Teacher Advance Preparation:
Have graph paper ready for student to create sketch.
- 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
- Students begin to make a detailed 2-D 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
- 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
- Students sketches on each day 4-6, must be approved by teacher at the end of each day
- EDP WS’s will also be used for assessment.
Students can view tutorials for graphing equations in slope-intercept form that are posted on google classroom
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 distance-time graph to a distance-time 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 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.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