Samantha Wolfer

Title of Unit
Curriculum Area
Developed By

Moving Straight Ahead:

Linear Relationships
Algebra
Connected Mathematics (CMP 3)

Grade Level

Time Frame

23 days

Identify Desired Results (Stage 1)

Content Standards
Common Core State Standards Addressed:
7.RP.A.2 Recognize and represent proportional relationships between quantities
7.RP.A.2.A Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing
on a coordinate plane and observing whether the graph is a straight line through the origin.
7.RP.A.2.B Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of
proportional relationships.
7.RP.A.2.C Represent proportional relationships by equations.
7.RP.A.2.D Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special
attention to the points (0, 0) and (1, r) where r is the unit rate.
7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the
quantities in it are related.
7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole
numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form;
convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
7.EE.B.4.A Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational
numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of
the operations used in each approach.
7.EE.B.4.B Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational
numbers. Graph the solution set of the inequality and interpret it in the context of the problem.
Standards
Practice 1
Practice 2
Practice 3
Practice 4
Practice 5
Practice 6
Practice 7
Practice 8

of Mathematical Practice Addressed:

Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

Understandings

Essential Questions

Overarching Understanding
In this unit, students will develop their understanding of linear
relationships. The first few lessons will concentrate on identifying
variables and determining the pattern of change in a given situation.
The students will move onto creating tables, graphs, and equations for
linear relationships. The will find the rate of change and y-intercept in a
linear relationship and understand how these relate to the situation.
The students will learn that the rate of change can also be expressed as
rise over run (also called slope). The students will use their knowledge
of linear relationships to solve real world problems. The students will be
able to find a point of intersection of two linear equations. The students
will find a solution to a linear equation by using a table, graph, or
symbolic ways. The students will also be able to determine if two
expressions are equivalent.
Related Misconceptions
-Graphs of linear relationships are always increasing.
-Equations of the form y = mx do not represent linear relationships
since b is 0 in this equation.
-Equations of the form y = b do not represent linear relationships since
there is not a slope present in this equation.
-A table where the x-values do not increase in increments of 1 could not
represent a linear relationship.
-The slope of a linear relationship has to be a whole number.
-The y-intercept occurs at x= 1 because this is considered to be the
starting point of the situation.

Knowledge

Overarching
-How are linear relationships
present in my everyday life?
-How can I use this material
in the future?
-How does this material
connect to previous units?
-How is this material essential
to my understanding of
mathematics?
-How can I improve my
understanding of this
material?
-How can I help students who
are struggling with the
material?
-How can I make use of
mathematical language to
explain my work to my peers?
-How does this material apply
to other subjects?
-How can I demonstrate my
understanding of this
material?

Topical
-What are the variables in
this problem?
-What is the relationship
between the variables?
How can I create a table,
graph, or an equation to
represent this linear
relationship?
-How can I find the slope or
y-intercept of a line?
-What does the slope or yintercept tell me about this
situation?
-How can I use a table,
graph, or an equation to
determine if there is a linear
relationship?
-How can I determine if these
two expressions are
equivalent?
-How can I solve a linear
equation?
-How does the solution relate
the context of the problem?

Objectives
Skills

Students will know

-Students will know that is a pattern of change between two variables
in a linear relationship.
-Students will know that a linear relationship has a constant rate of
change.
-Students will know that the y-intercept is the point where the graph
crosses the y-axis and occurs when x = 0.
-Students will know that the graph of a linear relationship is a straight
line.
-Students will know that a positive slope creates an increasing graph
while a negative slope creates a decreasing graph.
-Students will know linear equations with the same slope will be parallel
when graphed.

Students will be able to

-Students will be able to identify variables in a situation and
explain the relationship between variables.
-Students will be able to determine whether relationships are
linear by using a table, graph, or an equation.
-Students will be able to apply their knowledge of linear
relationships to solve real world problems.
-Students will be able to find the slope and y-intercept of a
linear relationship.
-Students will be able to identify information about linear
relationships from graphs, tables, and equations.
-Students will be able to create graphs, tables, and equations
to represent linear relationships.

