Students strengthen their understanding of slope as a rate of change with the use of similar triangles. They also recognize connections between rate of change, slope and constant of proportionality as it is represented in different ways. Students represent linear relationships with tables, lines and graphs which represent positive and negative slopes, and also vertical and horizontal lines.

PACING = 3 weeks

Essential Learning Outcomes (ELO)

∎ Students will compare the quotients of a pair of side lengths in similar triangles to introduce the concept of slope.  (8.EE.6) (MP.2)

Learning Targets:

• I can find the slope of a line in a coordinate plane using knowledge of similar triangles. (8.EE.6)

∎ Students will reason abstractly and quantitatively when interpreting slopes, unit rates, or equations of proportional relationships in the form of y=mx+b.  (8.EE.5, 8.EE.6) (MP.2)

Learning Targets:

• I can recognize that the coefficient of x in a linear equation is the slope of the line on a graph. (8.EE.6)

• I can recognize that a rate is the slope of a line. (8.EE.5)

• I can explain that an equation in the form of y=mx will represent the graph of a proportional relationship with a slope of m and y-intercept of 0. (8.EE.6)

• I can understand that the intercept changes as a line is translated. (8.EE.6)

• I can explain why a positive or negative slope in a particular context makes sense. (8.EE.5)

∎ Students will precisely graph proportional relationships and linear equations.  (8.EE.5) (MP.6)

Learning Targets:

• I can draw a graph of a proportional relationship when given a table or an equation. (8.EE.5)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

Use your Daily Math Fluency kit (Hand2Mind)  *This kit was part of the Essential Learning PD week.

This kit has math talks (one problem to collect all of your students' strategies - formative assessment to see if they have efficient strategies) and number strings (pose one problem at a time from a series that is building/practicing ONE strategy, so do NOT collect all strategies).  

*The computational strategies that you practice during number talks does NOT have to align with the core math content.  Number talks are meant to practice fluency strategies, not teach new content.

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 9: Line Slide

Nearpod Math lessons Open Middle tasks

Interactive manipulatives