Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer

Understanding by Design

Unit Cover Page

Unit Title: Discovering Angles and Measurement Grade Levels: 8

Topic/Subject Areas: Math 8

Key Words: vertical, adjacent, complementary, and supplementary angles, measuring

Designed By: Anna Switzer Time Frame: 2 weeks

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

To develop students’ algebraic thinking, they will learn to use protractors,

manipulatives, and rulers to measure and form angles. They will also learn about
vertical, adjacent, supplementary, and complementary angles. They will describe
these relationships and learn how to use them to find unknown angles. By the end of
the unit, they should also have an understanding of angles that helps them estimate
angle measures. As a final assessment, students will design a stained glass window
that includes vertical, adjacent, supplementary, and complementary angles as well as
some angle measurements.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer

STAGE 1 – DESIRED RESULTS

Unit Title: Angles and their Relationships

Established Goals:

“8.6 The student will

a) verify by measuring and describe the relationships among vertical angles, adjacent angles,
supplementary angles, and complementary angles; and
b) measure angles of less than 360°” (Mathematics Standards of Learning for Virginia Public Schools:
Grade, 2009).

Understandings: Students will understand that… Essential Questions:

•knowing how things are related can help them
build equations and figure out unknown
measurements, but using the wrong relationship
will give the wrong measurement.
•angle measurement can be used in construction,
architecture, computers, and GPS.
•How can you use angle measurement in real
life?
•How can relationships help us understand new
information?
•Why do we have to be careful to check that we
use the right relationship?

Students will know: Students will be able to:

•Vertical, adjacent, supplementary, and •Estimate angle measures.

complementary angle relationships can be used to
find unknown angle measures. •Measure angles with different tools.

•Vertical angles, made by two intersecting lines, •Show how the different kinds of angles are
are equal. related.

•Adjacent angles share a common side and a •Describe how different kinds of angles are
vertex. related.

•Angle measures can be estimated or measured. •Draw angles of different angle measures.

•Angles should be measured from 0 to 360 •Find angle measures based on angle
degrees. relationships.

•Angles can be formed from two intersecting

lines.

•Supplementary angles add up to 180 degrees.

•Complementary angles add up to 90 degrees.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks: Other Evidence:

 G.R.A.S.P.S. Project: The student will  5 item multiple choice quiz on

make a design for a stained glass window supplementary, complementary, vertical,
that includes vertical, adjacent, and adjacent angles and angle
supplementary, and complementary measurement
angles and angle measurements less than
360 degrees. During the project, the  Homework on different types of angles
student will take on the role of an artist and solving for unknowns with equations
who is trying to win a competition. The
student will need to come up with a  Short answer quiz on finding unknown
decent design (that can be simple) that angles
includes all of the mentioned
requirements. From this project, the
student will learn more about these angle
relationships and angle measurement.

 Draw ten angles with different measures

with ruler and protractor.

