## Reflection: Intervention and Extension Graphs ----> Tables ----> Rules - Section 1: Opening

My students this year needed some scaffolding in order to access this lesson.  After handing out this task and seeing where students were struggling, I had to back up and reteach some Grade 8 standards in order for students to revisit this lesson. The two standards I felt students needed the most refreshing on were:

• CCSS.Math.Content.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.
• CCSS.Math.Content.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.

We actually spent a few days in class working through the EMPower curriculum on lessons that helped students generate and compare graphs from tables and then helped them explore rate of change and starting points through a variety of activities.  My students, in particular, needed work in how to read graphs, scale axes, plot points, and write an equation based on a graph or a table.  I would recommend this route if you find your students are struggling to access Algebra 1 standards in this domain.  We then went back and revisited this lesson and students had a lot more success with it the second time around.

Scaffolding
Intervention and Extension: Scaffolding

# Graphs ----> Tables ----> Rules

Unit 2: Multiple Representations: Situations, Tables, Graphs, and Equations
Lesson 6 of 17

## Big Idea: How can we write rules to represent graphs? Students practice moving from graphs to tables and, ultimately, to rules.

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60 minutes

### Amanda Hathaway

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