Grade: 8th Content: Math

Quarter: 3rd Unit: 1 Lesson: 1

Unit Title: Expressions and Equations

Priority Standard(s):
● 8.EE.C.8.B 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.

Proficiency Scale (optional):

Lesson Title: Slopes

Lesson Objectives:
● 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.

I Can Statements:
● I can find the slope of a line on a graph.
● I can identify the types of slopes.
● I can use similar triangles to examine slopes.
● I can find the slope of a line passing through two points.

Vocabulary:
● graph, point, slope, rise, run, similar triangle, proportional, positive slope, negative
slope, zero slope, undefined slope

Day 1:
1. Prepare the following materials: laptop, projector, student laptops for each pair.
2. Introduce slope through activity in Resource #1.
3. Have a class discussion on what the four students did. A student should eventually
point out that they moved and formed a slanted or straight line.
4. Read the “I Can Statement” – I can identify academic vocabulary and I can find the
slope of a line on a graph.
5. Project image from Resource #2 on the board and do the following:
1. Make connection with previous activity by explaining that the direction and
number of times they move will make a straight line.
2. Starting from the bottom point, count how many times the students will go up
to align with the top point. From there, count how many times they will have
to go to the right to meet the top point. Put the number in fraction form 6 / 2
which can be simplified to 3, representing how steep the line is.
3. Have students attempt to come up with a formula to represent the steepness
of the line (e.g., how many times going up over how many times going to the
right).
4. Introduce the idea that the steepness is found by the vertical change divided
 by the horizontal change, or slope = rise / run.
6. Have students draw three Frayer models in their notebooks for vocabulary. Have
them copy down the following words and corresponding definitions:
○ Slope – measures the steepness of a line
○ Rise – the vertical change
○ Run – the horizontal change
7. Have students partner up and distribute student laptops. Have them open website in
Resource #3 on their laptops. They will work on the first four problems on the
website. Go over the solutions as a class upon completion.
8. Allow students to demonstrate their understanding through completing the example
section for each vocabulary.
9. Closure – Review “I Can Statement.”
10. Students will rate themselves on how confident they are with finding slopes on
graphs. With their hands placed below their chins, have students rate themselves on
a scale from 1 to 4, 1 being not confident with the skill and 4 being able to explain it
to a partner.
11. Inform them that they will work on independent practice next class and talk about
the different kinds of slopes.

Day 2:
1. Prepare the following materials: Resource #4 handouts class set.
2. Inquire about what the students talked about last class. Ask what the three
vocabulary words are and what they represent.
3. Read the “I Can Statement” – I can find the slope of a line on a graph and I can
identify the types of slopes.
4. Have students work on handouts from Resource #4 as independent practice.
Review solutions with students.
5. Have students pair up with an elbow partner to observe the kinds of slope on the
worksheets and how they are drawn (e.g., increasing, falling). Have them share out
their observations with the class.
6. Students will then draw four Frayer models and write the following words and
corresponding definitions into their notebooks:
○ Positive slope – a slope that increases
○ Negative slope – a slope that decreases
○ Zero slope – a slope that is horizontal
○ Undefined slope – a slope that is vertical
7. Model the four types of slopes using the activity in Resource #5.
8. Allow students to demonstrate their understanding through completing the Frayer
model for each academic vocabulary. Inform them to be creative and draw a
scenario that matches the slope for the example section of the Frayer model (e.g.,
represent a negative slope by drawing a car going down the hill).
9. Closure – Review “I Can Statement.” Summarize lesson by having students partner
up, stand up, and share one thing about the lesson for them to have a seat.
Day 3:
1. Prepare the following materials: laptop, projector, Resource #6 image, Resource #7
handouts class set.
2. Review types of slopes and finding slopes on graphs through questioning (e.g.,
“What do you call a slope that is increasing, what is the vertical change on a graph
called”).
3. Project image from Resource #6 on the board.
4. Have students pair up with an elbow partner to come up with findings and share
their observations of the image with the class. A student should eventually point out
the following: 1) the graph represents a slope and 2) there are right triangles.
5. Read the “I Can Statement” – I can use similar triangles to examine slopes.
6. Using the projected image, have students verbally identify the three slopes using
rise and run and write their results on the board.
7. Have students examine their results and discuss what they notice about the
numbers. A student should point out that they are all equivalent fractions, or
proportional.
8. Students will draw two Frayer models in their notebooks and copy down the
following words and their corresponding definitions:
○ Right triangle – a triangle with a right angle
○ Proportional – states that two or more fractions are equal
9. Distribute handouts from Resource #7 to each student. Model the first example on
the board with the students by examining the slope that is shown with the choices
given (i.e., determine if both triangles are similar by forming a proportion).
10. Allow students to complete handouts independently. Go over solutions with class
once completed.
11. Allow students to demonstrate their understanding through completing the Frayer
model for each academic vocabulary.
12. Closure – Review “I Can Statement.” Inform students that they will continue to use
similar triangles to examine slopes next class.

