Funct Ions: Eighth Grade Curriculum

EIGHTH GRADE CURRICULUM
FUNCT IONS
UNIT FIVE: 8.F.1, 8.F.2, 8.F.3, 8.F.4, 8.F.5
©MANEUVERING THE MIDDLE, 2016

FUNCTIONS AND SLOPE
TEACHER GUIDE
STANDARDS
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare
two different proportional relationships represented in different ways.
8.EE.6 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.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a
function is the set of ordered pairs consisting of an input and the corresponding output.
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph
(e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits
the qualitative features of a function that has been described verbally.
VOCABULARY & KEYWORDS

function: a relationship in which each input (x) has exactly one output (y)
slope: rate of change; the ratio of the change in y-values over the change in x-values, or “rise”
over “run”; the steepness of a line
unit rate: a comparison of two measurements with a denominator of 1
COMMON MISTAKES AND MISCONCEPTIONS

• Students may think a representation where two x-values (inputs) have the same y-value (output) is
not a function.
• When identifying functions from a graph, students may think a function must be linear.
• Students may misplace values in the slope formula. For example, students may subtract the x-
values in the numerator and the y-values in the denominator.
• Students may forget to check the intervals on a graph when finding slope.
• Students may mistake whether a graph’s slope is positive or negative.
©Maneuvering the Middle LLC, 2017

FUNCTIONS UNIT
PAC ING GU I DE
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
Identifying Functions Linear vs. Non-Linear Writing Equations of Functions Quiz
Functions Linear Functions
Activity: Identifying
Functions Card Sort* Activity: Writing Linear
Equations Puzzle
Student Handout 1 Student Handout 2 Student Handout 3
Homework 1 Homework 2 Homework 3 Quiz
DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

Applying Linear Analyzing Functions Functions Study Guide
Functions and Graphs
Activity: Comparing Activity: Distance vs. Activity: Distance vs

Activity: Functions Unit
Functions Solve and Time Graphs Spinner Time Graphs Cut and
Review Stations
Color Activity Paste*
Student Handout 4 Student Handout 5

Homework 4 Homework 5 Review
DAY 11 NOTES
Functions Unit Test
Test
FUNCTIONS AND SLOPE Name __________________________________
CHEAT SHEET - A Date __________________________Pd______
Distance vs. time graphs

functions
Moving away at a
FUNCTION: A relationship in which every input (x) constant speed
has exactly one output (y).
TO CHECK IF IT’S A FUNCTION:

Moving closer at a
ORDERED PAIRS & TABLES: Each x-value must constant speed
correspond with exactly one y-value. Check for
repeating x-values.
EQUATIONS: See if any input would result in At rest; not changing

more than one output. For example, y2 = x could distance
result in ± y.
GRAPHS: Must pass the “vertical line test”,

where any vertical line touches the graph at only Moving away and
one point. increasing speed
slope Also called the “RATE OF CHANGE” Moving away and

decreasing speed
POSITIVE: Increases left to right
NEGATIVE: Decreases left to right
ZERO: A horizontal line
UNDEFINED: A vertical line
5● x y
4 0 -2
THE
3
FORMULA: 2 1.4
2 ●
RISE
y2 – y1 1 4 4.8
x2 – x1
1 2 3 4 5 6 8.2
or RUN
y2 – y1
The slope of the graph The slope of the table

RISE is -3/2. is 1.7.
RUN x2 – x1
(2, 6) and (-2, 7)
The slope between the ordered pairs is -0.25.

Triangles on the same line have the same SLOPE
and are SIMILAR triangles. The ratios of their
corresponding sides are EQUAL. FINDING slope
Unit: Functions Name _____________________________________
Student Handout 1 Date _____________________________Pd______
IDENTIFYING FUNCTIONS
A donut shop has a small vending machine with
the items shown. A B
a. If Nate inputs B2, what will he receive? 1 MILK CHOC. MILK
b. If Mia inputs A2, what will she receive? 2 ORANGE JUICE APPLE JUICE
c. If 5 people in a row input B1, what should they
each receive? 3 FRUIT PUNCH WATER
• A function is a relation or rule that assigns each ___________ exactly one

__________. Each ______-value is paired with exactly one _____-value.
FUNCTIONS
• A graph that is a function will pass the _______________ line test where any
_______________ line drawn on the graph will pass through only ______ point.
• Would a vending machine like the one shown represent a function? Explain.
• A customer chose A3 and received fruit punch. If the next customer chooses A3 and receives
milk, would the vending machine represent a function? Explain.
Determine if each representation shows y as a function of x. Explain your choice.