-Students will know that increasing the slope of a linear equation will
increase the steepness of the graph.
-Students will know that the form for the equation of a linear
relationship is y= mx + b where m is the slope and b is the y-intercept.
-Students will know that a proportional relationship is written in the
form y = mx.
-Students will know that a linear relationship can be represented in a
table, graph, or an equation.

-Students will be able to solve linear equations in one

variable by using a graph, table, or symbolic ways.
-Students will be able to prove whether two expressions are
equivalent.

Assessment Evidence (Stage 2)

Performance Task Description
Goal

Role
Audience
Situation

Product/Performance
Standards

Students will be able to demonstrate their understanding of linear relationships. Students will be able to
create tables, graphs, and equations for linear relationships that occur in real-world situations. Students
will be able to determine the slope and y-intercept of a linear relationship and explain how the slope and
y-intercept relate to the context of the problem. Students will be able to determine the point of
intersection of two linear equations. Students will also solve linear equations, determine if expressions
are equivalent, prove that a linear relationship exists, and make connections between graphs, tables,
and equations.
Summative Assessment
Ms. Wolfer, Mrs. Levinsohn
This test will be given once all of the investigations in Moving Straight Ahead have been completed. The
students will have also worked through several ACE problems and completed a review session before
this test. Students will be given the entire class period (50-minutes) to work through the test. Students
who do not finish the test during this period will have to make arrangements to finish the test afterschool, during lunch, or the next morning.
Students will have the entire class period to complete the test. The test will cover material that was
presented in class, on the quizzes, and in the homework. Students who receive lower than a 70% should
consider re-taking the test.
Common Core State Standards Addressed:
7.RP.A.2 Recognize and represent proportional relationships between quantities
7.RP.A.2.A Decide whether two quantities are in a proportional relationship, e.g., by testing for
equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a
straight line through the origin.
7.RP.A.2.B Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams,
and verbal descriptions of proportional relationships.
7.RP.A.2.C Represent proportional relationships by equations.
7.RP.A.2.D Explain what a point (x, y) on the graph of a proportional relationship means in terms of the
situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear
expressions with rational coefficients.
7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light
on the problem and how the quantities in it are related.

7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative
rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as appropriate;
and assess the reasonableness of answers using mental computation and estimation strategies.
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct
simple equations and inequalities to solve problems by reasoning about the quantities.
7.EE.B.4.A Solve word problems leading to equations of the form px + q = r and p(x + q) = r,
where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an
algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each
approach.
7.EE.B.4.B Solve word problems leading to inequalities of the form px + q > r or px + q < r,
where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in
the context of the problem.

Other Evidence
As the students are working in class, I will monitor the students work and ask questions to each of the students. The students will also
complete exit slips, have ACE problems assigned as homework, and will have three quizzes. I will carefully analyze the students written
work to determine if the students are meeting the goals of the unit. I will also use Plicker questions throughout the unit that will allow
me to gain insight into the students progress on this material.

Learning Plan (Stage 3)

Day in Unit

Lesson
Topic

Lesson Learning
Objective

Inv. 1.1

Students will explore the

relationship between walking
rate and distance.

Inv. 1.2

Students will begin to develop

strategies for determining
whether a table, equation, or
graph represents a linear
relationship. The students will
also be able to identify if the
relationship is proportional and
write an equation for this

Description of how
lesson contributes to
unit-level objectives
The students will create an
equation that represents the
relationship between time and
distance and use their walking
rate as the constant of
proportionality for this equation.
This lesson will introduce the
students to identifying patterns
of change and creating equations
for linear relationships.
The students will be given data
on walking rate for three different
students (Alana, Gilberto, and
Leanne). The students will create
tables, graphs, and equations
based off the given information.
The students will notice how the
constant rate change appears in

Assessment activities
Monitoring the students work
Questioning during the
exploration
ACE pg. 16 problems 1-2

Exit Slip: Determine if this table

represents a linear relationship. If
the table does represent a linear
relationship, create an equation
for this graph.

relationship.
3

Inv. 1.3

Students will further explore

patterns of change and will
examine how the pattern of
change effects the steepness of
the graph.

Inv. 1.4

Students will be able to

determine if a linear relationship
is increasing or decreasing.
Students will be able to create a
linear equation from given
information.

Quiz

The students will be able to

identify rates of change, create
equations, and represent
information in tables, graphs,
and equations. Students will be
able to determine linear and
proportional relationships.

