Objectives:Studentswillbeabletoidentifythedifferencebetweenalinearandnonlineargraphbylooking atgraphsandvisualizingrealworldapplicationsgraphically.Studentswillbeabletoexplainthemeaningof thetermslope(rateofchange),andidentifywhatthechangeinslopemeansaboutthefunction.Students willbeabletoexplainhowratesofchangecanbedifferent.Studentswillbeabletocriticallyidentifythe differencebetweenasteepslopeandagradualslope. Standards: CC.8.EE.5.Understandtheconnectionsbetweenproportionalrelationships,lines,andlinearequations. Graphproportionalrelationships,interpretingtheunitrateastheslopeofthegraph.Comparetwodifferent proportionalrelationshipsrepresentedindifferentways.Forexample,compareadistancetimegraphtoa distancetimeequationtodeterminewhichoftwomovingobjectshasgreaterspeed. CCSS.Math.Practice.MP2Reasonabstractlyandquantitatively. CCSS.Math.Practice.MP3Constructviableargumentsandcritiquethereasoningofothers.

MaterialsNeeded:Powerpoint,projector,notebooks,pencils PriorKnowledge:Knowledgeofpatterns,familiaritywithbasicgraphsandcoordinates,relationship betweendistanceandtime,knowledgeoflinearfunctions Implementation: Time 10 minutes Introduction:Anintroduction(Howyouwill"launch"yourlesson&getthestudents interested,e.g.,thiscansimplyinvolveawellworded,engagingquestionthatgetsthem thinking).Istherespecificinformationthatyouintendtotellstudents?Ifso,how/whenwill youdothis?) Tellthestudentsweregoingtostarttheclasswithathink,pair,share.First,they willthinkaboutthequestion,thentheywillturntoapartneranddiscusstheir thoughts,andfinallywewillcometogetherasaclass. AskthestudentstoThinkofasituationwheresomethinghasaconstantrateof change.(Think,pair,share) Giveanexampleofaconstantrateofchange:Thelevelofwaterbeingfilledinthe vaseonthepowerpoint. Askstudentstothinkofwhattheconstantlineargraphofthevasewouldlooklike. Givestudentsthefollowingwordproblemandexplainthattheywillhavetocreatea graphtoaccompanyit. Jackieistrainingforamarathon.Shewantstopaceherself,soshestartsoffata slowspeed.Atfirst,shejogsatasteadyrate.Thenshestopstotiehershoeandtakea breakbecauseofanawfulcramp.Duetothelossoftime,shethenbeginssprinting. Createyourgraphwithxrepresentingtimeandyrepresentingthedistancefromthe startline. Askforvolunteerstosharetheirgraphsatthefrontoftheroom. Discuss:Isthisalinearornonlinearrelationship?Howdoyouknow?Whatisthe differencebetweenalinearandnonlineargraph?

12 minutes

Exploration:Aplanforhowthe"exploration"oftheproblemwillbestructured.Will studentsworkingroups?Willyouhavesomesortofstructuringsheettoguidethe exploration?Whatwillyourrolebe?Writethekeyquestionsyouexpecttoasktohelp guidestudentthinkingthroughoutthelesson.Whatsolutionstrategiesandpossible strugglesdoyouanticipate?Ifagroupfinishesfasterthanothers,whatextension question(s)willyouaskthem? VanDeWalleFigure14.20 Figure14.20showssixvasesandsixgraphs.Assumethatthebottlesare filledataconstantrate.Becauseoftheirshapes,theheightoftheliquidin thebottleswillincreaseeithermoreslowlyormorequicklyasthebottles getwiderornarrower.Withapartner,createagraphrelatingthechangein volumeoverthechangeinheightforeachvasebeingfilled. *Studentswillfirstonlysee3graphsand3vasesandbeaskedtomatch themingroups.* Theclasswillshareanswers. Discuss:Howdidyoufigurethisout?Inotherwords,ifacertainvasefillsupfaster thananothervase,whatdoesthistellusabouttherateofchange?Howisthis showngraphically?Whatkindofvasefilledthefastest?Slowest?Whatpartfilled ataconstantrate? Studentswillthenlookat3differentvasesandbeaskedtosketchthe graph.Theywillthensharewithapartner.Answerswillbediscussedasaclass. Challenge: Ifthisvaseisfilledataconstantrate,whatwoulditsgraphlooklike? (Pictureofanhourglass) Volunteerswilldrawexamplesontheboard. Theclasswilldiscusstheanswertogether. Summary:Yourplansforthelesson"summary."Howwillstudentsreportbackabouttheir explorations?Whatkeyquestionsmightyouasktopromptstudents'thinkingand discussionaboutyourintendedbigideas(considerthebigideasrelatedtothistopic).How willyouendyourlesson?Includetimeestimatesforeachofthethreecomponentsabove. Studentswilldefinelinearfunctions,nonlinearfunctions,andratesofchange. Discussthedifferencebetweenlinearandnonlinearandhowthatwasshownin todaysactivities. 1.Howdidyoucreateyourgraphs? 2.Whatkindofvasesfilledupthefastest?Slowest?Howdidyoufigurethisout? 3.Ifacertainvasefillsupfasterthananothervase,whatdoesthistellusaboutthe rateofchange?Howisthisshowngraphically? Emphasizethatratesofchangecanbedifferentdependingondifferentfactors ***Theydonotalwayshavetobeconstantandthatiswhatmakeslinearand nonlinearrelationships

