S1+Cobleigh,+Justin

=Stage 1 - Identify Desired Results= Functions and Relations Grade 8 Students understand and use basic properties of linear relationships using y = mx + b ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: Mathematics - D. Algebra

//What understandings are desired?//
• linear relationships are characterized by a constant rate of change. • graphs can be drawn from equations and vice versa. ||
 * **//Students will understand that://** **(U)** ||
 * • a linear relationship takes the form of y = mx + b.

//What essential questions will be considered?//
• How do we find the rate of change? • How do we read a graph and be able to pick out the specific pieces to write it in y = mx + b format and vice versa, as well as other formats. ||
 * **Essential Questions:** **(Q)** ||
 * • Why does each piece of y = mx + b affect the resulting graph in the way that it does?

//What key knowledge and skills will students acquire as a result of this unit?//
• __Formulas__: rise over run, slope-intercept format, slope, point-slope format, midpoint, position, velocity, acceleration • __Sequence__: create an equation, what do the pieces mean, solve to y = mx + b format and other possible formats, illustrate graph from equation, compare a graph to it's appropriate equation || • be aware of what each piece of a linear equation means and how to write it out. • illustrate a graph from an equation and vice versa. • demonstrate how to find rate of change (slope) and velocity. • be open to different ways of writing linear equations. • compare parallel and perpendicular linear equations to other linear equations. • solve for the length (distance) and midpoint of lines. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • __Definitions__: slope, rise over run, y-intercepts, x-intercepts, position, velocity, acceleration


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**