1. 2.
{(-2, 1), (3, 11), (-4, -3), (-2, 8), (0, 5)}
x -2 -1 0 1 2
y 7 1 -1 1 7
3. 4.
x y
0
1
5
2
3

Determine if each representation is a function by writing “yes” or “no.” Justify your answers.
5. 6. 7. y
{(3, 7), (4, 7), (5, 7), (6, 7)} x -7 -5 -7 5

x
y 1 3 -1 13
8. 9.
x y
7
5
12
10
17
15
19
10. The set of ordered pairs shown is missing an x-value.
{(9, -15), (0, 0), (4, 0), {___, 2)}
a. Give an example of an x-value that would result in y as a function of x.

b. Give an example of an x-value that would not result in y as a function of x.
Create your own examples and non-examples of functions for each representation below.
EXAMPLES NON-EXAMPLES
{( ___ , ___ ) ( ___ , ___ ) ( ___ , ___ )} {( ___ , ___ ) ( ___ , ___ ) ( ___ , ___ )}
x x
y y
Summarize today’s lesson:

Homework 1 Date _____________________________Pd______
IDENTIFYING FUNCTIONS
Students were asked to create a representation of y as a function of x. Circle the names of the
students who correctly completed the task. Then, unscramble the underlined letters of the circled
names to answer the question at the bottom.
CHARLOTTE SOFIA DESHAUN

x y
-6
6 {(-6, 7), (-1, 4), (2, 9), (-6, 11)}
-6
20
36
JACE NATHAN COLBY

A y A A
x y
3
-10 x -4 0 5 11
6
5 y -8 -13 -4 14
x
-6
0
-16
ABBY ORLANDO STEPHANIE

A y
A A
{(9, -2), (7, 5), (4, -3), (-9, 6)} x -4 0 7 -4

x
y 6 0 -2 -6
A WHAT IS THE ONLY NUMBERAWHOSE LETTERS ARE IN ALPHABETICAL

A ORDER?
_________________________
A B
(9, 8), (7, 6), (5, 4), (3, 2)
C D
x 1 4 9 16 9
y 1 2 3 4 -3
E F
x 1 2 3 4 5
(-1, 0), (0, -1), (2, 6), (0, 5)
y 1 1 1 1 1
G H
INPUT (x) OUTPUT (y)
1 -1
2 -2
3 -3
4 -4
5 -5
I J
2 x 5 -5 10 -10 15
3
6
7 y 25 -25 50 -50 75
4
5
8

K L
0
15
5
2
7
11
9
7
12
M N y
x
(12, -12), (18, 2), (12, 6),
(20, 5)
0 P
4
2
-4
4
8
6
12
8
16
Q R
x 8 8 8 8 8
y 0 1 2 3 4
S T
x 11 -8 2 -8 0
y 3 5 -7 4 9
(0, 4), (1, 4), (2, 4), (3, 4)

LINEAR VS. NON-LINEAR FUNCTIONS

A function that is linear will have a ____________ rate of change and can be distinguished from
non-linear functions in each of the following representations:
LINEAR EQUATIONS LINEAR TABLES LINEAR GRAPHS

Can be written in the A ___________ rate of change; as the The graph will form a
form of __________ change by a constant value, _______________ line
_________________ the __________ will change by a constant
value
x 0 3 6 9
y = 2x − 3 y 2 4 6 8
In 1-2, use the given equation to fill out a table of values and create a graph. Then, identify the
function as linear or non-linear. Justify your choice based on each representation.
1 1
y= x 2
2 y = x2 + 1
x -4 -2 0 2 4 x -2 -1 0 1 2
y y
IS THE FUNCT ION LINEAR? IS THE FUNCT ION LINEAR?

Use each given function to create a table and graph. Then, explain if the function is linear or not.
3. 4. 5.
y = x3 y = 1.5x + 2 12
y= x
x -2 -1 0 1 2 x -4 -2 0 2 4 x 1 2 3 4 6
y y y
LINEAR? LINEAR? LINEAR?
Apply your knowledge of linear and non-linear functions to answer 6-8.

6. Todd noticed that both proportional and 7. Label each of the functions below as linear
linear relationships form a straight line when or non-linear.
graphed, and he concludes that all linear
relationships must be proportional. Do you a. y = 4x2
agree? Why or why not?
b. y = -x – 1
10
c. y = x
8. Several students made statements about the

relationship between x and y shown in the table. x 0 2 4 6 8
Circle the name of any student who made a correct y 0 -4 -16 -36 -64
statement.
TABITHA ARTURO LUKE

The relationship is
The relationship is A graph of the
non-linear because as x changes by a
non-linear because as x relationship would not
constant value, the y-values do not
increases, y decreases. show a straight line.
change by a constant value.

Homework 2 Date _____________________________Pd______
LINEAR VS. NON-LINEAR FUNCTIONS

Label each of the following functions as “linear” or “non-linear”. Be sure to explain your choice.
1. 2. 3.
y = 3x – 3
3 y = 8.75x 10
y= x
4. 5. 6.
●
●
●
●
●
7. 8.
x 5 10 15 20
x 3 6 9 12
y 2 1
y 12 -3 -18 -33 2 1
3 2
9. The graph shows the change in temperature 10. The table shows the height of a softball
in Monterey, CA over several hours. Is the that Hallie threw in the air. Is the
relationship between the number of hours and relationship shown linear? Why or why
temperature linear or non-linear? Explain. not?
TEMPERATURE (°F)
TIME HEIGHT
(SEC) (YDS)
0 0
0.5 7.2
1 10.7
1.5 11.5
HOURS
2 12.2
WRITING EQUATIONS OF LINEAR FUNCTIONS

To write the equation of a linear function, we need to know the rate of change, or _________ , and
the ________________. Once we have these values, we can write equations for linear functions in
slope-intercept form, or ______________.
If given the slope and an ordered pair of a linear relationship, follow the steps below:
slope = 3; (2, 11)
EQUATIONS FROM A POINT AND SLOPE
• Label x and y in the ______________ _______.

