Jeff
Li MTP
KIPP Infinity Charter School,
NEW YORK,
NY

8th Grade Math :
Unit #4 - INTERPRETING AND COMPARING LINEAR FUNCTIONS :
Lesson #1

Objective:
SWBAT define and graph linear functions

1 Warm-up -
10 minutes

Each day, students complete a Warm-up that usually consists of spiraling the previous day's material, in addition to older material. Warm-up problems also sometimes extend lessons that students have encountered before to more unfamiliar contexts.

For a video narrative about how I structure each lesson, and how the warm-up fits in, click Warm Up.

In this case, the warm-up addresses a problem that many students missed on the last unit assessment. Only one of them has a negative slope... and so the question I ask to open is:

"In which of these cases should there be a positive slope?" We then analyze the incorrect answer choices to finally arrive at the correct answer choice, a strategy I often use.

Because students often have only an emerging understanding that positive slopes represent a positive association (in other words, as x increases, y increases also) - this is a wonderful learning opportunity to continue to develop this understanding.

resources

4 - 1 WU40 Define and graph linear functions.docx

https://betterlesson.com/lesson/resource/1996728/4-1-wu40-define-and-graph-linear-functions-docx
2 Play of the Day -
40 minutes

4 - 1 POTDVN40 Define and graph linear functions.MOV

https://betterlesson.com/lesson/section/5558/define-and-graph-linear-functions
resources

4 - 1 POTD40 Define and graph linear functions.docx

https://betterlesson.com/lesson/resource/1996727/4-1-potd40-define-and-graph-linear-functions-docx
4 - 1 IP40 Define and graph linear functions.pdf

https://betterlesson.com/lesson/resource/2015648/4-1-ip40-define-and-graph-linear-functions-pdf
What is a line? Working toward multiple representations

High Quality Task

This year, I decided to focus on the idea of multiple representations of the same line - a line is NOT just a line on a graph, but a relationship between two quantities that has a constant rate of change. I had students create their own line in slope-intercept form, and then graph the line, create a table from that line, and create a verbal description of the line, pushing on their creativity. I really think it pushed on their understanding of what a line is, a key idea underlying the major work of 8th grade.

And all you need is some graph paper! :) See the resource section for some examples of student work.

Multiple representations of lines - student work Jan 2014.pdf

https://betterlesson.com/lesson/resource/2730052/multiple-representations-of-lines-student-work-jan-2014-pdf
3 Huddle -
10 minutes

4 - 1 HVN40 Define and graph linear functions.MOV

https://betterlesson.com/lesson/section/5559/define-and-graph-linear-functions
Using Thought Bubbles To Demonstrate Understanding

High Expectations

4 - 1 Reflection - thought bubbles.MOV

https://betterlesson.com/lesson/section/5559/define-and-graph-linear-functions
4 Homework -
15 minutes

The homework file is a resource that generally includes 5-7 problems that include questions related to this lesson, as well as spiraled review. I also give the kids the answers to all the problems.

Tonight's homework assignment: 4 - 1 HW40 Define and graph linear functions

resources

4 - 1 HW40 Define and graph linear functions.docx

https://betterlesson.com/lesson/resource/1869624/4-1-hw40-define-and-graph-linear-functions-docx