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8.EE.6 Day 9

Intervention of key topics then retake quiz the following day.

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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.


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