ordered pairs consisting of an input and the corresponding output.
CCSS​: 8.F.2 - Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).
CCSS​: 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.
CCSS​: 8.F.4 - 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.
CCSS​: 8.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.

DIFFERENTIATION

Multiple different types of questions are reviewed with students in order to increase access to content. Questions will
be formatted in various ways, including multiple choice, fill in with word banks, free response, and written analysis
questions. The practice questions will closely mirror the summative assessment questions to provide opportunities for
success.

OPENING MATERIAL/STRATEGIES

TIME TEACHER STUDENTS MATERIAL

5 minutes Bell Ringer - Students enter and take - Study Guide Homework
- Students correct their Study Guide by out Study Guide and stamp - Homework Stamp Sheet
comparing it to answers posted on the sheet. - Highlighter
projector. - Correct Study Guide
questions.
- While students work on the Bell Ringer,
- Highlight incorrect
walk around the room to stamp students’ answers for review.
homework sheet.

GUIDED PRACTICE MATERIAL/STRATEGIES

TIME TEACHER STUDENTS

30 minutes - Ask students to call out questions that - Ask teacher to review - Study Guide
they got incorrect on the study guide to be problematic questions from - Math Journal
done on the board. the study guide. - Math Notes
- Demonstrate the solving process for any - Record problems with the
questions that students got wrong or need correct solving procedure
additional help on. either on study guide or in
- If time permits, write similar problems on math journal.
the board for students to complete in their
table groups.

- Instruct students to take out their note - Take out notes.

pages and math journals. - Ask teacher about specific
- Conduct a Q&A session in which students questions.
reference their notes and ask questions - Record procedures in
regarding specific concepts or how to solve math journal.
certain problems. - Write down additional
- If questions are limited, expand on notes provided by the
specific concepts that will be covered on teacher.
the unit exam.

INDEPENDENT PRACTICE MATERIAL/STRATEGIES

TIME TEACHER STUDENTS

20 minutes - Instruct students to obtain their - Get Chromebook or Tablet - Chromebooks

Chromebooks or other technological - Use link to access Quizizz - Quizizz activities:
devices. practice activities - ​8.F.1 and 8.F.2
- Students follow the provided links to - Work independently to - ​8.F.3 and 8.F.4
complete questions on Quizizz. complete Quizizz activities. - ​8.F.5

CLOSING MATERIAL/STRATEGIES

TIME TEACHER STUDENTS

- Homework Stamp Sheet
5 minutes - Answer any final questions regarding the - Ask any last minute
Exam. questions regarding the
content or exam.
Exit Ticket - Turn in homework stamp
 - Students turn in unit homework stamp sheet.
sheet before leaving.

HOMEWORK

Study for Unit Exam (all optional but recommended):

- Redo any questions that were incorrect on study guide
- Redo challenging questions from notes or homework assignments
- Increase score on Quizziz Activities from class
 Day 11
Summative Assessment

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY This lesson is used as a unit summative assessment. Students will complete a unit exam to
demonstrate their objective mastery.

THEORY Learning Theory and Social Cognitive Theory​: The summative assessment incorporates
Real-World Problem​s in order to attach context to the information. This helps students to
relate this information to personal experience, add value to mathematical knowledge, and
ultimately increase comprehension.
Critical Thinking and Metacognitive Development​: Throughout the summative assessment
students are encouraged to employ S ​ elf-Monitoring​ by checking to make sure all steps are
completed, checking for computational errors, and checking to make sure the answer is
feasible.
Intelligence and Creativity​: Students will be encouraged to use ​various solving strategies​ as
they work through the summative assessment. Being open to various problem solving
strategies will create a safe space for students to explore math creatively.

OBJECTIVE

Students will be able to demonstrate mastery of linear functions by answering questions on a unit exam.

ASSESSMENT

A summative assessment is given in the way of a unit exam. The unit exam consists of 10 questions that represent the
unit objectives. Nine questions are multiple choice or free response with real world applications. The 10th question is a
multi-part problem covering the analysis of a distance-time function. A score of 80% represents concept mastery.
Students can correct any incorrect test problems to increase comprehension and score up to 80%.

