Day 1 Audience description: Community The school is located in a northeastern town in Kansas and is the sixth largest city

in the state. According to the 2010 Census, the city has a population of 87,643. Within the city, 53.9% of the population are 25 years of age and older. The town was ranked 6th in the nation by the U.S. Census for per capita bachelor degree attainment. The estimated median household income in 2011 was $43,210. District The Public School District has 14 elementary schools, 4 Middle Schools, and 2 High School making up a total of approximately 11,613 students. The student population is comprised of 70.52% White, 7.49% Hispanic, 7.14% African American and 14.86% other. The district has a population consisting of 51.25% males and 48.75% females. In this district the percentage of economically disadvantaged students is 35.41 and approximately 7.4% of the students are English Language Learners. The school district report card notes that 90.8% of all students scored proficient and above the goal in reading and 86.9% scored proficient and above the goal in math. School This school was the second mid-level education facility built in the town. It was constructed in 1960 on 12.3 acres of land, it is located in what has now become central area of the town and serves students in grades 6-8. Classroom The classroom has 24 students. There are 16 girls and eight boys in the classroom. There are four students who have IEPs and a para professional is in the classroom to assist them. There is a Smart board and projection system in the classroom as well as an ELMO camera. There is also a classroom set of calculators provided for the students. Lesson title: Introduction to slope Length of the lesson: 43 Minutes Objectives: The student will be able to identify the four different types of slope. The student will be able to identify the slope of a given graph. Standards: In the eighth grade domain for expressions and equations, under the understand the connections between proportional relationships, lines, and linear equations cluster. The fifth standard is to graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. Anticipatory Set: Ask students if anyone has been skiing or snow boarding. From this stem the question: What is the difference in the slope of the mountain for a beginning skier and an advanced skier? Relate this to math and explain that slope is the rate of change of a line. We can write this as rise over run. To help explain this I will tell a story. -Tell the story of Sam and slope this diagram. Have the students copy down the diagram in their notes. The story of Sam begins with Sam going on a trip and all he has is a

parachute. Sam can also only travel from left to right (the same way we read). Sam decides to travel up the mountain. Since slope is defined as rise over run as a fraction and Sam is going up the mountain, does he have a positive or negative rise? (Positive) How about the run? (Also Positive) Then draw Pos/Pos label on the left side of the mountain. A positive number divided by a positive number is what? (Positive) Label this image with the word Positive. Continue with Sam going down the mountain to generate a Negative slope. Mention that the mountains steepness or length does not effect the negative property of the line. After Sam has finished crossing the mountain he heads East into the desert. He is hot and thirsty, and crawls across the desert floor. How much rise does Sam have? (zero) What kind of run does he have? (positive) And zero divided by a positive number is what? (zero) Label the desert with zero. Finally, Sam approaches the edge of the cliff. There is no breeze, and thankfully Sam has a parachute. Sam would drop straight down. Since he cant stay at the top of the cliff forever, and since he cant travel to the left, he is forced to jump. He hooks up his parachute and leaps. He falls straight down to safety. What kind of rise did Sam have? (Negative) How much run did he have? (zero) A negative number divided by a zero is what? (undefined) (10 minutes)

Cover the fact that we have just described the four different types of slope that a line can have. Have the students write the four types in their notes; they should have copied down the chart as well. 1) Positive 2) Negative 3) Zero 4) Undefined Incorporation of other subject areas: Economics will be incorporated into this lesson with the use of real world applications of gas prices. Lesson activities (content/methods): Introduce the concept of slope as the steepness of a line. The slope of a line represents the rate of change to help visualize this reference the price of gas per gallon. Draw a graph with gallons on the x axis and price on the y axis. Explain that for every gallon you get the price rises a certain amount. The amount it rises will always be the same so the slope of the line is constant. You will rise $2.99 and run 1 gallon. The simplest way to look at slope is represented by rise over run. (5 minutes) Show the following images to the students and explain the two ordered pairs and the line that they lie on. Once you show the second image, explain the rise and run method to finding slope. Go through the same process with images 3 and 4.

