SIGNATURE ASSIGNMENT
Alejandra Travieso
Day Learning Goals
Day Standard: 8.EE.B.5:
One Graph proportional
relationships interpreting
the unit rate as the slope of
the graph.
Objective: Students will
be able to compute slope
given two points.
Evidence of Master:
Teacher will walk around
the classroom while
students are computing
slope. Looking at each
student’s paper to ensure
that they are able to
compute slope accurately.
Essential Questions:
Which point do you want
to be point 2? Which
values are your y values?
Do your y-values go on
the top or the bottom? Do
we have to subtract y1
from y2 and x1 from x2 or
can we do y1 from y2 and
x2 from x1?
Day Standard: 8.EE.B.5:
Two Graph proportional
1
Learning Activities Assessments Technology
PBLA: Students will be given two The teacher will have ISTE:
separate points that represent the amount students put numbers Educators: 5b. Design
of money spent on food for a family next to the steps in authentic learning
over time. The students will then be order starting at 1, to activities that align with
instructed to compute the slope for said indicate how to find content area standards
situation. slope. and use digital tools and
Steps Toward Project: Students will be The teacher will ask the resources to maximize
given instructions to start looking up students to pull out their active, deep learning.
information on the sales of the two assigned laptops and go Student: 5c. Students
products they choose (meme, video, to the teachers slides, break problems into
game, etc). The students will be given a where they will then do component parts,
worksheet where they will be able to fill a fill in the blank game extract key information,
in information about sales of their two that matches two points and develop descriptive
products each day. to the slope of the models to understand
Instructional Strategies: For students points. This will allow complex systems or
who are struggling the teacher will the teacher to see which facilitate problem
remind them of rise over run. The students understand solving.
teacher will instruct the student to count what is being taught.
how far up the second y value is from The students will be
the first y value. For students who need using the laptops that
to be challenged more, the teacher will are provided by the
instruct them to try switching the order school in this lesson.
of the points and determine if they
obtain the same answer.
Connection to Learning Goals: These
activities are tied to the learning goal
because the students will be finding the
slope/ unit rate of a graph.
PBLA: Students will look back on the The teacher will have ISTE:
problem that they were given the day students put their Educators: 5b. Design
SIGNATURE ASSIGNMENT
relationships interpreting
the unit rate as the slope of
the graph.
Objective: Students will
be able to compute slope
and explain the meaning
of slope within the context
of a problem.
Evidence of Mastery:
The teacher will hand out
an exit slip that asks
students to explain the
meaning of the slope of a
graph that is hours by
money made, after
computing the slope.
Essential Questions:
What does the y-value
represent? What does the
x-value represent? Is the
change in x or y on the top
of the fraction? So which
representation in words is
on top?
Day Standard: 8.F.B.4: Given
Three a description of a
situation, generate a
function to model a linear
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Alejandra Travieso
prior and will be asked to explain what worksheet with the authentic learning
the slope meant in that situation. How information about their activities that align with
much money you’re your family spend products they gathered content area standards,
on groceries each week? from the day before on and use digital tools and
Steps Toward Project: Students will be their desks. The teacher resources to maximize
asked to fill out information for day two will look at each paper active, deep learning.
of their worksheet and then finding the and make sure that the Students: 1d. Students
slope between the two points they have. students are not only understand the
Instructional Strategies: For students researching their fundamental concepts of
who are struggling, the teacher will product but that they are technology operations,
break down the problem into two also able to find demonstrate the ability
sections, the y-value and the x-value. information on their to choose, sue and
Asking students to explain what the y- products. troubleshoot current
values represent and what the x-values The teacher will give technologies and are
represent and then asking them to apply students a problem as (i) able to transfer their
that to the slope. For students who are in the appendix. knowledge to explore
not being challenged, the teacher will emerging technologies.
give them a problem where the values of
y and x are not obviously said. There will be no need
Encouraging them to figure out what the for technology during
slope means in words. this day.
Connection to Learning Goals: This is
connected to the learning goals because
it is helping students to gain an
understanding of what slope represents
instead of just memorizing how to solve
for slope.
PBLA: The teacher will have students The teacher will have ISTE:
complete a problem that compares the students complete Educators: 6a. Foster a
amount of gasoline used in two cars that assignment (ii). culture where students
are driving to the same destination. The teacher will give take ownership of their
SIGNATURE ASSIGNMENT
relationship between two
quantities. Determine the
rate of change and initial
value of the function from
a description of a
relationship or from two
(x,y) values, including
reading these from a table
or graph.
Objective: Students will
be able to compare the
slope between two graphs
and explain what it
represents.
Evidence of Mastery:
The teacher will have
students use white boards
to show which graph they
think has the steeper slope.
As well as which graph
has the car going at a
faster/greater speed.
Essential Questions: Are
you choosing two points
that you know for sure are
those exact values? Or are
the points slightly off?
What is the slope of graph
1? What is the slope of
graph 2? What is a
common multiple of the
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Alejandra Travieso
Steps Toward Project: The teacher will more examples of (ii) learning goals and
encourage the students to graph the but with different cars outcomes in both
information they have received from the and then ask the independent and group
two points they have. So they can students to figure out setting.
compare this graph to their final graphs which car out of all of Students: 5c. Students
they have. them used the least break problems into
Instructional Strategies: For students amount of gas. component parts,
who are struggling, the teacher will have extract key information,
the students look at each graph and develop descriptive
separately instead of together. The models to understand
teacher will instruct the student to find complex systems or
the slopes of the graphs and then facilitate problem
compare and figure out which slope is solving.
larger. For students who are not being
challenged, the teacher will have Students will be
students try and come up with a slope utilizing calculators that
that will be steeper than the two graphs were purchased by the
they already have. teacher.
Connection to Learning Goals: This
connects to the learning goals because
the students will be using graphs to
figure out the slope instead of two
already given points.
SIGNATURE ASSIGNMENT
denominators of the two
slopes? When we multiple
both slopes by the
common multiple over the
common multiple, which
slope is larger?
Day Standard: 8.F.B.4: Given
Four a description of a
situation, generate a
function to model a linear
relationship between two
quantities. Determine the
rate of change and initial
value of the function from
a description of a
relationship or form two
(x,y) values, including
reading these from a table
or graph.
Objective: Students will
be able to graph a line
given the slope and y-
intercept of said line.
Evidence of Mastery:
Students will fill out a
worksheet that will have
three questions that gives
the slope of a line and the
y-intercept then will have
to graph the line.
Essential Questions:
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Alejandra Travieso
PBLA: Students will be given a The teacher walking ISTE:
question as follows: Pizzas at Dominos around, will assess the Educators: 6a. Foster a
start at $5.00 for a medium no topping students and making culture where students
pizza. A pizza with 6 toppings costs sure that each student is take ownership of their
$8.00. What is the slope? What does the participating. Along learning goals and
slope mean? If a large pizza with 6 with the walk around, outcomes in both
toppings costs $10.00, which one costs the teacher will look at independent and group
more and which one, do you think will the responses of the settings.
be more popular? students from the pear Students: 4a. Students
The teacher will have students use Pear deck to see if they know and use a
Deck and have them match what they understand how to deliberate design
think represents the y-intercept, the convert a word problem process for generating
slope, etc. into components they ideas, testing theories,
Instructional Strategies: For students understand and know. creating innovative
that are struggling, the teacher will The students will also artifacts or solving
encourage them to think of the fill out a worksheet (iii) authentic problems.
information given to them as x and y that the teacher will
values. The teacher will then encourage then look at, The students will be
the students to express in words, what representing the using Pear Deck during
the slope means. For students who are information they have this lesson.
not being challenged, the teacher will learned during the
have them estimate what the cost of their lesson.
pizza will be if they have 9 toppings for
both pizzas.
Connection to Learning Goals: This is
SIGNATURE ASSIGNMENT
What does it mean when
the question says ‘starts at
$5.00’? What information
have you gained from
solving for the slope? How
much is each topping on
the two pizzas? What size
pizza do you normally
get?
Day Standard: 8.F.B.4: Given
Five a description of a
situation, generate a
function to model a linear
relationship between two
quantities. Determine the
rate of change and initial
value of the function from
a description of a
relationship or form two
(x,y) values, including
reading these from a table
or graph.
Objective: Students will
be able to make
hypotheses about which
line will have a larger
slope given points on said
line, and then graphing
and determining if they
were correct.
Evidence of Mastery:
5
Alejandra Travieso
connected to the learning goal because
they will be using two points to
determine the rate of change/slope of a
graph and they will also be representing
that information on a graph. This also
connects to the learning goals because it
will help students understand that the
starting price in real world situations is
the same as our y-intercept.
PBLA: Students will be given the The students will write ISTE:
following question: out their hypotheses on Educators: 6a. Foster a
Which shoe do you think is more a piece of paper and culture where students
popular? Nike or Adidas? then will write what the take ownership of their
Once the students have formed their end result was. The learning goals and
hypotheses the teacher will give the students will then outcomes in both
students data about both brands sales, indicate if they were independent and group
and then ask them if their hypothesis has wrong or right and why settings.
changed. Once the students graph the they were wrong or Students: 4a. Students
data given to them they will be asked if right. The teacher will know and use a
their hypothesis is correct. look at each students deliberate design
Step toward Project: The teacher will paper and see if the process for generating
ask students to look at the two different students are describing ideas, testing theories,
graphs and ask them to hypothesis on the situation accurately creating innovative
which product they think will be the and are able to explain artifacts or solving
most popular by the end of the ten days. their reasoning. authentic problems.
Instructional Strategies: For students
who are struggling, the teacher will The students will only
remind them of what slope means. The need a pencil and a
teacher will then encourage them to piece of paper for this
graph the points on their own and then days lesson.
calculate the slope after. For students
SIGNATURE ASSIGNMENT 6
Alejandra Travieso

