Description
This one-day lesson is designed to introduce the idea of writing equations based upon observed linear relationships between two quantities. In this hands-on activity adapted from NCTM, students will make predictions, represent observations numerically, in a tabular, and graphically. Based upon Aesop’s Fable, The Crow and the Pitcher, this hands-on activity physically models a linear relationship between the number of marbles in a cylinder and the water’s height.
There are slide notes for each card. Please feel free to contact me if you have questions. I would be happy to Skype with you prior to implementing this lesson with students or answer questions via instant messaging. My contact info is included on the last slide.
I hope you and your students enjoy it as much as we did!
There are slide notes for each card. Please feel free to contact me if you have questions. I would be happy to Skype with you prior to implementing this lesson with students or answer questions via instant messaging. My contact info is included on the last slide.
I hope you and your students enjoy it as much as we did!
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Highlights
Digital downloads
Grades
8th
Standards
CCSS8.EE.B.5
CCSS8.F.A.3
Tags
Pages
25
Answer Key
Included
Teaching Duration
55 minutes
Description
This one-day lesson is designed to introduce the idea of writing equations based upon observed linear relationships between two quantities. In this hands-on activity adapted from NCTM, students will make predictions, represent observations numerically, in a tabular, and graphically. Based upon Aesop’s Fable, The Crow and the Pitcher, this hands-on activity physically models a linear relationship between the number of marbles in a cylinder and the water’s height.
There are slide notes for each card. Please feel free to contact me if you have questions. I would be happy to Skype with you prior to implementing this lesson with students or answer questions via instant messaging. My contact info is included on the last slide.
I hope you and your students enjoy it as much as we did!
There are slide notes for each card. Please feel free to contact me if you have questions. I would be happy to Skype with you prior to implementing this lesson with students or answer questions via instant messaging. My contact info is included on the last slide.
I hope you and your students enjoy it as much as we did!
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Standards
to see state-specific standards (only available in the US).
CCSS8.EE.B.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.
CCSS8.F.A.3
Interpret the equation 𝘺 = 𝘮𝘹 + 𝘣 as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function 𝘈 = 𝑠² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
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