Graphing Linear EquationsMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This is a guided practice, instructional activity. First students create input-output tables to graph. Then students apply slope-intercept reasoning to graph linear equations. Equations are given in slope-intercept form.

This task requires students to use the fact that on the graph of the linear function h(x)=ax+b, the y-coordinate increases by a when x increases by one. Specific values for a and b were left out intentionally to encourage students to use the above fact as opposed to computing the point of intersection, (p,q), and then computing respective function values to answer the question. The Virginia Department of Education resource titled, "Graphing Linear Functions," which requires students to graph equations in y=mx + b form includes a template and lesson plan.

Language based activity requiring students to use words to describe the steps to graph a linear inequality.
Virginia Department of Education Activity titled, "Represent the Solution to a Linear Inequality in Two Variables Graphically Scavenger Hunt," supportive document which provides an extension activity exploring graphing linear inequalities and utilizing a Scavenger Hunt activity.

Students learn to graph the equation of a quadratic function using the coordinates of the vertex of a parabola and its x-intercepts. After completing this activity, students will be able to graph a parabola using a vertex and x-intercepts, identify the vertex of a parabola from a quadratic function in standard form and identify the x-intercepts of a quadratic function in standard form.

This activity includes a Desmos Activity Builder and Illustrative Mathematics Activity that can be used to introduce systems of equations and help students understand the concept of a solution to a system.

Graphing systems of linear inequalities in two variablesMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This lesson integrates computer science through discovering graphing on a coordinate plane for 6th graders all the way to a review for 8th graders with extensions that include slope.

1. Have the students bring a Math graphing problem that they have been working on in class.  **This will take some coordination with their homeroom teacher in order to work! or present a simple graphing problem for them to solve.  It needs to have 3-4 variables. This is so that they can use 3-4 coordinating colors of yarn for their design.In this lesson, we will translate the bar graph chart into a horizontal graph design.  Use the numbers to represent rows of weaving. For example, if a 5 is represented in the information then color in a section of rows on the graph paper to represent 5 rows that will be woven in that color. Tell the students to use the same colors that they have on their math bar graph, when creating their graph for weaving so that there is less confusion. 

In this assignment, students will spend time discussing the characteristics of weather and the importance of tracking weather and making predictions to be prepared, as well as graphing data.

Students will learn about NASA's Radiation Belt Storm Probes (RBSP), Earth's van Allen Radiation Belts, and space weather through reading a NASA press release and viewing a NASA eClips video segment. Then students will use simple linear functions to examine the scale of the radiation belts and the strength of Earth's magnetic field. This activity is part of the Space Math multimedia modules that integrate NASA press releases, NASA archival video, and mathematics problems targeted at specific math standards commonly encountered in middle school textbooks. The modules cover specific math topics at multiple levels of difficulty with real-world data and use the 5E instructional sequence.

Students will explore the relationship between solutions, factors, and graphs of quadratic functions. They will participate in various activities to develop their understanding and practice.

The 7 Cups and VBCPS Growth PathsPersonalized Growth Paths contain activities made for those dealing with a certain situation. It helps a person understand what they are dealing with and self-heal with activities that are expertly compiled.There is also a “gamified” element to the Paths. Students complete “Steps” to fill their cups and move ahead on their chosen path.You can find text, slides, and videos  here or the Gratitue Growth Path on 7 Cups as well with a free membership.

Visualize the gravitational force that two objects exert on each other. Change properties of the objects in order to see how it changes the gravity force.

Move the sun, earth, moon and space station to see how it affects their gravitational forces and orbital paths. Visualize the sizes and distances between different heavenly bodies, and turn off gravity to see what would happen without it!

USII.6    The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth century byd)         analyzing the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New DealAfter students complete a gallary walk of primary source photos from the Great Depression era they should examine the picture and take on the role of a newspaper journalist.  Write a news article that would have been in the newspaper during the Great Depression that corresponds to the photo. Remember to record the name the selected photography, create a title for your article and include the six main components of an article: who, what, when, where, why, and how.