Student Self-Assessment and Reflection

 Turn in Frayer model on vertical angles at end of class

 Self-assess GRASPS project with rubric

 Beginning of class, have them write down what they learned during the last class

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Hook: In groups of two, students will use manipulatives to have smaller angles form larger angles all the way
up to 360 degrees (a circle).
2. Objectives: Have the students write them down in their notebooks along with one question they have about
that topic. Then discuss questions with the class.
3. Pre-assessment: Use the graffiti activity. Post large pieces of paper around room with titles of vertical,
adjacent, supplementary, and complementary angles for the students to write whatever they think they know
about them (Rutherford, 2008, p. 92).
4. Fill-in-the-Blank Notes: Students will use this to take notes during lecture on how to measure angles with a
protractor and how to estimate angle measures (teacher developed).
5. Classwork: The student can work alone or with a partner to find the measurement of the angles on a
worksheet (teacher developed). If there are struggling students, stronger students will be paired with them to
try to explain how to use protractors.
6. Think-Pair-Share: How can you form an angle? (Rutherford, 2008, p. 112).
7. Measuring: The students will use rulers to form vertical angles and will measure them to learn their
relationships.
8. Exit Ticket: Frayer model with vertical angles in center
9. Worksheet with different types of adjacent angles in different real-life settings: The students have to identify
which ones are adjacent (teacher developed).
10. Create a word problem: each student will create a word problem involving adjacent angles and will solve
someone else’s problem.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer
11. In-class Assessment: Draw ten angles with different measures with ruler and protractor.
12. Show Me: After a quick lecture on supplementary angles, the teacher will have the students get in groups of
three and decide how to form supplementary angles together with their bodies or arms. After about ten
minutes, each group will share with the class what their estimated angle measures are and how their angles
are related (teacher developed).
13. Think-Pair-Share: Can a pair of angles have multiple different relationships? Can you find supplementary
angles that are adjacent or vertical angles? (Rutherford, 2008, p. 112)
14. Compare and Contrast Definitions: After instruction on complementary angles, the students will fill out a
worksheet with three columns labeled supplementary, both, and complementary for the students to write down
similarities and differences between the two similar types of angles (teacher developed).
15. Activity of Student’s Choice: The student can write a song to remember the different angle’s definitions, can
draw or write about real life examples for each of the different kinds of angles, or can read more about them
from a textbook.
16. Three-Column Chart: What I knew, What I now know, What I still don’t know about vertical angles, adjacent
angles, supplementary angles, and complementary angles (Rutherford, 2008, p. 113).
17. Class review: The teacher will review based on feedback from the three-column charts before the quiz.
18. 5 item multiple choice quiz on supplementary, complementary, vertical, and adjacent angles and angle
measurement (teacher developed)
19. Introduce G.R.A.S.P.S. Project: I will let them brainstorm some ideas in groups of two or alone.
20. Show each other how: After a short lecture on how to solve for unknowns, the teacher will give groups of two
a worksheet with multiple problems on it for them to solve. One of the students will do the first one and
explain it to the other student, and then they will switch (teacher developed).
21. Homework on different types of angles and solving for unknowns with equations (teacher developed)
22. I learned: Beginning of class, have them write down what they learned during the last class.
23. Basketball: After the teacher splits the students into two teams, one student at a time will have to solve for an
unknown angle measure by using either one angle relationship (1 point) or using two angle relationships (2
points). If they get the answer correct, they can shoot the ball into the bin for an extra point (teacher
developed).
24. Short answer quiz on finding unknown angles (teacher developed)
25. G.R.A.S.P.S. Project due and self-assessment with teacher developed rubric
26. Worksheet on estimating angle measurements using clocks: It will have clocks without the hands on them,
and they will have to draw the hands to work with certain angles (teacher developed).

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
 Hook  Fill-in-the-blank  Think-pair-  Worksheet  Show me
 Objectives notes share  Create a word  Think-pair-share
 Pre-  Classwork  Measuring problem
assessment  Exit ticket  In-class
assessment

6. 7. 8. 9. 10.
 Compare and  Class review  Show each  I learned  G.R.A.S.P.S.
contrast  Multiple choice other how  Basketball Project due
definitions quiz  Homework  Short answer  Worksheet
 Activity of  Introduce quiz
student’s G.R.A.S.P.S.
choice
 Three-column
chart
11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer

Understanding by Design

Unit Cover Page

Unit Title: Slopes and Graphing Equations and Inequalities Grade Levels: 8

Topic/Subject Areas: Algebra I

Key Words: positive, negative, zero, or undefined slope, rate, graphs, points

Designed By: Anna Switzer Time Frame: 2 weeks

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

To help students continue to develop algebraic thinking, they will learn how to graph
equations and inequalities when given different combinations of the slope or points.
They will use both graphing technology and graphing paper during the unit. They will
understand the slope as the rate of change and understand how whether the slope is
positive, negative, zero, or undefined can change how the graph looks. They will also
continue to become familiar with how to manipulate equations to solve for unknown
values. To show they have developed this understanding, the students will complete a
G.R.A.S.P.S. project by the end of the unit.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6

Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer

STAGE 1 – DESIRED RESULTS

Unit Title: Equations and Inequalities—Ways to Express Important Information

Established Goals:
“A.6 The student will graph linear equations and linear inequalities in two variables, including
a) determining the slope of a line when given an equation of the line, the graph of the line, or two
points on the line. Slope will be described as rate of change and will be positive, negative, zero, or
undefined; and
b) writing the equation of a line when given the graph of the line, two points on the line, or the slope
and a point on the line” (Mathematics Standards of Learning for Virginia Public Schools: Algebra,
2009).

