Mathematics Grade 8

Unit 2 - Linear Relationships and Functions

(Moving Straight Ahead & Thinking With Mathematical Models)

OVERVIEW: Duration: 35 days

What you and your students are doing: This unit introduces and develops the concept of a
mathematical model and its applications in problem solving and extends student understanding and skill
in dealing with linear functions and equations. Further, it develops student understanding and skill in
examining associations between variables by using basic ideas of correlation and two-way tables.
Students will participate in investigations to compare linear and non-linear relationships, and to write
and solve linear equations. They will solve inequalities using informal methods. One of the central goals
of this unit is to develop students’ understanding of elementary aspects of the modeling process.
Teachers need to be intentional about discussing proportionality v. non-proportionality, and direct
variation. y = kx and y = mx + b will need to be discussed and explained.

Additional notes: Graphing calculators and DESMOS (test mode) should be available to students
throughout this unit.

Global Documents:
● Data Analysis Document
● Pacing Calendar
● TEKS
● Global Documents Folder

Stage 1 - DESIRED RESULTS

TEKS and SEs Content Specificity

TEKS Scaffold - Unit 2 Students will know: 

Grade 8 TEKS Unpacked ● How to use mathematical processes to acquire
and demonstrate mathematical understanding.
Reporting Category 1: Numerical (8.1)
Representations and Relationships ● How to explain proportional and non-
(8.2) Number and Operations. The student proportional relationships involving slope.
applies mathematical process standards to (8.4B, 8.5 A,B,E,F)
represent and use real numbers in a variety of ● How to use proportional and non-proportional
forms. The student is expected to: relationships to develop foundational concepts
(D) Order a set of real numbers arising from of functions. (8.5G,H)
mathematical and real-world contexts ● How to use multiple representations to develop
(READINESS) (warm ups) foundational concepts of simultaneous linear
equations. (8.4C, 8.5I)
Reporting Category 2: Computations and ● How to use statistical procedures to describe
Algebraic Relationships data. (8.5D, 8.11A,B)
(8.4) Proportionality. The student applies
process standards to explain proportional and non- Critical Vocabulary:
proportional relationships involving slope. The
student is expected to: Essential:
(B) Graph proportional relationships, interpreting ● Additive inverses
the unit rate as the slope of the line that models ● Direct variation
the relationship (READINESS) ● Function
(C) Use data from a table or graph to determine ● Mathematical model
the rate of change or slope and y-intercept in ● Multiplicative inverses
mathematical and real-world problems ● Negative Correlation
(READINESS) ● Outlier
● Positive Correlation
(8.5) Proportionality. The student applies ● Scatter plot
mathematical process standards to use ● Slope
proportional and non-proportional relationships to ● Trend Line
develop foundational concepts of functions. The ● X-intercept
student is expected to ● Y-intercept
(A) Represent linear proportional situations with ● Proportional Graph
tables, graphs and equations in the form of y = kx ● Non-proportional Graph
(B) Represent linear non-proportional situations
with tables, graphs, and equations in the form of y Reinforced:
= mx + b, where b ≠ 0 ● Parallel
(E) Solve problems involving direct variation ● Perpendicular
(F) Distinguish between proportional and non- ● Coefficient
proportional situations using tables, graphs, and ● Steepness
equations in the form y = kx or y = mx + b ● Independent Variable
(G) Identify functions using sets of ordered pairs, ● Dependent Variable
tables, mappings, and graphs (READINESS) ● Relationship
(H) Identify examples of proportional and non- ● Linear Relationship
proportional functions that arise from ● Unit Rate
mathematical and real-world problems ● Rate of Change
(I) Write an equation in the form of y = mx + b ● Inequality
to model a linear relationship between two ● Profit
quantities using verbal, numerical, tabular, and ● Association
graphical representations (READINESS)
DISTRICT ESSENTIAL STANDARD Enduring Understandings:
● Mathematical situations and structures can be
Reporting Category 4: Data Analysis and translated and represented abstractly using
Personal Financial Literacy variables, expressions, and equations.
(8.5) Proportionality. The student applies ● If two quantities vary proportionally, that
mathematical process standards to use relationship can be represented as a linear
proportional and non-proportional relationships to function.
develop foundational concepts of functions. The ● Mathematical rules can be used to assign
student is expected to: members of one set to members of another
(C) Contrast bivariate sets of data that suggest a set. A special rule (function) assigns each
linear relationship with bivariate sets of data that member of one set to a unique member of the
do not suggest a linear relationship from a other set.
graphical representation ● Numbers, expressions, and measures can be
(D) Use a trend line that approximates the linear compared by their relative values.
relationship between bivariate sets of data to
make predictions (READINESS)
Essential Questions:
(8.11) Measurement and data. The student ● How can you apply mathematics to problems
applies mathematical process standards to use arising in everyday life, society, and the
statistical procedures to describe data. The workplace?
student is expected to: ● How can you use a problem-solving model that
(A) Construct a scatterplot and describe the incorporates analyzing given information,
observed data to address questions of association formulating a plan or strategy, determining a
such as linear, non-linear, and no association solution, justifying the solution, and evaluating
between bivariate data the problem-solving process and the
reasonableness of the solution.
 ● How can you communicate mathematical ideas,
reasoning, and their implications using multiple
representations, including symbols, diagrams,
graphs, and language as appropriate?
● How can you create and use representations to
organize, record, and communicate
mathematical ideas?
● How can you display, explain, and justify
mathematical language in written or oral
communication?
Learning Targets: (derived from focus questions)

