Teacher Name: Kim Mazzucco

Subject: Math

Grade: 8th

TITLE OF UNIT: Expressions and Equations (9 day unit)

Enduring Understandings/Essential Questions
These are ideas, questions and goals (one or two) that frame learning throughout a unit of study

Teach students to analyze proportional relationships and represent them using graphic representations.
Teach students to use the slope-intercept form of the line to graph equations.

Focus Questions/Unit Objectives/Aim

Application of content & Skills

Big Content

Big Skills

(These should be listed in the order in which you plan to teach them. Each FQ/Objective
should correspond to the Aim/Focus Question for each lesson.)

Content FQ/Objective
1. Graph proportional relationships,
interpreting the unit rate as the slope of the
graph.
2. Compare two different proportional
relationships represented in different ways.
3. 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.
4. 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.

Corresponding Standard
Code
1.CCSS.MATH.CONTEN
T.8.EE.B.5
2.CCSS.MATH.CONTEN
T.8.EE.B.5

(These should be listed in the order in which you plan to teach them.)

Skills FQ/Objective

A Recall and activate prior knowledge.

B Reason abstractly and quantitatively.

3.CCSS.MATH.CONTEN
T.8.EE.B.6

C Group work

4.CCSS.MATH.CONTEN
T.8.EE.B.6

D Construct viable arguments and critique the

reasoning of others.
E Make sense of problems and persevere in
solving them.
F Model with mathematics.

Corresponding Standard
Code
B.CCSS.MATH.PRACTIC
E.MP2
E.CCSS.MATH.PRACT

ICE.MP3
F.CCSS.MATH.PRACT

ICE.MP1
G.CCSS.MATH.PRAC
TICE.MP4

Materials, Texts, Other Resources Needed

Pencils
White board markers
Construction paper
Poster paper
Worksheets
Goldfish crackers
Whiteboards (sheet protectors with worksheets inside that the kids write on with Expo markers)

Unit Vocabulary
Key vocabulary and concepts essential to the demonstration of mastery of the content and skills taught in this unit

Proportions
Unit Rate
Graphing
Similar triangles
Variable
Linear Equation
Slope
Y-Intercept

Assessments
Aligned to identified content and skills taught
Type

Assessment Title

Big Content or Skills

being Assessed

Pre-

Word Splash

1
A,B,D

Ongoing

Pre-

Pre-test

Benchmark

Type of Feedback to be
given to the students

*Use content #s and skills

letters from above.
*Culminating assessment should
include all content and skills.

Informal Formative
Assessments

Quiz

1-4
A-F

1-2
A,B,D-F

3-4
A-C,F
Benchmark

Description

Stained Glass Project

Sticky notepad: Teacher will create charts to be put around the room, students will
do a Gallery Walk and write down all the ideas they can think of associated to the
following words: proportions, unit rate, variables, equations. (Each chart will
contain one word) Later in the unit, students can go back and add words, diagrams,
and examples to these charts.
Students will be given a pretest during the first lesson, with which they are to try
their best to answer 3 questions that go over the big objectives for the unit. The first
question concerns graphing a proportional relationship. The second asks students to
simplify an expression. The third asks the students to solve an equation for x. (This
pretest became irrelevant for the most part because the only relevant question after
I changed my unit was about the graphing of proportional relationships)
Students will complete Do-Now activities, classwork, homework, and exit slips
each day so that the teacher can adequately assess how the students are grasping the
new material. Students will also be informally assessed through monitoring the
room during student work and observing to see which students are on task and
which arent.
This quiz will assess student understanding of numeric to graphic representations
of proportional relationships. The quiz will be 3 questions long and take
approximately 20 minutes. The first problem asks students to complete a partially
filled in ratio table and the graph the data on a coordinate plane and find the slope.
The second problem is similar, only the table is already filled in and the students
only need to graph the points and find the slope. The third question asks how the
slope and unit rate are related.
Students will be provided with two worksheets. The first has four boxes full of
equations in the form y=mx+b at the top. From each box, students are to circle two
equations they want to use and write them on the lines below. Then, using the
tables below, they are to list some ordered pairs on that line (at least 3). Then, they
are to turn to the next worksheet, which is a large coordinate plane. Using the slope
and y-intercept (and maybe the help of their tables of ordered pairs), students will
graph the lines all on the same coordinate plane, using pencil. Once a teacher has
checked that the lines have been graphed correctly, the students will go over their
lines in marker and label each line as well. Once this has been completed, the
students will use either crayons or colored pencils to color in the regions created by

Diagnostic feedback for

teacher to see what
students know

This pre-test serves to

show the teacher what
students may already
know concerning these
big objectives. No
formal feedback will be
given.
Students will be
assessed on a daily basis
based on their responses
to these more informal
assignments.
Students will be given
feedback from the
teacher in the form of a
grade.

Students will be given

feedback from the
teacher in the form of a
grade. The teacher will
grade on completeness,
correctness, and the
following of directions.

Culminating

the intersecting lines to create a beautiful stained glass window. These will be hung
around the classroom.

Unit Test

1-4
A,B,D-F

This test will cover all of the material from the unit, including:
Graphing proportional relationships
Comparing proportional relationships in different representations
Interpreting/identifying slope (using similar triangle method)
Y=mx and y=mx+b formulas

Students will be
formally assessed in the
form of a grade.

Lesson Calendar
Day 1
Graphing proportional
relationships

Day 2
Comparing proportional
relationships

Day 3
Using similar triangles to
interpret slope.

Day 4 (New)
Slope

Day 5 (New)
Comparing Proportional
Relationships

Aim/Focus Question
(Write out based on
Big content above)

SWBAT: Graph
proportional
relationships and
interpret the unit rate as
the slope on a graph.

SWBAT: Compare two

different proportional
relationships represented
in different ways.

SWBAT: Define the slope of

a line as the rise over run and
find the slope using two
distinct points on the line.

SWBAT: Move between the three

representations of proportional
relationships (equation, table, and
graph) to compare two sets of data?