The teacher will walk who are not being challenged, the
around the classroom and teacher will have them help other
ensure that if student’s students and will also have them find the
hypotheses are wrong, difference in sales between the two
they can explain why the brands after 60 days.
hypothesis was wrong. Connection to Learning Goals: This is
Essential Questions: Why connected to the learning goals because
do you think that brand they will be given a description of the
will be more popular? Do two shoes and will be asked to make a
you see more people wear function from the data. Then comparing
those shoes? Did your the information they gathered.
opinion change once you
saw the data? Which line
is steeper? Does that mean
it makes more sales? So is
it more popular?
Day Six Standard: 8.F.B.4: Given PBLA: Students will be asked to The teacher will hand ISTE:
a description of a determine the popularity of a product out the exit slip (iv). Educators: 5b. Design
situation, generate a given a set of data. The teacher will be authentic learning
function to model a linear Trader Joes: keeping a mental note activities that align with
relationship between two Day 1 4 10 21 throughout the day of content area standards
quantities. Determine the $ $300 $560 $750 $3,000 what information is and use digital tools and
rate of change and initial What does this data tell you? How being lost on the resources to maximize
value of the function from popular do you think this grocery store students. active, deep learning.
a description of a is? Students: 4a. Students
relationship or form two Albertsons: know and use a
(x,y) values, including deliberate design
reading these from a table Day 1 4 13 22 process for generating
or graph $ $400 $870 $3,000 $5,550 ideas, testing theories,
Objective: Students will Which grocery store do you think is creating innovative
be able to determine the artifacts or solving
SIGNATURE ASSIGNMENT 7
Alejandra Travieso