COMMON CORE

CCSS​: 8.F.1 - Understand that a function is a rule that assigns to each input exactly one output. The graph of a
function is the set of ordered pairs consisting of an input and the corresponding output.
CCSS​: 8.F.2 - Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).
CCSS​: 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.
CCSS​: 8.F.4 - 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.
CCSS​: 8.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.

DIFFERENTIATION

A variety of questions are provided to increase access to content. Students will be given multiple choice, fill in with
word banks, free response, and written analysis questions. Extended time is given if students do not complete the
exam. Students may utilize calculators on the exam as technological assistance tools. Students also have the option of
utilizing one side of a note card on the exam to assist in key term and equation memorization.
OPENING MATERIAL/STRATEGIES

TIME TEACHER STUDENTS MATERIAL

3 minutes - Instruct students to place notecard, - Get out note card, - Note card
pencil, and calculator on the table. calculator and pencil. - Calculator
- Pass out exam face down. - Leave test face down on - Pencil
- Instruct students not to start until table. - Unit Exam
indicated.
- Give any necessary instructions or
clarifications for exam.
- Tell students what they can do after the
exam.

INDEPENDENT PRACTICE MATERIAL/STRATEGIES

TIME TEACHER STUDENTS

55 minutes - Students work independently to answer - Independently work on Logic Puzzle (Appendix P)
the questions on student exam. exam.
- Remind students to check solutions. - Check solutions, when
- Students have the entire length of the possible.
period to complete the exam. - Turn in exam when
- Students turn in exam when they finish finished.
and remain quietly at their seat. - Work on logic puzzle until
- When students are finished, hand them a everyone is done with the
math puzzle to work on until the end of the exam.
period.

CLOSING MATERIAL/STRATEGIES

TIME TEACHER STUDENTS

2 minutes Exit Ticket - Turn in unit exam.

- Students turn in unit exam before leaving.

HOMEWORK

Math Logic Puzzle - optional, worth 1 point extra credit.

 Day 12
Flex Day

GRADE Grade 8

SUBJECT Math 8

LESSON SUMMARY This flex day is used to slow the pace of the unit to ensure all students are receiving access
to the content. Implement this day at some point during the unit to review concepts that
students are struggling with while providing extension opportunities to those students who
are understanding the material.

IDEAS Below are some activities that can be used on the flex day to increase comprehension and
increase opportunities for mastery. Use these options or modify activities to meet the needs
of specific students.

Review Activity Ideas

Question and Answer Session Allow students to ask questions to cover

areas of confusion.

Interactive Activities Use websites such as Desmos and have

students complete interactive activities in
the area requiring supplementation.

Khan Academy Have students complete Khan Academy

lessons on the content areas that they are
struggling in.

Small Group Instruction Break students into smaller groups based

on their level of comprehension. Ideas for
groups would be teacher assistance,
independent, challenge.

Kahoot! Create a Kahoot! Game for the class to

participate in.

Make a Quiz Have students work with their table groups

to develop (and solve) a 10 question quiz
for another table. Have them give the quiz
to the other table for them to take. Quiz
does not count as a score.

Scavenger Hunt Cards Hang cards around the room that have
math problems on them. Students walk the
room to solve the question, then use the
answer to find their next problem.

Math 360 Give students practice problems that they

work on whiteboards that are hung on the
walls. Students collaborate with partners.

Supplemental Activities Use resource websites such as

TeachersPayTeachers to find an activity
that
provides extra help in the required areas.
 APPENDIX A

Bell Ringers

Bell Ringer 1:

Consider the following questions. Write your ideas in your math journal. Be prepared to share your ideas with
the class.

- You go to Equality T-shirts to buy shirts. All of the shirts cost the same amount of money. Could you
write a rule that describes the relationship between the number of shirts you bought and the amount
you spent? Why or why not?
- You go to Sum Fun T-shirts to buy shirts. Every shirt costs a different amount of money. Could you
create a rule that represents the relationship between the number of shirts you bought and the
amount you spent? Why or why not?

Bell Ringer 2:

Think of one example of a real-world situation that can be represented by a function relationship
(input-output). Describe the situation in your math journal and explain why your example represents a
function. Be prepared to share your ideas with the class.

