C.U.

Student: Heather Herring School Site: Rockstar Middle School

Cooperating Teacher: Ms. Math Concordia Supervisor: Doug Mella
Subject/Endorsement: Middle Grades Math Unit Topic: Linear Functions
Grade Level: 8th Lesson Topic: Graphing tables

Lesson # 5: Graphing Tables

Academic Standards

CCSS.MATH.CONTENT.8.F.B.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.

Lesson Goal

Students will be able to create a graph using a table and be able to understand that tables with
a constant rate of growth will result in a straight line.

Learning Objectives

By the end of the period, students will be able to accurately tell me that the graph of the table
with a constant rate of change will result in a line.

Domain & Level

Cognitive Level 3, Apply
Cognitive Level 4, Analyzing

Prior Academic Learning, and Personal, Cultural, and Community Assets:

Students have been learning about the coordinate plane and graphing points, the concept of
slope, variables, and basic 2 step equations.

Academic Language:
Vocabulary (with definition) - just the math vocab they need to know:
o constant rate of change
o line
o linear growth
o table
o input/output
o graph

Language Function:
o construct
o compare

Revised: June 2017

 o analyze

Discourse and/or Syntax:

o Syntax: (x,y) coordinates, quadrants

Differentiation Strategies: (just addressing students in your room)

Students with IEPs/504 Plans
IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
ELL 3 Directions can be modeled and
demonstrated visually
Students with Other Learning Needs
Other Learning Needs Number of Supports, Accommodations,
Students Modifications

General Instructional Strategies

Small groups
Discovery
Activity

Assessment
Informal - comprehension checks and discussion

Safety considerations:

We will follow the basic safety considerations laid out in the school policies, as well as remind
the students the expectations for using rulers as tools, not toys or play weapons.

List of Equipment, Materials & Resources: (APA format)

- big graph paper (at least 6 pieces for each group)
- sheet with tables of coordinates (enough for each group to have at least one) Appendix
A
- rulers
- marker sets
- Kahoot! quiz access
https://play.kahoot.it/#/?quizId=e248ff70-c19e-4709-b066-bf8b9bdbd474
- Devices for students to access Kahoot! quiz
- *Optional: poster board and glue

Revised: June 2017

Preparation for Lesson Implementation:
- Print copies of Appendix A
- Have all materials ready - markers, rulers, posterboard/glue
- Have Kahoot quiz projected when class enters

IMPLEMENTATION

Motivator: 5-10 minutes

Quick review of the coordinate plane using a Kahoot! quiz:

https://play.kahoot.it/#/?quizId=e248ff70-c19e-4709-b066-bf8b9bdbd474
If the link doesnt work, look up Coordinate Plane Review on Kahoot by cszym974, 7 questions.

Project the pin to play the game and wait for all students to be linked in before proceeding.

During the quiz, reinforce concepts regarding which is the x and y axis and how to plot points as
you see necessary, depending on the class responses to the questions.

Procedures: 40 minutes

Divide class into small groups or tables groups (3-4 students). Remind students that once the
assignment begins, they are to work together and follow normal classroom expectations.

Show them the tables and explain that, as a group, they will use one sheet of graph paper for
each table. Maybe do an example on the doc cam of plotting a few points, if needed. If I were a
student, what might be one of the first things I should do once I get my coordinate lists and
blank graph paper?

Explain that using the tables, they will graph the points and connect the dots. Their goal is to
look at their graphs and tables and be prepared to explain any patterns or rules they might
notice based on the information in the tables and what their graphs look like.

Hand out 6 pieces of graph paper, a set of markers, and Appendix A to each group.

Walk around and engage with students, directing them as necessary and asking guiding
questions without giving away what patterns they should notice (that some of the graphs make
straight lines and others dont). Have one group help another or a student demonstrate how
they started if many students are stuck.

Possible guiding questions:

- What do you need to do to get started?
- Are you positive you plotted those points correctly?
- Do you notice any similarities/differences between the graphs?
- What about the numbers on the tables? Any patterns?
- Are the numbers in the x column or the y column more likely to help you spot a pattern?

Revised: June 2017

If this is taking a long time, but they are engaged and processing, allow them to finish in class
and have the discussion the next day. If time allows, take the last 10 or so minutes to ask them
what patterns they noticed - hopefully including that a constant rate of change always results in
a straight line. Help guide them to this conclusion if possible, but see if you can get someone to
articulate it before you do.

*Optional: provide poster board for each group to glue their graphs to and present their findings.

Conclusion: 2-5 minutes

Clean up, if not done already.

Quick wrap up of what they learned today about straight lines.
Foreshadow: Tomorrow we will talk about the formula we can use!

Revised: June 2017

Appendix A

Table A Table D
x y x y

-2 1 -2 -11

-1 -2 -1 -7

0 -3 0 -3

1 -2 1 1

2 1 2 5

Table B Table E
x y x y

-2 -3 -2 7

-1 -2 -1 -3

0 -1 0 0

1 0 1 3

2 1 2 -8

Table C Table F
x y x y

-2 .25 -2 5

-1 .5 -1 2

0 1 0 -1

1 2 1 -4

2 4 2 -7

Revised: June 2017