If we look at the line that goes through the points (-2,-1) and (4,3)

To get from (-2,-1) to the point (4,3) , you rise up 4 . . . and run 6. The slope of the line passing through these two points has a slope of 4/6.

The slope is the rise/run and is positive like going up the mountain. The slope is 4/6 which simplifies to 2/3.

Show the students the equivalence if they distribute the negative to the 3 instead of the 6. Explain that -6/3 and 6/-3 are the same just as -6/-3=6/3. Show this visually with a graph. (15 minutes) Give the students the points (0,-3) and (5,4) and ask them to graph the coordinates and find the slope. (2 minutes) -Go over the answer with the students and ask students to check their work. -Illustrate the graph of the coordinates. -Rise of 7/ Run of 5 -Ask students if this is positive, negative, zero, or undefined. Refer back to the story of Sam if further clarification is necessary (positive). Conduct the same exercise with the points (7,6) and (7,-1). -The slope of the line passing through these two points is undefined slope. Conduct the same exercise with the points (9,3) and (3,3). -This slope of the line passing through these two points has a rise of 0/a run of 6 which is zero slope. (5 minutes) Pose the question to the students if a slope of or a slope of 4 is greater. Give them about 2 minutes time to think, pair, and share with their group. Ask the group how they came up with this answer. Explain the fact that the closer the number representing slope is to zero the more gradual it will be.

Modifications: Guided notes will be provided to students who have IEPs and available for every other student. Closure: Today we covered the four different types of slope. Slope represents the steepness of a line and is represented simply as rise/ run. Tomorrow we will cover the algebraic way to find slope. Formative Assessment: Walk around the room while the students are working on the problems. Help the students who are struggling and assess the amount of students who are still struggling with the concept. Resources: http://www.coolmath.com/algebra/08-lines/05-finding-slope-line-fromgraph-02.htm The Sam slope story was created by Kristen Wilkerson.

Day 2 Lesson Title: Simply Summing up Slope Length of Lesson: 43 Min Objectives: The student will be able to identify the four different types of slope. The student will be able to find the slope of a given line with two given points. Standards: In the eighth grade math expressions and equations domain, under the understand the connections between proportional relationships, lines, and linear equations cluster. The fifth standard is to graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. Anticipatory Set: Summarize yesterdays lesson for the students. Yesterday we were introduced to the concept of slope and today we will look at it a little closer as well as gain some more practice in the rise/ run method. We are going to look at slope as a rate of change. Have the journal prompt below on the board when the students enter for them to put in their journals. How many different types of slope are there? List all of the different types of slope. There are four different types of slope, positive, negative, undefined, and 0. Incorporation of other subject areas: Economics will be incorporated into this lesson plan with the real world application of movie tickets. Lesson Activities (content/methods): Ask students to summarize what we covered about slope yesterday. (Slope measures the steepness of a line and is written as rise/run.) Explain Mr. Slope Face and how the students can use him to remember the four types of slope and what they look like. There is a positive sign under the left eyebrow, a negative sign under the right eyebrow, a u under the nose, and zeroes on both ends of the mouth.

Real world application- Ask the students who has been to the movies recently and if anyone can tell you how much a movie ticket costs per person. Use the information the students give you to write the price of a movie ticket over the amount of people that ticket covers. Use this example to show that slope represents a rate of change and we can graph this rate we have come up wit on a coordinate grid. Graph the slope of

this rate on a coordinate grid and explain how the price increases at a constant rate as the amount of tickets you are increasing by. (5-10 min)

Ask the students which kind of slope this is just from looking at the line. With these two given points what is the rise of the y values? What is the run of the x values? We can write the slope as 1/-3. Reiterate that this is a negative number so yes it has to be a negative looking slope. Go over the graphs below and ask the corresponding questions. Go through the first graph and corresponding questions with the students and then have them try the second one

with their groups.

