8th Grade
Lesson
Core Connections 3
MS-CCRS Taught
Focus for Lesson
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.
This lesson introduces patterns
of non-linear functions. Students
may struggle with writing the
rule of their patterns. However,
this lesson will help students
identify connections between
representations and sets the
tone for the chapter.
8.F.A.2
8.F.A.4
4.1.1
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.F.A.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.A.4
4.1.2
Lesson
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.
MS-CCRS Taught
College Preparatory Mathematics
Chapter 4
MS-CCRS
Specific
Problem(s)
Optional
Supplements and
Adjustments
Pre-requisite
standards and
skills
None
7.RP.A.2
Determining
proportional
relationships by
tables and graphs.
4-19 (8.F.1)
7.RP.A.2
Determining
proportional
relationships by
tables and graphs.
(4-1)
*Day 1 is for teams to work; Day
2 is for class presentations and
for teacher to assist with making
connections.
This lesson introduces the
Representations of Patterns
Web. The focus is to allow
students repetitive practice on
the multiple representations of
linear functions and to compare
two different patterns.
(4-14)
Focus for Lesson
MS-CCRS
Specific
Problem(s)
Optional
Supplements and
Adjustments
Pre-requisite
standards and
skills
Desoto County Schools
8th Grade
Core Connections 3
8.F.A.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.
4.1.3
8.F.A.4
The focus is to connect linear
rules with their graphs. The
lesson has multiple rules
graphed on one axis and
focus is given on the “growth”
of the patterns.
(4-23)
Chapter 4
4-25 (8.F.4)
The Learning Log (4-24) is
an essential understanding
of the lesson and would
make for a great closure
activity and a perfect way
for teachers to ensure
students understand the
primary concept.
7.RP.A.2
Determining
proportional
relationships by
tables and graphs.
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.
College Preparatory Mathematics
Desoto County Schools
8th Grade
Lesson
Core Connections 3
MS-CCRS Taught
8.EE.B.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.A.2
4.1.4
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.
Focus for Lesson
This lesson introduces slopeintercept form of an
equation. It is also an
introductory lesson of slope
triangles.
(4-31, 4-32, 4-33)
Chapter 4
MS-CCRS
Specific
Problem(s)
4-37 (8.F.4)
4-38 (8.EE.6)
4-39 (8.EE.7b)
Optional
Supplements and
Adjustments
The Learning Log (4-36) is
an essential understanding
of the lesson and would
make for a great closure
activity and a perfect way
for teachers to ensure
students understand the
primary concept.
Pre-requisite
standards and
skills
7.RP.A.2
Determining
proportional
relationships by
tables and graphs.
7.G.A.1
Solving problems
involving scale
drawings.
8.F.A.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.
College Preparatory Mathematics
Desoto County Schools
8th Grade
Lesson
Core Connections 3
MS-CCRS Taught
8.F.A.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.A.4
4.1.5
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.F.A.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.A.4
4.1.6
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.
College Preparatory Mathematics
Focus for Lesson
Chapter 4
MS-CCRS
Specific
Problem(s)
Day 1:
The focus of the lesson is to
bring attention back to the
many ways functions can be
modeled.
(4-42)
Day 2:
This day may be eliminated if
teams finish early or can be
used by the teacher to
remediate other skills.
4-53 (8.F.5)
The focus is to have students
graph lines without using a
table. Slope triangles should
be modeled here as well.
Truly the purpose is to again
reinforce the many ways
linear models can be
represented no matter what a
student is given to begin
with.
None
Optional
Supplements and
Adjustments
Pre-requisite
standards and
skills
On Day 1 – it is a good idea
to complete 4-42 part b as
a whole group to model the
expectations for the class.
Then, assign every student
to complete 4-42 parts a, c,
and d.
7.RP.A.2
Determining
proportional
relationships by
tables and graphs.
The Learning Log (4-58b) is
an essential understanding
of the lesson and would
make for a great closure
activity and a perfect way
for teachers to ensure
students understand the
primary concept.
7.RP.A.2
Determining
proportional
relationships by
tables and graphs.
(4-54, 4-55, and 4-56)
Desoto County Schools
8th Grade
Lesson
Core Connections 3
MS-CCRS Taught
8.F.A.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.
4.1.7
Focus for Lesson
The focus is to once again
provide students with
additional practice on the
representations of linear
functions.
Chapter 4
MS-CCRS
Specific
Problem(s)
4-68 (8.EE.6)
4-72 (8.EE.6)
4-75 (8.F.1, 2)
4-79 (8.F.4)
Optional
Supplements and
Adjustments
On problem 4-65, students
do not need to use a
graphing calculator. They
can use the eTool found in
lesson 1.1.2 on problem 110 if they choose.
Pre-requisite
standards and
skills
7.RP.A.2
Determining
proportional
relationships by
tables and graphs.
(4-64)
8.F.A.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.
College Preparatory Mathematics
Desoto County Schools
8th Grade
Core Connections 3
Chapter 4
Assessment Understanding According to PARCC (Section Quiz and Chapter Assessment)
MS-CCRS
EOY or
PBA
Math
Practice
Use similar triangles to explain why the slope m is
the same between any two distinct points on a nonvertical line in the coordinate plane.
EOY
and
PBA
2, 3, 5,
and 7
8.EE.B.6-2
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.
PBA
College Preparatory Mathematics
Calculator or
No
Calculator
Chapter
Mastery


