Materials:
Teacher Advance Preparation:
Have graph paper ready for student to create sketch.
Activity Procedures:
Day 4
 Students begin to sketch multiple iterations of possible design.
 Task 1: Students each brainstorm a design
 Task 2: Students select a final brainstorm to begin sketching
 **fill out EDP WS and get approved by design CEO (teacher).
 ***Checkpoint: end of the day, must choose one as a team, approved by Ms. A
Day 5
 Students begin to make a detailed 2D sketch using a coordinate grid and symmetry.
 Discuss with students what a “good sketch” entails and how specific they need to be.
 Let them learn this on their own – it may take them multiple sketches before its approved.
 Tell students they should be able to give their sketch to someone else in order to create the design in desmos.
 Checkpoint: by end of day, must have completed sketch approved by Ms. A.
 **Includes Select, Implement, Evaluate Solution, Communicate, and Refine Solution of EDP WS/Process
Day 6
 Students will begin to create their sketch using the desmos software
 Pull the technology manager aside to teach them how to restrict the domain/range in desmos.
 Checkpoint: end of day, students must have desmos design complete, approved by Ms.A
 Includes Select, Implement, Evaluate Solution, Communicate, and Refine Solution of EDP WS/Process
Formative Assessments
 Students sketches on each day 46, must be approved by teacher at the end of each day
 EDP WS’s will also be used for assessment.
Differentiation:
Students can view tutorials for graphing equations in slopeintercept form that are posted on google classroom
Reflection:
The students that had more exact sketches had an easier time using desmos. So, providing them with an example may help them know the level of detail I want them to get to.
Unit Academic Standards
8.EE.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distancetime graph to a distancetime equation to determine which of two moving objects has greater speed.
8.EE.6: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
Common Core State Standards  Mathematics (CCSS)

Standards for Mathematical Practice

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Use appropriate tools strategically 
Model with mathematics

Attend to precision

