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Overview

Grade: 8
Group Placement: Level C (Moderate Disabilities)
Group Size: 10 students
Time: 20 minutes/day for 4 days
Standards:

• 8.F.A.1 – Understand functions as one input to one output
• 8.F.A.3 – Interpret linear functions y = mx + b
• 8.EE.C.7 – Solve one-step linear equations

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DAY 1: Understanding Functions

Standards

8.F.A.1 – A function assigns exactly one output to each input.

🎯 Objectives

• I can identify a function from examples.
• I can explain why functions have only one output per input.

Success Criteria

• I correctly sort examples into “function” or “not a function.”
• I describe the function rule in my own words.

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🟡 Anticipatory Set (3 min)

Visual: Picture of a vending machine.
Prompt: “If I put one dollar in, do I always get the same snack?”
Explain: A function gives one output for each input — like a guarantee.

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🧑‍🏫 Explicit Instruction (7 min)

• Introduce input and output with real objects (e.g., colored blocks).
• Model a function machine: number in, apply a rule, number out. Use large, colorful visuals.
• Example: Input = 2 → Rule: +3 → Output = 5
• Emphasize: Each input has only one output (no repeats or missing answers).

Teacher Think-Aloud:

“If we put in the number 2, the machine always adds 3 to give 5. That’s a function!”

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👥 Kagan Structure: Think-Pair-Share (5 min)

• Think: “Is this input-output pair a function?” (show simple examples on cards)
• Pair: Discuss reasons with partner.
• Share: Thumbs Up = Function, Thumbs Down = Not a Function.

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✅ Checks for Understanding (Throughout)

• Ask quick yes/no questions with cards or fingers.
• Use whiteboards for “Function” / “Not a Function” writing.
• Verbal prompts like “How many outputs for this input?”

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✏️ Guided Practice (5 min)

• Students sort picture cards of function vs. non-function machine examples.
• Use dyslexia-friendly cards with large fonts, clear spacing, and consistent color coding (blue for inputs, green for outputs).

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Differentiation

• Visual Learners: Use colorful charts and manipulatives.
• Students with Dyslexia: Use dyslexia-friendly fonts with ample spacing on all handouts.
• Struggling Students: Provide sentence frames: “This is a function because…”
• Advanced Learners: Create their own non-function examples and explain why.

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DAY 2: Breaking Down Linear Equations

Standards

8.F.A.3 – Interpret y = mx + b as a linear function.

🎯 Objectives

• I can identify parts of the equation y = mx + b.
• I can explain what slope and y-intercept mean in a real context.

Success Criteria

• I label parts m, x, and b.
• I explain slope as “going up or down.”
• I identify where a line starts on a graph.

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🟡 Anticipatory Set (3 min)

Visual: A picture of a playground ramp.
Prompt: “What happens when you walk up the ramp? Is it always the same rate?”
Connect ramp’s incline to slope (steepness).

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🧑‍🏫 Explicit Instruction (7 min)

• Color code the equation:
  • y = output (blue)
  • m = slope (red)
  • x = input (green)
  • b = y-intercept (orange)
• Model on a number line how slope (m) means “rise over run” and b means starting height.
• Use hand gestures to show “going up” for slope and “starting point” for y-intercept.

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👥 Kagan Structure: Rally Robin (5 min)

• In partners, take turns saying what m and b mean using sentence frames.
• Prompt: “m is…” → “b shows…”

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✅ Checks for Understanding

• Point to parts in large equation poster for oral response.
• Yes/No cards for “Is this the slope?” questions.
• Repeat key vocabulary aloud.

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✏️ Guided Practice (5 min)

• Provide incomplete equations and ask students to fill in missing parts using visual cue cards.
• Scaffolded support with color-coded hints.

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Differentiation

• Visual Learners: Use color-coded equation posters.
• Struggling Students: Use manipulatives for slope (e.g., steps on blocks).
• Advanced Learners: Discuss what happens if m or b is negative.
• Students with Dyslexia: Use oral instructions & provide written examples with dyslexia-friendly fonts.