Inv. 2.1
and
Inv. 2.2

Students will be able to apply

their knowledge of linear
equations to solve a real-world
problem. Students will be able to
identify the point of intersection
of two linear equations.

Inv. 2.3

Students will be able to identify

the y-intercept and the rate of
change of a linear relationship
when given a table, graph, or an

the tables, graphs, and equations

they produce.
The students will be given
information for three different
Pledge Plans for an upcoming
walkathon. Students will create
tables, graphs, and equations for
each of the Pledge Plans. They
will be able to identify the pattern
of change in each situation and
examine how this pattern of
change effects the graph.
Students will work with patterns
of change that are positive and
negative. This will assist them in
determining if a linear
relationship is increasing or
decreasing. The students will be
introduced to creating linear
equations in which the slope is
negative.
This assessment will focus on
students understanding and
knowledge of linear relationships.
Students will be able to
demonstrate their progress on
this material. The results from
this quiz will determine the
material that will need to be
reviewed in the next few lessons.
The students will work on a
problem in which they will need
to find the point of intersection
for two linear relationships. In
order to determine this point, the
students will create equations,
tables, and graphs.
The students will use the yintercept and the rate of change
to create linear equations in the
form y = mx +b. Students will

Students comments and

interactions during the whole
class discussion
ACE pg. 18 problems 6-9

Exit Slip: What information does

this graph represent about the
money in Mr. Mamers class
account? Write an equation to
represent the relationship
between time and the amount of
money in the account.
Check-up (Quiz)

Monitoring students work

Questioning during the
exploration
Students presentations of their
work during the whole class
discussion
The interactions of students
during the whole class discussion
Written Summary: In at least 4
sentences, explain what you
have learned about linear
relationships.

equation.

Inv. 2.4

Students will be able to make

connections between tables,
graph, and equations of linear
relationships.

Review

Students will explore linear

relationships with the use of
GeoGebra.

10

Linear
Graphs

Students will be able to create a

contextual setting for a graph of
a linear relationship.

11

Partner
Quiz

Students will be able to explain

what the y-intercept and rate of
change tell about a given
situation. They will be to find the
point of intersection of two linear
equations and explain what
happens at this point.

recognize that this form can be

used to write equations for any
linear relationship. Students will
also recognize that y = mx
represents proportional
relationships.
Students will be able to translate
information from a table, graph,
or equation of a linear
relationship to one of the other
forms. Students will identify the
y-intercept and the rate of
change from each of these forms.
Students will graph linear
equations on GeoGebra. The
students will recognize how
increasing or decreasing the yintercept or the slope of a linear
equation effects the graph. The
students will also recognize how
positive slopes create increasing
graphs while negative slopes
create decreasing graphs.
Students will also find points of
intersection of two linear
equations.
Students will label the x- and yaxis and create an equation for
the graph. This lesson will allow
the students the opportunity to
see the connection between
graphs and real-world situations.
Students will be given a
contextual setting and an
equation. The students will have
to explain what each part of the
equation represents. They will be
able to identify the y-intercept
and the rate of change. In
another question, the students
will have to find the point of
intersection of two linear
equations.

Exit Slip: Identify the y-intercept

and the rate of change from the
graph. Create a table and an
equation that represents the
information given in the graph.
Plicker Questions (technology):
Students will be given their own
card with a unique design that
indicates an answer of A, B, C, or
D. The students will hold up their
cards to answer multiple choice
questions. I will use my iPhone to
scan in the students answers. A
bar graph will automatically be
created that will show the results
from each of the questions.
Presentations of the real-world
situations that the students
created to fit the given graphs
The equations that students
created from the graphs
Partner Quiz

12

Inv. 3.1

Students will be able solve linear

equations in one variable using
tables and graphs and
understand the solution within
the context of the problem.

13

Inv. 3.2

Students will explore symbolic

ways of solving linear equations
with one unknown.

14

Inv. 3.3

Students will be able to solve a

linear equation for one unknown
variable.

15

Inv. 3.4

Students will be able to use

properties of equality to find a
solution to an equation.

16

Inv. 3.5

Students will be introduced to

using inequalities to solve
problems. Students will be able
to solve world problems leading
to inequalities of the
form px + q > r or px + q < r.

