Digitally Driven Lesson Plan HCC EPI

Technology - Kellyn Brimner

1. Lesson Title: Exploring Linear Equations and their Graphs

grade level/s: 8

content/subject area: Geometry/Pre-Algebra

other...(ESE/ESOL/Exceptional): Provide set of notes with blanks for note-taking help, allow extra
time for group or individual activities for those who need more help, offer one-on-one help to
students after class.
2. Lesson Description: This lesson will require students to plot points on
a graph from a table, solve simple system of equations by graphing
linear equations, understand the relationship between linear equations
and their graphs.
 1 - Students will learn to create a table of values from a given linear equation and graph them.

Lesson Description: To begin the lesson, students will partner up and create a list of
facts/equations/details they already know about graphing, coordinate planes, and linear equations.
After a few minutes, the teacher will call the class together and will consolidate their answers into one
definition. The teacher will then play this video for the students, https://youtu.be/xPTGtktBjx and direct
them this website https://www.mathsisfun.com/algebra/linear-equations.html to read through the
article, clicking on any highlighted words they do not know, and to create a new revised version of their
old definition. After all students have read through the article, watched the video, and, created a new
definition, they will again pair up and discuss any words, phrases, or ideas they did not fully understand
from the article and see if their partner may be able to help. Students should keep a list of topics they do
not understand with them so they can cross things off as they learn them or ask any questions they may
still have on something they do not understand later. The next step will be to hand out a note sheet that
contains the words the students will need to define and have them work with a partner to search for
them on the internet or in their textbook. After that, the teacher will model how to discover the points
on a lone by selecting x-values and plug them in to the equation to find the y-value and then cataloging
them into a data table. Once that is done, the teacher will then demonstrate how to plot the points from
a table to graph. Then, they will go over the parts of a line function and what they all mean, such as
slope and y-intercept. The teacher will also go over how to find the slope of a line using the slope
formula. The teacher will hand out a worksheet for them to practice more problems like this in their
pairs. After that, the teacher will the ask the class how they would find the solution to two linear
equations, directing them to discover the answer of graphing them and finding their intersection. The
teacher will demonstrate what one solution looks like, what no solution looks like and what infinitely
many solutions looks like. After that, the teacher will have them work on more problems in their pairs
and assign homework for them to do on their own later. Students will work in pairs to create their own
graphs and data tables in Microsoft Excel and manipulate the equations and data to discover what
adding and subtracting numbers does to a linear equation and what multiplying and dividing does to a
linear equation.
3. Learning Outcomes of the lesson including Curriculum & Technology
Standards:

2 - Students will learn the parts of a line and their relationship to a graph

Learning Outcomes:

1. Students will know the definition of a linear equation and function

2. Students will understand the different parts of a linear equation

3. Students will understand the relationship between a linear equation and its corresponding
graph

4. Students will know how to graph a linear equation.

5. Students will understand how to solve a simple system of equations by graphing the lines
 6. Students will learn how to use Excel to graph data

7. Students will learn how to work in pairs to summarize data and synthesize information

Curriculum Standards:

MAFS.8.EE.3 : Analyze and solve linear equations and pairs of simultaneous linear equations. (Major
Cluster) read more

Solve linear equations in one variable.

1. Give examples of linear equations in one variable with one solution, infinitely many solutions, or
no solutions. Show which of these possibilities is the case by successively transforming the given
equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results
(where a and b are different numbers).

MAFS.5.G.1 : Graph points on the coordinate plane to solve real-world and mathematical problems.
(Additional Cluster) read more

MAFS.8.EE.2 : Understand the connections between proportional relationships, lines, and linear
equations. (Major Cluster)read more Graph proportional relationships, interpreting the unit rate as the
slope of the graph. Compare two different proportional relationships represented in different
ways. 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.

MAFS.8.F.1 : Define, evaluate, and compare functions. (Major Cluster) read more 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. Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions).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.

MAFS.8.F.2 : Use functions to model relationships between quantities. (Major Cluster) read
more 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. 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.

Technology Standards:

ISTE Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage
the power of technological methods to develop and test solutions.
5b

Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data
in various ways to facilitate problem-solving and decision-making.

http://www.iste.org/standards/for-students

Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with
others and working effectively in teams locally and globally.

