Intervention of key topics then retake quiz the following day.
Day 8 – Review & Quiz
- Go over review packet
- Ask for Questions
Day 6 – Tables to Equations & Review
- Go over homework and tables.
- Review the ability to substitute in for x and y in order to find b
- Have students try another table or two.
- Students work on review packet.
Day 6 – Summarize Crime Case Activity
Focus Q – How do you find the linear equation of a table without graphing?
- Have students share back how they arrived at their conclusion
- Challenge students who only found the unit rate way of graphing if they can find a second way.
- Showcase graphing the proportional relationships and hep students to arrive at the idea of graphing the equations in the form of y=b-mx
- Discuss why b-mx makes sense for this problem.
- Students look at tables and try to determine the linear equation of the table.
Day 5 – Math Mystery Crime Case
Focus Q – How can math be used to solve a crime?
Have students complete Math Mystery Crime Case activity.
Have students attempt the graphs and discover the proof by graphing anyway they see fit.
Day 4 – Graphing slope-intercept equations
Focus Q – How do you graph equations using slope-intercept form?
- Bell Work – Finish part C from this task
- Go over Homework
- Have students graph the following:
- Draw a horizontal line through 3. What is the slope of the line?
- Draw a vertical line through 2. What is the slope of the line?
Day 3 – Focusing on the Y-Intercept
Focus Q – What does the “b” in the equation y=mx+b represent?
- Begin by going over the equation comparison paragraph
- Attempt to derive what the b is referencing. Give another example to showcase what b is referencing:
- Ex: I need to rent a car. It costs $25 to reserve a car and then $50 per day. What equation describes this relationship?
- also need examples of negative y-intercept
- students should be able to identify where the y-intercept is on a table, equation and graph
Day 2 – Bringing y=mx to y=mx+b
*Finish the multiple points on a single line. Similar triangles?
Focus Q – What does a linear equation look like when it is not proportional?
This lesson is all about setting up the need for a y-intercept of “b” in the equation.
- Where would the equation y=50x start from?
- When would an equation not start from there? What would that look like?
- Tech Weigh In Rich Task
- Compare direct variation to y=mx+b back to back
- Allow for plenty of time for students to attempt to find the macbook weight.
- Emphasize that this is the starting weight.
- It would helpful to find the weight of 1 iPad.
Day 1 – Deeper into Slope
[this lesson probably should have been done after the EE.5 quiz and that lesson moved to here]
Focus Q – How do you find the slope between any two points?
The goal of this lesson is to end the period by having students recognize that any two points on a line will be able to provide slope.
- Estimation bell work. Running a cable from projector to the back of the room.
- Put an example on the board of finding the slope of two points graphically – maybe have students create it.
- Give students a pair of ordered pairs and ask them to find the slope without graphing the two points.
- Emphasize using the change in y over change in x
- Practice this several times.
- Give students a list of points that are on the same line. Assign each group of students two different points from the list.
- Students share back and discover that all points are actually on the same line.
- make observations on similar triangles comparison between the pairs of points.
- Prove the above problem works by giving them another line with multiple points they they have to find the slope through multiple sets of points.
HW: Slope problems from table and 2 ordered pairs. (P.185-6 #4-8,11)
Day 1 Reflection:
The flow was good and lesson went well.
Day 8 – Review, EE.5 Quiz, and set-up EE.6
- Go over HW packet from day before.
- Students complete the following comparison practice problem:
- Graph y=5x (don’t give them the equation). Give the equation y=4x. Have students find the equation to a relationship that is between the two.
- Quiz: 8EE5quiz [#5 needs changed – the table on the right is not proportional and is not fair to put it on a proportional quiz]
- Students work on the following notes/problem after the quiz:
Based on our definition and examples of direct variation one of the following equations is NOT direct variation.
y=2x+3 | y=(1/2)x
Which one is not direct variation?
Copy and complete the following table for the equation that is not direct variation:
Graph the ordered pairs.
What makes this graph, table, and equation, not a proportional relationship?
Day 8 Reflection:
Students did well on practice review problem.
Quiz is still to be graded.
Students did well on post-quiz activity. 90% chose the right equation. Several had problems making a table. This should probably be reviewed on bell work for next class. Students correctly identified that this equation did not start at the origin and the equation had a +3 making it linear, but not proportional. They had to be reminded about show proportionality through the table by making ratios and show equivalency.