7minutes

Inaparagraph,discusshowyourlessonrelatestoadviceVanDeWalleprovidesinthetextbook chapterrelatedtoyourtopic. Itisimportantforstudentstoknowhowtorelategraphstoreallifesituations.Theyshouldalsounderstand thatgraphscanbeconductedwithoutequations,specificdata,oranynumbers.Throughthisactivity,

studentswillanalyzethedifferentpossibilitiesofgraphsrelatedtoeachvase.Becausethereareno equationsornumbersinvolved,studentswillgatherdatabypredictinghowtheythinkthevolumeofeach vasewillincreaseovertime. IncludeanAssessmentSummaryparagraph.Thisbriefparagraphstateshowyouwillbe measuringifyourlearningobjectivesarebeingmetthroughoutyourlesson.(Lookbackatthe objectives!) Studentswillberequiredtofilloutanexitslipthatdefinesthemainideaofwhattheytookawayfromthe lesson.Moststudentsshouldexplainthatslopecanchangeandisnotalwaysconstant,resultingin differentlookinggraphsfordifferentsituations.

Objectives:Studentswillbeabletoidentifythedifferencebetweenalinearandnonlineargraphbylooking atgraphsandvisualizingrealworldapplicationsgraphically.Studentswillbeabletoexplainthemeaningof thetermslope(rateofchange),andidentifywhatthechangeinslopemeansaboutthefunction.Students willbeabletoexplainhowratesofchangecanbedifferent.Studentswillbeabletocriticallyidentifythe differencebetweenasteepslopeandagradualslope. Standards: CC.8.EE.5.Understandtheconnectionsbetweenproportionalrelationships,lines,andlinearequations. Graphproportionalrelationships,interpretingtheunitrateastheslopeofthegraph.Comparetwodifferent proportionalrelationshipsrepresentedindifferentways.Forexample,compareadistancetimegraphtoa distancetimeequationtodeterminewhichoftwomovingobjectshasgreaterspeed. CCSS.Math.Practice.MP2Reasonabstractlyandquantitatively. CCSS.Math.Practice.MP3Constructviableargumentsandcritiquethereasoningofothers. MaterialsNeeded:Powerpoint,projector,notebooks,pencils PriorKnowledge:Knowledgeofpatterns,familiaritywithbasicgraphsandcoordinates,relationship betweendistanceandtime,knowledgeoflinearfunctions Implementation: Time 10 minutes Introduction:Anintroduction(Howyouwill"launch"yourlesson&getthestudents interested,e.g.,thiscansimplyinvolveawellworded,engagingquestionthatgetsthem thinking).Istherespecificinformationthatyouintendtotellstudents?Ifso,how/whenwill youdothis?) Tellthestudentsweregoingtostarttheclasswithathink,pair,share.First,they willthinkaboutthequestion,thentheywillturntoapartneranddiscusstheir thoughts,andfinallywewillcometogetherasaclass. AskthestudentstoThinkofasituationwheresomethinghasaconstantrateof

change.(Think,pair,share) Giveanexampleofaconstantrateofchange:Thelevelofwaterbeingfilledinthe vaseonthepowerpoint. Askstudentstothinkofwhattheconstantlineargraphofthevasewouldlooklike. Givestudentsthefollowingwordproblemandexplainthattheywillhavetocreatea graphtoaccompanyit. Jackieistrainingforamarathon.Shewantstopaceherself,soshestartsoffata slowspeed.Atfirst,shejogsatasteadyrate.Thenshestopstotiehershoeandtakea breakbecauseofanawfulcramp.Duetothelossoftime,shethenbeginssprinting. Createyourgraphwithxrepresentingtimeandyrepresentingthedistancefromthe startline. Askforvolunteerstosharetheirgraphsatthefrontoftheroom. Discuss:Isthisalinearornonlinearrelationship?Howdoyouknow?Whatisthe differencebetweenalinearandnonlineargraph?