(20-25 minutes) Modifications: Guided notes will be provided to students who have IEPs and available for every other student who wishes to use them. Closure: Give the students time to complete these following two questions and then go over the answers with them. After you give them time to do the problems and go over them ask the students to do a fist of five on how well they did with these questions. (15

minutes)

The homework for tonight will be pgs 396-397 3,4,6,14,15,22 (a and b). Give the students the end of the class period to start these problems and ask questions they may have. Let them know 22 is a little different and they may want to start with that one Formative Assessment: A two question mini quiz will be given at the end of class and we will go over the answers together. You will be able to judge how many kids did well and who did not fully grasp the concept after they complete it and you conduct the fist of five. Resources: http://my.hrw.com/tabnav/controller.jsp?isbn=9780547762135

Day 3 Lesson Title: Slope Formula

Length of Lesson: 33 minutes Objectives: The student will be able to find the slope of the line between two given points using the formula. The student will be able to find the slope of the coordinates given in a t-chart. The students will be able to find the coordinates and slope of a line in a real world situation. Standards: This is the third standard in the functions domain of eighth grade mathematics under the define, compare, and evaluate function cluster. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. This is the third standard in the functions domain of eighth grade mathematics under the use functions to model relationships between quantities cluster. 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. This is the third standard in the functions domain of eighth grade mathematics under the use functions to model relationships between quantities cluster. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Anticipatory Set: Give the students the two points (-6,3) and (5,-2) and ask them to find the slope of the line connecting these points. Have this written on the board as the students enter the room and it will be their bell work. Have the students place their bell work on the front desk once they have it completed. Quickly sort through the work and select your favorite wrong answer. While you are doing this, the students should be getting out their notebooks and preparing for notes. Once you have your favorite no selected, share the work with the class first pointing out what the student did right. As a class correct the work and arrive at the appropriate answer. Express this answer as m=-5/11. Show, with the graph, that once you have found the slope it does not matter which number you distribute the negative to. (7 minutes) Incorporation of other subject areas: Economics will be incorporated into this lesson with the use of two real world application examples. Lesson activities (content/ method): Ask the students why they think we might use an m to describe slope. After giving them about a minute or so to think and answer let them

know that the m is thought to stand for the modulus of slope. The definition of modulus is another term for absolute value but there is not one solid history to the definition or reason why. Other countries use other letters but in America we use m. From now on when we find slope we will write it as m= whatever fraction we come up with. Present the following coordinates and their slope on the board and give the students 2 minutes to think about how we could come up with these slopes if we didnt have a graph. Ask them to come up with a formula to find slope if they are given two points on a line. (3, 6) (1, -2) m=8/2, m=4 (-4,5) m=1/-10 (-6,4) (3,-2) m=-5/3 (0,3)

Have students share what their group came up with. The goal is to have the students arrive at the fact that they can find the slope of a line between points by writing the change in y over the change in x. Inform students that the fraction bar is called the vinculum.
y 2 y1 . Write this to the left of the Smart Board and x 2 x1 have the students write this important formula in their notes. From now on when we look at a point we should picture it as (x1, y1) and (x2, y2).

The algebraic definition of slope is m=

Go over these examples with the class. Finding the slope of the line that contains (2,5) and (8,1). y y1 Use the slope formula m= 2 . x 2 x1 Substitute (2,5) for (x1, y1) and (8,1) for (x2, y2).

1 5 4 2 Once you simplify you will find that the slope of the line containing 8 2 6 3 our two points is -2/3. Find the slope of the line that contains the points (3,-2) and (-2, -6). y y1 Use the slope formula m= 2 . x 2 x1 Substitute your coordinates and ask students which coordinates should be substituted for each portion of the formula. The slope of this line is 4/5.

Step 1 Choose any two points from the table. Let (0, 1) be (x1, y1) and (2, 5) be (x2, y2). Step 2 Use the slope formula.

