8th+Grade+Math+Day+9

[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-Interpreting Graphs and Tables  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 interpret information given in a graph or table and to make a graph to solve problems.
 * 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. 10.A.3a Construct, read, and interpret tables, graphs, and charts to organize and represent data.
 * State Standards **

 Students will interpret information given in a graph or table and to make a graph to solve problems.
 * 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: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Train schedule
 * <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;"> Tell the students that when you take a train, you have to read the schedule table to find the departure times. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Have the students write about a table that they have used to obtain information. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Have students brainstorm about all the different jobs that use tables and write them on the board. Instructional Input & Modeling: ** · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Find some simple line graphs and tables that were published in recent newspapers or magazines, and show them to the students. Explain that the graphs and tables show important information if you know how to read them. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Point out that tables and graphs are two ways to visually organize information. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Emphasize the importance of headings for columns and rows. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Show students this table:
 * <span style="color: #666666; font-family: 'Times New Roman','serif'; font-size: 12pt;">Procedures **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">

· <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The table gives the speeds in mi/h of two cars at given times. Tell which car corresponds to the situation below. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Mr. Lee is traveling on the highway. He pulls over, stops, and then gets back onto the high way. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">What is the other car doing? Student Engagement/Practice: ** · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Break students into groups of 3 and give each group a train schedule. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Give each group a list of places to go along where the train stops. Some places aren’t going to be open when the train passes by, so they will have to come back later. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">See which group is able to design a route that will get them to all of the places on their list with enough time left to catch the last train home. · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Each group will be required to stop and eat lunch for 35 minutes and a dinner that will cost them 1 hour. Closure: ** · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Discuss different ways of presenting information, including written paragraphs, tables, and graphs. Ask students for the pros and cons of each. Ask if they have an opinion about which of these methods is the most efficient.
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Time ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">1:00 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">1:05 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">1:10 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">1:15 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">1:20 ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Car 1 ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">50 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">50 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">30 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">25 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">0 ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Car 2 ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">55 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">10 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">0 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">0 || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">55 ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">


 * <span style="color: #666666; font-family: 'Times New Roman','serif'; font-size: 12pt;">Assessment **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Observations and Schedule Challenge completion ||

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Have each student research the biography of a historical figure. Have them create a table that summarizes important events in the person’s life. (Similar to a timeline) Column headings might include the date, place, and description of the event. Then ask the students questions about the person’s life, and have them use their tables to answer them.
 * <span style="color: #666666; font-family: 'Times New Roman','serif'; font-size: 12pt;">Accommodations **