popularity of a product more popular? authentic problems

given a graph of years by Determine the formula for the two sets
amount bought of data and graph both. Was your
Evidence of Mastery: hypothesis correct?
The teacher will hand out The students will then have another
an exit slip that has two question with a similar set up, but the
lines on the same graph product is making very little to no
and they will have to money each day.
choose which function is Step Toward Project: Students will be
more popular. told to determine which of their products
Essential Questions: Is is more popular as of day 6. This
trader Joes making more information will be stored to look back
money each day? Is that a on at a later date.
good thing? Is Albertsons Instructional Strategies: For students
making money each day? who are struggling, the teacher will ask
Is Albertsons making them to choose two points that we know.
MORE money than Trader The teacher will then work with the
Joes is each day? How do student through the steps asking them to
you write an equation? describe what each steps means and
What do you need in an does. Students who are not being
equation? What is the challenged will be asked to calculate
slope of your two data how much money each grocery store
sets? will make in 100 days.
Connection to Learning Goals: This is
connected to the learning goals because
students will be generating a function
from a table.
Day Standard: 8.F.B.4: Given PBLA: Students will be asked to The students will be ISTE:
Seven a description of a complete the following question: raising their white Educators: 4b.
situation, generate a In the school vending machine we have boards to the following Collaborate and co-
function to model a linear a lot of snacks. But the two most popular questions: learn with students to
SIGNATURE ASSIGNMENT
relationship between two
quantities. Determine the
rate of change and initial
value of the function from
a description of a
relationship or form two
(x,y) values, including
reading these from a table
or graph.
Objective: Students will
be able to look at two
graphs and determine
which product is more
popular, or bought more
often
Evidence of Mastery:
Students will have white
boards and they will raise
their white boards with
their answers on the white
boards. The teacher will
look around and make sure
that students are holding
up the correct answer and
if they are not, the teacher
will mark who is not
correct. If there are more
than one half of students
getting the answer wrong,
the teacher will go review
the lesson the next day.
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Alejandra Travieso
snacks are Takis and Chocolate Cookies. What is the slope discover and use new
Make a prediction on which snack is between the two points digital resources and
bought more often. Now, given the (4,2) and (-5,8)? diagnose and
following information, If we have 4 sales per troubleshoot technology
Takis, week 1: 22 sales, week 9: 500 day, what does that issues.
sales mean in terms of a Students: 3d. Students
Chocolate Cookies: Week 7: 75 sales, graph/ slope? build knowledge by
Week 12: 600 sales. If line 1 is steeper than actively exploring real-
Make a prediction of which product you line 2, in terms of sales, world issues and
think is being bought more often? Graph which line is more problems, developing
both situations and confirm or deny your popular? ideas and theories and
hypothesis. pursuing answers and
Step Toward Project: Students will solutions.
continue to work on collecting data on
their two products. Students will utilize
Instructional Strategies: Students who white boards.
are struggling will be asked to explain
how we find slope. They will then be
encouraged to graph the line with the
two points given if they are not aware of
how to find slope at this point. Students
who are not being challenged will be
encouraged to make up data of their own
for two snacks in the vending machine,
and then will graph those snacks,
determining which is more popular
based on their data.
Connection to Learning Goals: This is
connected to the learning goals because
students are becoming increasingly
independent when solving for slope and
SIGNATURE ASSIGNMENT 9
Alejandra Travieso

