Lesson and/or Unit Title:

?Lesson and/or Unit Title: 4.1.6/4.1.7/ Chapter 4 Closure/ 6.1.1 to 6.1.3Stage 1 – Desired ResultsAmount of Time: 94 mon Core Standards: 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.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.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.G.1a. Lines are taken to lines, and line segments to line segments of the same length8.G.1b. Angles are taken to angles of the same measure.8.G.1c. Parallel lines are taken to parallel lines.8.G.2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.8.G.3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.8.G.4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.. Essential Questions: Lesson Outcome (s): Students will apply their knowledge of m as the pattern of growth and b as Figure 0 or the starting value of a pattern to create graphs quickly without using an x→y table.Students will practice moving directly from one representation to another in the Representations of Patterns Web.Students will learn how to move a shape on a coordinate graph using rigid transformations – translations (slides), rotations (turns), and reflections (flips).Students review graphing strategies, learn that different methods to transform shapes can sometimes be used interchangeably, describe and complete transformations on a coordinate plane, and use coordinates to describe the position of objects in a plane (flat surface).Students will extend their techniques for using integer expressions to record movement on a number line to using expressions to represent movement on the coordinate graph. Students will also practice identifying whether a shape has been translated, rotated, or reflected.Key Vocabulary: Growth ValueStarting ValueRepresentation WebRule(Equation)Growth triangleRigid TransformationTranslationReflectionRotationPlaneStage 2 – Assessment EvidenceSummative Task: Learning LogQuizChapter 4 ClosureStudy Island Weekly Assignment: Real NumbersStage 3 – Learning PlanAnticipatory Set (10): Students will read through introduction of each lesson and complete bell ringer based on Case 21 or MasteryConnect questions(8.EE.7). Input/Modeling/Crafting (25): The teacher will demonstrate how to graph an equation of a line without the use of a table; using understanding m, growth value(or slope) , and b, starting value(or y-intercept); show how the changes in position of a figure does not change the size or shape of the figure( rigid transformations); show how coordinates of figures change when a rigid transformation is performed on it. Also, review solving equations.Guided Practice (25): Monday: 4.1.6/4.1.7 Core Problems: 4-55to 4-56/4-64 to 4-65Students will move from rule to graph without the use of a table.Wednesday: 6.1.1 Core Problem: 6-1 Key Lock puzzles to explore rigid transformations.Friday: 6.1.2/6.1.3: Core Problems: 6-8 and 6-9Understanding rigid transformationsIndependent Practice (20): Tuesday: Chapter 4 Closure Problems (Quizizz); 4-73, 4-76, 4-77, 4-78, Thursday: Chapter 4 Closure 4-74, 4-75Closure (14): Monday: Learning LogTuesday: Exit TicketWednesday: Exit Ticket: 6-2Thursday: Exit TicketFriday: Learning LogAlignment Extension (Homework): Monday: 4-67Tuesday: 6-3Wednesday: 6-4 to 6-6Thursday: 6-15 to 6-16Friday: 6-12 to 6-13Differentiation Notes: Think-Ink-Pair-SharePairs CheckHot PotatoTeammates Consult (Pencils in the Middle)Technology Integration:Power PointInternet ResourcesGraphics/ChartsOtherMaterials/Items NeededCC3Resource PagesScoring GuideGraphing Visuals from text6.1.1 to 6.1.4 Parent GuideGraph PaperChromebooksStrategies:Modeling Math StrategiesModeling Problem Solving SkillsCooperative LearningPre and Post TestHands-on Learning ManipulativesSmall GroupHigher-Order Thinking SkillsReal-World ConnectionsOther (Explanation Needed) ................
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