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    8 Stained Glass Project

    Uploaded by

    jeffrey almozara
    This document provides instructions for a math lesson where students will graph lines in slope-intercept form to create a "stained glass window" design. Students are given a worksheet with 12 line equations in slope-intercept form to graph on their paper. By connecting certain plotted points in order, the graphed lines will form symmetrical shapes. The teacher notes provide guidance and common student mistakes. An extension allows students to design their own stained glass window using at least 10 line equations.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    8 Stained Glass Project

    Uploaded by

    jeffrey almozara
    548 views6 pages
    This document provides instructions for a math lesson where students will graph lines in slope-intercept form to create a "stained glass window" design. Students are given a worksheet with 12 line equations in slope-intercept form to graph on their paper. By connecting certain plotted points in order, the graphed lines will form symmetrical shapes. The teacher notes provide guidance and common student mistakes. An extension allows students to design their own stained glass window using at least 10 line equations.

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    This document provides instructions for a math lesson where students will graph lines in slope-intercept form to create a "stained glass window" design. Students are given a worksheet with 12 line equations in slope-intercept form to graph on their paper. By connecting certain plotted points in order, the graphed lines will form symmetrical shapes. The teacher notes provide guidance and common student mistakes. An extension allows students to design their own stained glass window using at least 10 line equations.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    548 views6 pages

    8 Stained Glass Project

    Uploaded by

    jeffrey almozara
    This document provides instructions for a math lesson where students will graph lines in slope-intercept form to create a "stained glass window" design. Students are given a worksheet with 12 line equations in slope-intercept form to graph on their paper. By connecting certain plotted points in order, the graphed lines will form symmetrical shapes. The teacher notes provide guidance and common student mistakes. An extension allows students to design their own stained glass window using at least 10 line equations.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 6

    STAINED

    GLASS
    GRAPHING
    GRAPHING IN SLOPE- INTERCEPT FORM

    By Jessica Wilkerson
    STAINED GLASS GRAPHING
    By Jessica Wilkerson
    Objective:
    Students will practice graphing lines in slope-intercept form. Examples include lines with positive, negative,
    zero, and undefined slopes. When completed, the correctly graphed lines will created a “stained glass
    window” which can be colored for a fun art-math crossover project.

    Materials:
    Students will each need the following materials:
     A blank graph
     A copy of the “Stained Glass Blueprints”
     Ruler
     Pencil
     Colored pencils, crayons, or markers

    Time:
    Most students can finish graphing and coloring in a 60-minute class period.

    Teacher Notes:
     I encourage students to show me their work before they begin coloring.
     The design is symmetrical; this makes it easy for you to check.
     The most common mistake I see is in how students deal with negative slope. Many will take an
    equation like and draw their slope negative in both directions. If students seem to be
    missing a line, this may be the problem!
     There are some great opportunities for students to analyze what will make the design symmetrical
    and discuss the effects of changing the sign of the slope or y-intercept.
     Students who finish quickly might enjoy creating their own design. An additional sheet with
    instructions for creating their own design is included.

    8.EE6: 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 for a line
    through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

    8.F3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight
    line; give examples of functions that are not linear.

    8.F4: Construct 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 from
    two (x, y) values, including reading these from a table or from a graph. Interpret the rate of
    change and initial value of a linear function in terms of the situation it models, and in terms of its
    graph or a table of values.
    NAME: _____________________
    STAINED GLASS BLUEPRINTS DATE: ________ PERIOD: _______

    1) Graph each line on your paper using pencil. Make sure that your lines are straight by
    using a ruler. Extend the lines to the edge of your paper. You may trim the edges
    later to make it neat.
    2) When you have finished graphing all the lines, color your design to create a stained
    glass window.
    3) You may wish to go over certain parts of the design with a dark pen, crayon, or marker
    to emphasize different portions.

    1) 7)

    2) 8)

    3) 9)

    4) 10)

    5) 11)

    6) 12)

    After you have graphed all the lines, plot these points. Connect them in the order that
    they are plotted. For example, graph (-2,0). Then graph (0,4) and connect it back to (-2,0).
    When you reach a STOP, you have completed a shape. Pick up the pencil and start the next
    column without connecting it to the previous one.

    (-2, 0) (0, 10) (-1, 0) (0, -4) (0, 4)


    (0, 4) (5, 0) (0, 3) (1, -6) (1, 6)
    (2, 0) (0, -10) (1, 0) (0, -10) (0, 10)
    (0, -4) (-5, 0) (0, -3) (-1, -6) (-1, 6)
    (-2, 0) (0, 10) (-1, 0) (0, -4) (0, 4)
    STOP STOP STOP STOP STOP
    DESIGN YOUR OWN STAINED GLASS
    1. Create your own stained glass design, using at least 10 equations.
    2. Create a list of the equations you used.
    3. Graph and color your design.

    SOME POINTERS:

     Changing signs will reflect your design, for instance…


    o Changing to will reflect the line across the y-axis.
    (Opposite sign for the slope)
    o Changing to will reflect the line across the x-axis.
    (Opposite signs for the slope and the y-intercept)
     You can create shapes as in the original activity by making a list of ordered pairs to
    connect.

    STAINED GLASS WINDOW EQUATIONS

    1) ______________________________________

    2) ______________________________________

    3) ______________________________________

    4) ______________________________________

    5) ______________________________________

    6) ______________________________________

    7) ______________________________________

    8) ______________________________________

    9) ______________________________________

    10) ______________________________________
    Examples

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