• Substitute all values into ________________.
• Solve the equation for ______.
• Write the equation in slope-intercept form.
In 1-4, the slope and a point on the graph of a linear function are given. Write the equation of the
line in slope-intercept form.
1. 2.
1 Slope = -5; (5, -22)
Slope = 3 ; (6, 14)
3. 4.
Slope = 1.75; (10, 16.5) 2
Slope = ; (-15, -6)
5
5. A line has a slope of -7 and passes through the point (0, -7). Is it possible to write the equation
of the line without doing any work? Explain why or why not.

If given two (x, y) values of a linear relationship, follow the steps below to write its equation.
• First, find the __________ using __________

EQUATIONS
• Then, choose one of the _______________ ____________.
FROM TWO
• ___________________ the slope and the _______________ ____________
ORDERED PAIRS
into y = mx + b and solve for ______.
6. 7.
(-4, 0) and (1, 5) (4, -2) and (-4, -4)
8. 9.
(-4, -2) and (-3, 5) (2, -24) and (-3, 36)
Apply your knowledge of writing equations of linear functions to answer the question below.
10. At a local pizza shop, customers pay a set price for a large pizza, plus an additional charge
per topping ordered. A large pizza with 2 toppings would cost $13.50, and a large pizza with 5
toppings would cost $15.75.
a. What two ordered pairs can you write from the situation?
b. Write an equation for the situation using the ordered pairs. Show all work.
Summarize today’s lesson:

Homework 3 Date _____________________________Pd______
WRITING EQUATIONS OF LINEAR FUNCTIONS

Use the given information in each problem to write an equation in slope-intercept form. Use the
value of b, the y-intercept, and its corresponding letter to solve the riddle at the bottom.
1 1
Slope = -6 ; (12, -2) 2 Slope = 2; (14, 33) 3 Slope = -7; (4, -30) 4 1
Slope = 2 ; (-2, 7)
y-intercept: _______ y-intercept: _______ y-intercept: _______ y-intercept: _______
equation:_____________ equation:_____________ equation:_____________ equation:_____________
5 (-3, -14) and (0, -9) 6 (-2, 5) and (2, 1)
y-intercept: _______ equation: _________________ y-intercept: _______ equation: _________________
7 (7, -1) and (21, -5) 8 (1, 9) and (6, 34)
y-intercept: _______ equation: _________________ y-intercept: _______ equation: _________________
P: -9 A: -8 H: 3 S: 1 L: 8 E: 4
O: 5 C: 9 K: -4 D: 7 T: -2 I: 0
WHAT DID THE MATHEMATICIAN DO TO PRACTICE OVER WINTER BREAK?

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
6 1 3 3 6 8 7 4 2 5 8 7
Cut and Paste Puzzle Date ____________________________ Pd ______
Writing linear equations puzzle

Assemble all of the puzzle pieces so that the problem and solution along each edge match. Once
you have a 4 by 4 grid, paste it below.

Cut and Paste Puzzle - A Date ____________________________ Pd ______
Writing linear equations puzzle

Assemble all of the puzzle pieces so that the problem and solution match. Once you have a 4 by 4
grid, paste it below.
1 1 3 y = 15x + 15
y= x–5 y = 4x – 3 y = -4x + 2
15
(6, -41); m = -7
(-2, -27); m = 9
(7, -6); m = -2
(1, 5); m = 25
y = -x – 10
y = 3x + 5
A B C D
y = -4x
y = 8x
1
1 1 1
(-16, -4); m = 2 (6, -8); m = 3 (2, 45); m = 15 (0, 3); m = 9
2 1 1 y = 5x
y = -3x + 5 y = 9x + 5 y = 2x + 4
4
1
(9, 24); m = 2
(7, 8); m = 2
(0, 2); m = 3
y = 2x + 6
y = -7x + 1
(-16, -1); m =
E F
y=x+8
G H
y = -5x
3 3
(3, 60); m = 20 (-3, -15); m = 5 (-2, 6); m = 2 (-2, 3); m = -2
y = x + 10 3 1 1
y = -2x y = 9x + 3 y = 3x – 10
(-4, 16); m = -4
(-5, -5); m = -1
(2, 2); m = 6
(3, 1); m = 3
y = -2x + 8
1
y= x+3
y = 9x – 10
I J K L
y = -8x
4
1
1 (-4, -31); m = 8 1
(4, 1); m = (5, -27); m = -4 (24, 12); m =
4 2
2 1 y = -4x – 7 1
y = 3x y = 2x y = 4x
(8, -40); m = -5
(-13, -5); m = 1
(1, -8); m = -8
(8, 38); m = 6
y = -2x – 6
M N O P
y = 9x – 9
y = 2x – 6
y = 3x
1
3 2 1
(0, 2); m = -4 (3, 3); m = -3 (0, 0); m = 14 (-15, -6); m =
15
APPLYING LINEAR FUNCTIONS