The slope =-2. Go through a real world example with the kids involving their favorite television show. After 20 hours you have completed 2 seasons of Dr. Who and after 10 hours you have completed 1 season of Dr. Who. Ask the students to work with their group members to find the slope of the line containing these two points and be ready to explain what the slope represents. -In this instance the x variable represents the amount of time spent watching television and the y variable represents the number of seasons you have completed. This means that for every 10 hours you spend watching television you complete a season. (25

minutes) After this is complete ask the students if they have any questions. Then hand out the worksheet and inform them that whatever they do not get done in class will be homework. Modifications: Guided notes will be provided to students who have IEPs and available for every other student.

Lesson Activities (content/ methods): Practice A

The Slope Formula
Find the slope of the line that contains each pair of points. 1. (3, 1) and (9, 2) m
y 2 y1 x2 x1
2 1

2. (2, 3) and (2, 1) m

y 2 y1 x2 x1

3. (4, 6) and (0, 2) m

y 2 y1 x2 x1

1 2

Each graph or table shows a linear relationship. Find the slope. 4. 5.

x 0 3 6 9 12

y 82 76 70 64 58

6.

________________________

________________________

________________________

Find the slope of each line. Then tell what the slope represents. 7. 8.

________________________________________ ____________________________________________

________________________________________ ________________________________________

Closure: Yesterday we covered the concept of slope and today we found a formula to find slope. If we are presented with a graph of a line we can find the slope using what? (rise over run) If we are given two points that lie on a line how can we find the slope? (using the formula) Formative Assessment: There will be a test of their previous knowledge at the beginning of class when My favorite no is conducted. Resources: http://my.hrw.com/tabnav/controller.jsp?isbn=9780547762135

Day 4 Lesson Title: Slope Formula Continued Length of Lesson: 43 Minutes Objectives: The students will be able to find the slope of a line given two points. The student will be able to find the slope of a line given a table of coordinates. The student will be able to find the slope of a line using the x and y-intercepts. Standards: This is the third standard in the functions domain of eighth grade mathematics under the define, compare, and evaluate function cluster. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. This is the third standard in the functions domain of eighth grade mathematics under the use functions to model relationships between quantities cluster. 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. This is the third standard in the functions domain of eighth grade mathematics under the use functions to model relationships between quantities cluster. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Anticipatory Set: As a journal entry, have the students answer these two questions to refresh them on the topics covered by Mr. Krauss. Find the x- and y- intercepts. 1) x+2y = 8 2) 3x+5y=-15 Slope is described as the constant rate of change of a line. We are going to continue to go over how to find the slope of a line, which is usually represented by the letter m. You need the coordinates of two different points on the line to find the slope using the slope formula. Incorporation of other subject areas: A real world example will be explained referencing refrigerator electricity costs. Lesson Activities (content/ methods):

Ask the students how to find the slope of the line that contains these points. Start out by using the formula then use substitution. The slope of the line containing these points is 2. Sometimes you are not given two points to use in the formula. You may have to choose two points from a graph or table

Let (0,2) be the first coordinate and (-2, -2) be the second set of coordinates. Using the slope formula the slope is -4/-2 which simplifies to 2. Be sure to write this as m=2. Go over an example using the chart and the slope formula.

Step 1 is to choose any two points from the table. Let the students choose these points and arrive at the slope 4/-2=-2. Make sure to write this as m=-2. Go through the same process with the following graph and table.

m=-6/2=-3

m=4/2=2

m=3/-2 Be sure to show the tables in a graph form and visually express it to the class. In real world situations the slope can give you information about how a quantity is changing. Go over this real world example with the class. The graph shows the average electricity costs (in dollars) for operating a refrigerator for several months. Find the slope of the line. Then tell what the slope represents. The y in this situation represents the cost of electricity and the x represents the time. Ask the students what the slope represents. The answer is that the slope represents the change in dollars over the change in time. The slope is 6 so this means the cost of running the refrigerator is 6 dollars per month.