Essential Questions: How then graphing their line. They are also
do we find slope? What determining functions based on a
does it mean to have one description of data.
number over another in
our slope? Can we just
have one number? How do
we graph given our slope
and two points? What does
it mean for one graph to
end up higher than the
other?
Day Standard: 8.F.B.4: Given PBLA: Students will complete the While the teacher is ISTE:
Eight a description of a following question: walking around noting Educators: 4b.
situation, generate a Gucci sells 80 pairs of socks in 5 days who is struggling, they Collaborate and co-
function to model a linear and 200 pairs of socks in 6 days. While will also be noting learn with students to
relationship between two Fendi sells 77 pairs of socks in 3 days which part of the discover and use new
quantities. Determine the and 300 pairs of socks in 7 days. Which problem students are digital resources and
rate of change and initial company is making more sales on struggling on. If they diagnose and
value of the function from socks? Why? are all or a lot of them troubleshoot technology
a description of a Instructional Strategies: Students who are struggling on the issues.
relationship or form two are struggling will be asked to work with same idea or part of the Students: 3d. Students
(x,y) values, including a friend to determine what the steps are problem, the teacher build knowledge by
reading these from a table that they need to take in order to solve will go back to the front actively exploring real-
or graph. the problem. Once they have determined of the board and work it world issues and
Objective: Students will these steps, the student will be asked to out together. problems, developing
be able to graph and try and complete the problem on their The teacher will also ideas and theories and
compare the popularity of own. If the student is still struggling the give out an exit slip (v). pursuing answers and
products on their own teacher will work with all of the students solutions.
Evidence of Mastery: who are struggling to determine what
The teacher will walk part of the problem is confusing them
around while the students and then explaining deeper. Students
SIGNATURE ASSIGNMENT
are working on their own
to see who is struggling
with doing the problems
on their own.
Essential Questions:
What information do we
know? Do we essentially
know two points for both
situations? What can we
do with the information
we have? How can we
determine which company
makes more sales?
Day Standard: A1.S-ID.A.1:
Nine Represent real-value data
with plots for the purpose
of comparing two or more
data sets.
Objective: Students will
be able to incorporate their
understanding to real
world situations.
Evidence of Mastery:
The teacher will give the
students an exit slip that
will ask them to describe
which graph is more
popular and what that
means in terms of the real
world.
Essential Questions:
10
Alejandra Travieso
who are not being challenged will be
asked to make up their own problem that
will be used as an example in class.
They must also solve this problem on
their own so they can teach the class.
Connection to Learning Goals: This is
connected to the learning goal because it
having students solve for equations on
their own, with little to no help from the
teacher. The students will be finding
slope and rate of change on their own
from two (x,y) values.
PBLA: Students will be asked to The students will be ISTE:
complete the following question: given an exit slip (vi). Educators: 3b.
If the amount of money made is Establish a learning
recorded each day by two companies, culture that promotes
Xbox and PS4, and their findings are as curiosity and critical
follows: examination of online
Company 1 2 5 8 resources and fosters
Xbox $500 $450 $400 $300 digital literacy and
PS4 $800 $500 $200 $250 media fluency.
Which company makes less money after Students: 3a. Students
4 days? Which company makes less plan and employ
money after 10 days? effective research
Instructional Strategies: Students that strategies to locate
are struggling will be encouraged to find information and other
the slope of the two situations and to resources for their
check them with a friend or the teacher. intellectual or creative
They will then be asked to draw a line at pursuits.
4 days and 10 days. Which line is lower
SIGNATURE ASSIGNMENT
What does it mean to lose
money? What is our
slope? Can our slope be
negative? What does that
represent in the context of
this problem? Are your
answers the same for 4
days and 10 days? Is it
possible that the answers
may be different?
Day Standard: A1.S-ID.A.1:
Ten Represent real-value data
with plots for the purpose
of comparing two or more
data sets.
Objective: Students will
be able to inform
classmates on the
popularity of products
they have researched.
Evidence of Mastery:
The teacher will watch/
listen to each presentation
by the students and make
11
Alejandra Travieso
and which line in higher at those two
points? What that mean within this
question? Students who are not being
challenged will be asked to add $50 to
each equation and then determine what
that does to the graphs. They will then
be asked to describe in words what that
additional $50 means within this
question.
Connection to Learning Goals: This is
connected to the learning goals because
it requires that students plot their data
points and determine the graph of their
two functions to then compare the two
and make an observation from the
graphs.
PBLA: Students will be asked to present Students will be graded ISTE:
their findings to the class based on the not only on how they do Educators: 3a. Create
research they did for their project. They on their project but they experiences for learners
will be asked to explain how they came will also be graded on to make positive,
up with the graphs and slopes they did how they promote the socially responsible
and how they determined which product item they chose to be contributions and
was more popular. more popular to the exhibit empathetic
Instructional Strategies: Students, who school and their peers. behavior online that
are really struggling, will be allowed to build relationships and
have one day to meet with the teacher community.
and discuss where they are having Students: 3a. Students
difficulties in the final project, and then plan and employ
being allowed to adjust and fix the effective research
project they did. Students who are not strategies to locate
SIGNATURE ASSIGNMENT 12
Alejandra Travieso