Many real-world situations can be modeled by linear functions. For each given situation, find the
rate of change and the initial value, or y-intercept, to interpret the situation. Then, write an
equation in slope-intercept form to represent the situation.
1 Zara owns an online fashion boutique. She launched a promotion where followers of her
social media account who tag a friend are entered into a giveaway. The linear relationship
between the hours since launching the promotion and her total number of followers on social
media is shown on the graph below.
a. Find the rate of change and explain its meaning.

FOLLOWERS
b. Find the y-intercept and explain its meaning.
c. Write an equation to represent the situation.
HOURS
2
Shawn recently went skydiving for his birthday. The relationship between the time in seconds,
x, and his elevation in feet, y, is shown in the table below.
a. Find the rate of change and explain its meaning.
TIME ELEVATION
(SECONDS) (FEET)
0 12,500
b. Find the y-intercept and explain its meaning.
2 12,150
4 11,800
6 11,450
c. Write an equation to represent the situation.
8 11,100

Apply your knowledge of linear functions to compare each situation below.
3 Tish is ordering custom cookies for an upcoming a. Which bakery charges a higher
soccer team celebration and is comparing the cost of delivery fee? Explain.
two local bakeries. Each bakery charges an initial
delivery fee and a price per cookie as shown.
BAKERY A BAKERY B
b. Which bakery charges a higher price
TOTAL per cookie? Explain.
TOTAL COST ($)
COOKIES
COST
0 $7
2 $11.50 c. If Tish orders a dozen cookies, which
4 $16 bakery is the cheaper option?
6 $20.50
# OF COOKIES
4 Julie’s family is filling up the pool in her backyard. a. Whose pool is filling up at a faster
The equation y = 5.2x + 8,400 can be used to show rate? Explain.
the rate at which the pool is filling up with water
where y is the total amount of water (gallons) and x is
the amount of time (minutes). Her neighbor, Elaina, is
also filling up their pool as shown in the table below. b. Whose pool initially contained more
water? Explain.
MIN 0 3 5 7 c. After 30 minutes, whose pool will

GAL 7,850 7,864.4 7,874 7,883.6 contain more water?
5 Three friends are traveling to school. Let x represent the number of minutes traveled and y
represent the distance from the school in miles for each representation.
FREDDIE CHRISTIAN TREVOR
MIN 0 2 4 6
y = -0.8x + 8
MILES 0.5 0.4 0.3 0.2
MILES
a. Who lives the closest to the school? Explain.
b. Who is traveling the fastest? Explain.
MINUTES
Unit: Function Name _____________________________________
Homework 4 Date _____________________________Pd______
APPLYING LINEAR FUNCTIONS

Three statements were made about each situation below. Two are true and one is false. Mark
each statement as true or false and then rewrite the false statement to make it true.
1 Robert pays for his family to go to the fair. STATEMENT T/F?
He pays an initial entrance fee and an additional
cost per ride as The cost per ride is $1.50.
shown on the
TOTAL COST ($)
graph.
The situation can be represented by the
equation y = 15x + 1.5.
The initial entrance fee was $15.
REWRITE THE FALSE STATEMENT TO MAKE IT TRUE:
# OF RIDES
2 Hanna works at an aquarium and needs to STATEMENT T/F?

drain the seahorse tank for cleaning. The
gallons of water in the tank based on the number The situation can be represented by the
of minutes it has been draining is shown in the equation y = 2.5x + 60.
table below.
The aquarium initially contained 60
MINUTES GALLONS gallons of water.
0 60 The aquarium drains at a rate of 2.5
gallons per minute.
4 50
8 40 REWRITE THE FALSE STATEMENT TO MAKE IT TRUE:
12 30
33 The balance of Sam’s account, y, based on STATEMENT T/F?

the number of weeks spent saving, x, can be
represented by y = 35x + 10. The balance of his Sam is saving more money per week
sister’s account based than his sister.
on the weeks spent
Sam started with less money in his
SAVINGS ($)
saving is shown on
account than his sister.
the graph.
After 5 weeks, Sam’s sister will have
$25 less in her account than Sam.
REWRITE THE FALSE STATEMENT TO MAKE IT TRUE:
WEEKS
Solve and Color Date ______________________________Pd______
functions solve and color

For each problem below, compare the rate of change for both A and B. Decide which rate of change is
greater, and color the numbers according to the key.
which has the greatest rate of change? Color key