Opening/Do Now

Create a ratio table

based on the following
problem: Jimmy works
at GameStop, unloading
boxes when they get
shipped in to his store.
He knows that in each
shipment, for every 3
Xboxes, there are 2
PlayStations.

Using the two plural

nouns on your flashcard,
write a word problem that
can be solved using a
ratio table, just like the
ones weve been doing in
class. (5 min)

SWBAT: 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
Think-Pair-Share:
On a piece of
notebook paper, jot
down at least 2
things you
remember abut
similar triangles. (2
min)
The teacher will pick
Popsicle sticks to
pair up students to
share their answers
and collaborate to
make a bigger list. (2
min)
The teacher will
bring the class back
together to share
what theyve come
up with via class
discussion. (4 min)
Total: (8 min)

Graph the following

information from the table
below:

Students will be asked to write

down on a piece of scratch paper
(that the teacher will hand out) at
least one thing that has been
covered in the previous three
classes that they are unsure about.

Lesson Topic

Use your ratio table to

solve the following
problem.
Q: If there are 12
Xboxes in the shipment,
how many PlayStations
are there?
The teacher will have
provided a sample on
the board for the ratio of
1 Xbox to 3 Play
Stations, which the
students will have to
replicate using the ratio
listed in the problem.
(7 min)

Ex: For every 3 apples in

my basket of fruit, there
are 2 oranges. How many
oranges are in my basket
if there are 15 apples.
Create a ratio table to
help solve this problem.
Ask for two volunteers
(or pick 2 students via
Popsicle sticks if
necessary) to share their
problems with the class.
The class will then solve
both problems together
aloud. (10 min)
Total: (15 min)

Time
(secs)

Goldfish
Eaten

12

A student will be called up to

plot the points on a
coordinate plane on the board
and then connect them with a
line.
The teacher will then have
the students find the unit rate
of the table by dividing the
top row by 4 to find how
many goldfish are eaten in a
second.
(13 min)
***This example will be
referred back to in the lesson
when the students are asked
to find the slope of this line.

Students will then be given 10

minutes to ask whatever questions
they may have regarding
proportional relationships in
preparation for the quiz they are
about to take. (Since most students
walk in late to class, this should set
the rest of the class up so that
almost all students start the quiz at
the same time)
***If there arent any questions,
then the teacher will ask students to
add anything theyve learned about
proportions and unit rates since the
beginning of the unit to the
appropriate posters around the
room from the word splash.
(10 min)

List Instructional
Activities, including
Closing
(Highlight
Assessments)

Word Splash: The

teach will have hung up
4 posters around the
room with the following
titles: proportions, unit
rate, variables, and
equations. Students will
be asked to do a gallery
walk where they will
visit each poster and
write what they know
about each vocabulary
word. Students will be
put into 4 groups and
will be asked to start at
a designated poster.
They will be given 3
minutes at each poster.
(12 min)
The teacher will then
bring the posters to the
front of the class and
read off what everyone
wrote to give the class
an idea of where their
fellow students are at, in
terms of understanding
what these terms mean
and what is associated
with them.
(2 min)
The teacher will
introduce the unit.
(1 min)
Pretest: a short 7
minute pretest will be
given in which the
students have to solve

The teacher will start off

class by giving an
example of two
proportional relationships
represented in the same
way to show the class
how theyre simply
comparing two numbers.
Students will listen to the
teacher for this part,
before receiving their
own copy of the Grocery
Store Task, with which
they are to follow along
with what the teacher
does on the board. The
grocery store task adds
one extra step, putting
both relationships in the
same format so that they
can be compared.
(3 min)
Grocery Store Task:
The teacher will pass out
the worksheet
corresponding to the
Grocery Store task to
each student.
The teacher will pick a
student to read the
following task via
Popsicle sticks.
(< 1 min)
The task is as follows:
Mrs. Meyer is trying to
find out which store,
Shop Rite or Stop n Shop,
has the better price on

Triangle Activity:
Students will be given
cut-out paper triangles
with numbers on them in
a Ziploc bag. They will
work with the people
sitting around them to try
and figure out which
ones are similar given the
guidelines that they
decided on from the Do
Now activity.
(10 min)
The teacher will then ask
the class which
numbered triangles go
together and will write
such on the board.
(4 min)
Once this has been
completed, the students
will be given 3 graphs on
a piece of paper. Their
job is to use the triangles
to find which set of
triangles relates to each
graph. To do this, they
will have to match up the
hypotenuse of the
triangles with the line on
the graph and answer
some follow-up
questions.
(5 min)
The teacher will ask for
students to come up to
the front with their
papers and show which

Mini-Lesson:
Students will be given a
guided notes sheet to follow
along with while the teacher
works on the board. The
guided notes ask the student
to fill in the definition of
slope, and all three formulas,
including: rise over run,
change in y-values over
change in x-values, and
y2-y1 over x2-x1. Then, the
notes give two points that the
students will help the teacher
find the slope between using
the above definition and
formulas.
(20 min)
The teacher will start by
writing the definition of
slope on the board: the rate
of change between any two
points on a line. It is the ratio
of the rise (the vertical
change) over the run (the
horizontal change).
The teacher will then draw
two graphs on the board and
ask which one has the greater
slope. (The one that is
steeper).
(2 min)
The teacher will then draw
graphs of a horizontal and
vertical line on the board and
ask for the slope of these.
Even if the students know the

Quiz: Students will be given a

short, three question quiz
containing material just on
graphing proportional relationships.
The first question asks for the
students to create a ratio table based
on a word problem and then graph
the data. Then, the students are to
find the slope/unit rate. The second
question is incredibly similar
except that the ratio table is already
filled in and the students just have
to graph the data and find the slope.
The third question asks how unit
rate and slope are related.
The teacher will walk around,
monitor student work, and answer
any questions that can be answered.
(20 min)
***At the beginning of the lesson,
the teacher will present Skittles
he/she brought to class and tell the
class that as long they do their work
and stay focused, that he/she has no
problem passing out Skittles at the
end of class.
(1 min)
Mini-Lesson: the teacher will pass
out a guided notes sheet to students.
There are three parts to the sheet.
The first shows a graph, which has
to be transformed into a table and
then an equation. The second part is
a table that must be transformed
into a graph and then an equation.
The third part is an equation that
must be transformed into a table
and then a graph.

