Grade 8
Unit 2 Table of Contents
Linear Relationships
Section
Page Number
Unit Description
Unit Standards
Unit Essential Questions
Unit Proficiencies (Learning Targets)
Unit Vocabulary and Language Support
Sample Unit Calendar and Possible Supporting Materials
Student Proficiencies Handout
Unit Assessments and Rubric/Commentary
2
2
3
3
4
6
8
10
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This Unit Developed by:
Grade 8
Content Unit 2
Unit Title:
Stage 1
Unit
Description:
Standards:
Essential
Question(s):
Proficiencies
(Learning Targets)
Dates of Unit:
Weeks
Linear Functions
Identify Desired Results
Students will explore the relationship between algebra and geometry. Through this exploration, students will work
with functions and equations for lines and curves, and will develop an understanding of how systems of equations
and inequalities can help solve problems.
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.
8.F.3 - Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples
of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its
side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
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.
8.EE.8 –
8.SP.3 -
How can students use symbolic expressions to represent and reason about relationships?
Proficiency #20 – “I can write a linear equation from a story, table, or graph.” (8.F.4)
Proficiency #21 – “I can describe what the rate of change and initial value of a linear expression means.” (8.F.4)
Proficiency #22 – “I can compare two functions represented in different ways such as tables, graphs, and equations.” (8.F.2)
Proficiency #23 – “I can distinguish between linear and non-linear equations.” (8.F.3)
Proficiency #24 – “I can use the words increasing, decreasing, linear, and/or non-linear to describe a graph and to sketch a
graph” (8.F.5)
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Proficiency #25 – “I can solve linear equations involving parentheses.” (8.EE.7b)
Proficiency #26 – “I can tell when an equation has one solution, no solution, or infinite solutions.” (8.EE.7a)
Proficiency #27 – “I know and can use the definitions of the vocabulary words associated with this unit (see Student Proficiencies
Handout).”
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This Unit Developed by:
Stage 2
Determine Assessment Evidence
Academic Language Function(s):

Academic Language (What language will students need to sound like experts?)
Academic Language Stems:
Easy for Beginners
Academic Vocabulary:
Algebraic Expression
Commutative Property of
Addition
Commutative Property of
Multiplication
Distributive Property
Equivalent Expressions
Even Numbers
Expanded Form
Exponential Relationship
Assessment
Tools:
Factored Form
Function
Linear
Relationship
Odd Number
Order of
Operations
Parabola
Patterns of
Change
Quadratic
Relationship
Root
Solutions to
Equations
Solving
Equations
Surface Area
Medium for Intermediate
Term
Difficult for Advanced and Fluent
X-Intercept
Y-Intercept
 Goals Rubric
 Assessment Checklist
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This Unit Developed by:
Unit of Study Assessment Checklist
Student Name
B = Beginning
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This Unit Developed by:
D = Developing
P = Proficient
M=Mastery
Stage 3
Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR
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This Unit Developed by:
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This Unit Developed by:
Name _______________________________
Date ______________________ Period ____
My Proficiency Assessment Scores (lowest of 3 is dropped)
1st Try
2nd Try
3rd Try
Proficiency #20 – “I can write a linear equation from a story, table, or
graph.” (8.F.4)
Proficiency #21 – “I can describe what the rate of change and initial value
of a linear expression means.” (8.F.4)
Proficiency #22 – – “I can compare two functions represented in different
ways such as tables, graphs and equations.” (8.F.2)
Proficiency #23 – “I can distinguish between linear and non-linear
equations.” (8.F.3)
Proficiency #24 – “I can use the words increasing, decreasing, linear
and/or non-linear to describe a graph and to sketch a graph.” (8.F.5)
Proficiency #25 – “I can solve linear equations involving parentheses.”
(8.EE.7b)
Proficiency #26 – “I can tell when an equation has one solution, no
solution or infinite solutions.” (8.EE.7a)
Proficiency #27 – “I know and can use the vocabulary words associated
with this unit.”
Office hours available if you look at this list and think, “uh, oh…”
⧠
⧠
⧠
⧠
⧠
“I know the order of operations (PEMDAS).”
“I know how to use parentheses correctly when writing or simplifying math expressions.”
“I know how to use variables to write expressions.”
“I know how to write and graph linear equations (y = mx + b).”
“I know the math definition of the following words and phrases:”
Algebraic Expression
Commutative Property of Addition
Commutative Property of Multiplication
Distributive Property
Equivalent Expressions
Even Numbers
Expanded Form
Exponential Relationship
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This Unit Developed by:
Factored Form
Function
Linear Relationship
Odd Number
Order of Operations
Parabola
Patterns of Change
Quadratic Relationship
Root
Solutions to Equations
Solving Equations
Surface Area
Term
X-Intercept
Y-Intercept
Assessment Place Holder
Name _________________________________
Date _______________________ Period ____
Proficiency # – “I can ...”
9|Page
This Unit Developed by:
Proficiency
Score
4
Percentage
3
83%
2
67%
1
50%
100%
10 | P a g e
This Unit Developed by:
Description
WOW!
I have shown proficiency and deeper understanding by:

You got it 
I have shown proficiency by:

Help is needed
I have shown partial understanding by:

Uh-oh…
I have not yet shown my understanding of the math.
Assessment Place Holder
Name _________________________________
Date _______________________ Period ____
Proficiency # – “I can ...”
11 | P a g e
This Unit Developed by:
Proficiency
Score
4
Percentage
3
83%
2
67%
1
50%
100%
12 | P a g e
This Unit Developed by:
Description
WOW!
I have shown proficiency and deeper understanding by:

You got it 
I have shown proficiency by:

Help is needed
I have shown partial understanding by:

Uh-oh…
I have not yet shown my understanding of the math.