Rochester College

Lesson Plan Template

8/27/15
Lesson Title Teacher Candidate Name Date
Two of Everything- Linear Functions Breanna Bianchi April 22nd, 2016

Lesson Summary
During this lesson, students will be able to write linear functions and will be able to see the relationship
input and output values have by themselves, as well as with each other. Students will explore various
linear function models to deepen their knowledge.
Subject Area
Math, equations and functions- linear

Grade Level
8th

Higher Order Thinking Skills (Revised Blooms)

Evaluating: students will evaluate different input values to solve for an output value
Analyzing: students will have to analyze the relationship between each input value and each output value,
as well as the relation between x and y
Applying: students will have to apply the knowledge learned to successfully complete the problem and
find correct output values, slopes, y intercepts, and equations
Understanding: students will have to understand why it is important to understand linear functions
Remembering: students will need to remember how to graph
Students will also need to recall prior knowledge of multiplication, division, and graphing.

Approximate Time Needed for Lesson

One hour

Common Core Standards and/or State of Michigan GLCEs and/or HSCEs

CCSS.MATH.CONTENT.8.F.A.1.
Understandthatafunctionisarulethatassignstoeachinputexactly
oneoutput.Thegraphofafunctionisthesetoforderedpairs
consistingofaninputandthecorrespondingoutput.
CCSS.MATH.CONTENT.8.F.A.3
Interprettheequationy=mx+basdefiningalinearfunction,
whosegraphisastraightline
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.
Student Objectives/Learning Outcomes
Students will be able to successfully identify the relationship input and output values have by themselves
as well as with each other. Students will be able to construct a function from two given (x,y) values and
will understand what makes a function linear.
Curriculum-Framing Questions
Essential Question When might we use functions in our lives? When do we use algebra in our
lives?

Unit Questions What is a linear function? How would knowing how linear functions work help us
to solve math problems or in our daily lives?

Content Questions Why is it important to know how to work with functions?

 Assessment Summary
While calling on students at the beginning of the lesson, ask questions like, How do we know? Explain
your reasoning to be able to understand each individual students understanding. While the students are
completing the first five problems in pairs, walk around the classroom and ask them questions to assess
their thinking.
Formative assment: Exit slips. Have the students write down one thing they learned, one thing they didnt
understand, one thing they liked and why, and one thing they didnt like and why.

Lesson Timeline

Start of the Lesson Mid-Lesson Activities End of Lesson Activities

Hook and read the book
Draw the T chart, ask the
students questions and help to
write an equation together, and
call them up to fill out their own
input/output values.
Have the students work on
questions 1-5 in pairs and the
remaining ones on their own.

Prerequisite Skills
Students will have to know how to find patterns, write equations, find y intercepts, and graph.

Instructional Procedures
Hook: Have any of you ever had something that you wish you had more of? Have you ever had
something and wish you could double it? *let them raise their hands, say what they would like to double*
Today were going to read a book about an old couple that is lucky enough to be able to double their
items.
Read the book aloud- link is https://www.youtube.com/watch?v=WdmI32qY_cA
During the read aloud, stop and ask students how many items they think will come out. For example,
when Mrs. Haktak puts a purse with ten coins in, see if the students can predict that two purses, each
with ten coins in them, will be the output.
Draw a T chart on the board. X | Y.
Recall that x is my input value, and y is my output value. In other words, x is what we put into the pot,
and Y is what we get to take out of the pot. What are some of the items you remember being put into the
pot? *one hair pin, one coat, a purse with five coins* Fill in with (1,2) (1,2) (1,2) (5,10).
Do we see any patterns here?
Ask questions such as, If I put 2 coins in how many would I get out? What about 10 dollars? What about
4 candy bars? What about 8 iPhones?
Call on students to come up to the board and choose their own number of items to put into the pot; have
them solve for their output.
Does anyone want to see how many of a certain item they can take out if they put it into the pot?
What would happen if I decided to put zero coins into the pot. How many coins would I get to take out?
So when X is zero, Y is also zero.
By now, I should have a pretty filled in T chart.
Ask the students if they can come up with a formula. We will first need to know what kind of function we
are dealing with. Since the 1st differences are all the same, it must be a linear function.
Remind them again that when x is the input, y is the output. In other words, y is equal mx+b.
Slope= Change in Y/ Change in x =2/1=2
Y=2x+0 ; Y=2x.
Now that we know this formula, we can find any output we want!
Pass out the Two of Everything Worksheet
The students can work on questions 1-5 in pairs, as it should be a review from the board questions.
The student is then to complete the remaining problems on the worksheet in class, and what is not
completed will be homework.
Exit slip- have the students write down one thing they learned, one thing they didnt understand, one thing
they liked about todays lesson and why, and one thing they did not like and why.

Accommodations for Differentiated Instruction

Special Needs Student Special needs students could receive more individual attention and help
on their worksheets. They could complete fewer problems- perhaps one
 from each different function, depending on their needs.

Gifted and talented students could receive an alternative worksheet that

has harder problems and require higher critical thinking skills. They could
Gifted/Talented Student also help teach their struggling peers- make sure they are teaching, not
giving them the answers.

Technology Hardware (Check off all equipment needed)

Camera Laser Disk VCR
Computer (s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equipment
DVD Player Scanner Interactive Responders
Internet Connection Television Other - Click here to enter text.
Technology Software (Check off all software needed)
Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Smart notebook software
Encyclopedia on CD-ROM Other - Click here to enter text.

Printed Materials
Supplies
Internet Resources
Two of Everything worksheet / answer key, and exit slips
White board, markers, book or smartboard to play youtube video (cant
check the box online for some reason)
Youtube link for book-
https://www.youtube.com/watch?v=WdmI32qY_cA

Other Resources