Accelerated Math 8, Quarter 1, Unit 1.

Writing Linear Equations (10 days)

Updated August 2014

Accelerated Math 8, Quarter 1, Unit 1.3

Writing Linear Equations

Overview
Number of Instructional Days:

10

(1 day = 4560 minutes)

Content to Be Learned

Mathematical Practices to Be Integrated

Given a point and the slope or

two points, write an equation in point-slope
form.

MP 1: Make sense of problems and persevere in

solving them.

Construct linear functions

given a graph, a description of a relationship,
or two input-output pairs (include reading these
from a table).

Given a point and the slope or

two points, write an equation in slope-intercept
form.

from a graph.

Write an equation of a line

MP 2: Reason abstractly and quantitatively.

Transform equations of lines

into standard form and slope-intercept form.

Write equations of lines that

model real-world situations.

Identify the effect on the graph

of replacing f(x) by f(x)+k, kf(x), f(kx), and
f(x+k) for special values of k.

Construct linear functions given a graph, a

description of a relationship, or two inputoutput pairs (including reading these from
a table).

MP 3: Construct viable arguments and critique the

reasoning of others.

Express reasoning about transformations of

functions.

MP 4: Model with mathematics.

Solve multi-step contextual

word problems.

Solve multi-step contextual

word problems.

Interpret individual terms of a

linear equation in the context of a problem
situation (i.e., meaning of the slope and yintercept).

MP 7: Look for and make use of structure.

Given a verbal description of a

linear functional dependence, write an equation
to represent the function.

Identify the effect on the

quadratic graph of replacing f(x) by f(x)+k,
kf(x), f(kx), and f(x+k) for specific values of k
(both positive and negative).
MP 8: Look for and express regularity in repeated
reasoning.

Given a verbal description of a linear

functional dependence, write an expression
for the function and demonstrate various
knowledge and skills articulated in the
Functions category in relation to this

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin

11

Accelerated Math 8, Quarter 1, Unit 1.3

Writing Linear Equations (10 days)

Updated August 2014

function.

Essential Questions

How do you decide the best

method to use for writing the equation of a
line?

What relationship between two

lines can be determined by comparing their
slopes and y-intercepts?

What are the similarities and

differences between the slope-intercept, pointslope, and standard forms?

How can you use linear

equations to model a real-life situation?

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin

12

Accelerated Math 8, Quarter 1, Unit 1.3

Writing Linear Equations (10 days)

Updated August 2014

Written Curriculum
Common Core State Standards for Mathematical Content
Creating Equations

A-CED

Create equations that describe numbers or relationships [Linear, quadratic, and exponential (integer
inputs only); for A.CED.3 linear only]
ACED.2 Createequationsintwoormorevariablestorepresentrelationshipsbetweenquantities;graph
equationsoncoordinateaxeswithlabelsandscales. (Major Content)

Building Functions F-BF

Build a function that models a relationship between two quantities [For F.BF.1, 2, linear, exponential,
and quadratic]
FBF.1

Writeafunctionthatdescribesarelationshipbetweentwoquantities. (SupportingContent)
a. Determine an explicit expression, a recursive process, or steps for calculation from a
context. (Tasks have a real-life context; limited to linear functions, quadratic functions,
and exponential functions with domains in the integers)

Build a new functions from existing functions [Linear, exponential, quadratic, and absolute value; for
F.BF.4a, linear only]
FBF.3

Identifytheeffectonthegraphofreplacingf(x)byf(x)+k,kf(x),f(kx),andf(x+k)forspecific
valuesofk(bothpositiveandnegative);findthevalueofkgiventhegraphs.Experimentwith
casesandillustrateanexplanationoftheeffectsonthegraphusingtechnology.(Identifying
thetransformationsislimitedtolinearandquadraticfunctions.Experimentingwithcases
usingtechnologyislimitedtolinearfunctions,quadraticfunctions,squarerootfunctions,cube
rootfunctions,piecewisedefinedfunctions,includingstepfunctionsandabsolutevalue
functions,andexponentialfunctionswithdomainsintheintegers.)(Additionalcontent;
extendedinAlgebra2)

Common Core Standards for Mathematical Practice

1

Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and
looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They
make conjectures about the form and meaning of the solution and plan a solution pathway rather than
simply jumping into a solution attempt. They consider analogous problems, and try special cases and
simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate
their progress and change course if necessary. Older students might, depending on the context of the
problem, transform algebraic expressions or change the viewing window on their graphing calculator to
get the information they need. Mathematically proficient students can explain correspondences between
equations, verbal descriptions, tables, and graphs or draw diagrams of important features and
relationships, graph data, and search for regularity or trends. Younger students might rely on using
concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students
Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin

13

Accelerated Math 8, Quarter 1, Unit 1.3

Writing Linear Equations (10 days)

Updated August 2014

check their answers to problems using a different method, and they continually ask themselves, Does
this make sense? They can understand the approaches of others to solving complex problems and
identify correspondences between different approaches.
2

Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations.
They bring two complementary abilities to bear on problems involving quantitative relationships: the
ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the
representing symbols as if they have a life of their own, without necessarily attending to their referents
and the ability to contextualize, to pause as needed during the manipulation process in order to probe into
the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent
representation of the problem at hand; considering the units involved; attending to the meaning of
quantities, not just how to compute them; and knowing and flexibly using different properties of
operations and objects.
3

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously
established results in constructing arguments. They make conjectures and build a logical progression of
statements to explore the truth of their conjectures. They are able to analyze situations by breaking them
into cases, and can recognize and use counterexamples. They justify their conclusions, communicate
them to others, and respond to the arguments of others. They reason inductively about data, making
plausible arguments that take into account the context from which the data arose. Mathematically
proficient students are also able to compare the effectiveness of two plausible arguments, distinguish
correct logic or reasoning from that which is flawed, and - if there is a flaw in an argument - explain what
it is. Elementary students can construct arguments using concrete referents such as objects, drawings,
diagrams, and actions. Such arguments can make sense and be correct, even though they are not
generalized or made formal until later grades. Later, students learn to determine domains to which an
argument applies. Students at all grades can listen or read the arguments of others, decided whether they
make sense, and ask useful questions to clarify or improve the arguments.
4

Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in
everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition
equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a
school event or analyze a problem in the community. By high school, a student might use geometry to
solve a design problem or use a function to describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what they know are comfortable making assumptions
and approximations to simplify a complicated situation, realizing that these may need revision later. They
are able to identify important quantities in a practical situation and map their relationships using such
tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships
mathematically to draw conclusions. They routinely interpret their mathematical results in the context of
the situation and reflect on whether the results make sense, possibly improving the model if it has not
served its purpose.
7

Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for
example, might notice that three and seven more is the same amount as seven and three more, or they may
Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin

14

Accelerated Math 8, Quarter 1, Unit 1.3

Writing Linear Equations (10 days)

Updated August 2014

sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8
equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In
the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the
significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line
for solving problems. They also can step back for an overview and shift perspective. They can see
complicated things, such as some algebraic expressions, as single objects or as being composed of several
objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that
to realize that its value cannot be more than 5 for any real numbers x and y.
8

Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look both for general methods
and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating
the same calculations over and over again, and conclude they have a repeating decimal. By paying attention
to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope
3, middle school students might abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in the way
terms cancel when expanding (x 1)(x + 1), (x 1)(x2 + x + 1), and (x 1)(x3 + x2 + x + 1) might lead them
to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically
proficient students maintain oversight of the process, while attending to the details. They continually
evaluate the reasonableness of their intermediate results.

Clarifying the Standards

Prior Learning
In grade 6, students used variables to represent two quantities and identified independent and dependent
relationships in graphs, tables, and equations. (6.EE.9)
In grade 7, students analyzed proportional relationships and identified constants of proportionality in
tables, graphs, equations, diagrams, and verbal descriptions. (7.RP.2) Students explained what a point on
the graph meant in terms of a situation.
Current Learning
In Accelerated Math 8, students identified equations of the form y = mx + b as linear functions whose
graphs are a straight line, and they identified functions that are not linear (e.g., A = s2). (8.F.3) Students
defined a function (not using function notation) and created function tables to generate ordered pairs as a
means of graphing a function. Students determined rate of change and represented it in multiple ways.
(8.F.4) Students graphed proportional relationships and interpreted the unit rate as the slope of the graph.
(8.EE.5) They used similar triangles to explain why the slope is the same between any two distinct points
on a non-vertical line and derived the equation y = mx + b. (8.EE.6)
In units 1.1 and 1.2, students created expressions and equations, and they solved equations in one
variable.
Students deepen their knowledge and expand their understanding of linear and nonlinear equations. They
write linear equations in multiple forms including slope-intercept form, standard form, and point-slope
form. They write and use equations of lines to solve real-world problems. They also write and find
equations of lines parallel or perpendicular to a given line.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin

15

Accelerated Math 8, Quarter 1, Unit 1.3

Writing Linear Equations (10 days)

Updated August 2014

Future Learning
Students will use the knowledge gained in this unit to investigate and solve systems of linear equations
(unit 2.2) and to support their further study of the graphs of more complex functions (unit 3.2, 3.3, 4.2).
Students will also use the material learned in this unit during unit 3.1 when they fit a linear function to a
given set of data. They will continue to build on these concepts in subsequent mathematics courses.

Additional Findings
In middle grades, students should work more frequently with algebraic symbols than in lower grades. It
is essential that they become comfortable in relating symbolic expressions containing variables to verbal,
tabular, and graphical representations of numerical and quantitative relations (Principles and Standards
for School Mathematics, p. 223).
According to the PARCC Model Content Frameworks for Mathematics, Algebra I students become
fluent in solving characteristic problems involving the analytic geometry of lines, such as writing down
the equation of a line given a point and a slope. Such fluency can support them in solving less routine
mathematical problems involving linearity, as well as in modeling linear phenomena (including modeling
using systems of linear inequalities in two variables).

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin

16