1: A x y 1: B
-3 1
-2
4
3
A: BLUE
-1 -
4
1
3 B: GREEN
4
3 1
2
4
2: A 2: B
Dominick’s puppy weighs
3 A: RED
8 pounds and is gaining y= x+9
2
3
about 1 pounds each B: YELLOW
4
week.
3: A 3: B
A: ORANGE
2y – 8x = 16 B: PINK
4: A x y 4: B
4 184 Terri needs $250 to buy A: BROWN
6 270 Christmas gifts this year.
She has $75 saved B: PURPLE
8 356
already, and she is saving
10 442 $45 each week.
©Maneuvering the Middle, 2016
For each problem below, compare the rate of change for both A and B. Decide which rate of change is
greater, and color the numbers according to the key.
which has the greatest rate of change? Color key

5: A 5: B
For ten sheets of A: BLUE
scrapbook paper, it
costs Amanda $3.50. B: BLACK
For thirteen sheets, it
costs her $4.55.
6: A 6: B x y
5 -14.4 A: DARK GREEN
1 10 -13.8
y = x – 15 B: YELLOW
9
15 -13.2
20 -12.6
7: A 7: B
A: LIGHT BLUE
31
y= x B: BLACK
2
8: A x y
8: B
10 81.50 Sean’s cable company A: PINK
20 103 charged him a $75 sign
up fee, plus $1.99 for B: GRAY
30 124.50
each movie he rents.
40 146

ANALYZING FUNCTIONS AND GRAPHS

A graphed function may display different properties and characteristics over certain intervals of
the graph. In A and B below, describe the parts of the function over the specified intervals as
“linear” or “non-linear” and “increasing” or “decreasing.”
A B
a. Between x = 0 and x = 3: a. Between x = -3 and x = 0:
b. Between x = 3 and x = 6: b. Between x = 0 and x = 3:
We can apply the characteristics of functions over different intervals to interpret distance vs
time graphs, which show how far an object has traveled over a given amount of time.
DISTANCE VS. TIME GRAPHS

A B C D E
DISTANCE
DISTANCE
DISTANCE
DISTANCE
DISTANCE
TIME TIME TIME TIME TIME
Graphs A-E above A: ____________________________________________________________

compare an object’s
B: ____________________________________________________________
distance over time. Use
the characteristics of C: ____________________________________________________________
the graph to write a
D: ____________________________________________________________
description of what the
graph represents. E: ____________________________________________________________

1. Tyson is driving, and the graph below represents 2. Mattie is walking to volleyball practice and the
Tyson’s distance from his house. Write a brief graph represents Mattie’s distance from the gym.
description of Tyson’s drive. Write a brief description of Mattie’s walk.
DISTANCE
DISTANCE
TIME TIME
3. The graphs below represent
three student’s distances from their
DISTANCE
DISTANCE
DISTANCE
houses. Write the letter of each
description over the graph it
matches.
TIME TIME TIME
B. Brennan and his dad left C. Cameron left for school but
A. Kailey got on the bus at
for school. They got had to go back home to get his
her house. The bus made
stopped at the train tracks English homework. He then
two more stops before it
before they were able to drove to school with only one
arrived at the school.
continue to school. stop at a stoplight.
4. Sketch a distance vs. time graph showing Adam’s distance from his house. Label each segment.
A. Adam left his friend Brody’s house and started walking home.
DISTANCE
B. Adam realized he left his phone at Brody’s, so he went back to Brody’s.

C. Adam left Brody’s a second time and started to walk home.
D. Adam stopped halfway to talk to a friend he passed.
E. Adam then quickly ran home to make it in time for dinner.
TIME
5. Ruby and Gia raced each other in a 150-meter sprint. The graph
shows the distance of each runner over time.
a. Who won the race, and how do you know?
DISTANCE (m)
b. Was the same runner in the lead the entire race? Explain.
U BY
R A
c. How did Ruby’s pace differ from Gia’s? GI
TIME (seconds)
Homework 5 Date _____________________________Pd______
ANALYZING FUNCTIONS AND GRAPHS

1. Which of the following 2. Describe the
best describes the graph characteristics of the
of the function when x is function’s graph when
between 0 and 10? x is between -2 and 0.
a. Linear and increasing

b. Linear and decreasing
c. Non-linear and increasing
d. Non-linear and decreasing
The graphs below represent A B C

three different people’s
distances from a bowling
DISTANCE
DISTANCE
DISTANCE
alley. Match the letter of

each graph to its description
below.
TIME TIME TIME

_______ 3. Blake left his house to drive to the bowling alley. He stopped to pick up two friends on
the way and then ended at the bowling alley.
_______ 4. Paula left the bowling alley to drive home. She realized that she left her purse at the
bowling alley so she went back to pick it up. She then drove back home, stopping at one
light on the way.
_______ 5. Record the letter of the unused graph, and write your own scenario to match the
graph:
Nate and his sister Myla are walking home from school.
The graph shows their distances from their house. For the
DISTANCE (yds)
last 40 yards of the walk, Nate and Myla race home. M

YL
N
6. Who reached the house first? Explain. AT A

E
7. Describe the difference in each sibling’s pace.
TIME (seconds)
Unit: Functions Name___________________________________________
Spinner Activity Date ___________________________________ Pd _____
Distance vs. time graphs spinner activity

INSTRUCTIONS: Use the spinners to help you fill in the blanks and create a distance vs. time graph for each scenario.
1 A. John left his house and _____________________________________ for 5 minutes.