12 minutes

Exploration:Aplanforhowthe"exploration"oftheproblemwillbestructured.Will studentsworkingroups?Willyouhavesomesortofstructuringsheettoguidethe exploration?Whatwillyourrolebe?Writethekeyquestionsyouexpecttoasktohelp guidestudentthinkingthroughoutthelesson.Whatsolutionstrategiesandpossible strugglesdoyouanticipate?Ifagroupfinishesfasterthanothers,whatextension question(s)willyouaskthem? VanDeWalleFigure14.20 Figure14.20showssixvasesandsixgraphs.Assumethatthebottlesare filledataconstantrate.Becauseoftheirshapes,theheightoftheliquidin thebottleswillincreaseeithermoreslowlyormorequicklyasthebottles getwiderornarrower.Withapartner,createagraphrelatingthechangein volumeoverthechangeinheightforeachvasebeingfilled. *Studentswillfirstonlysee3graphsand3vasesandbeaskedtomatch themingroups.* Theclasswillshareanswers. Discuss:Howdidyoufigurethisout?Inotherwords,ifacertainvasefillsupfaster thananothervase,whatdoesthistellusabouttherateofchange?Howisthis showngraphically?Whatkindofvasefilledthefastest?Slowest?Whatpartfilled ataconstantrate? Studentswillthenlookat3differentvasesandbeaskedtosketchthe graph.Theywillthensharewithapartner.Answerswillbediscussedasaclass. Challenge: Ifthisvaseisfilledataconstantrate,whatwoulditsgraphlooklike? (Pictureofanhourglass) Volunteerswilldrawexamplesontheboard. Theclasswilldiscusstheanswertogether. Summary:Yourplansforthelesson"summary."Howwillstudentsreportbackabouttheir explorations?Whatkeyquestionsmightyouasktopromptstudents'thinkingand discussionaboutyourintendedbigideas(considerthebigideasrelatedtothistopic).How willyouendyourlesson?Includetimeestimatesforeachofthethreecomponentsabove.

7minutes

Studentswilldefinelinearfunctions,nonlinearfunctions,andratesofchange. Discussthedifferencebetweenlinearandnonlinearandhowthatwasshownin todaysactivities. 1.Howdidyoucreateyourgraphs? 2.Whatkindofvasesfilledupthefastest?Slowest?Howdidyoufigurethisout? 3.Ifacertainvasefillsupfasterthananothervase,whatdoesthistellusaboutthe rateofchange?Howisthisshowngraphically? Emphasizethatratesofchangecanbedifferentdependingondifferentfactors ***Theydonotalwayshavetobeconstantandthatiswhatmakeslinearand nonlinearrelationships

Inaparagraph,discusshowyourlessonrelatestoadviceVanDeWalleprovidesinthetextbook chapterrelatedtoyourtopic. Itisimportantforstudentstoknowhowtorelategraphstoreallifesituations.Theyshouldalsounderstand thatgraphscanbeconductedwithoutequations,specificdata,oranynumbers.Throughthisactivity, studentswillanalyzethedifferentpossibilitiesofgraphsrelatedtoeachvase.Becausethereareno equationsornumbersinvolved,studentswillgatherdatabypredictinghowtheythinkthevolumeofeach vasewillincreaseovertime. IncludeanAssessmentSummaryparagraph.Thisbriefparagraphstateshowyouwillbe measuringifyourlearningobjectivesarebeingmetthroughoutyourlesson.(Lookbackatthe objectives!) Studentswillberequiredtofilloutanexitslipthatdefinesthemainideaofwhattheytookawayfromthe lesson.Moststudentsshouldexplainthatslopecanchangeandisnotalwaysconstant,resultingin differentlookinggraphsfordifferentsituations.