8EE-Understand+the+connections+between+proportional+relationships,+lines,+and+linear+equations

8.EE.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. 8.EE.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. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**===
 * ===**Common Core Standards**===

**EE.5**
EE.6 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. || 8.TT.1 Use technology and other resources for assigned tasks. 8.SE.1 Analyze responsible behaviors when using information and technology resources. 8.SI.1 Evaluate information resources based on specified criteria. 8.TT.1 Use technology and other resources for assigned tasks. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== Creating Evaluating Understanding || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**=== compare graphs, tables and equations of proportional relationships. Students identify the unit rate (or slope) in graphs, tables and equations to compare two proportional relationships represented in different ways. Students write equations in the form y = mx for lines going through the origin, recognizing that m represents the slope of the line. Students write equations in the form y = mx + b for lines not passing through the origin, recognizing that m represents the slope and b represents the y-intercept.
 * 1) Make sense of problems and persevere in solving them.
 * 2) Reason abstractly and quantitatively.
 * 3) Construct viable arguments and critique the reasoning of others.
 * 4) Model with mathematics.
 * 5) Use appropriate tools strategically.
 * 6) Attend to precision.
 * 7) Look for and make use of structure.
 * 8) <span style="font-family: Arial,Helvetica,sans-serif;">Look for and express regularity in repeated reasoning.
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===
 * 8.EE.5** Students build on their work with unit rates from 6th grade and proportional relationships in 7th grade to
 * 8.EE.6** Triangles are similar when there is a constant rate of proportionality between them. Using a graph, students construct triangles between two points on a line and compare the sides to understand that the slope (ratio of rise to run) is the same between any two points on a line.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
I can identify slope of proportional relationships. I can use similar triangles to explain slope and create y=mx for a line. I can use determine which lines have direct variation y=mx. I can construct y=mx+b from a graph.
 * 8.EE.5**
 * 8.EE.6**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**
unit rate, proportional relationships, slope, vertical, horizontal, similar triangles, y-intercept

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**
Work station for EE.5 Looking at Lines page 172 and page 166

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
Hands-on Activites Book EE.5 page 169 and EE.6 page 172

[[file:fun_websites_for_8th_grade_math.doc]]
===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== Mathematics Station Activities page 31 and page 48 Hands-on Activities book EE.6 page 171

Quantile resource EE.6
Quantile EE.5 US Debt clock project

Slope with a triangle Slope and y-intercept NYC Common core aligned tasks and assessment

-Select Quantile Teacher Assistant
===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===
 * Refer to NC DPI unpacked content pages 13 and 14**
 * Refer to Arizona Academic Content standards pages 8 and 9**