Bell Ringer 3:

Equal Knievel decides to drive up a ramp in order to jump over a line of cars. Unfortunately, the ramp is too
shallow and he won’t make it over the cars the way it is built. In your math journal, make two suggestions as
to how the ramp could be modified to give Equal a better chance of making it over the cars.

Bell Ringer 4:

1) Solve​: Find the slope of the problems below

1) (4,7) and (-2, 11)

2) 3y = 2x + 8

3)
x 5 10 15 20
 y -2 -6 -10 -14

Bell Ringer 5:

Agree or Disagree?

- If two linear equations have the same slope, then they represent the same line. Why or why not?

- If two linear functions have scale equations of each other (ex: 2y = 5x + 3 and 4y = 10x + 6) then they are the same
equation. Why or why not?

- You must have the slope and the y-intercept in order to find the equation that represents a linear function. Why or why
not?

Bell Ringer 6:

Your neighbor just built a pool that is 12 feet deep. They are hoping to throw a pool party at 6:00pm. If the
pool already has 2 feet of water in it and fills at a rate of 1.25 feet/hour, at what time would they need to start
filling the pool to make sure it is ready for the pool party?

Bell Ringer 7:

Find the equation of a line with the following characteristics:

1. Slope = 5; Y-intercept = -2

2. Slope = ½; goes through (4, -1)

3. Goes through (5, -9) and (2, -7)

Bell Ringer 8:
Match the information with the correct equation:

1. 2. 3.
Slope = -1/4 Goes through Slope = 3
Y- intercept = 2 (-2, 5) and (-1, 8) Goes through (3, -5)
 A. B. C.
y=3x+11 y=-1/4x + 2 y=3x - 14

Bell Ringer 9:

Create a story that represents the following Distance-Time graph:

 APPENDIX B
Product of ​Teaching the 123’s
APPENDIX C
 APPENDIX D

Exit Tickets

Exit Ticket 1:

Consider the two T-shirt stores from the Bell Ringer exercise. Which of these stores could be represented as
a function? Which one is not a function? Explain your answer.

Exit Ticket 2:

Compare and contrast: 3, 2, 1

Consider today’s lesson and use it to help you write down the following:

- 3 ways linear and nonlinear functions are different.

- 2 ways linear and nonlinear functions are similar.
- 1 reason why this would be important to know.

Exit Ticket 3:

You Choose:​ Choose one of the questions below to answer:

Question​: What are two places in the real-world where slope is important? Why is it important? What
components of the slope are the most important in this situation?

Question​: What were you actually changing when you modified Equal Knievels ramp? Did you
increase or decrease the slope? Why would this modification allow Equal to have a better chance of
making it over the cars?

Exit Ticket 4:

Complete the 3 W’s:

What​: What did you learn today?

So-What​: Why is this important or relevant?

Now What​: How does this fit with what we are learning or what do you think will come next?

Exit Ticket 5:

1) Consider the three questions from the Bell Ringer exercise. Would you change any of your answers?
Why or why not?

2) Identify one thing you learned today:

3) Identify one thing you are confused about:

Exit Ticket 6:

Think, Write, Pair, Share

Think about two new things that you learned today and how these ideas could relate to real-world scenarios.
Write down your thoughts. Share your ideas with your partner.

1.

2.

Exit Ticket 7:

1. You are the owner of a popular baking blog that is well known for its famous chocolate chip cookies. You
have been asked by a bakery to sell your cookies in their shop and they are getting VERY famous. You
initially brought 15 cookies to sell at the bakery (day 0). The next day, the bakery requested 20 (day 1). The
next day, they requested 25, then 30, and so on. Construct a graph and an equation that models this
situation and determine how many cookies you will need to bring in on the 10th day.

Exit Ticket 8:
Sketch a graph that represents the following situation:

A car drives 2 miles in 5 minutes to go to the store. You shop in the store for 10 minutes. You then drive 5
miles in 10 minutes to get onto the freeway. On the freeway, you drive 20 miles in 20 minutes. You get off
the freeway and drive 3 miles in 6 minutes to get to your work.
Exit Ticket 9:

1. Is the following list of coordinates a function? 2.

Why or why not.
a) What is the slope of a line that passes through
(3, 5), (2, 7), (3, 9), (1, 8) (4, 8) and (-2, 1)?

b) What is the equation for this line?

