Lesson Plan – Day 1
Hook: Show clip. Http://www.youtube.com/watch?v-Qhm7-LEBznk&feature=youtube_gdata_player
Discussion questions:
What is right or wrong about Chelsea’s reasoning? Why?
Do you agree with other’s explanations?
Make sure all students are on the same page in understand what MPH means. Define this as a unit rate.
Launch: We are going to plan a class road trip. Where do we want to go? (Have students discuss and decide on one location for our
road trip. This can be done as either a whole class activity or a think-pair-share.)
How would we have to go about planning this trip? (Possible responses: distance, time, what are we going to do there?, lodging, etc.)
Okay, let’s narrow it down. What do we need to take into consideration to just get there? (Possible responses: distance, transportation,
food, music, bathroom breaks, chaperones, speed limit, etc.)
Assignment: Road Trippin’
Materials needed: map, ruler
The students will need to know the speed limit to complete the task. As they realize this inform them that the average speed limit will
be 80 mph. Only do the front page, the back is homework.
Summarize: Model students’ work. Anticipate multiplying, proportions, and tables. If it doesn’t come up, lead class exploration
towards graph and equation. y=80x
Homework –Solidify: Same type of task just with a different rate of change. Have class volunteer and vote on a class song. Calculate
how long it is from youtube. How many times will we hear this song if it is played non-stop the whole way? Show your work and
demonstrate three different ways to get your answer.
Name _______________________________________________ Date ________________ Period _____
8th Grade Math
Road Trippin’
8.EE.5
Where are we going?
How far away is it from Salt Lake City, UT?
To the nearest whole hour, how long will it take us to get there? (example: between 4-5 hours) Show your work and demonstrate two
different ways to get your answer.
What’s our class theme song?
How long is the song?
How long (in minutes) is the drive to our destination?
How many times will we hear this song if it is played non-stop the whole way? Show your work and demonstrate three different ways
to get your answer.
Lesson Plan – Day 2
Go over the homework problem with the song and recap the 4 representations of the situation.
Solidify & Practice Task: Tables, Graphs, Equations, & Story
Students will work on the assignment in class. They are given one of the 4 representations and have to come up with the other three.
There is an extension for homework where they create the entire situation.
Solidify & Practice Task: Create Your Own
Name _____________________________________________________ Date _______________ Period _____
Tables, Graphs, Equations, & Story
8th Grade Math
8.EE.7a
There are 4 representations for each situation. You have been given one representation, complete the other three. Each of your stories
must relate to our class road trip: either getting to our destination or what happens once we get there. Keep your stories G rated.
Graph
2. Table
0
1
2
3
5
10
x (dare) y(truth)
_______________
x (gallons) y(miles)
Graph
0
1
2
3
5
10
Truth
1. Table
____________________
Equation
Story:
The bus that we are taking on our road trip has a
gas mileage of 13 mpg (miles per gallon). This
means that for every 1 gallon of gasoline, the bus
travels 13 miles.
Dare
Equation
Story
Graph
4. Table
x(inches) y(boys)
_______________
x (days) y(meals)
0
1
2
3
5
10
Graph
0
2
4
6
10
0
5
10
15
25
_______________
3. Table
____________________
Equation
Story
____________________
Equation
Story
3x = y
or
y = 3x
Extra for experts: Think of other possible stories that could match the data and the graph. Write the extra stories in the story boxes.
Name _______________________________________________________
Date _______________________
Period ________
Create Your Own
8th Grade Math
8.EE.7a
There are 4 representations for each situation. Create your own situation and show all four representations Each of your stories
must relate to our class road trip: either getting to our destination or what happens once we get there. Keep your stories G rated.
Graph
2. Table
x (______) y(______)
_______________________
x (______) y(______)
Graph
____________________
1. Table
____________________
Equation
Story:
______________________
Equation
Story
Lesson Plan – Day 3
Launch: Revisit the class road trip graph. Remind students that our class song was m minutes long, and we listened to it on repeat n
number of times on the trip.
How far will we have traveled after we’ve listened to it 20 times?
How many will we have listened to it when we are at the halfway point?
What does this look like on our graph? Where would we be? (draw similar triangles)
Developing Task: Similar Triangles & Slope
Materials needed: markers or colored pencils
This task has students find patterns in the ratio of height/base of similar triangles. This is an introduction to slope, but won’t use the
normal vocabulary.
Summarize:
- What 2 things do all of the triangles have in common? (right angles, and they share a common side, similar triangles)
- What do we notice about the ratios and decimals for each set? (they are the same)
- Arrange the decimal for each different triangle in order from least to greatest. What does this number tell us about the steepness of a
line? (the higher the number, the steeper a line)
-Given a line, do you think that you could create your own right triangle connected to the line? We’ll see. The homework assignment is
the solidifying task.
Solidifying Task: Creating Triangles and Ratios
Triangles and Slope
Triangle #
1.
2.
Name____________________________________
How many
triangles do you
see in this
picture? Trace
each triangle
with a different
color.
Now write a
Change these
ratio
fractions to
(fraction) of
decimals.
each triangle’s
height to its
base.
Fill in this table
with your ratios
and decimals.
Ratio Decimal
How many
triangles do you
see in this
picture? Trace
each triangle
with a different
color.
Now write a
Change these
ratio
fractions to
(fraction) of
decimals.
each triangle’s
height to its
base.
Fill in this table
with your ratios
and decimals.
Ratio Decimal
3.
How many
triangles do you
see in this
picture? Trace
each triangle
with a different
color.
Now write a
Change these
ratio
fractions to
(fraction) of
decimals
each triangle’s
height to its
base.
Fill in this table
with your ratios
and decimals.
Ratio Decimal
4.
How many
triangles do you
see in this
picture? Trace
each triangle
with a different
color.
Now write a
Change these
ratio
fractions to
(fraction) of
decimals
each triangle’s
height to its
base.
Fill in this table
with your ratios
and decimals.
Ratio Decimal
What 2 things do all of the triangles have in common?
Arrange the decimal for each different triangle in order from least to greatest. What does this number tell us about the steepness of a
line?
Name _________________________________________________________
Date ___________________________
Period ____________
Creating Triangles & Ratios
8th Grade Math
8.EE.6
Given the following lines draw all possible connected right triangles. Find the simplified ratio of
1.
2.
4.
5.
3.
6.
ℎ𝑒𝑖𝑔ℎ𝑡
𝑏𝑎𝑠𝑒
for each triangle.
Lesson Plan – Day 4
Summarize: Creating Triangles and Ratios
See how many possible triangles there are. (Possible responses: triangles that are above the line instead of below, triangles with legs
that aren’t whole numbers)
In the homework task, how were #1, 5, 6 similar? (they have the same ratio) How were they different? (placed differently in the
graph, different directions)
Introduce negative slope.
Address when there are different scales on the axes.
𝑟𝑖𝑠𝑒
The ratio that we did yesterday is called Slope. Sometimes it is defined as 𝑟𝑢𝑛 instead of as
Homework Practice: Slope From Graph
ℎ𝑒𝑖𝑔ℎ𝑡
𝑏𝑎𝑠𝑒
.
Name _______________________________________________ Date ________________ Period _____
Finding Slope From Graph
8th Grade Math
8.F.4
Plot two points on the line. Then find the rise and run between the points and use them to find the
slope.
1.
2.
3.

