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Introduction To Linear Relationships Lesson Plan

The document discusses teaching students about linear relationships using proportional relationships and similar triangles. It involves having students discover the relationship between the height of stacked styrofoam cups and the number of cups through an activity where they calculate heights for different numbers of cups. They then connect this to the slope-intercept form of a linear equation by having them first solve for the number of cups needed for a given height and then complete a worksheet to write the equation in y=mx+b form. Struggling learners are supported through manipulatives, guided notes, and small group work, while accelerated learners may write and graph an equation for babysitting rates.

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153 views

Introduction To Linear Relationships Lesson Plan

The document discusses teaching students about linear relationships using proportional relationships and similar triangles. It involves having students discover the relationship between the height of stacked styrofoam cups and the number of cups through an activity where they calculate heights for different numbers of cups. They then connect this to the slope-intercept form of a linear equation by having them first solve for the number of cups needed for a given height and then complete a worksheet to write the equation in y=mx+b form. Struggling learners are supported through manipulatives, guided notes, and small group work, while accelerated learners may write and graph an equation for babysitting rates.

Uploaded by

api-413464000
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Utah State Core Standard and Standard 8.EE.

5 Graph proportional relationships,


Objective interpreting the unit rate as the slope of the graph. Compare
two different proportional relationships represented in
different ways.
Standard 8.EE.6 Use similar triangles to explain why the
slope m is the same between any two distinct points on a
non-vertical line in the coordinate plane; derive the equation
y = mx for a line through the origin and the equation y = mx
+ b for a line intercepting the vertical axis at b.

Understanding and Essential We don’t always start at zero.


Question(s) What does the y-intercept represent?

How do activities, materials etc. Visual-spatial, verbal-linguistic, logical-mathematical,


connect to students’ prior interpersonal
knowledge?
(academic, interests, learning styles,
motivation, Funds of Knowledge)

Assessments Starter: What is the equation for this line? (first image)
(formative and/or summative) Formative: Discovery Learning
Exit Ticket: What does the y-intercept (b) represent?

Learning Activities: Discovery Learning – Styrofoam Cups (35 minutes): After


(Include detailed description and students are shown an image (second image) of 6 cups stacked to
time frame for each activity) reach 15cm, they will calculate how tall 12 cups will be (3min
individual, 2min group). Then they will solve for how many cups
are needed to reach 50cm. (10min) Students will be polled on
their answers and at least one table for each strategy used to solve
the problem (correct or not) will present their reasoning. (5-7min)
If not discussed, I will introduce the 𝑦 = 𝑚(𝑥 − 𝑥1 ) + 𝑦1 method
of solving it. (2min) Then they will be challenged to use 𝑦 =
𝑚𝑥 + 𝑏 by first solving for the answer and completing the
worksheet. (8min)

Accommodations made for Struggling Learners: Manipulatives (Styrofoam cups), small-


struggling and accelerated group work, vocabulary: slope, rate of change, guided notes,
learners Accelerated Learners (if necessary): Alternative exit ticket:
(grouping patterns, content Andre starts babysitting and charges $10 for traveling to and from
literacy strategies, etc.) the job, and $15 per hour. For every additional hour he works he
charges another $15. Write the equation representing how much
he charges and graph it.

Resources Rulers and graph paper


Styrofoam cups
Connecting Slope to Rate of Change

1. What is the slope of the line in your graph? What does the
slope mean in this situation?

2. At what point does your line intersect the vertical axis (y-
axis)? What do the coordinates of this point tell you about
the cups?

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