Are you smarter review

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Objective

SWBAT review key objectives using a game.

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.

Lesson Author

Jeff Li MTP

New York, NY

Grade Level

Eighth grade

Subjects

Math

Algebra

Function Operations and Inverses

Standards

8.EE.B.5

Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

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<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.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.

MP1

Make sense of problems and persevere in solving them.

MP2

Reason abstractly and quantitatively.

MP3

Construct viable arguments and critique the reasoning of others.

MP4

Model with mathematics.

MP6

Attend to precision.

MP7

Look for and make use of structure.

Warm-up

10 minutes

Each day, students complete a warm-up that usually consists of spiraling the previous day's material, in addition to older material. Warm-up problems also sometimes extend lessons that students have encountered before to more unfamiliar contexts.

For a video narrative about how I structure each lesson, and how the warm-up fits in, click Warm UP.

In today's warm-up, I push kids to use logical reasoning to prove why each of the wrong answers are wrong, and I don't stop at just one explanation. I get kids to find multiple ways of proving something wrong, and then we land on the correct answer.