FRAME THE LESSON
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Readiness TEKS
8.4(B)- Graph proportional relationships, interpreting
the unit rate as the slope of the line that models the
relationship
8.4(C)- Use data from a table or graph to determine
the rate of change or slope and y-intercept in
mathematical and real-world problems
TEACHER:
LESSON DATE:
October 26-30
Unit 5: Slope and Y-Intercept Understandings & Proportional Relationships
Engage:
Monday
Tuesday
Wednesday
Explore:
HOS Lesson 6,
pg. 98-101,
“Triangle Sum
Theorem”
GO Math 7.3
“Angle-Angle
Similarity”,
pg.207-216.
GO Math 7.3 cont.
– pg. 210-212
Follow lesson
and guide
students to
clear
understanding
of concept.
Follow 5 E’s in
Textbook.
Explain:
2nd 6 Weeks
Elaborate:
Objective/Key Understanding:
The student will understand and assimilate data from a
table or graph and calculate rate of change and slope.
Week 10
Resources:
Thursday
Friday
GO Math 7.3
cont., pg. 213-214
Guided and
Independent
Practice
(Food Day)
GO Math, pg. 214;
“Extend the
Math”
GO Math, Grade 8
ETA Hands-OnStandards, Gr 8
Go Math
Interactive
Whiteboard
GO Math’s
Personal Math
Trainer
Focus today:
Discovering
Angle-Angle
Similarity, pg.
207-209
GO Math’s Math
on the Spot
GO Math’s
Animated Math
Process TEKS: 8.1A, 8.1B, 8.1C, 8.1D, 8.1E, 8.1F, 8.1G
ELPS: c.4.D
M T W TH F
Teaching Points & Activities: Unit Rates, Constant Rates of Change & Constant of Proportionality
Supporting TEKS
8.4(A)- Use similar right triangles to develop an
understanding of slope, m
8.5(A)- Represent linear proportional situations with
tables, graphs and equations in the form of y = kx
8th Mathematics
CLASS:
Evaluate:
Ang-legs
Stop & Check for Understanding—High Level Questions
Are all equilateral triangles similar?
Critical Writing Prompt:
Explain how you would use slope to
plan and build a wheelchair ramp for
your grandparent or a visiting relative
who must use a wheelchair?
Small Group Purposeful Talk Question Stems:
Rigor & Relevance: (Real World
Why is it not enough to just look at the triangles to say that they are similar?
The student will derive the y-intercept by examining a
table and/or graph.
The student will apply rate of change, y-intercept and
slope to real-world problems.
The student will understand slope by examining similar
right triangles.
Explain how you can model an isosceles triangle using Ang-legs. What is the measure of the
base angles of an isosceles triangle that has a third angle with a measure of 50 degrees?
Draw a picture to help and show all work.
The student will understand slope as it relates to the
change in y-values divided by the change in x-values.
Closing Product/ Question/ Informal
Assessment:
HOS Formative Assessment, pg. 98
Vocabulary:
Interior Angle
Hydrologist
Postulate
transversal
parallel lines
hypotenuse
exterior angle
similar figures
congruent
Connection)
Farah works for an architectural firm that
designs theme parks. Her current client
wants a park with three distinct areas –
one for rides, one for stage shows, and one
for concessions. Each area must be
triangular and identical in size and shape.
These three triangular areas must touch
without gaps or overlaps and form a
straight line on one side, where the
parking lot will be. Farah thinks she can
apply the triangle sum theorem to the
problem. How can Farah arrange the three
areas to satisfy the client’s demands?