Grand Challenge

Create a wearable device that can be used to monitor and alert individuals to health conditions commonly found in their region
or time.

21st Century Skills

Life and Career 21st Century Themes Learning and Informa;on, Media,
Skills Innova;on Skills and Technology Skills

Flexibility and Global awareness

Crea1vity and Informa1on
Adaptability Innova1on Literacy
Financial, Think Crea1vely Access and
Ini1a1ve and economic, business Work Crea1vely Evaluate
Self-Direc1on and entrepreneurial with Others Informa1on
literacy Implement Use and
Social and Innova1ons Manage
Cross-Cultural Civic literacy Informa1on
Skills Cri1cal Thinking
Health literacy and Problem Media Literacy
Produc1vity Solving Analyze Media
and Environmental Reason Create Media
Accountability literacy Eec1vely Products
Use Systems
Leadership and Thinking ICT Literacy
Responsibility Make Apply
Judgements and Technology
Decisions Eec1vely
Solve Problems

Communica1on
and Collabora1on
Communicate
Clearly
Collaborate
with Others

Revised 6/1/16
Title: Week 24 Lessons Subject/Course: STEM 8th Grade Math Grade(s): 8th

Topic(s): Finding Slope Cont. Designers: Jade Pontbriand

Desired Results

Established Standard(s):

8.F.2 Compare proper1es of two func1ons each represented in a dierent way (algebraically, graphically,
numerically in tables, or by verbal descrip1ons).

Students will know... Mastery Objec;ve(s):

(Know) Students will be able to...
(Do)
Slope is the rate of change of a linear equa1on and it is 1. Generate mul1ple representa1ons for func1ons
represented as the rise (change in Y-value) over run (change (ordered pairs, table and graph)
in X-value). 2. den1fy rate of change (slope) and intercepts for
Slope is always wriZen as either a frac1on or a whole func1ons from mul1ple representa1ons.
number (a number over 1). 3. Detect the rate of change on a line/slope using
The steps required to determine the slope from a table.
triangles.
How to read the equa1on y=mx+b in order to determine
4. Conclude that the slope is a constant rate of change
slope from an equa1on wriZen in that form.
in a line regardless of which points on the line are
Tier II Vocabulary: used using similar gures (propor1onality)
Trace, Analyze, Infer, Evaluate, Conclude, Generate, 5. Explain the rela1onship between the x and y value
Recognize, Identify, Explain, Illustrate, Construct, Interpret, in an equa1on.
Extrapolate
Guiding Ques;ons:
Tier III Vocabulary: How can we determine the slope when given a table?
Input, Output, Rate of Change, Slope, Rate, Per, Rise, (Mon.)
Run, Graph, Ordered Pair, Input, Output, Function How can you u1lize the strategies taught yesterday to
determine the slope of any table?(Tues.)
How can we determine the slope when given an equa1on
wriZen in slope-intercept form? (Wed.)
How can you u1lize the strategies taught yesterday to
determine the slope of an equa1on wriZen in slope-
intercept form? (Thurs.)
Quiz/iReady Lessons(Fri.)

Understandings: Mentor Text/Online Resources:

(Understand) iReady Haiku Learning Youtube

Students will understand that ...

Slope can be determined when you are given any two set of Assessment Evidence:
data points (X- and Y-values). Quiz
If tables do not represent a linear func1on, then there is no Independent Work
slope to nd. Notebook Entries
An equa1on must be wriZen in the form y=mx+b in order for Learning Blocks
a slope to be found. Exit Tickets
The leZer m in y=mx+b represents the slope of a func1on.
If there is no m, the slope is equal to 1.

Revised 6/1/16
 Learning Plan

Teacher Activity: Have all materials ready, guide class Student Activity: Complete notes, participate in class
discussions, monitor student work, have notebook discussions, complete practice questions.
prepared in advanced.

Monday Guiding Ques;on(s):

How can we determine the slope when given a table?
(Mon.)

Part A. Learning Block

Learning Block Log into Haiku and complete the learning block there.
Students will log into Haiku and complete the learning When nished, par1cipate in the class discussion
block there. about the learning block.
Monitor students while they are working. Read aloud for all students needing it (all students are
Review the answer with the students as well as the labeled upon request). For higher students, have them
method to gehng the answer. complete all problems instead of 3 out of the 5 given for
extra prac1ce. All ques1ons are also lived dierently
with 2 low, 2 medium, and 1 high in diculty.

