Properties

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Metaphorical Expression
Lesson Plan
Math
8th
Understanding linear relationships
55+ Minutes
Nyima McCoy

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
MCC8.F.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 value of a linear function in terms of the situation
it models, and in terms of its graph or a table of values.
MCC8.F.5: Describe qualitatively the functional relationship between two quantities by analyzing a
graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that
exhibits the qualitative features of a function that has been described verbally.
TAG Standard
Creative Thinking & Creative Problem Solving Skills
Summary/Overview
The focus of this lesson is to develop new insights and provide powerful explanations of the importance
of linear relationships between two quantities.

Enduring Understanding(s)
At the end of this lesson the student will understand that
Linear relationships occur between two quantities
Linear relations involve the rate of change and the initial value of the function
Linear relationships require analyzing a graph
Essential Question(s)

What strategies can I use to help me understand and represent real situations involving linear
relationships?

How can the properties of lines help me to understand graphing linear functions?
What can I infer from the data?
How can I write a function to model a linear relationship?
How can I use a linear model to solve problems?

Concept(s) to Maintain

Identifying and calculating slope

Identifying the y-intercept
Creating graphs using given data
Analyzing graphs

Making predictions from a graph

Evidence of Learning
What students should know:
What the slope of a line means.
How to find the slope of a line from a graph.
How to create tables from given information.
What students should be able to do:
Write a function to model a linear relationship.
Explore slopes of linear functions through the relationship of distance and time.
Complete a comparative analysis on the different slopes and their corresponding graphs.

Suggested Vocabulary

Slope
Equation
Linear

Procedure(s):
Phase 1: Hook
Students will participate in a Walk the Graph Activity where they will have to walk a line in
such a way as to produce graphs with certain characteristics. This will help them develop a
visual of what a negative, positive, undefined, and zero slope looks like. Review the three types
of metaphorical expressions experienced by the students: direct analogies, personal analogies,
and compressing conflicts. Explain to the students that today in math we are going to learn a

new concept using these three types of metaphors.

Phase 2: Examine the Content
Set the Scene: The instructor will ask students how you walk to show the different kinds of
slopes we have been learning. How would you walk in front of the projector to create a negative
slope, a positive slope, an undefined slope, and a zero slope?

Pose the Essential Question: What strategies can I use to help me understand and represent real
situations involving linear relationships?

Students will work individually to read over the walk the line and come up with descriptions of
how to walk in front of the projector.

Phase 3: Analogies

Direct Analogy: How is a slope like riding an escalator?

Personal Analogy: Pretend that you are a mountain.
Where can you be found?
How did you get here?
How do you feel when you are being climbed on?
How do you feel when others do not like you?

Write a paragraph, poem, or song in first person about your life as a mountain.
Slope
List five important words to describe slope

List an antonym for each word to the left.

1.
2.
3.
4.
5.
Review your original list and its antonyms. Do any of the pairs of words seem to fight each other but
still describe slope? Create three Compressed Conflicts
Phase 4: Synthesis Activity
Students will generate another direct analogy by completing the following sentence:
Slope is like ______________________________. Give at least 5 different reasons why slope is
like the item in your sentence.

Summarizing Activity

Ticket out the Door: How can the properties of lines help me to understand graphing linear
functions?

Differentiation:

The nature of the lesson differentiates based on student responses and choice in during phase 3.

Resource(s):
Anchor Text(s):
Technology:
Handouts:
Walk the Graph

Personal Analogy

Personal Analogy

Pretend that you are a mountain.

Where can you be found?

How did you get here?

How do you feel when you are

being climbed on?

How do you feel when others do

not like you?

Write a paragraph, poem, or song in first person about your life as mountain.

Compressed Conflict