three problems: one

graphing a proportional
relationship, one
simplifying an
expression, and another
one solving an equation
for a variable (x).
(7 min)
The teacher will collect
the pretests to see where
students are at and to
see if the lessons should
be adjusted if students
already know how to do
the material.
White Board Activity:
Using the worksheet
inside the white board,
students will assist the
teacher in creating a
ratio table modeling the
following problem:
Kevion finds that
2 goldfish can live
in 4 gallons of
water. Create a
ratio table for 3, 4,
5, 8, and 10
goldfish.
Students will be
given goldfish
crackers to model
the problem.
They will be asked
not to eat any until
they have filled
out the ratio table.
Students will help
the teacher to
create a graph to
model the data.
What is the unit
rate of this ratio

ham for her lunches

during the week. At Shop
Rite, we already know
that you can get 2 pounds
of ham for $5. Stop n
shop gives a graph
representing the ham to
dollars proportion. At
which store is Mrs.
Meyers likely to get the
better deal?
This worksheet will be
projected onto the board
for the teacher to use
while the students look at
the worksheet from their
desks.
The students will first
help the teacher create a
ratio table based on Shop
Rites price so that they
can find the unit rate.
(4 min)
Then, the students will
help the teacher find the
slope of the graph
representing Stop n
Shops price. Since the
slope is the same as the
unit rate, the class now
has the unit rate for both
Shoprite and Stop n Shop
and can thus compare
them.
(10 min)
The class will be asked
which ham Mrs. Meyer
should buy and why.
(4 min)
The teacher will then
walk the class through a

triangles matched up
with which graphs. The
teacher, with student
help, will then present
the answers to the
follow-up questions and
ask the students for the
why.
(2 min)
The teacher will then
give the class a new
problem concerning the
number of cookies baked
from a given amount of
sugar. They will be asked
to create a ratio table
from the problem, graph
it, and find the slope of
the graph between two
different sets of points.
(10 min)
The teacher will then ask
the following questions
to get the class to come
up with the fact that the
points they used to find
the slope can be used to
create similar triangles:
Why is the slope the
same between any
two points?
How could we have
used what we
learned about similar
triangles to find the
slope?
(4 min)
Closure: Students will
then be asked to talk to
their neighbor to come
up with a one-sentence
summary of what we did
that day. A student will

correct answer, the teacher

will bring up the slope tree
diagram on the bottom of the
guided notes and use the
little man example to show
that the only lines that have
slope are ones that you can
set a little man on top of and
have him be able to walk on.
Thus, vertical lines have no
slope.
(5 min)
The teacher will ask the
students for the most
commonly used formula for
slope (change in y-values
over the change in x-values)
and relate this to the rise over
run to show students that the
slope can be found without
even plugging in to the
formula. The slope can be
found as the ratio of legs of a
right triangles that can be
drawn between the two
points.
***Remind students that
whatever order the y-values
are subtracted is the same
way the x-values must be
subtracted.
Remind students that the
slope is the same as the unit
rate.
Worksheet: Students will be
handed out a worksheet
containing about 10
problems where you have to
find the slope between two
points. Once the students
have finished, the teacher
will check each students

(20 min)
***My hope is that showing how to
move between these representations
will aid students in comparing
proportional relationships in
different representations.
The students will then be given a
PARCC task in which they are
asked to compare an equation with
a table to find which one has a
greater rate of change (unit rate).
(20 min)
***This problem is to help collect
data for a research project so the
teacher will attempt to let the
students work on their own without
interfering, unless students are
completely lost. The teacher will
try to redirect students back to their
guided notes if they need help.
i-Ready: Students will be given 3 iReady lessons to complete that they
will need to pass 2 of. (35 minmandatory Kilmer allotment)
Closure: Students are given an exit
ticket with two different
proportional relationships, one in
the form of a table and one in the
form of a graph. The students are
asked to compare the two sets of
data to see which one has a greater
rate of change.
The teacher will ask how the
students approached this problem
(which form they put both sets of
data in) and complete the problem
as directed.
(10 min)

table?
What does that
relate to on our
graph?
Is the unit rate the
same even when
looking at two
different points on
the graph?
(25 min)

Students will then be

grouped into pairs and
asked to flip over the
whiteboards and work
together on the Ice
Cream Task (via the
whiteboards). They are
asked find the ratio table
given the problem and
then graph it, given the
knowledge of graphing
they just received from
completing the Goldfish
Activity.
(10 min)
The teacher will ask for
a volunteer to come up
to the board and plot the
points that their group
got on the graph on the
board.
(3 min)

couple follow up
questions regarding what
the slope represents in
this particular problem
and what would happen if
the Stop n Shop graph
were to have a more level
slope.
(7 min)
Q: How else could we
have solved this problem?
What other formats could
we have put both
proportions into?
(2 min)
Make a problem
activity: Students will
work in pairs. They will
start by picking one of the
problems they wrote for
the Do-Now activity.
Using this problem, they
will use the relationship
given in the problem to
make a similar
relationship with different
numbers and represent it
either using a graph or an
equation. Then, together
they will create the
problem they are going to
solve, modeling the
Grocery Store Task.

Another group will then

be asked to interpret the
slope as the unit rate
and explain how they
got the answer that they
did.
(2 min)

The teacher will call on a

group to share what they
got and the class will go
through all of the steps
together to make sure no
one is confused.

