8.3.8Ma


 * Grade: 8 Unit: 3 Week: 8 Dates:1/28-2/1 **
 * Content: Wrap-up/Review/Test **

How are functions used to describe relationships that happen in our lives?
 * Theme Essential Question: **

All essential questions found in this unit.
 * Essential Questions: **


 * 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. (Function notation is not required in Grade 8.)
 * 8.F.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
 * 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. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
 * 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.
 * 8. EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
 * 8. EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.


 * Objectives **
 * The objectives of this lesson are a culmination of this unit's objectives.
 * The student will present their understanding of the content in this unit.

For example:
 * Assessment **
 * Product **
 * Students are grouped and assigned an Entry. Each group member will use the work in their portfolio for that assigned Entry to prepare a class presentation. They will be encouraged to enhance the depth of the problem assigned.
 * Provide additional questions to your entry, that will help your classmate understand the various representions presented.
 * Expand your entry to demonstrate a clearer understanding of the material covered in the unit.
 * Provide an additional example to show how this content is related in other real-world applications.


 * Key Questions ** (match Standard)
 * The key questions of this lesson are the culmination of this unit's key questions.


 * Observable Student Behaviors ** (Performance)
 * The Observable Student Behaviors of this lesson are the culmination of this unit's observable student behaviors.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * Mathematical Practices

Linear function, slope-intercept form, rate of change, unit rate Input, output, domain, range, independent and dependent variable, linear equation, linear function, rate of change, unit rate, constant rate of change or constant, slope, slope intercept form, ordered pairs, coordinate plane, proportional relationship, derive
 * Vocabulary **


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Houghton Mifflin OnCore Mathematics Middle School Grade 8 Unit 2 Problem Solving Connections
 * Gizmos (see previous lessons)
 * @http://educate.intel.com/en/ProjectDesign/UnitPlanIndex/ChoreographingMath/
 * Students learn to graph linear equations and choreograph dance moves to demonstrate them. For example, students modeling the function y=x² hold both arms above their head (similar to the way a referee in a football game would indicate a touchdown), and they use a graphing calculator to create corresponding figures and graphs. Each dance is comprised of nine equation poses choreographed to music. Students videotape or photograph their dances, and combine these visual elements with screen shots of the equations and graphs into an electronic presentation.
 * __ Teaching the Common Core Math Standards with Hands-On Activities __ by Judith Muschla

Diverse Learners Odyssey (teacher discretion) Skills Tutor (teacher discretion) Algebra’scool: Unit C Module 9


 * Homework **
 * @http://www.kutasoftware.com/free.html to print assignments on a variety of topics
 * See appropriate Glencoe, OnCore, JBHM, and ABC materials

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers ||   || **Lesson Plan in Word Format** (Click Cancel if asked to Log In)
 * Terminology for Teachers **
 * || ** Multicultural Concepts **


 * Resources **


 * Professional Texts **


 * Literary Texts **


 * Informational Texts **
 * See New York Common Core Aligned Task (other resources)
 * @http://schools.nyc.gov/Academics/CommonCoreLibrary/SeeStudentWork/default.htm


 * Art, Music, and Media **


 * Manipulatives **
 * ** @http://nlvm.usu.edu/ ** National Library of Virtual Manipulatives
 * Algebra: Function Machine, Function Transformations
 * Graphing calculators
 * TI CBR (Data Collection Device used with TI 84) to explore slope


 * Games **


 * Videos **
 * Discovery Learning @http://www.discoveryeducation.com/


 * SMART board Lessons, Promethean Lessons **
 * Smartboard Resource Website Smartboard lesson search engine


 * Websites **
 * @http://illustrativemathematics.org/standards/k8 PARCC Online (released items)
 * http://www.khanacademy.org Online tutorials
 * @http://www.tli.net/ TLI Quiz Builder


 * Other Activities, etc. **

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Matrix ||=  ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||  ||   ||
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 * = [[image:PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]