(ACTIVITY)
B. Then he _______________________________________________ for ____________

(ACTIVITY) (TIME)
because _______________________________________________________________.
(YOUR STORY)
C. Next, he _________________________________________________ for ___________

(ACTIVITY) (TIME)
because _______________________________________________________________.
(YOUR STORY)
D. Lastly, he turned around and ______________________________________________

(ACTIVITY)
for ___________ because _________________________________________________.

(TIME) (YOUR STORY)
2 A. Brooke left her house and ___________________________________ for 5 minutes.

(ACTIVITY)
B. Then she _______________________________________________ for ____________

(ACTIVITY) (TIME)
because _______________________________________________________________.
(YOUR STORY)
C. Next, she ________________________________________________ for ___________

(ACTIVITY) (TIME)
because _______________________________________________________________.
(YOUR STORY)
D. Lastly, she turned around and _____________________________________________

(ACTIVITY)
for ___________ because _________________________________________________.

(TIME) (YOUR STORY)

Unit: Functions
Spinner Activity
Distance vs. time graphs spinner activity

INSTRUCTIONS: Use the spinners to help you fill in the blanks and create a distance vs. time graph for each scenario.
3 A. Sam left his house and _____________________________________ for 5 minutes.

(ACTIVITY)
B. Then he _______________________________________________ for ____________

(ACTIVITY) (TIME)
because _______________________________________________________________.
(YOUR STORY)
C. Next, he _________________________________________________ for ___________

(ACTIVITY) (TIME)
because _______________________________________________________________.
(YOUR STORY)
D. Lastly, he turned around and ______________________________________________

(ACTIVITY)
for ___________ because _________________________________________________.

(TIME) (YOUR STORY)
4 A. Ashley left her house and ___________________________________ for 5 minutes.

(ACTIVITY)
B. Then she _______________________________________________ for ____________

(ACTIVITY) (TIME)
because _______________________________________________________________.
(YOUR STORY)
C. Next, she ________________________________________________ for ___________

(ACTIVITY) (TIME)
because _______________________________________________________________.
(YOUR STORY)
D. Lastly, she turned around and _____________________________________________

(ACTIVITY)
for ___________ because _________________________________________________.

(TIME) (YOUR STORY)

Functions Name _____________________________________
Cut and Paste Activity Date ______________________________Pd______
Distance vs. time graphs

Instructions: Cut the cards apart. Then glue the correct description below each graph.
1 2
DISTANCE (MILES)
DISTANCE (MILES)
TIME (MINUTES) TIME (MINUTES)
3 4
DISTANCE (MILES)
DISTANCE (MILES)

Instructions: Cut the cards apart. Then glue the correct description below each graph.
5 DISTANCE (MILES)
6
DISTANCE (MILES)
7 8
DISTANCE (MILES)
DISTANCE (MILES)

Damien walked back and forth down the
Jamal walked to the end of his driveway to get
length of his driveway to try and train his
the newspaper and then turned to walk back
puppy to walk on a leash. He stopped on the
inside at the same constant rate.
driveway to rest with the puppy after they
had covered a total distance of 0.7 miles.
Ivette and her friends left Ivette’s house to

Lionel ran to try and catch a bus at a stop
walk to a snow cone stand half a mile away.
almost half a mile from his house. He waited
Halfway there, Ivette realized she left her
two minutes at the stop but realized he had
phone at home. She ran back home, got her
missed the bus. He turned and started walking
phone, and then ran to catch up with her
back home.
friends at the snow cone stand.
Timmy rode his bike down the hill of his

driveway and then out onto his street. Three Tonisha’s mom took her to the mall. They got
miles from home, he turned around and rode stopped at three traffic lights before making
back at a faster speed. Half a mile from home, it to the mall.
Timmy hit a bump and fell off his bike.
Sherice took her dog out and alternated Mai lives 0.7 miles from her neighborhood
between running for 1.5 minutes and walking pool. Mai walked to her friend’s house first,
for 1.5 minutes. Sherice turned around with waited a few minutes for her friend to get
her dog halfway and ended up back at home ready, and then rode in her friend’s car the
after 0.7 miles. rest of the way to the pool.
Nathan ran after his dog that got out for over Siu left her house for a jog. Her workout
half a mile before he caught him. He rested alternated between running for 1.5 minutes
with the dog for several minutes before slowly and walking for 1.5 minutes. She stopped
walking home. after 0.7 miles to rest at a park.
Yong walked with a friend to a gas station

Talia drove to her friend’s house to go study
close to his home to get a soda. He and his
with her for an upcoming test. It normally
friend talked to some classmates at the gas
takes her five minutes to get to her friend’s
station for a few minutes, and then the
house. Today, however, she got stopped by a
classmates drove Yong and his friend back to
train for two minutes when she was halfway to
Yong’s house. They got to Yong’s house 4.5
her friend’s house.
times faster in the car than when they walked.
Unit: Functions Name___________________________________________
Stations Review Date ___________________________________ Pd _____
Stations Review Recording Sheet