7b

Students use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.

4. Components of the lesson that are enhanced through the use of

Technology:
3 - Students can use programs such as Excel to make interactive graphs they can manipulate to discover new properties of lines.

Components of the lesson that are enhanced through the use of Technology...

Instead of graphing by hand, students can use interactive computer tools such as Excel to graph data
tables and lines and manipulate them.

Collaborative Learning, Entry Level

Learning Environment:. The setting is arranged for direct instruction and individual seat work

Teacher characteristics:The teacher directs students to work alone on tasks involving technology

Student characteristics:. Students primarily work alone when using technology. Students may
collaborate without using technology tools.

Technology solution/enhancement for… Instead of graphing alone, students can work in pairs to
create graphs on a computer and think of their own ways to solve simple linear system of equations
before the teacher tells them how to.

Collaborative Learning, Adoption Level

Learning Environment: The setting allows for the possibility of group work, and at least some
collaborative technology tools are available.

Teacher characteristics: The teacher directs students in the conventional use of technology tools for
working with others.
Student characteristics: Students have opportunities to use collaborative tools, such as email, in
conventional ways. These opportunities for collaboration with others through technology or in using
technology are limited, and are not a regular part of their learning.

5. Products produced by the student during this Technology Enhanced

lesson:
 4 - Students will graph using Microsoft Excel.

List & describe the Student Products (Documents, Presentations, Web Pages, Videos, etc):

1. Students will have to create a data table and a graph using Microsoft Excel for a given Linear
Equation

2. Students will have to graph two lines using Excel and describe what their solution is and why

3. Students will have to create a PowerPoint with their partner that has the different parts of a
linear equation and definitions related to the lesson
6. Assessments used by the teacher to evaluate the student products.

5 - Students will be graded on their products for their final grade

List & describe the Assessments used for the Student Products (Documents, Presentations, Web Pages,
Videos, etc

For their Excel graphs, the following criteria should be met:

 • Data table and graphs should have the same points, graph shod include line going through all
points, x-axis and y-axis should be labeled, appropriate scale should be used

• Two lines should be clearly visible on the graph, explanation of their solution should be included.
Data table for each line should be visible

For their PowerPoint, the following criteria should be met:

• All definitions should be included, such as parts of a Linear Equation, Coordinate Plane, and
function

• PowerPoint should summarize how to graph a linear equation, how to read a data table, how to
use Excel to graph a line, how to solve a system of linear equations by graphing

• PowerPoint should be creative and relevant

7. Use the Technology Integration Matrix to code the lesson and provide
evidence.
 6 - Technology should be included in a well-rounded lesson

Characteristics of the...Collaborative Learning, Adoptive Level

Learning Environment: The setting allows for the possibility of group work, and at least some
collaborative technology tools are available.

Teacher characteristics: . The teacher directs students in the conventional use of technology tools for
working with others.

Student characteristics: Students have opportunities to use collaborative tools, such as email, in
conventional ways. These opportunities for collaboration with others through technology or in using
technology are limited, and are not a regular part of their learning.

Levels of Technology Integration…and evidence…

Adoptive Integration Level

Learning Environment:The setting allows for the possibility of group work, and at least some
collaborative technology tools are available.

Evidence: The classroom is set up on pairs so students can collaborate throughout the lesson with
each other, collaborative tools such as PowerPoint are offered for their use at the end of the lesson

Teacher characteristics:The teacher directs students in the conventional use of technology tools for
working with others.

Evidence: The teacher directs them to use the specific software for its regular use, tutorials can be
found it the softwares help menu and on-line. The teacher tells them which software to use and to do
it in pairs.
Student characteristics: Students have opportunities to use collaborative tools, such as email, in
conventional ways. These opportunities for collaboration with others through technology or in using
technology are limited, and are not a regular part of their learning.

Evidence: students use collaborative tools such as PowerPoint and Excel at the end of the lesson in
pairs to create a PowerPoint review and to create data tables and graphs of a line, these are the
conventional uses of each Microsoft product and their use is limited.