Part B. Task(s)
Performance task: Slope and Tables:
Slope and Tables: Label your notebooks like the example.
Have students label their notebooks according to the Par1cipate in the class discussions and copy all notes
example. in the right-hand side of your notebooks.
Lead students in the discussions/notes for this entry. Download and complete the examples in haiku,
Have the students download and complete the showing all work and answers in your notebook on the
examples in haiku, showing all work and answers in lej-hand side.
their notebook on the lej-hand side. As you nish, download and work on the second
Students are to raise their hands ajer every three viewing guide, documen1ng all answers digitally and
ques1ons answered to have all work and answers submit it when nished.
checked.
Once a student gets the rst 6 correct without any Read aloud for all students needing it (all students are
issues, they can con1nue on to nish the remaining labeled upon request). Allow slower note takers to
ques1ons. have the teacher copy of the notes so they may nish
As students get the ques1ons wrong, show/explain notes as necessary. For higher students, only check the
where they may have or did go wrong and help rst 3 of their problems instead of the rst 6 and allow
them work out the correct answer. them to help check for student accuracy if they nish
As students nish, they are to work on the second early and all 12 answers are correct.
viewing guide, documen1ng all answers digitally and
submit it when nished.

Part C. Grand Challenge:

None

Revised 6/1/16
 Learning Plan

Teacher Activity: Monitor students, have all materials Student Activity: Complete learning block, find missing
ready, guide discussions, guide transitions between slope, generate tables based on a slope, find which table
activities. matches which slope, participate in discussions.

Tuesday Guiding Ques;on:

How can you u1lize the strategies taught yesterday to
determine the slope of any table?(Tues.)

Part A. Learning Block

Learning Block (15 minutes) Log into Haiku and complete the learning block
Students will complete the learning block discussion discussion.
board located in Haiku: As a class, review the steps.
What are the three steps you need in order to nd Read aloud for all students needing it (all students are
the slope of a table correctly? labeled upon request). For higher students, have them
Ajer the 5 minutes are up, discuss as a class what the respond to two or more classmates posts for extra
steps are, calling on students who did not seem to credit. They will need to discuss what steps they had
have a strong grasp of the concept based on what was correct and which ones were either wrong or omiZed.
taught yesterday.

Task(s) Task(s)
Task B: Further Extension Prac;ce: Task B: Further Extension Prac;ce:
Have students pair up with someone. Pair up with someone in the room using the Stand
Pass out the dierent table examples to each pair. Up, Hand Up, Pair Up method.
Give students about 5 minutes to nd the slope to Once you and your partner are given your table, nd
their table, showing all work as well. the slope of it showing all work on your shared paper.
Pull up each example on the board and have the When your groups problem is shown on the board,
students come up and write their answers as well as both of you go up and solve for the slope showing all
how they solved it. steps.
Give students four-ve slopes and have them generate Par1cipate in the class discussion/analysis of each
their own tables that demonstrates each slope as a problem.
group. Go back with your table groups.
Once students are nished, have them switch their Decide who will make the table for which slope and
groups tables with another group. generate your table, making it as easy or dicult as
This new groups will determine the slope for each you want.
table and group them based on that slope. Have your group members check to make sure your
Discuss the dierence between nega1ve and posi1ve table demonstrates the chosen slope.
slope representa1on in a table as well as reviewing Switch your papers with another group.
how nega1ve numbers should look when increasing Solve for the slope of the other groups tables in front
and/or decreasing. of you and group them based on the slope given on
the back table group.
Par1cipate in the class summary discussion.
Read aloud for all students needing it (all students are
labeled upon request). All students will be randomly
paired so the higher students will be able to guide their
partner to learn the content beZer. The higher students
will also be expected to create more dicult tables that
require the slope to be reduced before it is found. If two
higher students pair up for the rst part of the ac1vity,
they will be given a more dicult table to nd the slope
of.
Revised 1/1/15
Part C. Grand Challenge Grand Challenge
 Learning Plan

Teacher Activity: Monitor students, have all materials Student Activity: Complete notes, participate in class
ready, guide discussions, guide transitions between discussions, complete practice questions.
activities.

Wednesday Guiding Ques;on:

How can we determine the slope when given an
equa1on wriZen in slope-intercept form? (Wed.)

Part A. Learning Block

Learning Block (15 minutes) Log into Haiku and complete the learning block there.
Students will log into Haiku and complete the learning When nished, par1cipate in the class discussion
block there. about the learning block.
Monitor students while they are working. Read aloud for all students needing it (all students are
Review the answer with the students as well as the labeled upon request). For higher students, have them
method to gehng the answer. complete all problems instead of 3 out of the 5 given for
extra prac1ce. All ques1ons are also lived dierently
with 2 low, 2 medium, and 1 high in diculty.