3) 4)

Graph the following function: 5x + 2y = 8. Model the following situation:

You run 1 mile in 8 minutes, you walk 2 miles in 24

minutes, you stop for 2 minutes, then jog 1 mile in
10 minutes.
APPENDIX E
APPENDIX F
APPENDIX H
 APPENDIX I
Product of ​The Enlightened Elephant
 APPENDIX J
Product of ​Yummy Math
 APPENDIX K

1. 2. 3. 4.

Slope = -3 ; (9, 12) m = -⅓ ; (6, -4) Slope = 2 ; (7, -9) m = -6 ; (10,-2)

Equation: Equation: Equation: Equation:

______________ _____________ ______________ _____________

5. You put $20 per week into your bank account. At 4 weeks you had $100 in your account. Find the
equation to represent how much money you have in your account based on the number of weeks. How
much will you have saved after 20 weeks?

Equation: ______________

Amount: ______________

6. Pizza Plus charges $25 for a large, 2 topping pizza. If they charge $1.50 per extra topping, find the
equation for a large pizza based on the number of toppings. How much would it cost for the works, a 6
topping large pizza? How much would it cost for a plain cheese pizza (considered to be 0 toppings)?

Equation: ______________

Amount for the works: ______________

Amount for cheese: ______________

7. 8.
Find the equation of the linear function: Find the equation of the linear function:

Equation: ______________ Equation: ______________

 APPENDIX L

1.

Ordered pairs: ____________________

Slope: __________
Y-Intercept: ________
Equation: _________________

2.

Ordered pairs: ____________________

Slope: __________
Y-Intercept: ________
Equation: _________________

3.

Ordered pairs: ____________________

Slope: __________
Y-Intercept: ________
Equation: _________________
 APPENDIX M

Directions: Come up with 16 lines that make a pattern of your choosing. Graph them on a piece of graph paper
so that the lines take up the entire paper. For each line, identify the slope, y-intercept and equation on the table
below.

1. 9.
Equation: Equation:
Slope: Slope:
Y-intercept: Y-intercept:

2. 10.
Equation: Equation:
Slope: Slope:
Y-intercept: Y-intercept:

3. 11.
Equation: Equation:
Slope: Slope:
Y-intercept: Y-intercept:

4. 12.
Equation: Equation:
Slope: Slope:
Y-intercept: Y-intercept:

5. 13.
Equation: Equation:
Slope: Slope:
Y-intercept: Y-intercept:

6. 14.
Equation: Equation:
Slope: Slope:
Y-intercept: Y-intercept:

7. 15.
Equation: Equation:
Slope: Slope:
Y-intercept: Y-intercept:

8. 16.
Equation: Equation:
Slope: Slope:
Y-intercept: Y-intercept:
 APPENDIX N

1. Walk 1 mile in 20 minutes

2. Jog 1 mile in 10 minutes

3. Run ½ mile in 4 minutes

4. Jog ½ mile in 6 minutes

5. Stop for a 2 minute break

6. Walk 1 mile in 20 minutes

 APPENDIX O

You leave your house and drive 5 miles in 12 minutes. You stop at the bagel shop for 8 minutes. After, you
drive 1 mile in 2 minutes to get on the freeway. On the freeway, you drive 10 miles in 9 minutes before getting
off and coming to a stop for 1 minute at a light. You finally drive 2 more miles in 5 minutes and arrive at your
friend’s house.
 APPENDIX P

Five sisters all have their birthday in a different month and each on a different day of the week. Using the clues
below and the grid, determine the month and day of the week each sister’s birthday falls.

1. Paula was born in March but not on Saturday. Abigail’s birthday was not on Friday or Wednesday.

2. The girl whose birthday is on Monday was born earlier in the year than Brenda and Mary.

3. Tara wasn’t born in February and her birthday was on the weekend.

4. Mary was not born in December nor was her birthday on a weekday. The girl whose birthday was in June
was born on Sunday.

5. Tara was born before Brenda, whose birthday wasn’t on Friday. Mary wasn’t born in July