Name: __________________________________________Date Started: __________________Date Completed: ______________

NUMBER LINES AND COORDINATE PLANES

8.EE.5 Graph proportional relationships, interpreting the

unit rate as the slope of the graph.
8.EE.6 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.

Represent a fraction 1/b on a number line diagram by defining the

interval from 0 to 1 as the whole and partitioning it into equal
parts.
I can recognize that each part has size 1/b and that the endpoint
of the part based at 0 locates the number 1/b on the number line.
I can represent the fraction a/b on a number line diagram by
marking off a length 1/b from 0.
I can recognize that the resulting interval has size a/b and that its
endpoint locates the number a/b on the number line. (3.NF.2)

I can use decimal notation for fractions with denominators

10 or 100. For example, rewrite 0.62 as 62/100; describe a
length as 0.62 meters; locate 0.62 on a number line
diagram.. (4.NF.6)

2014

Level: __________________
4
What is my
evidence?

Emerging
I can define proportional relationship, unit rate, and slope.
I can define non-vertical line and coordinate plane.
I can define derive, origin, and intercept.
I can represent whole numbers as lengths from 0 on a
number line diagram with equally spaced points
corresponding to the numbers 0, 1, 2..., and represent
whole-number sums and differences within 100 on a
number line diagram. (2.MD.6)
I can understand a fraction as a number on the number line;
represent fractions on a number line diagram.

Teacher: __________________

Partially
Proficient

Proficient

Advanced

Teacher Sign
off/Date

Unit: ___________________________________________

I can use a pair of perpendicular lines, called axes, to define

a coordinate system, with the intersection of the lines (the
origin) arranged to coincide with the 0 on each line and a
given point in the plane located by using an ordered pair of
numbers, called its coordinates.
I understand that the first number indicates how far to
travel from the origin in the direction of one axis, and the
second number indicates how far to travel in the direction
of the second axis, with the convention that the names of
the two axes and the coordinates correspond (e.g., x-axis
and x-coordinate, y-axis and y-coordinate. (5.G.1)
I can represent real world and mathematical problems by
graphing points in the first quadrant of the coordinate
plane, and interpret coordinate values of points in the
context of the situation. (5.G.2)
I can understand ordering and absolute value of rational
numbers. (6.NS.7a)
I can locate negative coordinates on a coordinate plane.
(6.NS.6c)
I can recognize and represent proportional relationships
between quantities.
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.RP.2)
I can graph proportional relationships, interpreting the unit
rate as the slope of the graph. (8.EE.5)
I can compare two different proportional relationships
represented in different ways. (8.EE.5)
I can 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. (8.EE.6)
I can 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.EE.6)
Score 4: Real-life application

2014

2014