Megan Amely Geometry LCCHS 10/24 through 11/6

Unit: Section 3.6 & 3.7 Lines in the Coordinate Plane

Day Standards Objective Student Activity Assessment
1
Fri/Mon
10/24 -
10/27
(2 hours)

*Graphic
Organizer
Content Standard:
8.EE.5-Graph proportional
relationships, interpreting the unit
rate as the slope of the graph.
ELD Standard:
Productive ELD Standard 9,
Presenting Bridging Level:
Plan and deliver a variety of oral
presentations and reports on
grade-appropriate topics that
express complex and abstract
ideas.
#1 Cognitive: After completing
their graphic organizer and
listening to their peers
presentations, students will be able
to graph linear equations given: a
point and slope, x and y intercepts,
or slope and y intercept,
identifying step-by-step
instructions for each method.
(8.EE.5)
#1 Language Development: After
completing their graphic organizer,
students will be able to plan and
deliver an oral presentation
describing the process of graphing
a linear equation. (ELD Standard
9)
Students will work in groups of 3
or 4 to complete a Process Chart
graphic organizer on one of the
following procedures: graph a
linear equation given a point and
slope, given x and y intercepts, or
given slope and y intercept. On the
Process Chart, students will write
in their own words, step-by-step
instructions and show their work
by providing an example and a
graph. Each group will present
their Process Chart to the class.

*Assesses cognitive objective
#1 and language development
objective #1, assesses 8.EE.5
and ELD Standard 9
Summative: Students will
present their graphic organizer
to the class in groups of 3 or 4.
Students will be evaluated
based on their participation in
the group presentation, their
written instructions, and a
correct graph. (Informal)
2
Tues/Wed
10/28
10/29
(2 hours)
Content Standard:
8.F.3-Interpret the equation y =
mx + b as dening a linear
function, whose graph is a
straight line.
ELD Standard:
Collaborative ELD Standard 1,
Exchanging information/ideas
Bridging Level: Contribute to
group discussions, sustaining
conversations on a variety of age
and grade-appropriate topics by
asking and answering relevant,
on-topic questions, affirming
others, and providing coherent
and well-articulated comments
and additional information.
#2 Cognitive: After completing a
worksheet, students will be able to
convert a given equation in
standard form to slope-intercept
form in order to derive a formula
for slope of a line in standard
form. (8.F.3)
#2 Language Development: After
sharing and comparing answers
with a partner, students will be
able to contribute to a pair
discussion on deriving a formula
for the slope of a line in standard
form. (ELD Standard 1)
Students will complete a
worksheet requiring them to
convert a given equation from
standard form to slope intercept
form. Students will then be asked
to discuss their answers with a
partner. Also, students will be
asked to find a formula for slope
given an equation in standard
form. They will discuss
possibilities and derive a formula
with a partner.
*Assesses cognitive objective
#2 and 8.F.3
Formative: While students are
working on their worksheets in
class, I will monitor the room
checking students
understanding and answering
questions. (Informal)
*Assesses language
development standard #2 and
ELD Standard 1
Formative: While students are
working on their worksheets in
class, I will monitor the room
listening for students
contributions to pair
discussions. (Informal)
Megan Amely Geometry LCCHS 10/24 through 11/6
3
Thurs/Fri
10/30
10/31
(2 hours)

*Vocab
Activity
Content Standard:
8.EE.5-Graph proportional
relationships, interpreting the unit
rate as the slope of the graph.
ELD Standard:
Interpretive ELD Standard 5,
Listening actively Bridging
Level: Demonstrate
comprehension or oral
presentations and discussions on
academic topics by asking and
answering detailed and complex
questions that show thoughtful
consideration of the ideas with
light support.
#3 Cognitive: After completing a
worksheet, students will
understand the relationship
between slopes of parallel and
perpendicular lines in order to
create an equation given a point
and the slope of a line parallel or
perpendicular to the desired line.
(8.EE.5)
#3 Language Development: After
discussing conjectures with peers,
students will be able to
demonstrate comprehension of
their group discussion on the
relationship between slopes of
parallel and perpendicular lines by
completing a two-question exit
ticket. (ELD Standard 5)
Students will complete a
worksheet requiring them to
calculate the slopes of three pairs
of parallel lines and three sets of
perpendicular lines. Students will
work with their table to come up
with a conjecture for the
relationship between slopes of
parallel and perpendicular lines.
The vocabulary words for the unit
will be printed in large text and
posted on one wall of the
classroom. There will be large
poster paper beneath each word
and students will rotate from
poster to poster in their tables
groups, drawing images of the
words on the poster paper.
*Assesses cognitive objective
#3 and language development
objective #3, assesses 8.EE.5
and ELD Standard 5
Formative: After discussing
their conjectures, students will
complete an exit ticket before
leaving answering two
questions: one evaluating the
slope of parallel lines and one
evaluating the slope of
perpendicular lines. (Informal)
4
Mon/Tues
11/3 11/4
(2 hours)

*Rubric
Content Standard:
8.EE.8b-
Solve systems of two linear equati
ons in two variables algebraically,
and estimate solutions by graphin
g the equations.
ELD Standard:
Productive ELD Standard 10b,
Writing Bridging Level: Write
clear and coherent summaries of
texts and experiences using
complete and concise sentences
and key words.

#4 Cognitive: After writing a
summary describing the three
different processes and explaining
which method they prefer, students
will be able to solve systems of
two linear equations using any of
the three methods. (8.EE.8b)
#4 Language Development:
After writing a summary
describing the three different
processes and explaining which
method they prefer, students will
be able to write a clear and
coherent summary using at least 6
vocabulary words and at least 6
sentences. (ELD Standard 10b)
Students will look through Chapter
3 in their textbooks and, in pairs,
select a problem requiring them to
solve a system of two equations.
Students will work together to
solve the system three different
ways: by substitution, by
elimination, and by graphing.
Students will be asked to write a
summary describing the three
different processes for solving a
system of two equations and
explaining which method they
prefer and why.
*Assesses cognitive objective
#4 and language development
objective #4, assesses 8.EE.8b
and ELD Standard 10b
Summative: Students will turn
in their summary at the end of
class and will be graded (based
on a rubric) for an accurate
written explanation and
understanding of the three
different methods to solve a
system of two equations.
(Formal)
5
Wed/Thurs
11/5 11/6
(2 hours)
Content Standard:
8.F.3-Interpret the equation y =
mx + b as dening a linear
function, whose graph is a
straight line.
ELD Standard:
#5 Cognitive: After participating
in the activities and assignments
from this unit, students will be able
to complete a written exam
covering all concepts from 3.6 and
Students will complete a written
exam covering all concepts in
Sections 3.6 & 3.7
*Assesses cognitive objective
#5 and language development
objective #5, assesses 8.F.3
and ELD Standard 1
Summative: Students will take
Megan Amely Geometry LCCHS 10/24 through 11/6

Structuring Cohesive Texts
ELD Standard 1,
Understanding text structure
Bridging Level: Apply analysis
of the organizational structure of
different text types to
comprehending texts and to
writing clear and cohesive
arguments.
3.7 (8.F.3)
#5 Language Development: After
participating in the activities and
assignments from this unit,
students will be able to complete a
written exam by analyzing the
structure of the exam and will be
able to comprehend texts and
answer questions using clear
arguments 80% of the time. (ELD
Standard 1)
a written exam and turn it in
for a grade. (Formal)