8th+Grade+Math+Day+8

[8th Grade] [8th Grade Assignment Sheets] Language Arts] Math] Science] Social Studies] Math Unit Plan] Day 1] 2] 3] 4] 5] 6] 7] [8] 9] 10]

 Math  1-8 Graphing on a Coordinate Plane  8
 * Subject **
 * Topic **
 * Grade Level **

Focus Attention/Motivation: 10 Minutes Instructional Input & Modeling: 15 Minutes Student Engagement/Practice: 15 Minutes Closure: 5 Minutes
 * Time Frame **

 To graph points and lines on the coordinate plane.
 * Overall Goal/ Purpose **

IL.8 GOAL: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results. 8.B.3Use graphing technology and algebraic methods to analyze and predict linear relationships and make generalizations from linear planes.
 * State Standards **

 Students will graph points and lines on the coordinate plane.
 * Instructional Objectives **

· Graph paper · Elmo · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Worksheets · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Notebooks · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Markers
 * <span style="color: #666666; font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials **

**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Focus Attention/Motivation: ** · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Ask students to draw a map of the streets around the school, their houses, or any other areas that interest them. Have students describe the location of one of the buildings in the area. Instructional Input & Modeling: ** · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> First list the vocabulary on the board and have students write the definitions on the board and then give examples of each one. Coordinate place, x-axis, y-axis, x-coordinate, y-coordinate, origin, graph of an equation. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Show students that the sign of a number indicates which way to move. Positive means up or right, negative means down or left. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Discuss some situations in which locations are determined by a grid. Examples may include street maps, latitude and longitude, or games like Battleship or chess, or checkers. Show the students a map with a grid. Demonstrate how to use the labels on the top, bottom, and sides to find a particular area on the map. Explain that a similar procedure is going to be used today. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Show students how to create a coordinate plane by using graph paper. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Explain that each axis is a number line, and show them how to label and number the axes. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Show students how to identify the location of a point by giving its coordinates, and then show them how to graph points and lines. Student Engagement/Practice: ** · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Prepare a transparency of a grid. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Have students place these grids over their maps made earlier · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Have the students get into pairs and switch maps. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Have the students take turns writing down the coordinates, ( or directions) on how to get to each building.)  · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Then the partners can switch by only taking the transparency and telling the other partner how to get to each building. With a marker the student receiving the directions will mark on the transparency and when completed will place over the map to see if they were able to follow the coordinates properly.
 * <span style="color: #666666; font-family: 'Times New Roman','serif'; font-size: 12pt;">Procedures **
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· <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Draw an unlabeled plane on the board and plot a point with the coordinates labeled (?, ?). Ask the students to identify and label any important parts of the graph. Remind students that when graphing points on a coordinate plane, order is important. Show them that the points (2, 3) and (3, 2) are not in the same location. Assessment ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Give each student a recording sheet that contains some two-variable equations and corresponding tables of ordered pairs. For each set, have the students graph each of the four points to determine which one is not a solution to the equation. Then have them check their work algebraically.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Closure: **
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 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Observations and Map/Transparency completion ||
 * <span style="color: #666666; font-family: 'Times New Roman','serif'; font-size: 12pt;">Accommodations **
 * <span style="color: #666666; font-family: 'Times New Roman','serif'; font-size: 12pt;">Accommodations **