Understandings: Students will understand that… Essential Questions:

•equations and graphs can help people understand
how things change over time visually and how
trends might continue in the future.
•some situations cannot be represented well with
graphs and equations because they might not be
able to show all the factors involved.
• Why do people use graphs to represent
information?
• How could you use equations/graphs to show
others information?
• Why/When would graphs sometimes not tell all
the important information?

•How are we able to learn so much information

from just the slope of the graph?

Students will know: Students will be able to:

•The slope determines the rate of change.
•The slope determines how the graph looks based
on whether its positive, negative, zero, or
undefined.
• Construct a table with two variables from a
linear equation.
•Graph linear equations and linear inequalities
with and without technology.

•Two points determine a line. •Determine the slope of the line with different
givens.
•Variables are dependent and independent.
•Describe what the slope means.
•Variables can help us understand real-life
applications. •Write the equation of the line with different
givens.
•Equations with two variables can model
important information and show trends.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7

Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks: Other Evidence:

 G.R.A.S.P.S. Project: The student will  5 item multiple choice quiz on linear
make a graph and table representing equations, how many points determine a
important data and will come up with line, and slopes
facts that show understanding of the slope
and the equation of the line. During the  Homework on graphing inequalities
project, the student will take on the role of involving two variables—identify the
a scientist who is working for the prime independent and dependent variables
minister of New Zealand to find how the
penguin population is changing. They  Short answer quiz on finding the slope of
will also have to identify other factors that a line
might not be evident from the other
information. From this project, the student
will learn more about how graphs and
equations can be used in real-life
situations and will learn how to take the
information from a graph and express it in
other words.

 Given a table of points, determine the

equation of the line and draw the graph.

Student Self-Assessment and Reflection

 Exit card—word wheel review with partner about what the student knows about the slope of a
line
 Self-assess GRASPS project with rubric after presenting it to the class
 Beginning of class, have them write down what they think was the most important topic from
the last class

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Hook: play a game where students learn how to solve equations by being assigned a number and having
to change the number if they go over the pieces of tape that are the equal signs. I would start with quite
simple equations until they seem to get it (teacher developed).
2. Objectives: The teacher will write them on the board and have the students think-pair-share about them
(Rutherford, 2008, p. 112).
3. Pre-assessment: 20-30 minute test on solving equations and general xy-plane knowledge (teacher
developed)
4. Fill-in-the-blank Notes: The teacher will provide page of notes with blanks to fill in throughout the lesson
introducing slopes and review it together at the end of class (teacher developed).
5. Slope basketball: A student from a team picks if he or she wants to determine the slope of a line when
given an equation of the line (1 point), the graph of the line (3 points), or two points on the line (2 points).
After answering correctly, the student can shoot the ball into the bin for an extra point for his or her team
(teacher developed).
6. Classwork options: After instruction, students will have the option to work on a worksheet about labeling
the slope and y-intercept of an equation, to write a paragraph about how slopes can relate to a real-life
situation, or to play slope-intercept basketball on a computer (http://www.math-play.com/slope-intercept-
basketball/slope-intercept-basketball_html5.html).
7. Exit card: word wheel review with partner about what the student knows about the slope of a line

