ALEX Lesson Plans
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Title: Incline Plane and the Crashing Marble
Description:
Students will measure the effects of the height of an inclined plane on the force a marble produces to move a plastic, foam, or paper cup across a table. Students will discover that the higher the incline plane, the more force produced by the marble, which moves the cup a greater distance. Students will also learn how to graph data and discover the appropriate graph to use for comparison.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 8: Identify Newton's three laws of motion. [S1] (8) 9: Describe how mechanical advantages of simple machines reduce the amount of force needed for work. [S1] (8) 10: Differentiate between potential and kinetic energy. [MA2013] (6) 20: Use variables to represent two quantities in a realworld problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. [6EE9] [MA2013] (7) 3: Use proportional relationships to solve multistep ratio and percent problems. [7RP3] [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6] [MA2013] (8) 14: 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 linear function in terms of the situation it models and in terms of its graph or a table of values. [8F4] [MA2013] (8) 15: 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. [8F5]
Subject: Mathematics (6  8), or Science (8)
Title: Incline Plane and the Crashing Marble
Description: Students will measure the effects of the height of an inclined plane on the force a marble produces to move a plastic, foam, or paper cup across a table. Students will discover that the higher the incline plane, the more force produced by the marble, which moves the cup a greater distance. Students will also learn how to graph data and discover the appropriate graph to use for comparison.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Human slope
Description:
Students will participate in this discovery activity intended for them to uncover the role each variable plays in the graph of a line in the form y = mx + b. Students will actually demonstrate lines in slope intercept form on a life size graph. They will compare different graphs to see what effect adding negative signs and coefficients to the variables have on the graph. They will also analysis what happens to the graph when a constant is added or subtracted from the variable.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2013] (8) 15: 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. [8F5] [MA2013] (8) 14: 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 linear function in terms of the situation it models and in terms of its graph or a table of values. [8F4] [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6] [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [MA2013] AL1 (912) 31: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [FIF7] [MA2013] AL1 (912) 36: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. [FBF3] [MA2013] AL1 (912) 31: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [FIF7] [MA2013] AL1 (912) 36: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. [FBF3]
Subject: Mathematics (6  12)
Title: Human slope
Description: Students will participate in this discovery activity intended for them to uncover the role each variable plays in the graph of a line in the form y = mx + b. Students will actually demonstrate lines in slope intercept form on a life size graph. They will compare different graphs to see what effect adding negative signs and coefficients to the variables have on the graph. They will also analysis what happens to the graph when a constant is added or subtracted from the variable.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Heads Up!
Description:
The lesson is a handson project. Students will work in pairs to gather various measurements, organizing the data into a provided chart. The measurements will be used to review, reinforce, and introduce skills such as measures of central tendency, coordinate graphing, and various ways of representing data (i.e., stemandleaf plots, boxandwhisker plots, frequency tables, etc.).
Standard(s): [MA2013] (7) 17: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. [7SP1] [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6] [MA2013] (8) 14: 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 linear function in terms of the situation it models and in terms of its graph or a table of values. [8F4] [MA2013] (8) 15: 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. [8F5]
Subject: Mathematics (7  8)
Title: Heads Up!
Description: The lesson is a handson project. Students will work in pairs to gather various measurements, organizing the data into a provided chart. The measurements will be used to review, reinforce, and introduce skills such as measures of central tendency, coordinate graphing, and various ways of representing data (i.e., stemandleaf plots, boxandwhisker plots, frequency tables, etc.).
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Title: What is the slope of the stairs in front of the school?
Description:
The purpose of this lesson is to help students apply the mathematical definition of slope to a concrete example. The students will learn to make the appropriate measurements and apply the formula to calculate the slope of the stairs experimentally.
Standard(s): [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6] [MA2013] (8) 14: 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 linear function in terms of the situation it models and in terms of its graph or a table of values. [8F4] [MA2013] (8) 15: 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. [8F5] [MA2013] AL1 (912) 30: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.* [FIF6] [MA2013] AL1 (912) 37: Distinguish between situations that can be modeled with linear functions and with exponential functions. [FLE1] [MA2013] AL1 (912) 38: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table). [FLE2] [MA2013] AL1 (912) 46: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [SID7] [MA2013] ALC (912) 1: Create algebraic models for applicationbased problems by developing and solving equations and inequalities, including those involving direct, inverse, and joint variation. (Alabama) [MA2013] PRE (912) 17: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.* [FIF6] [MA2013] GEO (912) 31: Prove the slope criteria for parallel and perpendicular lines, and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). [GGPE5]
Subject: Mathematics (8  12)
Title: What is the slope of the stairs in front of the school?
Description: The purpose of this lesson is to help students apply the mathematical definition of slope to a concrete example. The students will learn to make the appropriate measurements and apply the formula to calculate the slope of the stairs experimentally.
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Title: Scale Drawings
Description:
During this lesson students practice measuring and converting to scaled measurements. Students measure various places on campus, such as a classroom or the gym. They place their findings on a spreadsheet. After converting these measurements to a scaled version, students draw a scaled model.
Standard(s): [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6] [MA2013] (8) 19: Understand that a twodimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar twodimensional figures, describe a sequence that exhibits the similarity between them. [8G4] [MA2013] ALC (912) 11: Use ratios of perimeters, areas, and volumes of similar figures to solve applied problems. (Alabama)
Subject: Mathematics (8  12)
Title: Scale Drawings
Description: During this lesson students practice measuring and converting to scaled measurements. Students measure various places on campus, such as a classroom or the gym. They place their findings on a spreadsheet. After converting these measurements to a scaled version, students draw a scaled model.