Closure:
Students will be asked
to write down a one-

Next, students will trade

problems with another
group and attempt to

be picked via Popsicle

sticks to report to the
class what they and their
partner came up with.
The teacher will clarify
anything that may have
been left out.
(4 min)
i-Ready: Students will
be given 3 i-Ready
lessons to complete that
they will need to pass 2
of. (35 min-mandatory
Kilmer allotment)
Students will be given an
exit ticket with a graph
asking the students to use
two similar triangles to
show that the slope is the
same at any two given
points.
(5 min)

answers for correctness

before sending them on
iReady.
(15 min)
i-Ready: Students will be
given 3 i-Ready lessons to
complete that they will need
to pass 2 of. (35 minmandatory Kilmer allotment)
Closure: Students will be
given an exit ticket asking
students what the
relationship between unit rate
and slope is. Students are
asked to write 1-2 sentences
or a couple of bullet points
answering the question.
(5 min)
***This point will be
stressed as it is incredibly
important and will come up
again many times in the unit.

sentence summary
describing what they did
that day. Students will
then be asked to share
via Popsicle stick
method.
(2 min)
We will return to the
Do-Now problem and
graph it (as a class),
now that the students
know how.
(5 min)
Students will be given
an exit ticket containing
an already-filled-out
table that needs the data
to be plotted. They will
also be asked to find the
unit rate from their
graph.

Relevance to
Students
(Why do we have to
learn this?)

These students are

always talking about
video games so I think
that the Do Now for this
day will excite them and
relate more to their
lives.

HW

(HW#1) Students will

be given a blank
worksheet that they
must create their own
problem for modeling a
proportion between two
discrete items. From this
problem, they will fill in

solve it.
(15 min)
iReady: Students will be
given 3 iReady lessons to
complete that they will
need to pass 2 of. (35
min-mandatory Kilmer
allotment)
Closure: Students will
be given an exit ticket
asking them to compare
two proportional
relationships where one is
in the form of an equation
and one is in the form of
a graph.
(5 min)
The teacher will then take
time to go over the
problem with the class as
a whole. He/she will pick
Popsicle sticks to
determine who will share
their answer.
(4 min)
The students names are
used in the exit ticket, as
well as Mrs. Meyers
name used in the Grocery
Store task. Students will
also enjoy being in charge
of coming up with the
details of the next
problem to be done in
class.
(HW#2) Students will be
given a worksheet with 1
in-depth problem
comparing different
proportions.

Students will enjoy both

the use of manipulatives
and also the problemsolving that goes along
with this activity.

Students will enjoy going

back and reviewing
something they have already
done. It will give them
confidence in moving
forward.

Students will enjoy getting candy

as a reward for completing their
work. It is anticipated that they will
also enjoy the guided notes as they
simplify the process of comparing
proportional relationships in
different representations.

(HW#3) Students will

be given a worksheet
containing 3 problems.
In the first two, the
students are to create a
graph from a ratio table
and use at least two
similar triangles to show

(HW#4) Students will be

given a homework sheet
containing 15 problems
asking for the slope between
two given points. Students
are asked to complete 4 of
the 15 for homework.

(HW#5) Students will be given a

problem in which they are to
compare the snowfall from a storm
in December (represented with a
graph) and the snowfall from a
storm in January (represented in a
table). They are to find which storm
accumulated more snow each hour.

the empty ratio table

and graph it on the
given coordinate plane.
They are asked to find
the slope of the line
theyve created as well.

that the slope is the same

given any two points
chosen on the graph. The
last one is a trick
question. The graph in a
vertical line. With
vertical lines, the slope is
undefined.

Lesson Calendar Continued

Day 6 (New)

Day 7 (New)

Day 8 (New)

Day 9 (New)

ORIGINAL DAY 4

Lesson Topic

Using similar triangles to

interpret slope.

Slope-Intercept Form of the

Line

Slope-Intercept Form of
the Line

Review/Test

Y=mx+b

Aim/Focus
Question
(Write out based on
Big content
above)

SWBAT: Recognize the slope

is the same between any two
distinct points using similar
triangles.

SWBAT: Graph equations

in the form y=mx+b using
the slope and y-intercept.

SWBAT: Use what theyve

been learning over the past
8 days to complete a
culminating assessment.

SWBAT: 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.

Opening/Do
Now

Find the slope of the following

line using any two points and
the formula:

SWBAT: 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.
Find the slope of the line
using at least two different
sets of points to justify that
your answer is correct.
They are given the graph of
the line:

Students will be asked to

graph the equation y=2x+1
to warm them up for the
Stained Glass Project,
using the slope and yintercept of this line.

Students will be given the

graph of y=5x-2, from
which they are to find the
equation for. This question
relates to a bonus question
on the test and the teacher
will let the class know this.

Students will be asked to write

down on a piece of scratch paper
(that the teacher will hand out) at
least one thing that has been
covered in the previous three
classes that they are unsure about.

The line drawn on the board is
y=2x+1
So the slope is 2.
A student will be asked to give
the two points they used. This
same student will be asked to
help label the points with their
x- and y-values and plug into
the formula for slope. After
the class finds that the slope is
2, the teacher will ask if
anyone used two different
points. If someone volunteers
two different points, use them.
Otherwise, pick two other
points and have the students
help with plugging into the
formula.
After the same slope is
attained as before, the teacher
will ask the class if this is a
coincidence, to which the
students should answer No.

with the points (0,3), (5,-1),

and (-4,6) labeled on the line.
A student will be asked
which points they used first
and the class will then use
these points to find the slope
as a class. A different student
will give a different set of
points and that student will
be called up to the board to
plug into the formula for
slope and solve.
The teacher will ask if any
students did this using yet
another set of points. The
teacher will quickly
demonstrate the finding of
slope using the last two
points that havent been used
already together.
(15 min)

The teacher will use

popsicle sticks to call a
student up to the board to
plot the points of the line
on the projected coordinate
plane.
(8 min)
The teacher will review
slope as the rise over run
and ask the class what the
run would be if the slope is
not a fraction, but a whole
number instead.
(2 min)
The teacher will then
quickly review the
difference between the
y=mx and y=mx+b
equations of a line.
(2 min)

HINT: What is the slope

and y-intercept?
y= _____x + _____
(5 min)
A student will be picked
via Popsicle sticks to help
the teacher write the
equation of the line.
(2 min)
If no one knows the
answer, the teacher will
quickly walk the class
through the process of
finding the slope and yintercept and then just
simply plugging into the
y=mx+b formula.

