IMPACT SAMR Cover Sheet
Teacher: Carter, Aimee
Louisiana Math Standard (include description): 8.EE.6B Understand the connections between proportional relationships, lines, and linear
equations. 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.
Task Overview
Learning Objective(s)
Suggested Technology
The students will create a comic strip
to illustrate an aspect of slope.
The students will apply concepts of
slopes using a comic strip.
https://www.bitstrips.com/create/co
mic/
The students will complete a project that
demonstrates their understanding of the
relationship between the slope-intercept
form of the equation of a line and its
graph, table, and a real world situation.
During a gallery walk the students will
listen to audio recordings of their peers
explaining the posters.
The students will relate an equation
of a line to its graph, table, and a real
world situation.
Internet (for research/clip art)
http://www.qrstuff.com
i-nigma App
The students will watch a video to
learn how similar triangles can be
used to help explain why the slope of
a line is constant between any two
points on that line.
The students will use similar triangles
to explain why the slope is the same
between any two points on a line.
http://www.pbslearningmedia.org/re
source/muen-math-eevidslopeline/slope-similar-triangles/
The students will be presented 4
lines with the same y-intercept, but
different slopes on a coordinate
plane. The students will compare
and contrast the 4 lines.
The students will relate the equation
of a line to its graph.
Hotmath.com – Function Grapher
MODIFICATION
Technology allows for the
creation of new tasks that were
previously not conceivable.
AUGMENTATION
Technology acts as a direct tool
for substitution with some
functional improvement.
SUBSTITUTION
Technology acts as a direct tool for
substitution with no real change.
enhancement
Technology allows for the
creation of new tasks that were
previously not conceivable.
transformation
REDEFINITION
S
Compare/Contrast Task
The students will be presented 4 lines with the same y-intercept, but different slopes on
a coordinate plane. The students will compare and contrast the 4 lines.
1. The teacher will present the students with 4 lines graphed on one coordinate
plane.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
This task uses:
Hotmath.com – Function Grapher
1. The lines were graphed using the Function Grapher on Hotmath.com. The graph will be displayed
on a white board from a laptop computer connected to a projector. Each student will receive
his/own copy of the graph.
2. The coordinate plane with the 4 graphs was copied and pasted from the Function Grapher using the
Snipping Tool.
3. The teacher will need to write each equation next to its graph on the board and the students’ copy.
2. The students will participate in a Think-Pair-Share activity to complete the
questions from the “Compare & Contrast Linear Equations” worksheet.
1. The students will be given about 5 minutes to individually answer the questions to the best of
his/her ability.
2. The students will pair up with another student and spend about 5 minutes discussing each of their
answers.
3. The class as a whole will discuss the different observations made on the “Compare & Contrast
Linear Equations” worksheet. The graphs for parts c and d will be presented so that the students
can verify whether their predictions are correct.
3. The students will be introduced to slope-intercept form of the equation of a
line. From the Compare/Contrast Task, the students should be able to make a
connection that the coefficient of the x variable is the slope and the constant
in the equation is the y-intercept.
Learning Objective(s):
•
The students will relate the
equation of a line to its graph.
•
8.EE.6.B Understand the
connections between proportional
relationships, lines, and linear
equations.
•
Use similar triangles to explain why
the slope m is the same between
any two distinct points on a nonvertical 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.
A
Jason’s Robot
The students will watch a video to learn how similar triangles can be used to help
explain why the slope of a line is constant between any two points on that line.
1. Review the characteristics of Similar Triangles and the idea of slope
being the steepness of a line.
2. The students will watch a short video in pairs. (The video replaces the
teacher’s traditional lecture.) The students may watch the video
multiple times if necessary.
3. Follow-up questions from the video:
1.
2.
3.
What does Jason do to figure out if his robot is moving at a constant speed?
Why can’t Jason answer this question by just looking at the data points on his graph?
How does using similar triangles help Jason see that his robot is moving at a constant
speed?
4. Handout the worksheet and the materials. The students will create a
mathematical argument by completing this worksheet. The teacher will
walk around the room assessing the students ideas, arguments, and
observations.
5. Discuss some of the questions from the worksheet as a whole group.
AUGMENTATION
Technology acts as a direct tool for
substitution with some functional
improvement.
This task uses:
This task uses:
http://www.pbslearningmedi
a.org/resource/muen-mathee-vidslopeline/slope-similartriangles/
Learning Objective(s):
•
The students will use similar
triangles to explain why the slope is
the same between any two points
on a line.
•
8.EE.6.B Understand the
connections between proportional
relationships, lines, and linear
equations.
•
Use similar triangles to explain why
the slope m is the same between
any two distinct points on a nonvertical 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.
M
Q-R Smart! Project
The students will complete a project that demonstrates their understanding of the
relationship between the slope-intercept form of the equation of a line and its graph,
table, and a real world situation. During a gallery walk the students will listen to audio
recordings of their peers explaining the posters.
1. The students will work in groups of 4.
2. The students will find or make up a real world situation that represents an
equation in slope-intercept form. They may use the internet or any other
educational resource.
3. The students will write an equation that represents their situation. They will
identify the independent and dependent variables.
4. The students will draw a graph to represent the equation. Label axes and use
appropriate scale.
5. The students will construct a table to represent at least 5 values of the
equation.
6. The students will present #2-5 on a half sheet of poster board that includes
the following:
1.
2.
3.
4.
5.
6.
A word problem explaining your situation
Equation
Independent & dependent variables
Graph
Table
Illustrations representing your equation’s situation (drawings, magazines clippings , clip art, etc.)
7. The students will create a QR code with an audio recording that explains all of
the elements of their poster.
8. The posters will be displayed in the hallway. The QR codes will be hung next
to its poster.
9. Students will participate in a gallery walk in groups of 2-3. Each group will
have an iPad. The students will scan the QR code to listen to the description
of posters of students in their class and other classes.
MODIFICATION
Technology allows for the
creation of new tasks that were
previously not conceivable
This task uses:
Internet (for research/clip art)
http://www.qrstuff.com
i-nigma App
Learning Objective(s):
•
The students will relate an
equation of a line to its graph,
table, and a real world situation.
•
8.EE.6.B Understand the
connections between proportional
relationships, lines, and linear
equations.
•
Use similar triangles to explain why
the slope m is the same between
any two distinct points on a nonvertical 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.
R
Slope Happens!
The students will create a comic strip to illustrate an aspect of slope.
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable
1. The students will create a comic strip that illustrates one of the
following:
1. The four types of slopes (positive, negative, zero, and undefined)
2. A real world situation that involves slope
3. Student’s original idea about a comic that relates to slope (needs approval from teacher)
2. The students will log on to https://www.bitstrips.com/create/comic/. A
brief introduction and tour may be necessary.
3. When the students have completed their comic strip, they will share
them on the class Blackboard site.
This task uses:
https://www.bitstrips.com/cr
eate/comic/
Learning Objective(s):
•
The students will apply concepts of
slopes using a comic strip.
•
8.EE.6.B Understand the
connections between proportional
relationships, lines, and linear
equations.
•
Use similar triangles to explain why
the slope m is the same between
any two distinct points on a nonvertical 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.