Part B. Part B.
Performance task: Performance task:
Slope and Equa;ons: Slope and Equa;ons:
Have students label their notebooks according to the Have students label their notebooks according to the
example. example.
Lead students in the discussions/notes for this entry. Lead students in the discussions/notes for this entry.
Have the students download and complete the Have the students download and complete the
examples in haiku, showing all work and answers in examples in haiku, showing all work and answers in
their notebook on the lej-hand side. their notebook on the lej-hand side.
Students are to raise their hands ajer every three Students are to raise their hands ajer every three
ques1ons answered to have all work and answers ques1ons answered to have all work and answers
checked. checked.
Once a student gets the rst 6 correct without any Once a student gets the rst 6 correct without any
issues, they can con1nue on to nish the remaining issues, they can con1nue on to nish the remaining
ques1ons. ques1ons.
As students get the ques1ons wrong, show/explain As students get the ques1ons wrong, show/explain
where they may have or did go wrong and help where they may have or did go wrong and help
them work out the correct answer. them work out the correct answer.
As students nish, they are to work on the second As students nish, they are to work on the second
viewing guide, documen1ng all answers digitally and viewing guide, documen1ng all answers digitally and
submit it when nished. submit it when nished.

Read aloud for all students needing it (all students are

labeled upon request). Allow slower note takers to
have the teacher copy of the notes so they may nish
notes as necessary. For higher students, only check the
rst 3 of their problems instead of the rst 6 and allow
them to help check for student accuracy if they nish
early and all 12 answers are correct.

Part C. Grand Challenge Grand Challenge

None
Revised 6/1/16
 Learning Plan

Teacher Activity: Monitor students, have all materials Student Activity: Complete learning block, Participate
ready, guide discussions, guide transitions between in Plickers review, Complete Exit Ticket.
activities.

Thursday Guiding Ques;on:

How can you u1lize the strategies taught yesterday to
determine the slope of an equa1on wriZen in slope-
intercept form? (Thurs.)

Part A. (15 minutes) Learning Block

Students will complete their learning block in Haiku: Log into Haiku and complete the learning block
Which of the examples can you nd the slope for discussion.
and why? As a class, review the answers.
Ajer the 5 minutes are up, discuss the answers as a Read aloud for all students needing it (all students are
class calling on students who had a dicult 1me the labeled upon request). For higher students, have them
rst 1me this content was taught. respond to two or more classmates posts for extra
credit. They will need to discuss what steps they had
correct and which ones were either wrong or omiZed.

Task(s) Task(s)
Task C: Further Extension Prac;ce Task C: Further Extension Prac;ce
Pass out the students Plicker cards and have them Get your Plicker card as well as some paper and a
take out a sheet of paper/pencil to work out the pencil to help work out your answers.
problems on. Par1cipate in the Plicker review.
Plicker will ask students to nd the slope of graphs, Complete the exit 1cket.
tables, and equa1ons as a review.
Go through the Plicker review, going over each answer Read aloud for all students. Students are comple1ng this
in detail and showing all work to solve them. at their own pace so higher students can nish as fast/
Exit 1cket: slow as necessary.
What is Rate of Change?
How do we nd Rate of Change of a Graph? Table?
Equa1on?
Draw an example of a posi1ve, nega1ve, 0, and
undened slope in a graph.

Part C. Grand Challenge Grand Challenge

None

Revised 6/1/16
 Learning Plan

Teacher Activity: Monitor students, have all materials Student Activity: Complete quiz, work on iReady
ready, guide student groups Lessons or the Lessons through Google Classroom

Friday Guiding Ques;on:

Quiz/iReady Lessons(Fri.)

Part A. (15 minutes) Learning Block (15 minutes)

Have students sign into haiku and go to the correct Go to the correct quiz.
quiz. Complete the quiz.
Monitor students while they are comple1ng their Read aloud for all students needing it (all students are
quizzes. labeled upon request). When they nish, all students
will begin working on iReady lessons which are all given
at their level and will read to students as seen necessary.

Task(s) Task(s)

iReady Ac;vi;es/Lessons iReady Ac;vi;es/Lessons

Give students their group assignments by pos1ng it on Log into the Google Classroom for your group and sit
the board for them to see. with your group members.
Break them into their pod groups and give them their Open the lesson for today through Google Classroom if
assigned work from iReady (each group will be broken it is your day to work in Google Classroom. If it is not,
into their levels in iReady and each lesson will be given log into iReady and work on the lessons for the day.
through Google Classroom - the code will be specic Work on the ac1vi1es either as a group or with the
for each group with all lessons for the day prepared teacher un1l the end of class.
there).
Teach the groups that are working on the pod
lessons while the other work on their iReady lessons.
Move on to the next group and work with them as
needed.
Rotate around the groups, assis1ng as needed and
ensuring all students are working on their appropriate
lessons.

Part C. Grand Challenge Grand Challenge

Not Introduced Yet

Revised 6/1/16