(30 minutes) Modifications: Guided notes will be provided to students who have IEPs and available for every other student. Closure: Today we worked on finding the slope using graphs and tables. Tomorrow we will cover this a little more but also look at the slope using the x- and y-intercepts from an equation. You already know how to find the x, and y-intercepts and then we will use those two points to find the slope. Formative Assessment: As student enter the classroom have them tell you one method for finding the slope of a line before they are allowed to enter.

Resources: http://my.hrw.com/tabnav/controller.jsp?isbn=9780547762135

Day 5 Lesson Title: The Slope Formula Continued Length of Lesson: 43 Minutes Objectives: The student will be able to apply the slope formula to two given points. The student will be able to apply the slope formula to a table of coordinates. Standards:This is the third standard in the functions domain of eighth grade mathematics under the define, compare, and evaluate function cluster. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. This is the third standard in the functions domain of eighth grade mathematics under the use functions to model relationships between quantities cluster. 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. This is the third standard in the functions domain of eighth grade mathematics under the use functions to model relationships between quantities cluster. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Anticipatory Set: Yesterday for bell work you referred back to finding the intercepts of a line. It is often easiest to use the ordered pairs that contain the intercepts to find the slope of a line using the slope formula. Cover what is necessary for an x- and y- intercept. The x intercept must pass through the x axis and contains a 0 for the y value in the coordinates. The y intercept must pass through the y axis and contains a 0 for the x value in the coordinates. We are going to find the slope of a line described by an equation today. Incorporation of other subject areas: There is no incorporation of other subject areas today because it is a day for practice. Activity sequence (content/ methods):The first equation we will go over is 4x-2y=16. Step 1 find the x-intercept by letting y=0. The result is x=4. Step 2 find the y-intercept by letting x=0. The result is y =-8. Step 3 using the new coordinates of . . . (4,0) and (0,-8) and the slope formula, find the slope of the line. -8/-4=2 You can also show this by illustrating the line on a graph. This should be a review of what they covered with Mr. Krauss (5 minutes) This should be a practice day for the students. Give them this worksheet after you go over the anticipatory set and walk around the room to answer any questions. Number 9 may be a little hard for some so it may need to be completed as a class on the board. Whatever the students do not finish in class will become homework.

Modifications: Guided notes will be provided to students who have IEPs and available for every other student. Closure: Inform the students that today we covered how to find the slope using the slope formula. Often it is easier to find the slope when you can use the two intercepts. Cover the characteristics of the intercepts once more. The x intercept must pass through the x axis and contains a 0 for the y value of the coordinate. The y intercept must pass through the y axis and contains a 0 for the x value of the coordinate. Next class period we will go over the worksheet then have a quiz.

QUIZ Select the best answer and SHOW YOUR WORK. (2 pts each, partial credit given for work shown)
1. What are the x- and y-intercepts of the line graphed below?

A x-int: 4, y-int: 2 B x-int: 2, y-int: 4 C x-int: 4, y-int: 2 D x-int: 2, y-int: 4 2. What is the slope of the line that contains the points (-2,4) and (0,-2)? 1 3 F H 3 2 G -3 J 3 3. What is the slope of a vertical line? A positive C 0 B negative D undefined 4. What is the slope of the line to the right? F G

3 2 2 3

H J

2 3 3 2

5. What is the slope of the line containing the ordered pair (2, 3) and (4, 0)? 1 1 A 2 C B D 2 2 2

Formative Assessment: The worksheet that will be completed partially in class and at home will serve as a formative assessment. Make sure to cover the answers from the worksheet and answer any questions the students have before distributing the quiz above. When going over the worksheet in class before the quiz, be sure to have the students conduct a fist of five on how well they were able to complete the worksheet. Resources: http://my.hrw.com/tabnav/controller.jsp?isbn=9780547762135