| | | | | | |
|
|
| Eighth Grade - Understand the definition of a function
- Compare and write functions represented in different ways (words, tables, graphs)
- Understand that y=mx+b is a linear function and recognize nonlinear functions
- Interpret the rate of change and initial value of a function
|
| ... |
| 8.F.A. Define, evaluate, and compare functions. Function notation is not required in Grade 8. 8.F.A.2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. For example, the function A = s² 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. 8.F.B. Use functions to model relationships between quantities. 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. 8.F.B.5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | Students will have opportunities to: - SMP1 - Make sense of problems and persevere in solving them
- SMP2 - Reason abstractly and quantitatively
- SMP3 - Construct viable arguments and critique the reasoning of others
- SMP4 - Model with Mathematics
- SMP5 - Use appropriate tools strategically
- SMP6 - Attend to precision
- SMP7 - Look for and make use of structure
- SMP8 - Look for and express regularity in reasoning
|
| ... |
| Sixth Grade - Write an equation in two variables, identifying the independent and dependent variables
- Analyze the relationship between two variables using graphs and tables
Seventh Grade - Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions
- Represent proportional relationships with equations
| |
| ... |
| Teacher Edition Vocabulary: Function, Inputs, Outputs, Coordinate Plane, Linear Function, Independent Variable, Dependent Variable, Slope, y-intercept, y=mx+b Other Vocabulary: Discounts, Simple Interest, Compound Interest, Supply/Suppliers, Demand/Consumers, Surplus/Shortage, Intersect, Equilibrium
|
| ... |
| The following lesson plan sequence is obtained from Big Ideas Learning (2015). Each lesson is aligned with a learning objective to inform the teachers on what students should be able to do at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day. |
| ... |
| The use of sentence stems as a language support are beneficial to all students, including English Language Learners. The use of sentence stems encourages the learning of mathematics in a language rich environment which has an impact on other learning as well. The sentence stems are a beginning place for supporting students' use of academic language and encourage discussion and writing as students learn content. |
| ... |
|
