ALEX Lesson Plans
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Title: Is there a relationship between your height and the length of your foot?
Description:
In this lesson, eighth grade students will collect data. They will use this data to analyze the relationship between the height of an individual and the length of his/her foot. Students will use a line of fit to make predictions for people of different heights.
Standard(s): [MA2015] (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 (8)
Title: Is there a relationship between your height and the length of your foot?
Description: In this lesson, eighth grade students will collect data. They will use this data to analyze the relationship between the height of an individual and the length of his/her foot. Students will use a line of fit to make predictions for people of different heights.
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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): [MA2015] (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): [MA2015] 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: We Love to Graph!
Description:
The students will review plotting points on a Coordinate Plane through an interactive website. They will also practice changing the slope and yintercept on the website in order to see the effects. After this review, the students will work in groups to plot points and use slope to spell out letters of the alphabet. The students will then unscramble the letters to spell out "We Love to Graph!"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): [MA2015] (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 (8), or Technology Education (9  12)
Title: We Love to Graph!
Description: The students will review plotting points on a Coordinate Plane through an interactive website. They will also practice changing the slope and yintercept on the website in order to see the effects. After this review, the students will work in groups to plot points and use slope to spell out letters of the alphabet. The students will then unscramble the letters to spell out "We Love to Graph!"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): [MA2015] (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): [MA2015] 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.
Thinkfinity Lesson Plans
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Title: Graphing What
Description:
This reproducible activity sheet, from an Illuminations lesson, is used by students to record independent and dependent variables as well as the function and symbolic function rule for a set of graphs.
Standard(s): [MA2015] ALT (912) 33: Write a function that describes a relationship between two quantities.* [FBF1]
Subject: Mathematics Title: Graphing What
Description: This reproducible activity sheet, from an Illuminations lesson, is used by students to record independent and dependent variables as well as the function and symbolic function rule for a set of graphs. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
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Title: Finding Our Top Speed
Description:
This Illuminations lesson sets the stage for a discussion of travel in the solar system. By considering a realworld, handson activity, students develop their understanding of time and distance. The mathematics necessary for the lesson relate to measuring time and distance as well as graphing to portray the data collected.
Standard(s): [MA2015] 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,Science Title: Finding Our Top Speed
Description: This Illuminations lesson sets the stage for a discussion of travel in the solar system. By considering a realworld, handson activity, students develop their understanding of time and distance. The mathematics necessary for the lesson relate to measuring time and distance as well as graphing to portray the data collected. Thinkfinity Partner: Illuminations Grade Span: 6,7,8
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Title: Exploring Linear Data
Description:
In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.
Standard(s): [MA2015] ALT (912) 33: Write a function that describes a relationship between two quantities.* [FBF1]
Subject: Mathematics Title: Exploring Linear Data
Description: In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit. Thinkfinity Partner: Illuminations Grade Span: 6,7,8,9,10,11,12
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Title: Gallery Walk
Description:
In this lesson, one of a multipart unit from Illuminations, students view the work of other students in the class and explain their own work. Students move from graph to graph during this time and, without any talking, view the work of their classmates. While on their Gallery Walk, the students think about the data their classmates plotted and whether or not the information accompanying each graph seems appropriate. Each pair of students then stands next to their own work and explains one of the graphs.
Standard(s): [MA2015] ALT (912) 33: Write a function that describes a relationship between two quantities.* [FBF1]
Subject: Mathematics Title: Gallery Walk
Description: In this lesson, one of a multipart unit from Illuminations, students view the work of other students in the class and explain their own work. Students move from graph to graph during this time and, without any talking, view the work of their classmates. While on their Gallery Walk, the students think about the data their classmates plotted and whether or not the information accompanying each graph seems appropriate. Each pair of students then stands next to their own work and explains one of the graphs. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
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Title: Building Bridges
Description:
In this lesson, from Illuminations, students attempt to make a transition from arithmetical to algebraic thinking by extending from problems that have singlesolution responses. Values organized into tables and graphs are used to move toward symbolic representations. Problem situations involving linear, quadratic, and exponential models are employed.
Standard(s): [MA2015] AL1 (912) 45: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. [SID6]
Subject: Mathematics,Professional Development Title: Building Bridges
Description: In this lesson, from Illuminations, students attempt to make a transition from arithmetical to algebraic thinking by extending from problems that have singlesolution responses. Values organized into tables and graphs are used to move toward symbolic representations. Problem situations involving linear, quadratic, and exponential models are employed. Thinkfinity Partner: Illuminations Grade Span: 6,7,8
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Title: Supreme Court Handshake
Description:
In this lesson, one of a multipart unit from Illuminations, students explore the handshake problem, a classic problem in mathematics that asks, How many handshakes occur when n people shake hands with each other? Groups work to determine how many handshakes take place among the nine Supreme Court justices, and then generalize the problem to determine the number of handshakes in any size group. Students explore the problem using a verbal description, a table, a graph, a picture and an algebraic formula.
Standard(s): [MA2015] (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 Title: Supreme Court Handshake
Description: In this lesson, one of a multipart unit from Illuminations, students explore the handshake problem, a classic problem in mathematics that asks, How many handshakes occur when n people shake hands with each other? Groups work to determine how many handshakes take place among the nine Supreme Court justices, and then generalize the problem to determine the number of handshakes in any size group. Students explore the problem using a verbal description, a table, a graph, a picture and an algebraic formula. Thinkfinity Partner: Illuminations Grade Span: 6,7,8
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Lesson Plans
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Title: Pedal Power
Description:
In this lesson, students investigate slope as a rate of change. Students compare, contrast, and make conjectures based on distancetime graphs for three bicyclists climbing to the top of a mountain.
Standard(s): [MA2015] 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]
Pedal Power
http://illuminations...
In this lesson, students investigate slope as a rate of change. Students compare, contrast, and make conjectures based on distancetime graphs for three bicyclists climbing to the top of a mountain.

