Intervention of key topics then retake quiz the following day.

## 8.EE.6 Day 8

**Day 8 – Review & Quiz**

- Go over review packet
- Ask for Questions
- Quiz

## 8.EE.6 Day 7

**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.

## 8.EE.6 Day 6

**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.

## 8.EE.6 Day 5

**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.

## 8.EE.6 Day 4

**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:
- y=4x-2
- y=1/2x+3
- y=-2x+1
- y=-3x-4
- y=-1/3x+1

- 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?

## 8.EE.6 Day 3

**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

## 8.EE.6 Day 2

**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.

HW:

## 8.EE.6 Day 1

**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.

## 8.EE.5 Day 8 – Quiz Day

**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:

x |
y |

-2 | |

-1 | |

0 | |

1 | |

2 |

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.