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8

Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer
8. Short answer quiz on finding the slope of a line (teacher developed)
9. Cooperative Learning: In groups of four, each student will be assigned to learn about either positive,
negative, zero, or undefined slopes from textbook and then will share with the group. Then, the groups
will share with the class.
10. G.R.A.S.P.S. Project Introduction: Use Inside-Outside Circles to have the students discuss the four
essential questions for this unit and how they might apply to their project (Rutherford, 2008, p. 93).
11. Graphing with Technology: Students will use graphing calculators or online plotters on computers to
graph linear equations and inequalities and to find points to form tables of values with independent and
dependent variables identified.
12. Graphing on Paper: Students will have the choice to either use normal graphing paper to graph three
linear equations and 2 inequalities or to do so using giant pieces of graphing paper on the wall.
13. Homework on graphing inequalities involving two variables: identify the independent and dependent
variables (teacher developed)
14. Important Topics: Beginning of class, have them write down what they think was the most important topic
from the last class
15. Lecture on how to find the equation of a line (teacher developed)
16. Show each other how: In groups of two, have the students write the equation of the line when given the
graph. One solves the problem and explains his or her steps to the other student; then they switch.
17. 5 item multiple choice quiz on linear equations, how may points determine a unique line, and slopes
(teacher developed)
18. Create a word problem: Each student will write a word problem with a real-life situation where they are
given two points on a line and would need to find the equation of the line in order to solve the problem.
19. In class formative assessment, given a table of points, determine the equation of the line and draw the
graph (teacher developed).
20. Sketch it: When learning how to find the equation of the line from the slope and one point, the students
will need to sketch or use graphing paper to show that their answer is reasonable.
21. Group Study: Groups of four students can choose from three options: write a song to help you remember
what different slopes mean, write a word or draw a picture on a piece of graph paper and find the
equations of the lines that form that word or picture, or solve problems where the student will have to
graph two linear inequalities on the same graph paper to find the solution.
22. Three-Column Chart (What I Knew, What I Now Know, What I Still Don’t Know) (Rutherford, 2008, p. 113)
23. G.R.A.S.P.S. Project Presentations in class and self-assessment with rubric: students explain their facts in
less than five minutes to the class.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 9

Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
 Hook  Fill-in-the-blank  Classwork options  Short-answer quiz  Graphing with
 Objectives Notes  Exit card  Cooperative technology
 Pre-assessment  Slope basketball learning  Graphing with
 Introduce paper
G.R.A.S.P.S.  Homework on
project graphing
inequalities
6. 7. 8. 9. 10.
 Important topics  5 item multiple-  In class formative  Group study  G.R.A.S.P.S.
 Lecture choice quiz assessment  Three-column chart Project
 Show each other  Create a word  Sketch it Presentations in
how problem class and self-
assessment with
rubric

11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 10

Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer

Algebra I Graphing Poster Rubric

You need to create a poster with a table of the penguin data from New Zealand, the graph of the line, and four to seven facts based on the
data. Your facts should explain your two variables of penguin population and time (including which are independent or dependent), the slope,
and the equation of the line.
Excellent Competent Needs Work Total Score

3 2 1 /9

Project Requirements You included the table, You did not include one You did not include two
the graph, and the four to of the following on your or more of the following
seven facts on your poster. poster: the table, the on your poster: the table, /3
graph, or the four to seven the graph, or the four to
facts. seven facts.
Table and Graph Your table has the correct Your table has the correct Your table has the wrong
data points with correctly data points with correctly data points with
labeled columns, and your labeled columns, but your incorrectly labeled /3
graph corresponds to your graph has either the wrong columns, and your graph
table with the correct points or the wrong line. has the wrong points and
points and line. line.
Facts You have four to seven You have two to three You have less than two
facts that explain your two facts that explain your two facts that explain your two
variables, the slope, and variables, the slope, and variables, the slope, and /3
the equation of the line. the equation of the line. the equation of the line.

Comments: Scoring
9/9=A 6/9=C
8/9=A- 5/9=D
7/9=B 4/9=F

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 11

Subject(s): Grade 8 Math/Algebra I Designer(s): Anna Switzer
References

Mathematics Standards of Learning for Virginia Public Schools: Algebra I. (2009). Richmond: Virginia Department of Education.

Mathematics Standards of Learning for Virginia Public Schools: Grade 8. (2009). Richmond: Virginia Department of Education.

Rutherford, P. (2008). Instruction for all students (2nd ed.). Alexandria, VA: Just ASK.

(n.d.). http://www.math-play.com/slope-intercept-basketball/slope-intercept-basketball_html5.html.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 12