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DAY 3: Solving One-Step Equations

Standards

8.EE.C.7 – Solve one-step linear equations in one variable.

🎯 Objectives

• I can solve one-step addition and subtraction equations.
• I can explain why both sides must stay balanced.

Success Criteria

• I solve equations like x + 3 = 7 using counters.
• I explain removing the same number from both sides keeps the equation true.

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🟡 Anticipatory Set (3 min)

Visual: A balance scale with weights on each side.
Prompt: “What happens if one side has more weight? How can we even them out?”
Connect to keeping equations balanced.

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🧑‍🏫 Explicit Instruction (7 min)

• Model solving x + 3 = 7 by removing 3 counters from both sides.
• Use a balance mat and physical counters.
• Step-by-step verbal explanation with gestures.

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👥 Kagan Structure: Quiz-Quiz-Trade (5 min)

• Students receive an equation card, solve it, then trade with a partner.
• Repeat for multiple simple equations.

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✅ Checks for Understanding

• Write answers on mini whiteboards.
• Verbal “What do we do first?” checks.
• Stepwise reminder: “Subtract 3 from both sides.”

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✏️ Guided Practice (5 min)

• Solve 2–3 scaffolded equations using counters and visuals with teacher support.

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Differentiation

• Kinesthetic Learners: Use physical counters and mats.
• Struggling Students: Extra modeling and repetition.
• Advanced Learners: Introduce one-step equations with multiplication/division.
• Students with Dyslexia: Sentence frames and reduced written complexity.

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DAY 4: Graphing Linear Functions

Standards

8.F.A.3, 8.F.A.1 – Graph linear functions and relate to tables.

🎯 Objectives

• I can plot points of a linear equation on a coordinate plane.
• I can explain how to use a table to graph y = mx + b.

Success Criteria

• I correctly plot points for y = x + 1 using a table.
• I use the x- and y-axis labels correctly.

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🟡 Anticipatory Set (3 min)

Visual: A map grid with places marked by coordinates.
Prompt: “How do you use coordinates to find places on a map?”

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🧑‍🏫 Explicit Instruction (7 min)

• Review x-axis (horizontal) and y-axis (vertical).
• Show a table with x and y values for y = x + 1.
• Model plotting points slowly and clearly.

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👥 Kagan Structure: Numbered Heads Together (5 min)

• Group plots one point on the board.
• Teacher calls a number, that student explains the step aloud.
• Rotate through 2-3 points.

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✅ Checks for Understanding

• Point to axes and say their names.
• Ask “Where do we start plotting first?”
• Thumbs up/side/down exit tickets on confidence.

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✏️ Guided Practice (5 min)

• Students plot 2–3 points on coordinate grids with teacher support.
• Use large, dyslexia-friendly graph paper with clear labels.

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Differentiation

• Visual/Spatial Learners: Use manipulatives like coordinate graph tiles.
• Struggling Students: Provide step-by-step instructions and tracing paper overlay.
• Advanced Learners: Plot points for equations with negative slopes.
• Students with Dyslexia: Provide verbal instructions and simplified visuals.

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Additional Supports & Tips

• Visual Supports: Color coding, clear charts, and large fonts.
• Language: Use consistent sentence frames and clear, concise language.
• Manipulatives: Counters, balance mats, function machines.
• Reading: Dyslexia-friendly fonts (like OpenDyslexic), ample spacing, and minimal text.
• Praise: Frequent, specific positive feedback.
• Technology Alternate: Consider using tablets or interactive whiteboards for dynamic graphs and function machines.

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This 4-day mini-cycle combines explicit lessons and Kagan cooperative structures to engage all learners with supports tailored for diverse needs and aligned with Common Core standards. It balances hands-on activities, visuals, and repeated checks to build real understanding of linear functions and equations in an 8th-grade Level C setting.