Students will then be given 10

minutes to ask whatever questions
they may have regarding
proportional relationships in
preparation for the quiz they are
about to take. (Since most students
walk in late to class, this should set
the rest of the class up so that
almost all students start the quiz at
the same time)
***If there arent any questions,
then the teacher will ask students
to add anything theyve learned
about proportions and unit rates
since the beginning of the unit to
the appropriate posters around the
room from the word splash.
(10 min)

This leads into the days

lesson.
(15 min)
List Instructional
Activities,
including Closing
(Highlight
Assessments)

Going off of the Do Now:

Q: Why isnt this a
coincidence?
A: Because the steepness of a
line doesnt change, so the
slope should be the same
between any two points.
The teacher will relay to the
class that the slope is the rise
over run. The class as a whole
will then analyze this to get to
the point that it is the change
in the y-values over the
change in the x-values.
The teacher will then draw the
change in y-values on the
graph as a vertical line starting
from the first point and going
up to the y-value of the second
point. He/she will then do the
same thing by drawing a line
going from the tip of the first
line (the x-value of the first
point) to the x-value of the
second point.
The teacher will point out that
this makes a right triangle,
with the hypotenuse of the
triangle being the line
connecting the points that
were chosen to find the slope
between.
The teacher will then repeat
this process with the second
set of points they used.
The teacher will then ask for

***At the start of the lesson,

the teacher will tell the class
that if they do all of their
work, they will receive fun
pencils, since they are always
losing theirs.
Mini-Lesson: Students will
follow along from their seats
with a guided notes sheet
while the teacher defines
each variable in the equation
y=mx+b on the board. There
is also an example y=mx+b
equation at the top of the
guided notes sheet that the
students will use to identify
both the slope and yintercept, once all of the
variables have been defined.
Y = dependent variable
M = slope
X = independent variable
B = y-intercept
The teacher will point out
that if an equation is in the
form y=mx, then instead of B
being added on at the end, a 0
is being added and thus the yintercept is 0.
The teacher will then graph
the sample equation to show
how to plot the y-intercept
and then count up and over
using the slope to plot more
points.
The teacher will present the

Stained Glass Project:

Students will be provided
with two worksheets. The
first has four boxes full of
equations in the form
y=mx+b at the top. From
each box, students are to
circle two equations they
want to use and write them
on the lines below. Then,
using the tables below,
they are to list some
ordered pairs on that line
(at least 3). Then, they are
to turn to the next
worksheet, which is a large
coordinate plane. Using the
slope and y-intercept (and
maybe the help of their
tables of ordered pairs),
students will graph the
lines all on the same
coordinate plane, using
pencil. Once a teacher has
checked that the lines have
been graphed correctly, the
students will go over their
lines in marker and label
each line as well. Once this
has been completed, the
students will use either
crayons or colored pencils
to color in the regions
created by the intersecting
lines to create a beautiful
stained glass window.
These will be hung around
the classroom.
The teacher will introduce
this project and plot one

Test: This test will cover

all of the material from the
unit, including:
Slope
Graphing
proportional
relationships
Interpreting/identi
fying slope (using
similar triangle
method)
Y=mx and
y=mx+b formulas
(Students will be given the
entire class to finish the
test)
For those who finish the
test early, when they turn
in their test:
If they arent finished
with their puzzle from
the day before, they
can quietly work on
that.
If they are finished
with their puzzle, they
will be given a
worksheet of
brainteasers to attempt
to solve. This serves as
a way to wind down
after the test. The
students will be able to
use their brains in
other (nonmathematical) ways.
Closure: The teacher will
move the Word Splash
posters to the front of the

Quiz: This quiz will assess

student understanding of numeric
to graphic representations of
proportional relationships. The
quiz will be 5 questions long. Two
of these problems ask the student
to create the table and graph, given
a word problem. They also ask for
the student to find the unit rate.
Another two give the table and ask
the student to graph and find the
slope using the similar triangle
method. The last question asks
students to relate unit rate to the
slope on the graph. (25 min)
Mini-Lesson: Teacher introduces
the slope-intercept form of the line
to the class via the white board and
defines each variable in the
equation y=mx+b.
The students will be filling out
guided notes during the lesson.
(5-8 min)
The teacher draws a graph on the
board so that he/she can point out
all of the variables. (3 min)
Graphing Activity: Tape will be
placed on the floor to create a large
coordinate plane. Students will be
paired up and given a large piece
of string. They will be asked to
model the following equations:
Y=0
X=0
Y=x
Y=-x
Y=x+1

the formula they use to find

slope. No matter which
formula they choose, the
teacher will redirect them to
the rise over run formula and
then point out that the triangle
they just created represents the
rise over run.
Using the two different sets of
points, the teacher will then
demonstrate how the rise over
run simplifies to 2 in both
cases.
(25 min)
***Note: the teacher will tell
the class that whenever he/she
asks for them to find the slope
using at least two similar
triangles, that really means
using two different sets of
points, as they just did.
Q: What do you notice about
the triangles that were just
created?
A: They are similar, and since
the sides of similar triangles
are proportional, it makes
sense that the rise over run in
both cases would simplify to
2.
(3 min)
The teacher will explain that if
you get a different slope using
two different sets of points on
a line, then you made a small
error in your calculations. This
serves as a good way of
checking your work.
***Its okay to get a fraction

equation

on the

board, which a student will

be called on to graph on the
board.
Q: What does it mean when
there is no y-intercept in our
equation?
A: The y-intercept is 0 (The
line goes through the origin
(0,0)).
(20 min)
***If necessary, the class
will also graph y=3x+1, for
some additional practice if it
seems like not everyone is
grasping this.
The teacher will then review
the slope tree and the
equations for horizontal and
vertical lines.
(7 min)
Worksheet: Once everyone
seems on the same page, the
teacher will pass out a
worksheet for students to
identify both the slope and yintercept of the following
y=mx+b equations:
Y=0
X=0
Y=x
Y=-x
Y=x+1
Y=3x
Y=2x-1
Y=1/2x
Y=x-3
Y=3/4x+2
***For those who finish
early, the teacher will provide
graphing paper for them to

line for the class to show

them how it is done.
(10 min)
The students will be given
the rest of the class period
to work (60 min).
The teacher will walk
around and answer any
questions the students may
have while they work.
Closure:
The teacher will ask the
class to write down three
steps they think best
describe how to graph
using the slope and yintercept.
The teacher will then ask
2-3 students to share out
their list of steps, which the
teacher will copy on the
board.
(5 min)
The teacher will take 5
minutes at the end of class
to write on the board
exactly what will be on the
test the following day as
well as announce that the
students will be given more
class time to finish the
Stained Glass Project after
the test, as well as the
following week.
(5 min)

room and the class will

discuss their contents as a
whole in the last 7 min of
class.
***If people are still
working on the test, thats
fine. They may keep
working until the end of
class.
Those who dont finish
will be given the
opportunity to finish the
test the following Tuesday.
The same goes for the
project.

