Teaching Experiment Lesson Plan Template

Formative Assessment Activity: _____________Every Graph Tells a Story________________

Planned Date of Implementation: ___________March 30th 2016______
Common Core State Standard(s) (list out the standards in words here, do not just list the
letters/numbers title):
CCSS.Math.Content.8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line;
give examples of functions that are not linear.
CCSS.Math.Content.8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a
function is the set of ordered pairs consisting of an input and the corresponding output.1
CCSS.Math.Content.8.F.A.2
Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions).

CCSS.Math.Content.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.
CCSS.Math.Content.8.F.B.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.

Mathematical Practice(s) (list out the math practices in words here, do not just list the
numbers):
Construct Viable arguments and critique the reasoning of others.
Attend to precision.

Make sense of problems and persevere in solving them.

Use appropriate tools strategically.
Look for and make use of structure.

Explain the grouping structure (i.e., individual, partner, group) and the reasoning for this
decision?
I did this activity in groups last year and this year I want to try it in pairs. Our students work
really well on Partner Quizzes and I think working one on one reduces their need to be
entertaining to their peers.
Describe the overall structure of the lesson, including approximating how much time each
part will take.
5 minutes:
Warm up:

How many different ways could we describe the relationship between the variables in the graph?
What does the point (4, 6) mean in the situation?
In the warm up I will remind students of the card sort and how we found connections between
graphs, tables, equations and stories.
8 minutes:

Then I will explain the task:

In our next book we'll look at many different expressions and equations. Today we'll start with
graphs that are all different and represent information about different situations. Then we'll write
a story about what is happening in the graph. Next we'll look at one point in the graph and
explain what it means about the situation.
What questions do we have about what we're doing?
20 minutes of work time:
Students will be given all of the graphs and each pair will answer the questions about one of the
5. we will number off. Then students will rotate papers and give feedback in the margins.
I will monitor, select and sequence.
Last 10 minutes I will start the discussion
We will talk about each graph and agree on linear or non-linear and read a few stories. Students
will nominate the stories they liked best for their fit to the graph.
Last 2 minutes clean up time.
Please return the calculators and pencils if you borrowed one.
Goal(s) of Activity (i.e., Students will be able to and I canThese should include
mathematical content and process learning goals.)
SWBAT describe the relationship between to quantities from a graph.
SWBAT write an equation from a graph.
SWBAT identify linear and non-linear relationships from a graph.
SWBAT describe the shape of a graph.
I can model with mathematics.
I can attend to precision.
I can reason abstractly and quantitatively.
How will you elicit thinking from the students? (This should be a list of specific questions you
will ask students. If there are multiple grouping structures, then you should have separate
questions for each part. i.e., questions you would ask when students are working in small groups
and then a set of questions you will ask during whole class discussion.)
During work time:

How would you describe the shape of this graph?

Is this graph increasing or decreasing? How is this explained in your story of the graph?
What do you notice about the labeled axes? What is being compared?
Why might the data follow this pattern? Why is _____ increasing/decreasing?
During discussion:
How can you use direct evidence from the graph in your story? How did you find points? Slope?
Use the words from the labeled axes?
How did you resolve any disagreements you had?
What data will you collect? How will you analyze the data you collect? (i.e., How will you
determine students have understood the material/content of the activity or reached the goal of the
activity? This should tie back to your above learning objectives.)
I will video tape and look for student engagement in the task and timing on my explanations.
I will monitor pairs during work time and note how students are finding evidence from the graph.
I will ask pairs questions about how they are understanding the axes and how they are related. I
will encourage students to edit their stories to be more specific. At the end of the task, I will
collect the stories they wrote for each graph.
I will also have a short discussion at the end to elicit student thinking and to summarize how this
activity will help them in our next Unit.
How and what kind of feedback (written/verbal) will you give students? What is the
purpose of your feedback?
I will provide feedback during the activity using the questions above to help students attend to
precision in their stories.
I will encourage the pairs to make sure that each member contributes to the work on the task. I
can see if student's body language looks like they are working together, such as heads tilted
together, shoulders toward the same direction or towards each other. This helps students see what
collaboration looks like physically.
I will ask students to be more specific in their wording, such as 'what is 'it'?'
or ''They' are what?'
I will pose questions like 'could a piece of uncooked spaghetti fit on this
graph perfectly?' prompting students to ask themselves this question when
trying to decide if a graph is linear or non-linear.

Mathematicians _______________________________ Date _________ Hour

______

The Story:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The point ________ means in my story...
________________________________________________________________________
_______________________________________________________________________.
This relationship is

Linear

Non-linear because...

______________________________________________________________.

Mathematicians _______________________________ Date _________ Hour

______
The Story:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The point ________ means in my story...
________________________________________________________________________
_______________________________________________________________________.
This relationship is

Linear

Non-linear because...

_______________________________________________________________________.

Mathematicians _______________________________ Date _________ Hour

______

The Story:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The point ________ means in my story...
________________________________________________________________________
_______________________________________________________________________.
This relationship is

Linear

Non-linear because...

_______________________________________________________________________.

Mathematicians _______________________________ Date _________ Hour

______

The Story:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The point ________ means in my story...
________________________________________________________________________
_______________________________________________________________________.
This relationship is

Linear

Non-linear because...

_______________________________________________________________________.

Mathematicians _______________________________ Date _________ Hour

______

The Story:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The point ________ means in my story...
________________________________________________________________________
_______________________________________________________________________.
This relationship is

Linear

Non-linear because...

_______________________________________________________________________.