Thinkfinity Lesson Plans
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Title: On Fire
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This unit of five lessons, from Illuminations, introduces the components of a firesafe and firewise environment. Students create a firewise location through calculations and measurement of percent slope, defensible space distance and various vegetation separation distances. The unit plan culminates with students designing a firewise property and testing their firewise IQ.
Standard(s): [MA2013] (6) 13: Write, read, and evaluate expressions in which letters stand for numbers. [6EE2] [MA2013] (6) 17: Use variables to represent numbers, and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set. [6EE6] [MA2013] (6) 20: Use variables to represent two quantities in a realworld problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. [6EE9] [MA2013] (7) 10: Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. [7EE4] [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6] [MA2013] (8) 27: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [8SP3]
Subject: Mathematics Title: On Fire
Description: This unit of five lessons, from Illuminations, introduces the components of a firesafe and firewise environment. Students create a firewise location through calculations and measurement of percent slope, defensible space distance and various vegetation separation distances. The unit plan culminates with students designing a firewise property and testing their firewise IQ. Thinkfinity Partner: Illuminations Grade Span: 6,7,8
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Title: How Did I Move?
Description:
In this Illuminations lesson, students are provided with a method for understanding that for y = mx + b, m is a rate of change and b is the value when x = 0. This kinesthetic activity allows students to form a physical interpretation of slope and yintercept by running across a football field. Students will be able to verbalize the meaning of the equation to reinforce understanding and discover that slope (or rate of movement) is the same for all sets of points given a set of data with a linear relationship.
Standard(s): [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6] [MA2013] (8) 27: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [8SP3] [MA2013] AL1 (912) 46: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [SID7]
Subject: Mathematics Title: How Did I Move?
Description: In this Illuminations lesson, students are provided with a method for understanding that for y = mx + b, m is a rate of change and b is the value when x = 0. This kinesthetic activity allows students to form a physical interpretation of slope and yintercept by running across a football field. Students will be able to verbalize the meaning of the equation to reinforce understanding and discover that slope (or rate of movement) is the same for all sets of points given a set of data with a linear relationship. Thinkfinity Partner: Illuminations Grade Span: 6,7,8,9,10,11,12
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Title: RiseRun Triangles
Description:
This lesson offers students a method for finding the slope of a line from its graph. The skills from this lesson can be applied as a tool to realworld examples of rate of change and slope.
Standard(s): [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6]
Subject: Mathematics Title: RiseRun Triangles
Description: This lesson offers students a method for finding the slope of a line from its graph. The skills from this lesson can be applied as a tool to realworld examples of rate of change and slope. Thinkfinity Partner: Illuminations Grade Span: 6,7,8,9,10,11,12
Web Resources
Lesson Plans
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Title: RiseRun Triangles
Description:
This lesson offers students a method for finding the slope of a line from its graph. The skills from this lesson can be applied as a tool to realworld examples of rate of change and slope.
Standard(s): [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6]
RiseRun Triangles
http://illuminations...
This lesson offers students a method for finding the slope of a line from its graph. The skills from this lesson can be applied as a tool to realworld examples of rate of change and slope.
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Title: Growth Rate (Slope)
Description:
Given growth charts for the heights of girls and boys, students will use slope to approximate rates of change in the height of boys and girls at different ages. Students will use these approximations to plot graphs of the rate of change of height vs. age for boys and girls.
Standard(s): [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6] [MA2013] (8) 14: 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 linear function in terms of the situation it models and in terms of its graph or a table of values. [8F4] [MA2013] AL1 (912) 46: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [SID7]
Growth Rate (Slope)
http://illuminations...
Given growth charts for the heights of girls and boys, students will use slope to approximate rates of change in the height of boys and girls at different ages. Students will use these approximations to plot graphs of the rate of change of height vs. age for boys and girls.
Podcasts
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Title: Math in Video Games
Description:
The teams use algebra to save their spaceship in the Asteroids game.
Standard(s): [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6] [MA2013] (8) 27: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [8SP3] [MA2013] AL1 (912) 46: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [SID7] [MA2013] GEO (912) 31: Prove the slope criteria for parallel and perpendicular lines, and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). [GGPE5]
Math in Video Games
http://www.thirteen....
The teams use algebra to save their spaceship in the Asteroids game.
Informational Materials
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Title: RiseRun Triangles
Description:
This lesson offers students a method for finding the slope of a line from its graph. The skills from this lesson can be applied as a tool to realworld examples of rate of change and slope.
Standard(s): [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6]
RiseRun Triangles
http://illuminations...
This lesson offers students a method for finding the slope of a line from its graph. The skills from this lesson can be applied as a tool to realworld examples of rate of change and slope.
Interactives/Games
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Title: Interactive Slope Intercept
Description:
The interactive slope intercept activity allows students to visualize the slope and yintercept of a line.
Standard(s): [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6]
Interactive Slope Intercept
http://www.mathplay...
The interactive slope intercept activity allows students to visualize the slope and yintercept of a line.
Learning Activities
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Title: Interactive Slope Intercept
Description:
The interactive slope intercept activity allows students to visualize the slope and yintercept of a line.
Standard(s): [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical 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. [8EE6]
Interactive Slope Intercept
http://www.mathplay...
The interactive slope intercept activity allows students to visualize the slope and yintercept of a line.