Y=3x
Y=2x-1
Y=1/2x
Y=x-3
Y=3/4x+2
Other classmates can help a group
figure out where their line goes in
the coordinate plane. As each pair
goes, the teacher will point out
both the slope and y-intercept in
each equation.
All students will be responsible for
filling out the worksheet
corresponding to the graphing
activity. Students will have to fill
in the blanks for the slope and yintercept for each line that the
students create.
(25 min)
**For those of the students who
cant handle the activity, they will
be asked to sit down and follow
along on the worksheet.
Closure: Have students write
down 1-2 sentences answering to
the following questions: what
happens when the m and b values
increase and decrease? What effect
does this have on the graph for
equations in both the form y=mx
and y=mx+b?
(5 min)
The teacher will ask the students
how they graphed lines in the past.
- Theyll most likely say by
using ordered pairs in a table.
The teacher will then show that
this same method works for
checking answers to make sure you
graphed the line correctly. He/she
will then demonstrate using the
line y=3x+1 and the following
table:

as your slope, because that is

simply the rise over run. It
doesnt need to be simplified
to a decimal.

practice graphing 3 of the

equations using the y=mx+b
form of the line.
(25 min)

(4 min)

At this point in the lesson,

the class will go over each
answer and write the answers
on the board for everyone to
see. Popsicle sticks will be
chosen for students to
volunteer their answers.
(5 min)

Worksheet: The students will

be given a worksheet with two
graphs on it with at least three
points labeled. They are asked
to find the slope of each line
using at least two similar
triangles (using two different
sets of points). Students can
work with the students sitting
around them.
The teacher will walk around
and monitor student work,
answering any questions the
students may have.
(20 min)
i-Ready: Students will be
given 3 i-Ready lessons to
complete that they will need to
pass 2 of. (35 min-mandatory
Kilmer allotment)
Closure: Students will be
given an exit ticket with a
graph with three points
plotted. The work to find the
slope using two different sets
of points has already been
done, but the work is wrong
because they got two different
answers for slope. The student
is asked to find the mistake in
the work.
The teacher will recreate the
students work from the exit
ticket on the board and ask a
student to come up and circle

Students will be given a

PARCC task to help collect
data for a teacher research
project. Students will be
given 15 minutes to solve a
problem comparing two
proportional relationships
represented in different ways.
(15 min)
Closure: This class will be
wrapped up using a student
summary of the days events.
A different student may be
asked to restate what the first
student said in his or her own
words.
(3 min)
If there is time, the teacher
will introduce the Stained
Glass Project for the
following day.
(5 min)
Students will be given an exit
ticket where they must
answer the question of when
to use y=mx and when to use
y=mx+b.
(3 min)

(7 min)
Exit ticket: Write a sentence or two
answering the following question:
When do we use the y=mx form of
the line and when do we use the
y=mx+b form of the line?

the mistake in the work.

The teacher will clarify for
anyone who doesnt see the
mistake.
(10 min)
The teacher will call on a
student to recap the days
events and what was learned.

The class will then go over

the answer together quickly
before the end of class.
(2 min)
If the class behaves, they will
receive their fun pencils on
their way out the door.
(1 min)

(2 min)
Relevance to
Students
(Why do we have
to learn this?)

Student names are used in the

homework.

The students are told at the

beginning of class that they
will all receive free, fun
pencils at the end of class if
they stay focused.

The students will enjoy

getting to color once they
have completed their work.

HW

(HW#6) Students will be

given The Cookie Problem,
which they are to create a ratio
table for a word problem and
then graph the data. Once the
data is graphed, they are to
find the slope of the line using
at least two different sets of
points.

(HW#7) Worksheet with

three questions. The first asks
why we use the y=mx form
for a certain graph and then
asks for the slope. The
second two ask the student to
identify the slope and yintercept of a line in the
slope-intercept form and then
graph it on a given coordinate
plane.

(HW#8) Review Sheet

with at least one problem
on each topic covered over
the two-week unit.

Students will enjoy

completing brainteaser
activity, as its more fun
and doesnt relate to math
to give them a nice break
after taking the
culminating assessment.
NO HOMEWORK- TEST
DAY

Students will have to work

together in order to figure out
where their line goes. They will
also be moving around all class,
which should provide them with
more incentive to get involved.
(HW#4) Students will be given a
worksheet containing 3 problems
to be solved. In the first problem,
the student has to answer the
question:
Why do we use the form
y=mx for some equations, but
y=mx+b for others?
The other two questions ask the
students to graph two equations,
one in the form y=mx and one in
the form y=mx+b on the
coordinate plane provided. Then,
they are to find the slope.


ORIGINAL DAY 5
Simplifying expressions

ORIGINAL DAY 6
Interpreting and
Solving one-variable
linear equations

Aim/Focus
Question
(Write out based on
Big content
above)

SWBAT: Define what a variable is

and expand expressions using the
distributive property and collecting
like terms.

SWBAT: Use their

prior knowledge of
simplifying linear
expressions to solve
one-variable linear
equations.