sure that each student is being challenged will be asked to predict information and other
able to describe different which product they think will be more resources for their
situations and how they popular in 30 years and why they chose intellectual or creative
came to the conclusions the product they did. pursuits.
they came to. Connection to Learning Goals: This is
Essential Questions: How connected to the learning goals because
did you find the it requires that students show their
information you did? How thought process behind the conclusions
did you find the slope? they came to, based on comparing two
How did you find your y- sets of information/ lines.
intercept/ did you have to
find your y-intercept? Did
you make a formula for
your functions before or
after you plotted your
lines? Why did you decide
that product was more
popular?

I plan to continue this project by making sure that I have the resources required to collect data that will be utilized by the
students. I will also meet with the faculty to determine whether they have noticed a change in the products the students at the school
are using and if the use of products correlates with the information gathered by my class. If there is a positive correlation I will
propose to my administration that the students in our school can learn and have a positive impact on their environment all at the same
time. This project will be innovative to my students because it will show them that their voice does have an affect on their peers and
that can encourage them to be more thoughtful when they say things that could possibly hurt someone. This project will also help my
students to see math in a way that is useful to their own lives. This project will encourage teachers to allow their students to have a
voice within the classroom that is something other than a voice to answer questions. Lessons can be more fun and engaging once my
project shows that students can look into information they enjoy and still learn while doing it.
 SIGNATURE ASSIGNMENT 13
Alejandra Travieso

Appendix:
(i) What does the slope of this chart represent in words?

(ii) Which car gets from Chino Hills to Long Beach using he least amount of gasoline.
Red: Ford Flex
Green: BMW
To get from Chino Hills to Long Beach, you must drive 43 miles. Find the slope of the graph and the meaning of the slope,
also determine which car uses less gas to get from Chino Hills to Long Beach.

Gasoline Used

Miles Travelled
SIGNATURE ASSIGNMENT 14
Alejandra Travieso

(iii)
Slope: 4/2 Slope: 2 Slope:-1/2
Y-intercept: -3 Y-intercept: 0 Y-intercept: 5

(iv) The red line represents the sales of iPhones of the past 6 years. The blue line
represents the amount of sales of iPods in the past 6 years. Which apple product is more popular?
SIGNATURE ASSIGNMENT 15
Alejandra Travieso

(v) If a mac laptop is making 25 sales per day, and starts day 0 having already sold 50 laptops, what does the line of this
function look like? If windows laptops sell 50 in 5 days and start out with 22 on day 0, what does this line look like? Which
company is selling more laptops, and which one is more popular? Why do you think this company is more popular?
(iv) The red graph is wii sales and the blue graph is Nintendo ds sales. The x axis is years since 2010 and the y-axis is units
sold.

From this information, which product is more popular? Does that product make more sales? Why or why not? What does the
points (0,38,908) and (0,53.15) represent in this situation?