Primary Guided Reading Lesson Plan - Weebly



8th GradeCommon Core Lesson PlanLesson Plan: Unit 3 Expressions and Equations (Linear Equations – Lesson 12 Understand the Slope-Intercept Equation for a LineTimeframe: 7-10 daysLearning Target: Understand that similar triangles have proportional side lengths. Use the slope and y-intercepts to derive an equation for a linear functionEssential Question: What does it mean for two shapes to be proportional?How would you show that two shapes are proportional and how would you know if the two shapes are not proportional?CCSS: CCSS – 8.EE.6, 8.EE.5, 8.F.4Academic Language: similar triangle, slope, y-interceptDOK level: 3 Title: Graphs of Functional Relationships Author: Curriculum Associates Pages 100 - 109MODEL (I Do)Student Task:Students explore slopes and similar triangles to understand the slope-intercept form for a line.Students explore how the uniqueness of the slope of a line can be justified by similar triangles.Guiding Questions:How do you determine the rise and run of a line?Given a line, how would you decide which points to use to find the slope?Learning Structures:SMP: 4Resources:Ready Common Core 8Internet HandoutsTeacher-created supplementsFormative Feedback:Class work, warm-ups, Video PRACTICE (We Do)Student Task:Students answer a series of questions to better understand the slope of a line that passes through the origin.Students use similar triangles to explore the slope of a line that does not pass through the origin.Guiding Questions:How do you remember the formula for the slope of a line, given two points?How do you find the slope for a proportional relationship?Describe the steps you would take to write and equation of a line given the graph.Why can’t you use a slope-intercept equation to describe a graphed vertical line on a coordinate grid?Learning Structures:SMP: 4Resources:Ready Common Core 8Internet HandoutsTeacher-created supplementsFormative Feedback:Class work, warm-ups, Video APPLY (You Do Together)Student Task:Students demonstrate their understanding of slope and the slope-intercept equation for a line as they answer a series of questions.Guiding Questions:Can I generate my own table of values to find points on a line?Do I know when to use the slope formula?Learning Structures:SMP: 4Resources:Ready Common Core 8Internet HandoutsTeacher-created supplementsFormative Feedback:Class work, warm-ups, Video ASSESS (You Do)Student Task:Students show two different ways to find the slope given two points in a table and then show how to write a slope-intercept equation for the table and graph. Guiding Question:Do I know how to use the slope formula, find the y-intercept, write and equation, and graph the line?Resources:Ready Common Core 8Internet HandoutsTeacher-created supplementsFormative Feedback:Class work, warm-ups, VideoKey Components:Learning Task:Conveys rigor and complexity and clarifies key skills and knowledge of the student task.Guiding Questions:Prompts students to engage in use of skills and concepts at a rigor and complexityLearning Structures:Engagement and literacy strategies that frame student outputs, interactions and checking for understanding.Resources:Determine how students will access resources to complete the learning taskFormative Feedback:Assess students’ ability to demonstrate skills and knowledge. ................
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