Properties

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Circle of Knowledge
Lesson Plan
Math
8th
Surface Area and Volume
55+ Minutes
Nyima McCoy

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
MCC8.EE.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph.
Compare two different proportional relationships represented in different ways.
MCC8.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
for a line through
the origin and the equation

for a line intercepting the vertical axis at b.

TAG Standard
Creative Thinking & Creative Problem Solving Skills
Summary/Overview
The focus of this lesson is to demonstrate the connections between a table, graph, proportional
relationships, and the relationship described in words and with an equation.

Enduring Understanding(s)
At the end of this lesson the student will understand that
Patterns and relationships can be represented graphically, numerically, and symbolically.

Several ways of reasoning, all grounded in sense making, can be generalized into algorithms
for solving proportion problems.

Essential Question(s)

How can patterns, relations, and functions be used as tools to best describe and help explain
real life relationships?

How can the same mathematical idea be represented in a different way? Why would that be
useful?
What is the significance of the patterns that exist between the triangles created on the graph
of a linear function?
When two functions share the same rate of change, what might be different about their
tables, graphs, and equations? What might be the same?
What does the slope of the function line tell me about the unit rate?
What does the unit rate tell me about the slope of the function line?
How can what I know about proportional relationships help me better understand linear
equations?

Concept(s) to Maintain

Determining unit rate

Applying proportional relationships
Recognizing a function in various forms
Plotting points on a coordinate plane
Understanding of writing rules for sequences and number patterns
Differences in graphing of discrete and continuous data

Attributes of similar figures

Evidence of Learning
What students should know:
An expression in one variable defines a general calculation in which the variable can
represent a range of numbersan input-output machine with the variable representing the
input and the expression calculating the output. For example, 60t is the distance traveled in t
hours by a car traveling at a constant speed of 60 miles per hour.
Choosing a variable to represent the output leads to an equation in two variables describing
the relation between two quantities. For example, choosing d to represent the distance
traveled by the car traveling at 65 miles per hour yields the equation d = 65t. Reading the
expression on the right (multiplication of the variable by a constant) reveals the relationship
(a rate relationship in which distance is proportional to time).
Tabulating values of the expression is the same as tabulating solution pairs of the
corresponding equation.

This gives insight into the nature of the relationship; for example, that the distance increases
by the same amount for the same increase in the time (the ratio between the two being the
speed).
Plotting points on the coordinate plane, in which each axis is marked with a scale

representing one quantity, affords a visual representation of the relationship between two
quantities.

What students should be able to do:

See the relationship between the graph of a proportional relationship and its equation y = mx
as a special case of the relationship between a line and its equation y = mx + b, with b = 0.

Compare proportional relationships presented in different ways. For example, the table shows
300 miles in 5 hours, whereas the graph shows more than 300 miles in the same time.

Suggested Vocabulary

Intersecting lines
Origin
Proportional Relationships
Slope
Unit Rate
Similar Triangles

Procedure(s)
Phase 1: Sparking the Discussion (Hook)

Students should be able to explain how to recognize a linear function.

Discuss wages and how workers get paid a constant rate of change.
http://www.payscale.com/research/US/Job=Assembly_Line_Worker/Hourly_Rate

Students will be given a word splash to generate statements for slope and rate of change.

Phase 2: Acquiring Content Needed to Participate in the Discussion

Pose the essential question: How can patterns, relations, and functions are used as tools to
best describe and help explain real-life relationships?
Students will examine Part 1 of Whats my line and look at the relationship depicted in the
four triangles in the graph.

Pose the question: Are these triangles similar and how do you know?

Phase 3: Kindling the Discussion

Students will roll a cube and answer the first three questions on the cube.
Students are answering the following questions on wages to interpret unit rate as slope while
Im walking around monitoring student progress and helping struggling students.

Investigating the relationship patterns that exist between the triangles created on the graph of
a linear function.

Teacher will show students how to find the y-intercept (by extending the line) so they will be
able to generate the equation of the line.

Phase 4: Synthesis Activity

In a group, students will generate three questions of their own and pass it around clockwise
for the other groups to answer the questions.

Students should be able to explain to their group how they got their answer and what their
answer represents.

Summarizing Activity

3-2-1: Students will list 3 things they already knew about the lesson topic, 2 things they
would like to learn more about, and 1 question related to the topic.

Differentiation:

Demonstrated during phases 3 and 4 in the lesson breakdown.

Resource(s):
Anchor Text(s):
PayScale report on assembly line workers
Technology:
http://www.payscale.com/research/US/Job=Assembly_Line_Worker/Hourly_Rate
Handouts:
Word Splash:

Whats My Line?:

Whats My Line?
Average Wages

The data shown in the graph below reflects average wages earned by assembly line workers across
the nation.

a. What hourly rate is indicated by the graph? Explain how you determined your answer.

b. What is the ratio of the height to the base of the small, medium and large triangles? What patterns
do you observe? What might account for those patterns?

c. The slope of a line is found by forming the ratio of the change in y to the change in x between any
two points on the line. What is the slope of the line formed by the data points in the graph above?
Explain how you know.
d. Write an equation for the earnings of the average assembly line worker.

Cube Questions:

Questions on the cube

1. According to the graph and equation, in a 40-hour week, how much will the average assembly
line worker earn? How do you know?

2. According to the graph and equation, in a 35 40-hour week, how much will the average
assembly line worker earn? How do you know?
3. With changes in the economy, the average wages can change. How would a decrease of $2 in
the average change the equation and graph?
4. Because of your hard work, the manager decided to give you a raise of $2.50. How would this
increase change your graph and equation?
5. How would an increase $5 in the average change the equation and graph?