CLEAR EXPECTATIONS 8TH GRADE UNIT 2: LINEAR EQUATIONS

Parent and Students clear expectations

In this unit your child will begin by building an understanding of a linear function and recognizing a linear function in
various representations by comparing them to nonlinear functions. Once this understanding is solidified students examine
the components of a linear function (slope/rate of change and y-intercept/initial value) and can identify and/or calculate
these values from various representation (including but not limited to verbal, graphical and algebraic).
Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems.
Students recognize equations for proportions (y/x = m or y = mx) as special linear equations
(y = mx + b), understanding that the constant of proportionality (m) is the slope, and the graphs are lines through the
origin. They understand that the slope (m) of a line is a constant rate of change, so that if the input or x-coordinate changes
by an amount A, the output or y-coordinate changes by the amount mA.
At this grade, fitting the model, and assessing its line of best fit to the data are done informally. Students also use a linear
equation to describe the association between two quantities in bivariate data (such as arm span vs. height for students in a
classroom). Scatterplots are introduced to the students and are used to determine if a linear relationship exists between
two sets of data. If such a relationship is evident students determine if it is a weak or strong relationship by analyzing
residuals. Students then generate a linear equation that can be used to extrapolate or interpolate predictions based on the
data trend.
Next students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane;
these intersect, are parallel, or are the same line. Students categorize their solution to the systems as having one solution,
no solution or infinitely many solutions based on the results of their graphical or algebraic analysis of the problem.
I can re-write equations in
I understand that the
I know how to tell how
When given a story problem
slope-intercept form, graph
solution to a system of
many solutions a system of
involving a system of
them to find the solution,
equations is the point on the equations has by looking at
equations, I can write a
and plug the solution back
coordinate plane where two a graph and by looking at
sentence describing what the
in to verify my answer with lines intersect and because
just the equations. I
answer means in the
very few mistakes.
of this, it is also an ordered
understand what it is about
context. I can also answer
pair that satisfies both
the structure of the
additional questions about
equations at the same time.
equations that makes the
the situation.
graphs look the way they
do. I can write a system of
equations that would have
one solution, no solution, or
infinitely many solutions.

This unit will contain five (5) Mastery Quizzes that are skill specific. Students will also be assessed with the use of a
minimum of three (3) Constructed Response Tasks where the students will be required to show and/or explain reasoning
behind the arrival of their answer.
Timeline: 6 weeks