Revised 1/2/2015

Collaborative Inquiry
SUBJECT
Mathematics 8th Grade
DATE(S)
Fall 2015
GOALS AND OBJECTIVES
Students will be able to understand connections between lines and linear
equations by:
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Manipulation of a parent equation (y = x) utilizing multiple representations.

Understand points (x, y) are solutions of the equations y = mx + b

CALIFORNIA COMMON CORE STATE STANDARDS IN MATHEMATICS

Content:
8.EE 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.
Standards for Mathematical Practice:
MP1 Make sense of problem and perseveres in solving them.
MP2 Reason abstractly and quantitatively.
MP3 Construct viable arguments and critique the reasoning of others.
MP4 Model with Mathematics.
MP5 Use appropriate tools strategically.
ELA/ELD STANDARDS:

CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical

information expressed in words in a text with a version of that information
expressed visually.
ELD Standards: Collaborative, Interpretive, Connecting & Condensing
Ideas.

LESSON RESOURCES/ TECHNOLOGY INTEGRATION

-

Geogebra

Twitter
Screenshots
Screecast
Quizlet

LESSON INTRODUCTION
The student will take a quiz generated by Quizlet on the terms introduced in lesson
1. This provides an opportunity for the students to refresh their memories on the
terms and gives the teacher a way to gauge the students learning.
The teacher will link the students to Geogebra and allow student time to explore
the website on their own.
LESSON ACTIVITIES
The teacher will assign specific Geogebra worksheet for student to build
connections between lines, slopes, and linear equations.
The teacher will post prompts/instruction on both the webpage and twitter.
The students will create twitter accounts if they do not have one already.
The first portion of the activity involves teacher instruction with student response.
The second portion of the activity involves student instruction with student
response.
Responses will be given via twitter.
LESSON CLOSURE
Students will submit group response via webpage submission to lesson base
promts. The response will be generated through google doc. To keep track of
student participation.
Students will explore another Geogebra worksheet that focuses on the topic of
slope and similar triangles.
ASSESSMENT (FORMATIVE AND/OR SUMMATIVE)
-

Formal/Accessing Prior Knowledge: Quiz by Quizlet base on terms introduced

in lesson 1.
Twitter response.
Google Doc. at the door.

ACCOMODATIONS FOR ENGLISH LANGUAGE LEARNERS

-

Students will be paired strategically to help foster the students development

in both the content and English language.
Webpage will be set up for possible use of Google translate.

ACCOMODATIONS FOR STUDENTS WITH SPECIAL NEEDS

-

Accommodations will be made according to students IEP.

Possible accommodation include audio recording of the lesson.