Day 4:
1. Prepare the following materials: Resource #8 handouts, Resource #9 handouts
class set.
2. Recall proportions using the activity from Resource #8. Upon completion of activity,
students will work with their new partner for the duration of the class.
3. Read “I Can Statement” – I can use similar triangles to examine slopes.
4. Distribute worksheets from Resource #9 to each pair. Model the first problem on the
board by doing the following:
1. Draw the problem on the board.
2. Form a proportion, replacing the missing number with any letter they choose.
3. Have students figure out what the missing rise is using their knowledge of
proportions. To observe if it forms a proportion, reduce the fraction from the
bigger triangle to check if it can be equal to the fraction they found.
4. Have students work on the handouts with their partner. Inform them that if
they are unsure, to have them double check with their partner.
 5. Go over solutions to handout with the class.
6. Have each pair share one thing they know about slopes and similar triangles.
7. Closure – Review “I Can Statement.”
8. Students will rate themselves on how confident they are using similar triangles to
examine slopes. With their hands placed below their chins, have students rate
themselves on a scale from 1 to 4, 1 being not confident with the skill and 4 being
able to explain it to a partner.

Day 5:
1. Prepare the following materials: laptop, projector, butcher papers, markers,
Resource #10 PowerPoint
2. Project PowerPoint from Resource #10 on the whiteboard. On Slide 1 of the
PowerPoint, review finding slope using rise and run.
3. Read “I Can Statement” on Slide 2 – I can find the slope of a line passing through
two points.
4. Go to Slide 3, have students identify the points on the graph. Explain that the lesson
will consist of finding the slope without the graph, that is, when given only two
points.
5. Moving on to Slide 4, have a class discussion on the question posed on the slide,
“Without the graph, how can we find the slope using what we know?” Students will
eventually come up with the idea that if they subtract the y values and subtract the x
values, then they will have the values for the slope, which will also be explained in
the following slide.
6. Display Slide 5 to show proof that the slope can be found by the changes in the y
values divided by the changes in the x values.
7. Transition into Slide 6 and have students copy down the slope formula into their
notebooks under the example section of “slope.”
8. Use Slide 7 to model an example of how to find slopes passing through two points.
9. Have students in pairs and practice through Slide 8. Go over solutions by having
students volunteer to go up to the board and work on a problem. As students are
working on a problem, inform the rest of the class that if they observe an error, to
help them through assisting and encouraging the volunteers.
10. Have students in small groups of 3 or 4. Have them complete handout from
Resource #11.
11. Summarize the first unit on slopes by implementing the activity from Resource #12.
12. Closure – Review “I Can Statement.”