I will be able to…

● Describe the relationship between bridge strength and bridge thickness revealed by the experiment.
● Describe the pattern relating bridge strength to bridge length shown in the experimental data.
● Discuss strategies you can use to predict if a pattern between variables will be linear or nonlinear.
● Explain how the steepness of a set of stairs relates to a straight-line graph.
● Identify the y-intercept and the slope of a line from data in a table, graph, or equation
● Predict if two lines are parallel or perpendicular from their equations
● Write an equation for a linear relationship from a situation.
● Find a linear function that is a good model for a set of data.
● Describe how to write an equation for a linear function if you are given a graph, a table, or two
points.
● Describe the strategies you use in writing equations for linear functions.
● Describe strategies you find useful to find solutions for linear equations.
● Evaluate the graphs of two linear functions and explain what the coordinates of that intersection
point tell you.
● Explain how you can check to see whether a linear model is a good fit if you have data relating two
variables.
● Determine if a linear model fits the data, if there are outliers and if the relationship is negative or
positive from a scatter plot.
Stage 2 - ASSESSMENT PLAN
Assessment Items: Other Evidence:
Re-assessment Database (Do NOT use 2022 STAAR
Investigation 1: Check Up Released Items)

Warm Ups:
Investigation 2: Partner Quiz Week 4 - Warm Ups
Investigation 4: Check Up Week 5 - Warm Ups
Week 6 - Warm Ups
End of Unit Assessment Week 7 - Warm Ups
Week 8 - Warm Ups
Week 9 - Warm Ups
Week 10 - Warm Ups
Stage 3 - LEARNING PLAN

Linear Relationships and Functions

(Thinking with Math Models & Moving Straight Ahead)
(32 Days)

Algebra Tiles Anchor Charts - compiled and written at September training

Gap Lessons - For Tutorials and Extra Practice

STAAR grid paper (use throughout this unit to graph and find the slope.
STAAR Formula Chart (slope and linear equation formulas)
Engagement Ideas
Vocab Cards
TI Graphing Calculator Quick Start Guide
Desmos Linear Regression (students type y1~mx1+b in Desmos. No * needed between m and x)

Thinking with Math Models

Investigation 1: Exploring Data Patterns (5 days)

This investigation engages students in collecting and analyzing patterns in experimental data and in
number sequences. Students should draw trend lines to best represent their data and its overall
pattern. Doing so, allows students to make predictions and describe the relationship.

● TwMM 1.1 Bridge Thickness and Strength (8.4C, 8.5A, 8.11A) Desmos
Students conduct an experiment to explore a linear relationship as they test how bridge thickness is
related to strength. They display their collected data in a table and a graph, look for relationships,
and use the relationships to make predictions. Note: Pre-make bridges and remind the students that
you cannot reuse a bridge once it has “broken.” Bridge Templates

● TwMM 1.2 Bridge Length and Strength (8.4C, 8.5A, 8.11A) Desmos
Students conduct another experiment to explore a nonlinear relationship as they test how bridge
length is related to strength. They look for patterns in their collected data and use the patterns to
make predictions. Note: Pre-make bridges and remind the students that you cannot reuse a bridge
once it has “broken.” Bridge Templates – Different Lengths

● TwMM 1.3 Custom Construction Parts: Finding Patterns (8.5C, 8.5D, 8.11A)
Students look for differences in the patterns of change for a linear relationship and a nonlinear
relationship by examining construction of trusses and staircase frames made of uniform steel rods.
🚩 Students have difficulty describing relationships symbolically, and generalizing for the nth term.
Teachers should help students make connections between the real numbers in the actual situations
to the symbolic representations. Problem B Homework/Classwork

● Investigation 1 – ACE Problems Note: Use calculators for y = graphing/tables and to change
decimals to fractions.

● Check-Up #1 Good place to review and build on the cover up method

● 3 ACTS - 25 Billion Apps (1 day) Note: Further instructions on the slide notes.

Moving Straight Ahead

Investigation 4: Exploring Slope: Connecting Rates and Ratios (5 days)

Students find slope as the ratio of vertical change to horizontal change between two points on a line.
This investigation helps the students make connections between the ratio & the constant rate of change.
Students will also find y-intercept from a table and graph, and write equations of lines in slope-
intercept form. In addition to graphing on graph paper, students need to graph lines and scatter plots
on their calculator.

● MSA 4.1 Climbing Stairs: Using Rise and Run (8.4B, 8.4C, 8.5A)
Students investigate the “steepness” of a set of stairs by measuring the rise and run of the stairs
 and comparing their data to carpenters’ guidelines. The ratio of “rise to run” informally introduces
the concept of slope of a line. Alternate Stairs Lesson

● MSA 4.2 Finding the Slope of a Line (8.4C, 8.5A, 8.5B, 8.5I)
In this Problem, students find the slope of a line from a graph, a table, an equation, or two points on
the line. They compare slope of a line to the constant rate of change between the two variables in
the relationship represented by y = mx + b.
🚩 Unit rate is amount per one unit; slope isn’t always a whole number and is often a decimal or a
fraction. When calculating slope, students erroneously calculate change in x-values over change in y-
values.

MSA 4.2 Warm Up and Gallery Walk The intent of this activity is to have students discover slope
from patterns that they notice on the tables and graphs. The patterns they notice are the “rise” and
“run.” The students discover and use SLOPE without knowing it. MSA 4.2 Gallery Walk Student Notes

MSA Problem 4.2 Students can work on the problems in pairs. You can assign different groups to
do one table, one graph, and one equation.If you have some students who would benefit from
plotting the points in Question B on a graph, you can give them a Coordinate Grid. This can allow
students to remain focused on the mathematics of the Question while saving time. Problem D is
omitted.

● MSA 4.4 Pulling it all Together: Writing equations for linear relationships (8.4C, 8.5B, 8.5I)
This Problem pulls together the main ideas in the Unit. Students find the slope and y-intercept from
contextual cues and write equations for linear relationships. They separate linear from nonlinear
situations. They see the connection between a constant rate of change and the slope of a line.
Students also see that there are different ways to indicate relationships between quantities by
writing equivalent expressions for the dependent variable. As they answer specific questions about
the value of one of the variables, they are also solving linear equations.
MSA Inv 4 Linear Graphs Matching Desmos Version

● Investigation 4 – ACE Problems (Interactive Doc)

Equations Practice - (5 days) (8.8C)

Investigation 3: Solving Equations

● 3.2 Exploring Equality Google Slides
This Problem introduces students to symbolic ways of solving linear equations with one unknown.
Equations are represented pictorially as coins (constant term) and pouches that hold an unknown
number of coins (variables). Students explore the properties of quality pictorially as they find the
number of coins in a pouch. This provides a transition into solving equations symbolically. Students
use the fact that the number of coins on both sides of the equation is equal to find that there is more
than one way to represent the number of coins on one side of the equation. This provides an
opportunity to use equivalent expressions as part of a strategy for solving equations. Use algebra
tiles to represent the bags and coins. Student Sheet

● 3.3 Writing Equations Google Slides

Students translate the pictorial form of linear equations into symbolic linear equations in one
variable. They begin to use the properties of equality to solve the equations symbolically. They
explore equivalent expressions that can represent a given situation involving pouches and coins.)
Additional Symbolic Practice (includes modeling inequalities) Problem B (have students use their
strategies from the google slides). Writing Equations Quiz

● 3.4 Solving Linear Equations Google Slides Student Slides

During this lesson represent solutions on a number line. In this Problem, students develop symbolic
 strategies for solving linear equations with rational-number solutions. Students find the solutions to
linear equations using properties of equality. Student solutions for three different linear equations
are given as an opportunity for students to analyze typical errors or strategies that can occur in
solving a linear equation. Students then compare this method with other methods they have used
for solving equations. Students may mention tabular methods. They may also describe graphical
methods that involve associating a linear equation in one variable (such as 20 = 5x + 10) with a
specific point on a graph of a linear equation in two variables (such as y = 5x + 10).)
Fun Challenge

● Videos and Virtual Algebra Tiles Lesson/Practice

○ Algebra Tile Anchor Charts from September training

● MSA Equations ACE Review This includes problems that address TEK 8.8C. During this review,
teacher moves can be used to build on the 7th grade concept of pouches and coins.

● TwMM Equations ACE Review

Functions Mini-Lesson: (1 day) (8.5G)

● Function Notes and Frayer Model
● Non Linear Functions Practice
● Function, Not a Function (1 sheet per 3 students) Have students cut on the dotted lines and classify
these relations as functions or not a function. Check their classifications then have them glue or tape
in their notebooks. This can also be done as a whole-class activity with larger cards first.
Examples of student work Desmos card sort

Mid Unit Review if (Teacher made) Mid-Unit Assessment given(2 days)

Unit 1 – Mid Unit Review - Common Cards Activity
Quizlet Review
Spy Lab Review

Optional:
● Desmos Activity - Match My Line (ONLY Challenge #1-4 - slides 1-7. You can change this in
“Pacing” in your Desmos Teacher Dashboard) or use the following link Match My Line (slides 1-7)
● Domino Effect 3-ACT Lesson Guide Student Handout Video
Students will get to:
➔ Understand the ideas of slope and y-intercept within the context of Domino’s pizza pricing
➔ Write and graph a linear equation given two points on the line
➔ Understand what it means for a function to be linear (constant rate of change)

Thinking with Math Models

Investigation 2: Linear Models and Equations (7 days)

This investigation reviews and extends student understanding and skill in formulating and applying
appropriate linear functions when given problem conditions and/or experimental data. Students solidify
their understanding of slope and review their techniques for writing linear equations given different
representations. Lastly, students review and extend their skills in solving linear equations and
inequalities using different methods.

● Proportional vs Non-proportional was covered in 7th grade. The resources below are intended as
a review. (8.5A, 8.5B, 8.5E, 8.5F, 8.5H)
🚩 Direct variation problems represent directly proportional relationships. Students need to know
that k = y/x and students must understand that both k and m represent rate of change or slope.
Additional review resources:
 Proportional vs. Non-Proportional Relationships (video)
Proportional Relationships (Desmos)
Card Sort: Proportional (Desmos)
Direct Variation

● TwMM 2.1 Modeling Linear Data Patterns (8.4C, 8.5B, 8.5I)

Students are introduced to mathematical models for data sets. They find linear models—both graphs
and equations—for data sets, and use the models to make predictions.

● TwMM 2.2 Up and Down the Staircase: Exploring Slope (8.4B)

This lesson can be optional or used as a quick review/summary for students who have mastered
these concepts. It can also be used for one-on-one instruction or in small groups where additional
support is needed. This Problem gives students opportunities to practice developing linear equations
from information given by graphs and tables of values. Inv Problem 2.2

● TwMM 2.3 Tree Top Fun: Equations for Linear Functions (8.4C, 8.5A, 8.5B, 8.11A)
Students use tables and graphs to estimate solutions to linear equations and inequalities and use
symbolic reasoning to find exact solutions.

Note: Students should begin to use Linear Regression on Desmos or the TI-84 to write linear
equations from data. (students just type y1~mx1+b in Desmos. No * needed between m and x)

● TwMM 2.4 Boat Rental Business: Solving Linear Equations (8.5B)

Students use tables and graphs to estimate solutions to linear equations and inequalities and use
symbolic reasoning to find exact solutions.
🚩 Students may struggle with the idea of inequalities when working with negative numbers.
(Example: -3x<21; when solving for x, the sign will “flip”. Be sure to use testing of points to prove.
Solve Me Mobiles Fun way to solve equations. Engage students in algebraic reasoning through
puzzles. The colorful puzzles you’ll find there help students establish and strengthen the logic of
solving equations for unknown values.
Inequalities Review - Desmos

● TwMM 2.5 Amusement Park or Movies: Intersecting Linear Models (DESMOS) (8.4C, 8.5B,
8.5I)
● Get the Math in Videogames Video showing how math is used in games and student challenge to plot
a linear path for a spaceship so it doesn’t crash into an asteroid.
● Matching Linear Equations and Graphs
● Rate of Change and Graphs - DESMOS Day

● Investigation 2 – ACE Problems Have students practice entering data and finding linear
regression with Desmos or the TI-84 for some of these. STAAR grid paper

● Partner Quiz (edited)

Thinking with Math Models

Investigation 4: Variability and Associations in Numerical Data (3 days)

This investigation enhances student understanding of analysis. Students will create scatterplots on their
calculator, run linear regressions and graph their trend line with the scatterplot. In doing so, students
can see that a trend line is a “best fit” line to represent data.

● TwMM 4.1 Vitruvian Man: Relating Body Measurements (Desmos) (8.4C, 8.5B, 8.5I, 8.11A)
Students analyze bivariate data relating height and arm span. They use the data to see if it supports
 the claim that height and arm span measures are roughly equal in humans. Using a scatter plot, the
points are compared to a hypothetical modeling line. Unusual points or outliers can be seen as
distant from the main point cluster. Launch Video
🚩 When creating trend lines, students try to hit every point rather than going through the middle
with a “best fit line.” Discuss association with students and using a “best fit line” to describe the
overall pattern of the data points. Trend lines are also NOT always proportional. They do NOT need
to intersect with the origin. Students often think that trend lines must pass through the origin. They
need to consider if (0, 0) is a reasonable value within the context of the situation that the data
represents.

● TwMM 4.2 Older and Faster: Negative Correlation (8.4C, 8.5B, 8.5C, 8.11A)
Students examine the relationship between two variables, running speed and age, to develop an
understanding of negative correlation.

● Check Up #2

Data and Predictions (8.5D, 8.11A) (3 Days)

🚩 Students try to hit every point rather than through the middle. (8.5D)
🚩 A trend line does not have to start at the origin. (8.5D)
🚩 Just because the points are not perfectly lined up does not mean that the data cannot be
represented as a linear relationship. (8.11A)
🚩 Students think that if both numbers in the data are decreasing, then it represents a negative
trend. (8.11A)
🚩 Students think that there is no correlation if the x values are not in numeric order. (8.11A)

● Scatter Plot Launch Use Desmos to create scatter plots, run regressions and make predictions.
● Desmos Robots: What Points in a Scatter Plot Means? Be sure to do the Challenge at the end!!!
● Desmos Fit Fights (Best Fit Lines) Be sure to do the Challenge at the end!!!
● Practice and More Practice
● Scatter Plot Review
● Desmos Polygraphs - Scatter Plots

End Unit Review and Test (2 days)

Linear Escape Room
Linear Jenga (idea of how to play)
Land the Plane (Desmos)
Algebraic Representation Matching (can be used as a Desmos card sort, Canvas matching, etc)
Linear Relationships Review