Introduction to Algebra Essential Standards and Learning Targets

Team: 8 grade Math

Instructional Days: December 1st-December 5th (3 days)
Start Date: December 1
Essential Standard:
Wrap up of Embedded Assessment:
8.EE.C.7 Solve linear equations in one variable
Graphing:
8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different
proportional relationships represented in different ways.
8.EE.B.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+b for a line through the origin and the equation y=mx+b for a line
intercepting the vertical axis at b.
Essential Questions:
Warp up of Embedded Assessment:
1. How can we create a model from a word problem and use that information to find various values? (Input/Output
table)
Graphing:
1. What is the ratio of change between any two points on a line? How do we define that?
2. How do we graph proportional relationships?
3. What is slope? How do we slope and y intercept to interpret graphs?
4. What are similar triangles? How can we use similar triangles to find slope?
5. What is a linear relationship? How can we use graphs and equations to solve real world problems?
Enduring Understanding: Students will understand the common rate of change between any two points on a line as slope
and use proportional relationships to find slope. Students will also understand the connections between proportional
relationships, lines, and linear equations.
We learn
th

How to solve linear equations and graph those relationships

How to use proportions and similar triangles to define and find the slope of a line
How to examine linear relationships as graphs and as equations to solve real world problems

Does the language in the standard call for students to create a product? (Examples: graph, sketch, write) YES
Students will be filling out graphs, input/output tables, and writing equations to show an understanding of linear equations and
slope.
Does the standard require that you see or hear the student do something to know they understand? (Example: read

aloud) Students will be collaborating with groups and discussing their interpretation of slope and how to use proportional
relationships to find slope. Students will be discovering slope through examining linear relationships between each x and y
value in input/output tables and graphs. We will be listening for students to talk about the relationships and the change in any
y value divided by the change in the corresponding x value. We will see that students are identifying linear relationships from
their input/output tables and graphs. We will also see that students can graph linear relationships using slope on their graphs.
Reasoning
Knowledge
I can identify linear relationships
I can explain that a linear relationship has a common change
I can identify the rate of change in linear graphs
between each corresponding x and y value
I can identify slope.
I can identify the y intercept of a line
I can graph proportional relationships using slope
I can examine linear graphs and their corresponding
equations to solve real world problems

Key Academic Vocabulary:

Equations
Graphs
Representations
Relationships
Model
Change
Increase
Decrease
Vertical
Horizontal
Equivalent

Content Vocabulary:
Slope
Linear
Proportions
Ratios
Vertical Change
Horizontal Change
Similar Triangles
Axes
Y Intercept

I can explain that a linear graph has a vertical and horizontal

change
I can demonstrate my understanding of slope as the
vertical change ( change in y) divided by the horizontal
change (change in x) between two points on my line
I can explain that the y intercept of a line is exactly where the
line crosses the y axis
I can use proportions (slope) to find corresponding points
and graph those points on an x-y coordinate plane
I can identify linear equations as equations that contain an
input (x) and a corresponding output (y) and use graphs to
create linear equations.

Anticipate Student Weaknesses:

1. Students will have trouble creating proportions to find
equivalent ratios in similar triangles
2. Some students will have trouble graphing points on an
x,y coordinate plane
3. Students will mix up the order of finding slope as the
change in x divided by the change in y, as opposed to
the change in y (vertical change) divided by the
change in x (horizontal change)
4. Students will have trouble writing equations from a
graph.

Constant

Formative Assessments:
Group collaborations, Ticket out of the door activities,
Pair/Share, Be Ready When I Call on You, Warm ups
Common Assessment Used to Determine Mastery:
GOAL: 100% to be proficient on the benchmark assessment

STUDENT LEARNING PLAN

Intro to Algebra
Daily

WEEK OF: 12-1-2014

Monday: 1-7
Purpose: Students will finish the group
embedded assessment on creating and
solving linear equations in one variable
and get an introduction to finding
horizontal and vertical change.
First Thing:
Students will take out their planners and
write down their homework/ activities
for the week
Duration of Class:
Students will be finishing the embedded
assessment on creating and solving linear
equations that they started the Friday
before break. (Finding Profit)
Last 15 minutes of class:
Teacher goes over finding horizontal
and vertical change in graphs to give
students an introduction to the next
unit.
P.O.: Pg. 133 -134 #1-7

Tuesday: 2-4-6 & Wednesday: 3-5-7

Purpose: Students will be comparing vertical
change and horizontal change in graphs and
similar triangles to create and identify common
ratios of change as SLOPE.
First Thing:

Thursday: 2-6-4 & Friday: 3-7-5

Purpose: Students will create graphs,
equations, input/output tables, and be able
to identify SLOPE and Y INTERCEPT from
real-world problems.
First Thing:

Warm Up: 2-step equation practice

Warm Up: Pg. 139- Completing an input (x)/

output (y) table, creating the related graph
and equation, and identifying the slope and y
intercept.

Duration of class:
Students will be discussing solutions and their
work from the homework:
pg. 133-134 #1-7: finding vertical and horizontal
change of linear graphs
and use that information to continue working in
groups on problems:
8-14 (pg. 135 -137): Comparing vertical and
horizontal change from (x,y) coordinates and
similar triangles to define slope

Duration of class:
Students will work in groups on pages: 140-141:
Students will be creating graphs, input/output
tables, linear equations, and identifying slope
and y intercept from word problems.

Students will be sharing their answers in class

and teacher will go over key ideas:

Students will be sharing their answers in class

with their groups and as a collaborative
classroom discussion. Teacher will go over key
ideas:

Finding vertical and horizontal change and

creating correct ratios of that change to show
slope.

Creating a linear equation from a word problem

and identifying slope and y intercept in those
equations for graphing.

P.O.: Pg. 138 ( #15-16)

P.O: Pg. 142