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• CCSS.Math.Content.8.F.A.3
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This lesson unit is intended to help teachers assess how well students are able to interpret distanceĐtime graphs and, in particular, to help you identify students who: interpret distanceĐtime graphs as if they are pictures of situations rather than abstract representations of them; and have difficulty relating speeds to slopes of these graphs.

Subject:
Mathematics
Material Type:
Assessment
Lesson Plan
Provider:
Shell Center for Mathematical Education
U.C. Berkeley
Provider Set:
Mathematics Assessment Project (MAP)
04/26/2013
Conditions of Use:
No Strings Attached
Rating

This task lets students explore the differences between linear and non-linear functions. By contrasting the two, it reinforces properties of linear functions. The task lends itself to an extended discussion comparing the differences that students have found and relating them back to the equation and the graph of the two functions.

Subject:
Mathematics
Functions
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
08/08/2012
Rating

Eighth grade teacher Patrick Roda has students apply their knowledge of the line of best fit to design successful bungee jumps. He tells students that they will test their bungee jumps in the stairwell, with the goal of getting Barbie as close to the ground as possible without touching the bottom step. Patrick has his students begin by constructing a bungee with two rubber bands, attaching a Barbie, and measuring how far the Barbie falls. Students add more rubber bands, perform multiple trials, and record their results in a table. Using their collected data, students construct a scatter plot and determine an equation for the line of best fit. After making predictions about the performance of their bungee jumps, the students test their bungee jumps and discuss their results as a class.

Subject:
Engineering
Algebra
Functions
Material Type:
Lesson Plan
Teaching/Learning Strategy
Provider:
Teaching Channel
Provider Set:
Teaching Channel
02/26/2013
Rating

This lesson unit is intended to help teahcers assess how well students are able to interpret speed as the slope of a linear graph and translate between the equation of a line and its graphical representation.

Subject:
Algebra
Material Type:
Assessment
Lesson Plan
Provider:
Shell Center for Mathematical Education
U.C. Berkeley
Provider Set:
Mathematics Assessment Project (MAP)
04/26/2013
Rating

This lesson unit is intended to help you assess how well students use algebra in context, and in particular, how well students: explore relationships between variables in everyday situations; find unknown values from known values; find relationships between pairs of unknowns, and express these as tables and graphs; and find general relationships between several variables, and express these in different ways by rearranging formulae.

Subject:
Algebra
Material Type:
Assessment
Lesson Plan
Provider:
Shell Center for Mathematical Education
U.C. Berkeley
Provider Set:
Mathematics Assessment Project (MAP)
04/26/2013
Conditions of Use:
Rating

An interactive applet that allows the user to graphically explore the properties of a linear functions. Specifically, it is designed to foster an intuitive understanding of the effects of changing the two coefficients in the function y=ax+b. The applet shows a large graph of a quadratic (ax + b) and has two slider controls, one each for the coefficients a and b. As the sliders are moved, the graph is redrawn in real time illustrating the effects of these variations. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

Subject:
Geometry
Material Type:
Simulation
Provider:
Math Open Reference
Author:
John Page
02/16/2011
Rating

This lesson unit is intended to help you assess how well students working with square numbers are able to: choose an appropriate, systematic way to collect and organize data, examining the data for patterns; describe and explain findings clearly and effectively; generalize using numerical, geometrical, graphical and/or algebraic structure; and explain why certain results are possible/impossible, moving towards a proof.

Subject:
Algebra
Geometry
Measurement and Data
Material Type:
Assessment
Lesson Plan
Provider:
Shell Center for Mathematical Education
U.C. Berkeley
Provider Set:
Mathematics Assessment Project (MAP)
04/26/2013
Conditions of Use:
Remix and Share
Rating

This problem-based learning module is designed to link a student’s real-life problem to learning targets in the subjects of math, social studies and language arts.  The problem being, what route is best for me to buy a vehicle?  The students will prepare, research and present findings about their own personal finances relating to buying a vehicle.  The students will create two equations based on two purchasing plans they will be comparing.  At the conclusion, students will be able to decide which plan is best for them based on research and mathematical practices.  Students will present to their peers, teachers, administrators, and most importantly their parents in an attempt to convince them of their chosen plan.    This blended module includes teacher led instruction, student led rotations, community stakeholder collaboration and technology integration.

Subject:
Mathematics
Functions
Measurement and Data
Numbers and Operations
Material Type:
Lesson Plan
Author:
Blended Learning Teacher Practice Network
11/21/2017
Conditions of Use:
Remix and Share
Rating

Students will create an interactive Powerpoint game where they will create real world problems that are used as clues to move on to the next level. Problems include all 8th grade math standards.

Subject:
Mathematics
Material Type:
Interactive
Author:
Linda Ridings
01/28/2016
Conditions of Use:
No Strings Attached
Rating

My goal is to merge New York State standards with Common Core Standards and Integrated Algebra Regent Standards for our 8th grade curriculum.

Subject:
Mathematics
Material Type:
Full Course
Lesson Plan
Syllabus
Author:
Shaun Errichiello
01/28/2016
Conditions of Use:
Remix and Share
Rating

In the first topic of this 15 day module, students learn the concept of a function and why functions are necessary for describing geometric concepts and occurrences in everyday life.  Once a formal definition of a function is provided, students then consider functions of discrete and continuous rates and understand the difference between the two.  Students apply their knowledge of linear equations and their graphs from Module 4 to graphs of linear functions.  Students inspect the rate of change of linear functions and conclude that the rate of change is the slope of the graph of a line.  They learn to interpret the equation y=mx+b as defining a linear function whose graph is a line.  Students compare linear functions and their graphs and gain experience with non-linear functions as well.  In the second and final topic of this module, students extend what they learned in Grade 7 about how to solve real-world and mathematical problems related to volume from simple solids to include problems that require the formulas for cones, cylinders, and spheres.

Subject:
Geometry
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY