Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Home

Professional Learning

Instructional StrategiesLesson PlansProfessional Learning

BetterLesson helps teachers and leaders make growth towards professional goals.

See what we offerLearn more about

- 8.F.A.1Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
- 8.F.A.2Compare 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.
- 8.F.A.3Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s<sup>2</sup> 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.A.3

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^{2} 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.

Analyzing Linear Functions

Algebra I

Â» Unit:

Graphing Linear Functions

Big Idea:Students analyze different components of slope-intercept form and use their observations to prove statements about lines and points.

Pay it Forward

8th Grade Math

Â» Unit:

Law and Order: Special Exponents Unit

Big Idea:Exponential growth can have an amazing impact in a small amount of time.

Writing Linear Equations (Day 1 of 2)

Algebra I

Â» Unit:

Linear & Absolute Value Functions

Big Idea:Students will analyze the different components of slope intercept form, and the purpose of each component in the entire equation.

Turtle & Snail Part I : An Introduction to "Rule of Five'

8th Grade Math

Â» Unit:

The Fabulous World of Functions

Big Idea:This lesson helps students see relationships between the algebraic representations of a function. The context of the story helps to ground student understanding.

Missing coordinates given slope

8th Grade Math

Â» Unit:

SLOPE REVISITED

Big Idea:You've found slope before, given two points. But what if I gave you one point and the slope? Could you find the other point?

Determine missing coordinates given points

8th Grade Math

Â» Unit:

SLOPE REVISITED

Big Idea:You've found slope before, given two points. But what if I gave you one point and the slope? Could you find the other point?

Slope Intercept Scenarios

8th Grade Math

Â» Unit:

Relationships between Quantities/Reasoning with Equations

Big Idea:Real world situations like cell phone plan situations, savings accounts, or car rental scenarios can be modeled with linear equations in order to make predictions.

Graph linear functions while solving for "y" first

8th Grade Math

Â» Unit:

INTERPRETING AND COMPARING LINEAR FUNCTIONS

Big Idea:What should we do if we encounter an equation that - gasp! -- does not have y isolated? Kids learn how to manipulate the equation into slope-intercept form, without using that vocabulary... yet.

Determine if a given point is a solution to a linear function

8th Grade Math

Â» Unit:

INTERPRETING AND COMPARING LINEAR FUNCTIONS

Big Idea:Is the kid "on the line" or not? :)
Get kids to figure out whether a given point is a solution to a linear function by defining what a solution is -- namely, an ordered pair that makes the function true.

Playing with Parabolas - Hands on

8th Grade Math

Â» Unit:

Advanced Equations and Functions

Big Idea:Students become acquainted with simple quadratic equations! They graph and explore parabolas and gain their first experiences with quadratic function vocabulary and transformations.

Define and determine slope when given points (Part 1)

8th Grade Math

Â» Unit:

INTERPRETING AND COMPARING LINEAR FUNCTIONS

Big Idea:Ah, good ol' rise over run - forever a classic. Introduce students to the concept of slope in this introductory lesson.

Are you smarter review

8th Grade Math

Â» Unit:

INTERPRETING AND COMPARING LINEAR FUNCTIONS

Big Idea:Are you smarter than an 8th grader? Based on the popular TV series, it's kids vs. a teacher (it could be the music teacher, the English teacher, whomever) in a battle over prowess in 8th grade mathematics.

Slope-intercept Form

8th Grade Math

Â» Unit:

INTERPRETING AND COMPARING LINEAR FUNCTIONS

Big Idea:y = mx + b. The big ideas in 8th grade math don't get much bigger than this one. :) If I could make the font size in this section 1000 point, I would. This is HUGE!

Assessment #9 - Linear Functions Unit Assessment

8th Grade Math

Â» Unit:

INTERPRETING AND COMPARING LINEAR FUNCTIONS

Big Idea:Test time!

Find slope in four ways

8th Grade Math

Â» Unit:

INTERPRETING AND COMPARING LINEAR FUNCTIONS

Big Idea:The slope only has 4 hiding places... figure out which strategy to use when.
Bring it all together... consolidate finding slope from a graph, from a table, from points, and from an equation.

8.F.A.1

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (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.

8.F.A.3

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^{2} 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.