1. IMPACT SAMR Cover Sheet
Teacher: Carter, Aimee
Louisiana Math Standard (include description): 8.EE.6B Understand the connections between proportional relationships, lines, and linear equations. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx + b for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
Task Overview
Learning Objective(s)
Suggested Technology
The students will create a comic strip to illustrate an aspect of slope.
The students will apply concepts of slopes using a comic strip.
The students will complete a project that demonstrates their understanding of the relationship between the slope-intercept form of the equation of a line and its graph, table, and a real world situation. During a gallery walk the students will listen to audio recordings of their peers explaining the posters.
The students will relate an equation of a line to its graph, table, and a real world situation.
Internet (for research/clip art)
i-nigma App
The students will watch a video to learn how similar triangles can be used to help explain why the slope of a line is constant between any two points on that line.
The students will use similar triangles to explain why the slope is the same between any two points on a line.
The students will be presented 4 lines with the same y-intercept, but different slopes on a coordinate plane. The students will compare and contrast the 4 lines.
The students will relate the equation of a line to its graph.
Hotmath.com – Function Grapher
REDEFINITION
Technology allows for the creation of new tasks that were previously not conceivable.
transformation
MODIFICATION
Technology allows for the creation of new tasks that were previously not conceivable.
AUGMENTATION
Technology acts as a direct tool for substitution with some functional improvement.
enhancement
SUBSTITUTION
Technology acts as a direct tool for substitution with no real change.

2. Compare/Contrast Task
The students will be presented 4 lines with the same y-intercept, but different slopes on a coordinate plane. The students will compare and contrast the 4 lines.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
The teacher will present the students with 4 lines graphed on one coordinate plane.
The lines were graphed using the Function Grapher on Hotmath.com. The graph will be displayed on a white board from a laptop computer connected to a projector. Each student will receive his/own copy of the graph.
The coordinate plane with the 4 graphs was copied and pasted from the Function Grapher using the Snipping Tool.
The teacher will need to write each equation next to its graph on the board and the students’ copy.
The students will participate in a Think-Pair-Share activity to complete the questions from the “Compare & Contrast Linear Equations” worksheet.
The students will be given about 5 minutes to individually answer the questions to the best of his/her ability.
The students will pair up with another student and spend about 5 minutes discussing each of their answers.
The class as a whole will discuss the different observations made on the “Compare & Contrast Linear Equations” worksheet. The graphs for parts c and d will be presented so that the students can verify whether their predictions are correct.
The students will be introduced to slope-intercept form of the equation of a line. From the Compare/Contrast Task, the students should be able to make a connection that the coefficient of the x variable is the slope and the constant in the equation is the y-intercept.
This task uses: Hotmath.com – Function Grapher
Learning Objective(s):
The students will relate the equation of a line to its graph.
8.EE.6.B Understand the connections between proportional relationships, lines, and linear equations.
Use similar triangles to explain why the slope m is the same between any two distinct points on a non- vertical line in the coordinate plane; derive the equation y = mx + b for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
TEACHER NOTES:
Teacher’s name/ Aimee
School: W. W. Lewis Middle School
Louisiana State Standard: 8.EE.6B Louisiana Math Standard (include description): 8.EE.6B Understand the connections between proportional relationships, lines, and linear equations. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx + b for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b
Grade Level/Subject: 8th Grade/Math
Special Directions/Considerations: Think-Pair-Share
Materials: Laptop & Projector, Compare & Contrast worksheet, Graph paper
Activity Evaluation: Graph predictions
Prerequisites for students: Graph points on a coordinate plane