1 2
1. ________________________________________________________ 1. __________________________
2. ________________________________________________________ 2. __________________________
3. ________________________________________________________ 3. __________________________
4. ________________________________________________________ 4. __________________________
5. _______________________________________________________ 5. __________________________
3 4 5
Linear Non-linear
1. __________________________ A. _________________________
2. __________________________ B. __________________________
3. __________________________ C. __________________________
4. __________________________ D. __________________________
5. __________________________

Unit: Functions
Stations Review
Stations Review Recording Sheet

6 7 8
A. _________________________
A. _________________________ 1. _________ 6. _________ B. __________________________
B. __________________________ 2. _________ 7. _________ C. __________________________
C. __________________________ 3. _________ 8. _________ D. __________________________
D. __________________________ 4. _________ 9. _________ E. __________________________
5. _________ 10. _________ F. __________________________
9 10
A. ___________________________
B. ___________________________
C. ___________________________
D. ___________________________
E. ___________________________

Review Date ____________________________ Pd ______
FUNCTIONS STUDY GUIDE

Solve each of the problems below. Be sure to ask questions if you need more help with a topic.
I CAN IDENTIFY FUNCTIONS.

1. Does the set of ordered 2. Does the table represent a 3. Does the graph represent a
pairs represent a function? function? Explain. function? Explain.
Explain.
x -3 -2 0 -3 -2
{(6, -6), (7, -6), (8, -6), (9, -6)}
y 9 4 0 -9 -4
4. Does the graph represent a 5. Does the mapping represent 6. Does the set of ordered
function? Explain. a function? Explain. pairs represent a function?
x y Explain.
7 -7 {(0, 5), (-2, -1), (0, -5), (3, 20)}

8 -8
9 -9
I CAN IDENTIFY FUNCTIONS AS LINEAR OR NON-LINEAR.

7. Does the table below represent a linear 8. Does the graph represent a linear
function? Why or why not? relationship? Explain.
x -2 0 2 4
y 0.2 2 3.8 5.6

I CAN IDENTIFY FUNCTIONS AS LINEAR OR NON-LINEAR.
9. Label each of the following equations as linear or non-linear.
15 1
a. y = 15x b. y = x c. y = 15x2 d. y = 15x + 15
I CAN DETERMINE RATE OF CHANGE AND INITIAL VALUES FROM ORDERED PAIRS.
Write an equation in slope-intercept form given the slope and a point or given two points.
10. 11. 12.
m = -2; (7, -4) 2 m = -8; (-2, 16)
m = 3; (6, 1)
13. 14. 15.

(-4, 6) and (0, 7) (2, 21) and (4, 42) (3, -10) and (10, -38)
I CAN DETERMINE RATE OF CHANGE AND INITIAL VALUES FROM TABLES AND GRAPHS.
16. Jeremy borrowed money from his dad for a car repair. The graph represents the amount
remaining that Jeremy owes his dad.
a. Write an equation to represent the situation.
b. What does the slope mean in the context of

the situation?
c. What does the y-intercept mean in the context

of the situation?

I CAN DETERMINE RATE OF CHANGE AND INITIAL VALUES FROM TABLES AND GRAPHS.
17. Trish is ordering t-shirts from a website that charges a certain amount per t-shirt plus a flat
rate for shipping. The cost for a given number of t-shirts is shown in the table.
T-SHIRTS 0 3 6 9
TOTAL COST $5.99 $32.24 $58.49 $84.74
a. Write an equation to represent the situation.
b. What does the slope mean in the context of the situation?
c. What does the y-intercept mean in the context of the situation?
I CAN COMPARE PROPERTIES OF FUNCTIONS.

18. In New York City, the cost to take a taxi can be
represented with the equation y = .40x + 2.50, where x is the MILES TOTAL COST
number of miles driven and y is the total cost. The cost of a 0 $2.85
taxi in San Francisco is shown in the table.
5 $5.10
a. In which city is the rate per mile higher? 10 $7.35
15 $9.60
20 $11.85
b. In which city is the initial fee higher?
19. Jill and Carly each buy a box of gummy candy at the
movies. The number of gummies Carly has remaining, y,
GUMMIES REMAINING
based on the number of minutes spent eating, x, can be

represented by the equation y = -0.2x + 22. The number of
gummies Jill has left based on the amount of time is shown in
the graph below.
a. Who started with the most gummies in their box?
b. Who is eating their gummies at a faster rate?

TIME (MINUTES)

I CAN ANALYZE GRAPHS OF FUNCTIONS AND SKETCH GRAPHS OF VERBAL DESCRIPTIONS.
Using descriptions of linear/non-linear and increasing/decreasing, describe each interval of the
function shown.
20. Between x = 0 and x = 4:
21. Between x = 4 and x = 9:
Assume the distance vs. time graph below represents the distance of three runners from the
starting point of a race.
22. Which runner maintained a steady pace
DISTANCE
throughout the race?
23. Which runner gradually increased their speed? A

B C
24. Which runner slowed down at the end of the race?
25. List the three runners in the order that they completed
the race. TIME
26. Which runner ran the furthest distance?

