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Academic Standards
CCSS.MATH.CONTENT.8.F.B.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.
Lesson Goal
Students will be able to create a graph using a table and be able to understand that tables with
a constant rate of growth will result in a straight line.
Learning Objectives
By the end of the period, students will be able to accurately tell me that the graph of the table
with a constant rate of change will result in a line.
Students have been learning about the coordinate plane and graphing points, the concept of
slope, variables, and basic 2 step equations.
Academic Language:
Vocabulary (with definition) - just the math vocab they need to know:
o constant rate of change
o line
o linear growth
o table
o input/output
o graph
Language Function:
o construct
o compare
Small groups
Discovery
Activity
Assessment
Informal - comprehension checks and discussion
Safety considerations:
We will follow the basic safety considerations laid out in the school policies, as well as remind
the students the expectations for using rulers as tools, not toys or play weapons.
IMPLEMENTATION
Project the pin to play the game and wait for all students to be linked in before proceeding.
During the quiz, reinforce concepts regarding which is the x and y axis and how to plot points as
you see necessary, depending on the class responses to the questions.
Procedures: 40 minutes
Divide class into small groups or tables groups (3-4 students). Remind students that once the
assignment begins, they are to work together and follow normal classroom expectations.
Show them the tables and explain that, as a group, they will use one sheet of graph paper for
each table. Maybe do an example on the doc cam of plotting a few points, if needed. If I were a
student, what might be one of the first things I should do once I get my coordinate lists and
blank graph paper?
Explain that using the tables, they will graph the points and connect the dots. Their goal is to
look at their graphs and tables and be prepared to explain any patterns or rules they might
notice based on the information in the tables and what their graphs look like.
Hand out 6 pieces of graph paper, a set of markers, and Appendix A to each group.
Walk around and engage with students, directing them as necessary and asking guiding
questions without giving away what patterns they should notice (that some of the graphs make
straight lines and others dont). Have one group help another or a student demonstrate how
they started if many students are stuck.
*Optional: provide poster board for each group to glue their graphs to and present their findings.
Table A Table D
x y x y
-2 1 -2 -11
-1 -2 -1 -7
0 -3 0 -3
1 -2 1 1
2 1 2 5
Table B Table E
x y x y
-2 -3 -2 7
-1 -2 -1 -3
0 -1 0 0
1 0 1 3
2 1 2 -8
Table C Table F
x y x y
-2 .25 -2 5
-1 .5 -1 2
0 1 0 -1
1 2 1 -4
2 4 2 -7