Opening/Do
Now

Students will be given the

following equations with constants
to be simplified on each side of the
equals sign. They are to simplify
both sides and find out if the left
hand side equals the right hand
side, which it should by definition
of equality.
149+78+123=92+150+85
o 350 not equal to 327
13+42+23=13+52+13
o 78=78

Students will be asked

to combine like-terms
to simplify in the
following problems:
3 apples + 4
oranges + 2apples
o 5 apples
+4
oranges
3x+2(2+x)
o 5x + 4

Lesson Topic

The teacher will have an example

on the board of the following, for
which he/she will show all steps to
show that both sides are equal
32+40+9=50+3+20+8
o 72+9=53+20+8
o 81=73+8
o 81=81
(8 min)

Q: Did you get the

same answer for both?
Write a sentence
explaining why or why
not.
The teacher will then
ask for student
answers.
(6 min)

ORIGINAL DAY 7
Determining if linear
equations have zero,
exactly one, or infinitely
many solutions
SWBAT: Manipulate a
linear equation to
determine its number of
solutions (zero, one, or
infinitely many).

Students will be asked

to fill in the blank in the
following problems,
while showing their
work for how they got
their answer:
3*___=12
__ - 5=6
Q: How could we have
rewritten these problems
to reflect what we did
yesterday?
Alternative question:
What can we put in
these blanks to act as a
placeholder and
represent an unknown?
3x=12
x-5=6
(10 min)

ORIGINAL DAY 8
Solving linear
equations with rational
number coefficients

ORIGINAL DAY 9
Review/Test

SWBAT: Solve linear

equations with rational
number coefficients,
including equations
whose solutions
require expanding
expressions using the
distributive property
and collecting like
terms.
How many solutions
do each of the
following equations
have?
4+x=5+x
2x+1=7
2-x=-x+1+1

SWBAT: Use what theyve been

learning over the past 8 days to
complete a culminating assessment.

For those who werent

here the day before,
simplify the following
expressions:
2(x+3)
5x+2-3x
The teacher will then
ask those who werent
here the day before to
help he/she
simplifying the
expressions on the
board.
After this has been
completed, the teacher
will ask the other
students to come up
and solve the

Students will be asked to write down

at least one thing they are uncertain
about regarding the test material.
(2 min)
Students will have time to ask any
questions they may have regarding
the test or material on the test from
this unit.
(at most 10 min)

List Instructional
Activities,
including Closing
(Highlight
Assessments)

Mini-Lesson: The teacher will

draw an x on the board and ask
students what it is.
Answer: a variable, a placeholder
for a given value
(4 min)
The teacher will then take out
multiples of two discrete objects
(M&Ms/Skittles)
***During this part of the lesson,
students will be asked to watch the
teacher use the candy
manipulatives. They will answer
corresponding questions on guided
notes sheets.
The teacher will explain how you
can only add together like-items.
Then he/she will take out 5
M&Ms and 2 Skittles.
Q: Can I combine these two items?
A: No, because Skittles and
M&Ms are not the same.
Teacher takes out 3 more M&Ms
so that there are 3 M&Ms in one
pile, 5 in another, and 2 Skittles in
another.
Q: Can any of these items be
combined so that we will have less

Cups and Counters

Activity:
To demonstrate how to
combine like-terms and
solve one variable
linear equations.
Students will
watch the teacher
model the cups
and counters
activity using the
equation:
2x+1=x+5
Teacher will
repeat with 2x=6
to show how to
add extra step with
dividing by the
coefficient
attached to the
variable.
The teacher will
call up a student
who thinks they
can model the
solving of an
equation using the
balance and twocolor counters to
try on their own in
front of the class.

Poster Activity: The

teacher will put 3
posters around the
room. The titles of the
posters will be x=x/#=#,
x=#, and #=different#.
The teacher will pass
out notecards and a
piece of scratch paper.
Each notecard will have
an equation on it that
the student will have to
solve. Once theyve
figured out the answer,
they will grab a piece of
tape and tape their
notecard to the poster
with the matching
format of their answer.
(10 min)
The teacher will
monitor the activity by
walking around the
room while this first
round takes place,
taking note of anyone
who appears to be
struggling.
The teacher will then

equations to figure out

how many solutions
they have. These
students will be asked
to explain what they
are doing as they do it
so that those who
werent here the day
before can catch up.
They will also be
asked to explain why
each equation has zero,
one, or infinitely many
solutions.
(10 min)
The teacher will first
introduce the puzzle
activity and solve one
of the problems for the
class on the board to
demonstrate how the
puzzle works.
The teacher will
announce that the first
students to solve the
puzzle correctly and
find the hidden
message inside will get
a prize (in the form of
food. i.e. chips)
(5-8 min)
Puzzle Activity (Inclass project): Each
(mixed ability) pair of
students will be given
2 bags of paper
squares (with
equations/answers to
equations on each of
the four sides), 2 glue
sticks, scratch paper,
and 2 pieces of
construction paper.
They will first need to

Test: This test will cover all of the

material from the unit, including:
Graphing proportional
relationships
Interpreting/identifying
slope (using similar
triangle method)
Y=mx and y=mx+b
formulas
Expanding expressions
Solving linear equations in
one variable
(Students will be given the entire
class to finish the test)
For those who finish the test early,
when they turn in their test:
If they arent finished with their
puzzle from the day before,
they can quietly work on that.
If they are finished with their
puzzle, they will be given a
worksheet of brainteasers to
attempt to solve. This serves as
a way to wind down after the
test. The students will be able to
use their brains in other (nonmathematical) ways.
Closure: The teacher will move the
Word Splash posters to the front of

than 3 piles?
A: The pile of 5 M&Ms and the
pile of 3 M&Ms can be combined
and then we only have two piles.
Big Idea: Weve SIMPLIFIED
our situation.
(5 min)
The teacher will pass out fun-size
packages of candy to the students
and make it clear that they are not
to eat them yet.
Students will be asked to model the
rest of the problems on the
worksheet one at a time, on their
own to find what they think the
answer is. The teacher will give the
students 2 minutes for each
problem before asking for an
answer. This process will be
repeated for all 3 examples.
(9 min)
The teacher will then write
5x+2+3x on the board and tell
the class that the same applies
when dealing with variables.
The teacher will then demonstrate
such using the following examples:
2x+3+5+x
12-3+3x-2x
(8 min)
The teacher will then remind the
class what parentheses generally
mean in math (multiplication) and
have them solve 2(3+1). Then, the
teacher will ask the class how they
think they would solve the
following given what they just did:
2(x+1)
The class will then go back
and solve 2(3+1) using the
distributive property and see