In a relationship between two

variables, if the students know
the value of one variable, they
can find the value of the other
variable by using a table or a
graph. The students will be able
to explain what the solution
means in relation to the context.
Students will be given problems
in which they must solve for a
variable by using an equation.
These problems will also
introduce students to
understanding equivalent
expressions.
Students will use the strategies
they developed in Inv. 3.2 to
solve linear equations for one
variable. The students will work
with equivalent expressions and
find the value of the unknown
variable.

Students have had experience

with finding solutions to
equations and these solutions
have all been positive. This
lesson will give the students
experience with finding solutions
that are negative. Students will
use properties of equality to find
solutions to equations.
Students will examine two
different companies selling tshirts. They will have to decide
which company will give the best
price based on the number of tshirts they want to buy. Students
will be able to write and graph
the solution set of the inequality.

Exit Slip: Suppose Alana raises

$12 in the walkathon. Use the
table below to determine how far
Alana walked.

Monitoring students work

Questioning
Interactions during whole class
discussion
ACE pg. 70 problems 5-8
Plicker Questions (technology):
The students will be given
equations in which they will have
to solve for the unknown
variable. The students will reveal
their answer by holding up their
cards that indicate answer A, B,
C, or D. I will scan in their
answers with my iPhone and then
a bar graph of their answers will
be created.
Interactions during the whole
class discussion
ACE pg. 72 problems 17-29

Students interactions during the

whole class discussion
ACE pg. 75 problems 30-34

17

Quiz

Students will be able to solve

linear equations for one variable
and understand the solution
within the context of the
problem.
Students will make a connection
between slope as a ratio of
vertical distance to horizontal
distance between two points on
a line and the rate of change
between two variables that have
a linear relationship.
Students will be able to find the
slope of a line by using rise over
run.

18

Inv. 4.1

19

Inv. 4.2

20

Inv. 4.3

Students will be able to use the

slope to explore patterns among
linear relationships.

21

Inv. 4.4

Students will further explore

writing equations to represent
linear relationships in real life
situations.

22

Review

Review Stations
Each station will focus on
different aspects of linear
relationships that were learned
throughout the unit. Students
will work in pairs to compete
each of the stations. The pairs
will have 5 minutes at each of
the stations.

Students will use strategies that

they developed for finding the
solution to a linear equation.

Check-up (Quiz)

Students will measure the rise

and run of a step in a staircase to
determine the steepness of the
stairs. The students will relate
rise over run to the rate of
change between variables.

ACE pg. 98 problem 1

Student will explore another way

to express the rate of change
(rise over run). The students will
be given graphs and they will use
rise over run to determine the
slope of the graph.
Students will recognize lines with
the same slope are parallel. The
students will also determine that
lines with negative reciprocals
are perpendicular.
Students will be able to write
linear equations when given a
real life situation. Students will
identify the y-intercept and slope
in each situation. Also, students
will be able to explain what
information the y-intercept and
slope represent.
Students will be able to create
equations, tables, and graphs for
linear relationships. Students will
be able to translate information
from a table, graph, or equation
of a linear relationship and
represent the information in one
of the other forms. Students will
also identify y-intercepts, slopes,
and points of intersections.
Students will be able to

Interactions between students

during the whole class discussion
Exit Slip: Use rise over run to
determine the slope of the
following graphs.
Monitoring students work during
the exploration
Interactions between students
during the whole class discussion
ACE pg. 100 problems 16-23
Written Response: Why is it
helpful to represent a relationship
as an equation?
ACE pg. 104 problems 35-38

Whole class discussion on the

students work during the review.
Students will be able to ask
questions and present their work
to their peers.

23

Unit
Test

The students will be able to

demonstrate their understanding
of linear relationships.

determine if a relationship is
linear by examining a table,
graph, or equation.
The students will complete
several problems that focus on
linear relationships:
Students will create an equation,
graph, and table for a linear
relationship in a real-life
situation; They will determine if a
given relationship is linear and be
able to write an equation after
identifying the slope and yintercept; They will solve a linear
equation for one variable and
determine if expressions are
equivalent; They will also make
connections between graphs,
tables, and equations.

Unit Test