Day# 108

Monday February 2, 2015

Grade: Eighth
Subject: Mathematics
Teacher: Lamar/Roquemore/D. Jackson/Crockett Lesson Title: Linear Models &
Tables

Standard(s) for the day:

MCC8.F.5: Describe qualitatively the functional relationship between two quantities by
analyzing a graph. Sketch a graph that exhibits the qualitative features of a function that has
been described verbally.
Standards for Mathematical Practice:
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.
Opening
Basic Training Exercise Four to seven problems that involve basic mathematical
operations that are designed to improve students basic skills in mathematics.
Warm Up: Use tables to analyze data. Example: In which week did Alicia save
the most? Include justifications for answers in written analysis.
Lesson Activities
Introduction and Guided Practice:
o Students will participate in a whole group discussion to discuss and review
the standard and learning objectives for the sixth unit Linear Models and
Tables.
o The teacher will introduce and review the vocabulary terms for the unit
(continuous graph, discrete graph, scatter plot, correlation, line of best fit,
clustering, two-way table). Students will identify their existing knowledge of
these terms using a literacy task to illustrate the relationship(s) that exist
amongst the terms.
o Students will construct a Double Bubble map to illustrate their knowledge of
continuous graph, discrete graph.
Independent Practice:
o Students will complete a test autopsy for the Unit 5 Summative
Assessment. Students will make corrections to their assessment and
identify strengths and weaknesses based on data from their assessment.
o Students will complete the Unit 6 Pre-Assessment for Linear Models and
Tables. The data gathered from the pre-assessment will be used to design
flexible groups, organize unit of study, and determine remediation and
enrichment activities.
o Students will complete will complete the Are You Ready exercises in their
textbook (Page 236 (1-17) in order for the teacher to assess students
understanding of prerequisite skills.

Essential Question(s):
E.Q. How do you use a graph to model a situation?
Remedial
Acceleration
Enrichment Activities
Students with plot the
Students will plot the
What would you anticipate the
following points and
following points and use a
graph of weight (x) vs. cholesterol
record what you notice ruler to draw the line of best
(y) to look like? What would the
about the trend: (0, 2),
fit. Do the points have a
slope of this line literally mean?
(1,2), (5, 7), (4, 5), (3,
positive correlation or a
3), (1, 3), (7, 9), (6, 5). negative correlation? (0, 2),
(1,2), (5, 7), (4, 5), (3, 3), (1,
3), (7, 9), (6, 5).
Closure
Students will participate in a large group discussion regarding the essential
question and learning objective for the day.
E.Q. How do you use a graph to model a situation?
Learning Objective: Students interpret information given in a graph and
make a graph to model a situation.
Students will submit any assignments that are due today:
Guided & Independent Practice
Assessment: Are You Ready Page 236 (1-17) Students are assessed on
vocabulary, operations with integers, evaluating expressions, and solving
equations involving one-variable.
Journal Writing- Create your own scenario of a linear function. Write a
paragraph explaining all the different ways the relationship can be
represented (in words, graphically, table of values, equation). Identify
each variable in your representations.
Construct a Double Bubble map to illustrate their knowledge of
continuous graph, discrete graph.
Homework
Students will complete will complete the Are You Ready exercises in
their textbook (Page 236 (1-17) in order for the teacher to assess students
understanding of prerequisite skills.
Assessment
Students will be assessed in the following ways:
1. Teacher observation will be used to assess the Basic Training & Warm-Up. Students
will be assessed on their ability to recall procedures needed to effectively solve
problems involving number sense and algebraic thinking.
2. Peer Assessment of Work: Students will discuss their independent assignment within
a small group checking for discrepancies within their work. Students will analyze
their mistakes and come up with a plan to avoid similar errors on future assignments.
3. Teacher will collect and assess students independent practice work. Teacher will
check for accurate models, computational errors, and mathematical reasoning and
logic.
Whole Group Discussion - Essential Question: How do you use a graph to
model a situation?