Lesson Plan

Teacher: April Adolpho

Date:11/10/15

Class: 8th Grade

Level: Algebra 1

Purpose: to introduce students the slope of a line and interpret slope as a rate of change
Objectives: Students will

recall rate
find rate of change
identify variable rate of change and constant rate of change
find unit rate
apply unit rate as a slope

Common Core Standards :

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 b.
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 rate of change and initial value of a linear function in terms of the
situation it models, and in terms of its graph or a table of values.

Hawaii State Teacher Standards:

Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s).
He or she teaches and creates learning experiences that make these aspects of the discipline
accessible and meaningful for learners to assure mastery of the content.
Standard 8: Instructional Strategy
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Assessments: Exit Pass
Name:
Class:
Date:

Number:

Use the table to find the rate of change and graph it. Also, label all necessary components on
the graph.

Rubric
Pass

Not Pass

Plot points

Can plot points correctly.

Cannot plot points correctly.

Find a rate of change

Can find a rate of change

correctly.

Cannot find a rate of change

correctly.

Label all necessary

components on the graph.

Can label all correctly,

Cannot label all correctly,

Materials/Set-Up:

Markers, a whiteboard, a computer, internet access, a projector, a Rate of Change foldable,

powerpoints slide, a pencil, a notebook
Procedures:
a. Introductions
Engage:
Do you finish your homework? What was the most difficult from 1 to 4?

What did you do yesterday? We calculated slope by using slope formula.

Explore:
Today we are going to find a slope in a different method. To do so we need to clarify some math
words. First, we need to know what a rate is.
A rate is a fraction that compares two quantities measured in different unit. In other words
rate is a ratio of a quantity per another quantity and those two quantities have different unit. For

example, a driver drove a car 80 miles in 2 hours,

80 miles
.
2 hours

we have two quantities being set

up as a ratio and those two quantities have a different unit. If the denominator is 1 unit, the rate
is called unit rate. A car travels 40 miles an hour. we can rewrite Unit rate is 40 miles/hour.
Lets look the example 1 on the rate of change section on the foldable.
Lets look at another example. Open your foldable.

Inches

12

24

48

84

108

Feet

What do you notice on the table?

b. Developmental
Explain:
Lets Feet as an x and Inches as y.

Inches

12

24

36

48

60

72

84

96

108

Feet

A rate of change compares a change in one quantity to a change in another quantity.

A rate of change is a rate that describes how one quantity changes in relation to another quantity.
Rate of change =

108
9

Change y
Changex

Change Inches
ChangeFeet

12
1

24
2

the rate of changes in feet is 12 per inches. The rate of change is constant.
What is the unit rate for this problem?.

12
1

=12

Constant rate of change: which is abbreviated as C. R.O.C

Elaborate:
Lets do example 2, 3, 4, and 5 on Rate of Change section.
Lets move on to next page Interpreting Unit Rate as a Slope.

Power points slides

48
4

84
7

Evaluate: Exit Pass

Name:
Class:
Date:

Number:

Use the table to find the rate of change and graph it. Show all your work.

Rubrics

Criteria

Pass

Graph

Find rate of change

Not Pass
Label axes

Label axes

correctly.
Plot ordered

incorrectly or none.
Plot ordered

pairs correctly.

pairs incorrectly.

Calculation is correct.

Calculation is incorrect.

c. Concluding
Rate of change can be interpreted the slope of a line.
Adaptations and Extensions:
Analyze the graph
Line graph is a type of graph used to represent the variation in a variable as shown the following
graph :

What is the rate of change between Jan. and Feb?

What month the cars were sold most?

When #number of cars sold increased most?

What can you tell between Feb. and Mar.?
Management Considerations:
Have students clear their desks: hang the backpacks on the back of the chairs, put
away unnecessary items, etc.
Remind students that one speaker at a time permits.
Walk around classroom more often to check all the students engagement in
learning. If necessary give them a sign to focus on learning individually, such as point out
students notebook, worksheet, etc.
If necessary pat students should as a sign to stop their misbehavior.
Praise students for their positive responses.
Reflections:
After checking their homework, I noticed that students were confused with labeling (x1, y1) and
(x2, y2) for the slope formula. As a result, quite a few students solved problems incorrectly. I
reviewed finding slope using slope formula and introduce rate of change, rate, and unit rate. Due
to lack of time, exit pass couldnt be done.

Exit Pass
4. 4.3 The rate of change
Name:

Class:

Number:

Date:

Use the table to find the rate of change and graph it. Also, label all necessary components on the
graph.