27. Sketch a graph representing the distance Spot the dog is from his home based on the
descriptions. Label each segment of the graph.
A. Spot noticed the front door was left open, and he

DISTANCE
began walking down the street.
B. Spot saw the neighbor’s cat and ran after it.
C. Spot stopped at the base of a tree which the cat ran

up to escape.
D. Spot’s owner picked him up in a car and took him home.

TIME

Funct Ions: Eighth Grade Curriculum

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Funct Ions: Eighth Grade Curriculum

Uploaded by

Copyright:

Available Formats

EIGHTH GRADE CURRICULUM

©MANEUVERING THE MIDDLE, 2016

VOCABULARY & KEYWORDS

COMMON MISTAKES AND MISCONCEPTIONS

• Students may mistake whether a graph’s slope is positive or negative.

©Maneuvering the Middle LLC, 2017

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

Activity: Comparing Activity: Distance vs. Activity: Distance vs

Student Handout 4 Student Handout 5

CHEAT SHEET - A Date __________________________Pd______

Distance vs. time graphs

TO CHECK IF IT’S A FUNCTION:

EQUATIONS: See if any input would result in At rest; not changing

GRAPHS: Must pass the “vertical line test”,

slope Also called the “RATE OF CHANGE” Moving away and

The slope of the graph The slope of the table

The slope between the ordered pairs is -0.25.

• A function is a relation or rule that assigns each ___________ exactly one

Determine if each representation shows y as a function of x. Explain your choice.

©Maneuvering the Middle LLC, 2016

{(3, 7), (4, 7), (5, 7), (6, 7)} x -7 -5 -7 5

10. The set of ordered pairs shown is missing an x-value.

{(9, -15), (0, 0), (4, 0), {___, 2)}

a. Give an example of an x-value that would result in y as a function of x.

Summarize today’s lesson:

©Maneuvering the Middle LLC, 2016

CHARLOTTE SOFIA DESHAUN

JACE NATHAN COLBY

ABBY ORLANDO STEPHANIE

{(9, -2), (7, 5), (4, -3), (-9, 6)} x -4 0 7 -4

A WHAT IS THE ONLY NUMBERAWHOSE LETTERS ARE IN ALPHABETICAL

(9, 8), (7, 6), (5, 4), (3, 2)

©Maneuvering the Middle LLC, 2016

©Maneuvering the Middle LLC, 2016

LINEAR VS. NON-LINEAR FUNCTIONS

LINEAR EQUATIONS LINEAR TABLES LINEAR GRAPHS

IS THE FUNCT ION LINEAR? IS THE FUNCT ION LINEAR?

©Maneuvering the Middle LLC, 2016

LINEAR? LINEAR? LINEAR?

Apply your knowledge of linear and non-linear functions to answer 6-8.

8. Several students made statements about the

TABITHA ARTURO LUKE

©Maneuvering the Middle LLC, 2016

LINEAR VS. NON-LINEAR FUNCTIONS

WRITING EQUATIONS OF LINEAR FUNCTIONS

• Label x and y in the ______________ _______.

©Maneuvering the Middle LLC, 2016

• First, find the __________ using __________

Summarize today’s lesson:

©Maneuvering the Middle LLC, 2016

WRITING EQUATIONS OF LINEAR FUNCTIONS

y-intercept: _______ y-intercept: _______ y-intercept: _______ y-intercept: _______

equation:_____________ equation:_____________ equation:_____________ equation:_____________

5 (-3, -14) and (0, -9) 6 (-2, 5) and (2, 1)

y-intercept: _______ equation: _________________ y-intercept: _______ equation: _________________

7 (7, -1) and (21, -5) 8 (1, 9) and (6, 34)

y-intercept: _______ equation: _________________ y-intercept: _______ equation: _________________

WHAT DID THE MATHEMATICIAN DO TO PRACTICE OVER WINTER BREAK?

Writing linear equations puzzle

©Maneuvering the Middle LLC, 2016

Writing linear equations puzzle

APPLYING LINEAR FUNCTIONS

a. Find the rate of change and explain its meaning.

CHEAT SHEET - A Date ____________________Pd

• Label x and y in the ________ _.

• First, find the using

y-intercept: ___ y-intercept: _ y-intercept: _ y-intercept: ___

equation:_______ equation:_ equation:_ equation:_______

y-intercept: _ equation: _______ y-intercept: _ equation: _______________

y-intercept: _ equation: _______ y-intercept: _ equation: _______________

B. Then he ___________________________________ for

C. Next, he _______________________________________ for _

for _ because _______________________________________.

B. Then she ___________________________________ for

C. Next, she ______________________________________ for _

for _ because _______________________________________.

B. Then he ___________________________________ for

C. Next, he _______________________________________ for _

for _ because _______________________________________.

B. Then she ___________________________________ for

C. Next, she ______________________________________ for _

for _ because _______________________________________.