Russo+Unit+Plan

**Unit Plan**

 * First and Last Name:**


 * School District:**


 * School Name:**


 * School City, State:**

**Unit Title**

 * Unit Summary: Graphing Linear Equations Using Slope-Intercept**


 * Subject Area: Math**


 * Grade Level: 8th**


 * Approximate Time Needed:**


 * Habits of Learning Taxonomy:**


 * Targeted Content Standards and Benchmarks:**


 * Student Objectives/Learning Outcomes**:

**Curriculum-Framing Questions Examples:**
What is the y-intercept ? Why do I need to know the slope? Why do I need to know the y-intercept? How will changing the slope affect the desired outcome of my graph? How will changing the y-intercept affect the desired outcome? How can I determine if I will reach my goal? ||
 * **Essential Question ** || How can I apply a linear graph to my life. ||
 * **Unit Questions ** || When will I have enough money to buy a pony? ||
 * **Content Questions ** || What is a slope?

This project could be used to create linear relationship between time and height of fall
 * Airborne Parachute Design ||  ||   ||   ||
 * Name:_ ||  ||   ||
 * || 4. Distinguished || 3. Proficient || 2. Apprentice || 1. Novice ||
 * How well did you work with your team: || Always listened, shared ideas, and supported the team. || Participated with the group but not to your fullest capabilities. || Did not always participate with the group. || Was not involved with the team. ||
 * How effectivly did you participate in the researching of the parachute.: || Always participated in the research of the parachute design to reach the desired objective. || Attempted to participate in the research of the parachute. || Added occasional effort in the research of the parachute. || Was not involved in the research of the parachute. ||
 * How well did you participate in the designing and construction of the parachute.: || Was clearly involved and active throughout the entire construction process. || Attempted to be involved in most aspects of the construction process. || Was occasionally involved in the construction process. || Was not involved in the construction process. ||
 * Results of the testing process.: || Project results met all desired goals. || Project met most goals. || Project met a few goals. || Fell like a rock. ||
 * MyT4L Rubric www.tech4learning.com ||  ||   ||   ||
 * MyT4L Rubric www.tech4learning.com ||  ||   ||   ||

Use a few games to help the students come up with situations that would use linear equations: Cool math Papa's Pizzeria Cool math Lemonade Stand.

During the time period that the students experience the development of data through playing the game, I will have the time to student-teacher conference to assess the students progression with the development of linear equation creation.

__Instructional Procedures__ Inside outside circle could be implemented well in the classroom. The students start on the inside of a circle. I will pose a question. The first student that answers the question correctly get s out of the circle. The student then gets to create a question to pose to the students remaining in the circle. The game continues until each student gets out of the circle save one. Other adaptions can be incorporated to the structure. Multiple circles can be formed and make it a team game.

Scaffolding ideas are plentious in lesson 25. Many of the ideas can be implemented such as Venn Diagrams.





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