8.EE.B.6-1
MS-CCRS
Clarifications
EOY or
PBA
2, 3, 5, 7,
and 8
Math
Practice
Tasks do not have context.
Given a non-vertical line in the coordinate plane,
tasks might for example require students to choose
two pairs of points and record the rise, run, and
slope relative to each pair and verify that they are
the same.

The testing interface can provide students with a
calculation aid of the specified kind for these tasks.
PBA
8.C.1.1 - Base reasoning on the principle that the graph of
an equation in two variables is the set of all its solutions
plotted in the coordinate plane.

Note especially the second portion of the standard,
(8.EE.B.6-2)
8.C.5.1 - Apply geometric reasoning in a coordinate
setting, and/or use coordinates to draw geometric
conclusions.

Note especially the first portion of the standard,
(8.EE.B.6-1)
8.C.1.1 - Base reasoning on the principle that the
graph of an equation in two variables is the set of all
its solutions plotted in the coordinate plane.
 Note especially the second portion of the
standard, (8.EE.B.6-2)
8.C.5.1 - Apply geometric reasoning in a coordinate
setting, and/or use coordinates to draw geometric
conclusions.
 Note especially the first portion of the
standard, (8.EE.B.6-1)
Clarifications
Now
Chapter 4 is an
introduction to the
equation 𝑦 =
𝑚𝑥 + 𝑏 and the
use of slope
triangles.
Calculator
Future
Chapter 7 contains
an emphasis on
equations and
slope.
Now
Chapter 4 is an
introduction to the
equation 𝑦 = 𝑚𝑥 +
𝑏 and the use of
slope triangles.
Calculator
Future
Chapter 7 contains
an emphasis on
equations and slope.
Calculator or
No
Calculator
Chapter
Mastery
Desoto County Schools
8th Grade
Core Connections 3


8.F.A.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.
EOY
College Preparatory Mathematics
Now
Tasks have “thin context” or no context.
The testing interface can provide students with
a calculation aid of the specified kind for these
tasks.
2 and 5
Heavy emphasis on
rules, graphs, and
tables.
Calculator
Future
Chapter 7 provides
more practice
comparing
representations.

8.F.B.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.
Chapter 4

EOY
2 and 4
Pool should contain tasks with and without
contexts.
The testing interface can provide students with
a calculation aid of the specified kind for these
tasks.
Now
Full mastery is
expected.
Calculator
Future
No further lessons in
the text.
Desoto County Schools