Curriculum / Math / 8th Grade / Unit 5: Linear Relationships / Lesson 10
Math
Unit 5
8th Grade
Lesson 10 of 15
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Lesson Notes
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Write linear equations from graphs in the coordinate plane.
The core standards covered in this lesson
8.EE.B.6 — Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
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.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
Anchor Problem #3 is an optional matching game activity that requires preparation in advance of the lesson.
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Problems designed to teach key points of the lesson and guiding questions to help draw out student understanding
25-30 minutes
What is an equation of the line represented in the graph below?
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Four lines were used to define the edges of the trapezoid shown below.
Write an equation for each line described below.
a. Line that passes through points $$A$$ and $$B$$
b. Line that passes through points $$B$$ and $$C$$
c. Line that passes through points $$C$$ and $$D$$
d. Line that passes through points $$D$$ and $$A$$
Optional: Play the memory Matching Game with linear equations and graphs. Note that this requires some advance preparation.
Directions for students:
A set of suggested resources or problem types that teachers can turn into a problem set
15-20 minutes
Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
Write the slope-intercept form of the equation for each line below.
a.
b.
c.
Marty writes the equation $${y=4x+2}$$ to represent the line shown in the graph below. Do you agree with the equation that Marty wrote for the line? Explain why or why not.
The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.
Next
Write linear equations using slope and a given point on the line.
Topic A: Comparing Proportional Relationships
Review representations of proportional relationships.
Standards
8.EE.B.5
Graph proportional relationships and interpret slope as the unit rate.
Compare proportional relationships represented as graphs.
Compare proportional relationships represented in different ways.
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Topic B: Slope and Graphing Linear Equations
Graph a linear equation using a table of values.
8.F.B.4
Define slope and determine slope from graphs.
8.EE.B.6
Determine slope from coordinate points. Find slope of horizontal and vertical lines.
8.EE.B.68.F.B.4
Graph linear equations using slope-intercept form $${y = mx + b}$$.
8.EE.B.68.F.A.3
Write equations into slope-intercept form in order to graph. Graph vertical and horizontal lines.
Topic C: Writing Linear Equations
Write linear equations using two given points on the line.
Write linear equations for parallel and perpendicular lines.
Compare linear functions represented in different ways.
8.F.A.28.F.B.4
Model real-world situations with linear relationships.
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