The class will be

asked if they agree
with what that
student did, or if
they think it
should be done
differently.
If a student thinks
that it was done
wrong the first
time and thinks
they can do it
correctly, they will
be called up to do
so.
Teacher will
model using online
balance software
(Students will tell
the teacher what to
do next)
Students will
model steps for
solving the
equation using the
paper and pencil
method while
teacher models
with software.
2 students will be
asked to come up
and use the
balance software
to solve a given
one-step or twostep equation.
(25 min)

Students will be given

a worksheet containing
2 equations to be
solved and will be
asked to pair up to
complete it.
(10 min)

pair up students
depending on who was
struggling during the
first round and give
them a new notecard,
with which they are to
do the same thing as
before.
(5 min)
Once all (or most of) the
notecards have been
taped up, the teacher
will ask everyone to
return to their seats.
Students will be given a
graphic organizer on
which they are to take
notes.
The teacher will then
ask the class what they
think it means when you
get:
X=x/#=#
X=#
#=different#
(10-15 min)
The teacher will add
onto student responses
to formally define when
a one variable linear
equation has:
infinite solutions
one solution
no solution
(5-10 min)
Closure:
Students will be given
an exit ticket where they
must match the
formatted answer to the

cut out all of the boxes

in the worksheet.
Then, they will begin
to solve the equations
on the edges of the
squares. (Students are
asked to show all work
on a separate sheet of
paper that will be
provided for them)
Then, they will find
the corresponding
answer for x on
another square. They
will then match up
these squares and set
them aside. Once the
students have found
the order in which the
squares must be
placed, they will then
glue them down on
their piece of
construction paper.
They can then solve
the riddle of the
puzzle.
Students will work in
pairs, but will all be
asked to complete their
own puzzle in order to
receive full credit.
The teacher will
announce that the first
students to solve the
puzzle correctly and
find the hidden
message inside will get
a prize (in the form of
food. i.e. chips)
**If the students dont
finish, they will be
asked to finish the

the room and the class will discuss

their contents as a whole in the last 7
min of class.
***If people are still working on the
test, thats fine. They may keep
working until the end of class.

that they get the same answer

as before: 8.
(5 min)
The teacher will then introduce the
distributive property and simplify
the following problems with
student help:
3(2+x)
5(x-10)
3(x+x-3)
(10 min)
i-Ready: Students will be given 3
i-Ready lessons to complete that
they will need to pass 2 of. (35
min-mandatory Kilmer allotment)
Closure: The teacher will ask the
students to name the two ways they
learned to simplify in class that
day:
Combining like-terms
Distributive property
(<1 min)
The students will be given an exit
ticket asking them to use both
combining like-terms and the
distributive property to simplify the
following expression:
2x+4(x+5)-2
Answer: 6x+18
A student will be called up to the
board to show the rest of class how
to solve this problem step-by-step.
(8 min)

Teacher will
demonstrate how to
check that your answer
is correct by plugging
it back into the original
equation.
If you dont get
the same answer
on both sides of
the equal sign,
then you did
something wrong.
Students will go
back to the
equations they
have solved that
day and plug in
their answers to
make sure that
they did
everything
correctly.
If they find a
mistake in their
work, they are
asked to correct it.
(5 min)
Closure: Students will
be given an exit ticket
containing the
following problem:
Bryon and Jahsere are
trying to decide who
watches more TV.
When they sat down
and figured out how
much they watched,
they realized that
Bryon watched 85
more minutes of TV
each day than Jahsere.
If Jahsere watches 263
minutes of TV each
day, how many
minutes does Bryon

number of solutions it
has.
(5 min)

following day once

they have completed
the test.

iReady: Students will

be given 3 iReady
lessons to complete that
they will need to pass 2
of. (35 min-mandatory
Kilmer allotment)

(25 min)
The teacher will ask if
anyone got stuck on
any problems that they
would like to tackle as
a class. The teacher
will allow up to 2
problems to be solved
as a class. The students
are responsible for all
of the others.
(5 min)
iReady: Students will
be given 3 iReady
lessons to complete
that they will need to
pass 2 of. (35 minmandatory Kilmer
allotment)
Closure:
The teacher will ask
students to help make
the list of steps that it
takes to solve onevariable linear
equations.
(5 min)
The teacher will ask
students to shout out
all of the things
theyve learned since
the beginning of the
semester while he/she
writes them up in the
form of a list on the
board.

watch? Create an
equation to model this
problem where x is
number of minutes
Bryon watches TV.
Then solve for x.
(10 min)

The teacher will add to

the list if necessary
and remind the
students that all of the
material on the list will
be on the test. He/she
will remind them to
study.
(5 min)

Relevance to
Students
(Why do we have to
learn this?)

Students are always eating in class

when they arent supposed to, so
dealing with candy in class and
allowing them to eat it when were
done should interest them.

Student names are used

in the exit slip, as well
as the idea of watching
TV, which the students
love to do.

Students will enjoy the

movement around the
room that goes hand-inhand with this poster
activity.

HW

(HW#5) Worksheet containing 3

problems to be simplified using
both combining like-terms and the
distributive property.

(HW#6) Students will

be given a worksheet
containing 4 problems
asking the student to
solve for x.

(HW#7) Students will

complete Review
Worksheet 1.

Students will enjoy

completing the puzzle
activity as it provides a
means for them to
practice solving onevariable linear
equations in a more
fun, competitive way.
(HW#8) Students will
complete Review
Worksheet 2.

Students will enjoy completing brain

teaser activity, as its more fun and
doesnt relate to math to give them a
nice break after taking the
culminating assessment.

NO HOMEWORK- TEST DAY