Resources:
1. Activity #1
○ Slope Anticipatory Set
○ Students are introduced to slopes by creating a slanted line according to the
number and direction of steps they take, which leads to finding the slope of a
line using rise and run.
○ Materials: None
 ○ Directions:
1. Choose four students to assist with demonstrations.
2. Clear an area to ensure the four students are able to freely move
around.
3. On a floor tile which all four students will begin on, instruct the first
student to move one tile up and two tiles to the right.
4. Instruct a second student to move two tiles up and four tiles to the
right.
5. Instruct a third student to move two tiles down and four tiles to the left.
6. The last student will remain on the starting floor tile.
2. Image #1 (see attachment)
○ Slope of a Line
○ Students will find the slope between the two points by calculating rise and
run.
○ https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcThiJZIUMBFnmdGbfl_5pB3ABiSIQM
GO7d9FHUSxMCxC9h9b_KT
3. Website #1
○ Khan Academy
○ Students will find the slope of a line between two points by answering the first
four questions on the website.
○ https://www.khanacademy.org/math/cc-eighth-grade-math/cc-8th-linear-
equations-functions/8th-slope/a/slope-from-two-points
○ Formative Assessment: Monitor student progress by walking around and
observations.
4. Handout #1 (see attachment)
○ Find the Slope
○ Students will calculate rise and run to find the slope of a line.
○ https://www.mathworksheets4kids.com/slope/rise-run-level1-1.pdf
○ Formative assessment: As students are working on the worksheet, monitor
the class by walking around.
5. Activity #2
○ Types of Slopes
○ Students will represent the types of slopes using their arms.
○ Materials: None
○ Directions:
1. Inform students to extend their arms according to the type of slope
(e.g., a zero slope is formed by extending their arms horizontally).
2. Have students stand up.
3. Call out different slopes and have students model them.
6. Image #2
○ Slopes through Similar Triangles
○ Students will use similar triangles to examine slopes.
○ https://cms-k12oer-
staging.s3.amazonaws.com/uploads/pictures/8/8.2.C1.Image.07.png
 ○ See Resource Folder
7. Handout #2
○ Identifying Same Slope
○ Students will identify which triangles form the same slope.
○ http://www.commoncoresheets.com/Math/Grids/Identifying%20Same%20Slo
pe/English/All.pdf
○ Formative assessment: As students are working on the worksheet, monitor
the class by walking around.
○ See Resource Folder
8. Activity #3
○ Proportions Review
○ Students will recall proportions by finding their perfect match.
○ Materials: Cut outs of the handout
○ Directions:
1. Each student will receive a fraction card.
2. Students will create a proportion by walking around and finding their
perfect match.
○ Teacher-made, see Resource Folder.
9. Handout #3
○ Finding Rise Using Similar Triangles
○ Students will use similar triangles to find the missing rise of a triangle.
○ http://www.commoncoresheets.com/Math/Algebra/Finding%20Rise%20using
%20Similar%20Triangles/English/All.pdf
○ Formative assessment: As students are working on the worksheet, monitor
the class by walking around.
10. PowerPoint #1
○ Finding Slopes
○ Students will discover how to find the slope of a line passing through two
point.
○ Teacher-made, see Resource Folder
11. Handout #4
○ Slopes Applications
○ Students will apply the concept of finding slopes passing through two points.
○ Teacher-made, see Resource Folder
12. Activity #4
○ Summarizing Slopes
○ Materials: Butcher paper, markers
○ Students will summarize the unit on slopes using a Venn diagram.
○ Directions:
1. Break students up into small groups of 3 to 4.
2. Distribute a butcher paper to each group.
3. Each group will draw a Venn diagram to compare the similarities and
differences between: 1) slopes through graphs, 2) slopes using similar
triangles, and 3) slopes passing through points.
4. Have each group present their Venn diagram to the class.
Brain breaks:
1. Animal Pretend
○ Call out an animal and have the students mimic the sound of the animals.
2. Dance Off
○ Play music and have students perform the types of slopes as they dance in
their seats or while standing.

Teacher notes: