Grade 8 Mathematics, Quarter 1, Unit 1.

Introduction to Linear Functions

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Overview
Number of Instructional Days: Content to Be Learned
Definition of a function (for each input there is exactly one output). Use a function rule to generate ordered pairs. Graph a function using ordered pairs. Determine rate of change of one function represented in multiple ways (table, graph, description, ordered pairs). Describe and compare the rate of change of two functions. Compare the properties of two functions in different representations (graphs, tables, and verbal descriptions). Construct a function to model a linear relationship between two quantities. Given a graph or a table, interpret what rate of change and initial value mean in the context of the linear function. Given a real-world situation, describe what the rate of change and initial value means.
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15

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated

2. Reason abstractly and quantitatively. Represent a situation with a function. Identify how functions relate to real-world situations. Write a verbal description of a given function. Make sense of quantities and their relationships in problem situations.

4. Model with mathematics. Identify important quantities in a function rule. Apply functions to everyday situations. Use mathematical tools to show relationships and draw conclusions.

5. Use appropriate tools strategically. Detect possible errors by using estimations and other mathematical knowledge. Know that technology can enable them to visualize the results of varying assumptions, and explore consequences.

Essential Questions
What is a function? What are the different ways to represent a function? How can you determine the rate of change of a function given different representations? How could you use a function to model a realworld situation? Given two different functions, how can you tell which function has a greater rate of change? What is the relationship between an input/output table and a graph?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised for 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Functions
Define, evaluate, and compare functions. 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.1
1

8.F

Function notation is not required in Grade 8.

8.F.2

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

Use functions to model relationships between quantities. 8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

Common Core Standards for Mathe matical Practice

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. 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.
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised for 2013-2014

Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and oth er mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Clarifying the Standards

Prior Learning In sixth grade, students learned about independent and dependent variables and analyzed the relationship between them using graphs, tables, and equations. In seventh grade, students identified the unit rate in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Students explained what a point (x, y) means in terms of a problem situation. Students represented proportional relationships with equations. Current Learning These concepts are a critical area and major cluster of the grade 8 CCSS standards and should be taught at the developmental and reinforcement level. Students define a function (they do not need to use function notation). They make a function table to generate ordered pairs as a means of graphing a function. Students determine the rate of change of a function represented in multiple ways and are able to describe and compare two functions represented in multiple ways. Students construct a function to model a linear relationship between two quantities. They interpret what rate of change and initial value mean in the context of the function. Students will use their knowledge of functions later in the school year while studying slope. They need to be fluent with using and interpreting linear functions by the end of grade 8. Future Learning In high school algebra, students will be deepening their knowledge of functions to expand their studies of nonlinear functions. Additional Findings According to Principles and Standards for School Mathematics, in grades 68, All students should identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations. (p. 222). According to Curriculum Focal Points, Students use linear functions to represent, analyze, and solve a variety of problems (p. 39). According to the PARCC Model Content Framework, students also formalize their previous work with linear relationships by working with functionsrules that assign to each input exactly one output (p. 35).
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised for 2013-2014