3. A
Jason’s Robot
The students will watch a video to learn how similar triangles can be used to help explain why the slope of a line is constant between any two points on that line.
AUGMENTATION
Technology acts as a direct tool for substitution with some functional improvement.
Review the characteristics of Similar Triangles and the idea of slope being the steepness of a line.
The students will watch a short video in pairs. (The video replaces the teacher’s traditional lecture.) The students may watch the video multiple times if necessary.
Follow-up questions from the video:
What does Jason do to figure out if his robot is moving at a constant speed?
Why can’t Jason answer this question by just looking at the data points on his graph?
How does using similar triangles help Jason see that his robot is moving at a constant speed?
Handout the worksheet and the materials. The students will create a mathematical argument by completing this worksheet. The teacher will walk around the room assessing the students ideas, arguments, and observations.
Discuss some of the questions from the worksheet as a whole group.
This task uses:
Learning Objective(s):
The students will use similar triangles to explain why the slope is the same between any two points on a line.
8.EE.6.B Understand the connections between proportional relationships, lines, and linear equations.
Use similar triangles to explain why the slope m is the same between any two distinct points on a non- vertical line in the coordinate plane; derive the equation y = mx + b for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
TEACHER NOTES:
Teacher’s name/ Aimee
School: W. W. Lewis Middle School
Louisiana State Standard: 8.EE.6B
Grade Level/Subject: 8th Grade/Math
Special Directions/Considerations:
Materials: iPad or Laptop for each pair of students, rulers, protractors, graph paper, calculator, Slope and Similar Triangles worksheet
Activity Evaluation: The students will complete a quiz from an internet source.
Prerequisites for students: Similar triangles, Graph points on a coordinate plane

4. M Q-R Smart! Project The students will work in groups of 4.
The students will complete a project that demonstrates their understanding of the relationship between the slope-intercept form of the equation of a line and its graph, table, and a real world situation. During a gallery walk the students will listen to audio recordings of their peers explaining the posters.
MODIFICATION
Technology allows for the creation of new tasks that were previously not conceivable
The students will work in groups of 4.
The students will find or make up a real world situation that represents an equation in slope-intercept form. They may use the internet or any other educational resource.
The students will write an equation that represents their situation. They will identify the independent and dependent variables.
The students will draw a graph to represent the equation. Label axes and use appropriate scale.
The students will construct a table to represent at least 5 values of the equation.
The students will present #2-5 on a half sheet of poster board that includes the following:
A word problem explaining your situation
Equation
Independent & dependent variables
Graph
Table
Illustrations representing your equation’s situation (drawings, magazines clippings , clip art, etc.)
The students will create a QR code with an audio recording that explains all of the elements of their poster.
The posters will be displayed in the hallway. The QR codes will be hung next to its poster.
Students will participate in a gallery walk in groups of Each group will have an iPad. The students will scan the QR code to listen to the description of posters of students in their class and other classes.
This task uses: Internet (for research/clip art) i-nigma App
Learning Objective(s):
The students will relate an equation of a line to its graph, table, and a real world situation.
8.EE.6.B Understand the connections between proportional relationships, lines, and linear equations.
Use similar triangles to explain why the slope m is the same between any two distinct points on a non- vertical line in the coordinate plane; derive the equation y = mx + b for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
TEACHER NOTES:
Teacher’s name/ Aimee
School: W. W. Lewis Middle School
Louisiana State Standard: 8.EE.6.B
Grade Level/Subject: Math/8th Grade
Materials: Half poster boards, old magazines, printer, iPads with i-nigma app and an internet browser for groups of 2-3, graph paper
Special Directions/Considerations: technology issues
Activity Evaluation: Rubric provided
Prerequisites for students: Slope-Intercept form of a Line

5. R
Slope Happens!
The students will create a comic strip to illustrate an aspect of slope.
REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable
The students will create a comic strip that illustrates one of the following:
The four types of slopes (positive, negative, zero, and undefined)
A real world situation that involves slope
Student’s original idea about a comic that relates to slope (needs approval from teacher)
The students will log on to A brief introduction and tour may be necessary.
When the students have completed their comic strip, they will share them on the class Blackboard site.
This task uses:
Learning Objective(s):
The students will apply concepts of slopes using a comic strip.
8.EE.6.B Understand the connections between proportional relationships, lines, and linear equations.
Use similar triangles to explain why the slope m is the same between any two distinct points on a non- vertical line in the coordinate plane; derive the equation y = mx + b for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
TEACHER NOTES:
Teacher’s name/ Aimee
School: W. W. Lewis Middle School
Louisiana State Standard: 8.EE.6.B Louisiana Math Standard (include description): 8.EE.6B Understand the connections between proportional relationships, lines, and linear equations. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx + b for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
Grade Level/Subject: Math/8th Grade
Materials: Laptops or iPads for each pair/group of students
Special Directions/Considerations: technology issues
Activity Evaluation: Rubric provided
Prerequisites for students: Slope-Intercept form of a Line