Functions: 8th grade Pre-Algebra (Lessons (Functions, Tables, and Graphs,…
Functions: 8th grade Pre-Algebra
CC.8.F.4 - Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) values, including reading these from a table or from a graph. Interpret the relate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a tables of values.
CC.8.F.3 - Interpret the equation y= mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
CC.8.F.2 - Compare properties of two functions each represented in different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
CC.8.F.1 - Understand that a function is a rule that assigns each input to exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Expressions and Equations:
CC.8.EE.5 - Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways (Lesson 2,3,6)
CC.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
Functions, Tables, and Graphs
Graphing Linear Functions
Rate of Change and Slope
Writing Equations to Describe Functions
Ask question before you start lesson “What do you know about slope and rate of change; anything that could possibly have to do with it mathematically? (Different with each lesson)” Give them a notecard to write this down (minimum 5 words/phrases).
Brain checks (little quiz about 2-3 questions for participation credit) every other day.
Also being a math class they will have homework most days that I can look and see how they are progressing.
Test over whole unit at end
1.Bell Work on Monday, Wednesday, and Friday (Turn all one paper after Friday's work). Brain check on Tuesday and Thursday from previous lesson.
Introduction: Welcome class. Ask about activities.
Start lesson. Have examples and go through them with students after main concepts.
Go through two questions that the students decide from the homework.
Last 15 minutes to get started on homework; teacher is available for questions.