8th Grade Unit 4: Applications of Lines

We start our unit on applications of lines by discussing independent and dependent variables.  I have a note to myself to remember to use the following language next year because it worked well this year.  Nothing earth shattering, I know.

• “(independent variable) causes change to (dependent variable)”
• “(dependent variable) depends on (independent variable)”

I use a lot of Sarah’s resources found here for my notes, and I’m pretty sure that’s where I got the problems for this Desmos activity.

The next day we do Sarah’s Ghosts in the Graveyard activity with independent and dependent variables.  Every time I use that activity I think to myself, “Why don’t I do this more often?  It’s great!”

After students have a pretty solid understanding of defining the dependent and independent variable, writing linear equations from word problems goes a lot better.

Then we get into parallel and perpendicular lines.  I blogged briefly about what I did last year here.

I start with parallel lines and use this Desmos activity.  One of the downfalls of starting with that activity is that when students are asked to solve problems where they need to write the equation of a line parallel to a given line through a specific point, they want to use Desmos to guess and check.  This is a good strategy, but I also want them to know another method.  I start the next day with a couple problems like these.

After spending another day or so on parallel lines, we finally get into perpendicular lines.  I start with this Desmos activity.

We spend another day or so practicing with perpendicular lines.  I’ve used this activity before and like how it brings back different forms of lines.

We also talk a little bit about parallel and perpendicular lines and quadrilaterals using this Desmos activity.

Then we get into scatter plots.  I start with this Notice/Wonder

We do Desmos Polygraph next.  Last year I had a student ask if there were two “loners”, and I will forever think of outliers as loners.

After students do that activity, I put the graphs up on the board and ask students to put them in groups.  They end up describing the different correlations to me.

This Which One Doesn’t Belong? is great around this time in the unit.

I took a couple tasks from this page and turned them into Desmos activities.  (I know she tweeted out links to the activities at one point, but I couldn’t find them.

Here’s one on correlation.

And another on lines of best fit.