y

























































y





























Slope = ________
Slope = ________



















Slope = ________
y






y





x


9.
y

x










x



y

8.










Slope = ________

x


6.
y


rise = ______, run = ______
Slope = ________
7.



rise = ______, run = ______
x






5.







4.



Slope = ________
y

x

rise = ______, run = ______



x







y



x












x


















Slope = ________
Slope = ________



Slope = _______
Find the unit rate from the slope. Watch your scale and don’t forget to label the numerator and
denominator.
10.
12.
Amount of your paycheck
Height of a Willow Tree
11.
13.
Number of texts
Number of Oreos in the package
14. Write a sentence describing a possible situation depicted in the graph from #10. (Be precise
and use the numbers found in the unit rate slope.)
15. Write a sentence describing a possible situation depicted in the graph from #11?
16. Write a sentence describing a possible situation depicted in the graph from #12?
17. Write a sentence describing a possible situation depicted in the graph from #13?
Lesson Plan – Day 5
Task: Comparing Proportional Relations
Name _______________________________________________ Date ________________ Period _____
Comparing Proportional Relations
8th Grade Math
Given the information below, place the trucks in order, slowest to fastest. Show your work and justify your order.
Truck A: y = 55x (x is time, y is distance)
Truck C: Driving 50 MPH
Truck B:
Truck D:
Miles
90
135
225
270
Hours
2
3
5
6
8.EE.5