Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination2025. By 2025,
 80% of our students will graduate from high school college or career ready
 90% of students will graduate on time
 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The
Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness
is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in
mathematics instruction: focus, coherence and rigor.
Focus
Coherence
• The Standards call for a greater focus in mathematics. Rather
than racing to cover topics in a mile-wide, inch-deep curriculum,
the Standards require us to significantly narrow and deepen the
way time and energy is spent in the math classroom. We focus
deeply on the major work of each grade so that students can
gain strong foundations: solid conceptual understanding, a high
degree of procedural skill and fluency, and the ability to apply the
math they know to solve problems inside and outside the math
classroom.
• For grades K–8, each grade's time spent in instruction must
meet or exceed the following percentages for the major work of
the grade.
• For grade 8, more than 65% of instructional time is
spent on the major focus standards.
• Supporting Content - informaiont that supports the
understanding and implementation of the major work of the
grade.
• Additional Content - content that does not explicitly connect to
the major work of the grade yet it is required for proficiency.
• Thinking across grades:
• The Standards are designed around coherent
progressions from grade to grade. Learning is carefully
connected across grades so that students can build new
understanding on to foundations built in previous years.
Each standard is not a new event, but an extension of
previous learning.
• Linking to major topics:
• Instead of allowing additional or supporting topics to
detract from the focus of the grade, these concepts serve
the grade level focus. For example, instead of data
displays as an end in themselves, they are an opportunity
to do grade-level word problems.
Major Content
 Supporting Content
Rigor
• Conceptual understanding:
• The Standards call for conceptual understanding of key
concepts, such as place value and ratios. Students must
be able to access concepts from a number of
perspectives so that they are able to see math as more
than a set of mnemonics or discrete procedures.
• Procedural skill and fluency:
• The Standards call for speed and accuracy in calculation.
Students are given opportunities to practice core
functions such as single-digit multiplication so that they
have access to more complex concepts and procedures.
• Application:
• The Standards call for students to use math flexibly for
applications in problem-solving contexts. In content areas
outside of math, particularly science, students are given
the opportunity to use math to make meaning of and
access content.

Additional Content
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Major Content
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Curriculum and Instruction – Mathematics
Quarter 2
8. Look for and
express regularity
in repeated
reasoning
7. Look for and
make use of
structure
Grade 8
1. Make sense of
problems and
persevere in
solving them
2. Reason
abstractly and
quatitatively
Mathematical
Practices(MP)
6. Attend to
precision
3. Construct viable
arguments and
crituqe the
reasoning of
others
4. Model with
mathematics
5. Use appropriate
tools strategically
The Standards for Mathematical Practice describe varieties of expertise, habits of minds and
productive dispositions that mathematics educators at all levels should seek to develop in
their students. These practices rest on important National Council of Teachers of
Mathematics (NCTM) “processes and proficiencies” with longstanding importance in
mathematics education. Throughout the year, students should continue to develop
proficiency with the eight Standards for Mathematical Practice.
This curriculum map is designed to help teachers make effective decisions about what
mathematical content to teach so that, ultimately our students, can reach Destination 2025.
To reach our collective student achievement goals, we know that teachers must change their
practice so that it is in alignment with the three mathematics instructional shifts.
Throughout this curriculum map, you will see resources as well as links to tasks that will
support you in ensuring that students are able to reach the demands of the standards in your
classroom. In addition to the resources embedded in the map, there are some high-leverage
resources around the content standards and mathematical practice standards that teachers
should consistently access:
The TN Mathematics Standards
The Tennessee Mathematics Standards:
Teachers can access the Tennessee State standards, which are featured
https://www.tn.gov/education/article/mathematics-standards
throughout this curriculum map and represent college and career ready
learning at reach respective grade level.
Standards for Mathematical Practice
Standards for Mathematical Practice
Teachers can access the Mathematical Practice Standards, which are
https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view featured throughout this curriculum map. This link contains more a more
detailed explanation of each practice along with implications for instructions.
Major Content
 Supporting Content

Additional Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
Purpose of the Mathematics Curriculum Maps
The Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing the major work of the grade/subject. Curriculum
maps are NOT meant to replace teacher preparation or judgment; however, it does serve as a resource for good first teaching and making instructional decisions
based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the
needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources
are needed to adjust instruction based on the needs of your students.
How to Use the Mathematics Curriculum Maps
Tennessee State Standards
The TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a
key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the
supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teachers'
responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.
Content
Weekly and daily objectives/learning targets should be included in your plans. These can be found under the column titled content. The enduring understandings will
help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide
specific outcomes for that standard(s). Best practices tell us that making objectives measureable increases student mastery.
Instructional Support and Resources
District and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and
should be used as needed for content support and differentiation.
Major Content
 Supporting Content

Additional Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
Topics Addressed in Quarter
Slope
Functions
Compare and Construct Functions
Qualitative Graphs
Simultaneous Equations
Overview
During quarter 2 students will learn about slope, functions and simultaneous linear functions. Students’ first encounter slope by interpreting the unit rate of a graph
(8.EE.B.5) and begin to work with functions in real-world contexts. For example, students relate constant speed and other proportional relationships (8.EE.B.5) to
linear functions. Students will learn that slope can be determined using any two distinct points on a line and by using properties of similar triangles (8.EE.B.6) and be
introduced to the formal definition of a function (8.F.1) once the concept has been explained. By examining similar triangles students derive y = mx and
y = mx + b for linear equations. When y=mx+b is derived, students will interpret this equation as defining a linear function whose graph is a line (8.F.3).
Midway the quarter students will learn how to compare the graph of a function and a table of values that represent a function and determine which function has the
greater rate of change (8.F.A.2) and examine linear relationships between two quantities and use that information to construct a linear function (8.F.B.4). Finally,
students will graph simultaneous linear equations to find the point of intersection and then verify that the point of intersection is in fact a solution to each equation in
the system (8.EE.C.8a), learn to solve systems of linear equations by substitution and elimination (8.EE.C.8b) and solve real-world problems leading to two linear
equations with two variables (8.EE.C.8c)
Grade Level Standard
8.EE.5
8.EE.6
8.F.1
8.F.2
Type of Rigor
Conceptual Understanding
Conceptual Understanding
Conceptual Understanding
Application
8.F.3
Conceptual Understanding
8.F.4
8.F.5
Application
Conceptual Understanding
7.RP.A.2
8.EE.8
Conceptual Understanding, Procedural Skill and
Fluency & Application
6.EE.B.5
Major Content
Foundational Standards
7.RP.A.2
7.RP.A.2, 7.G.A.1
7.RP.A.2
7.RP.A.2
 Supporting Content

Sample Assessment Items
TN Assessment Task: Buying Tools
TN Assessment Task: Lemonade Stand
Achieve the Core Mini Assessment
TN Assessment Task: Cell Phone
Achieve the Core Mini Assessment
Achieve the Core Mini Assessment
TN Assessment Task: Honor Roll
Achieve the Core Mini Assessment
TN Assessment Task: Rollerblading 8.F.5, 8.F.4
Learn Zillion: Summative-assessment 8.F.1-5
Achieve the Core Mini Assessment
TN Assessment Task: Cross Country 8.F.4 & 8.EE.8
Engage NY Sample Questions - Click on Grade 8
Additional Content
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Major Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
Fluency
NCTM Position
Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to
transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is
more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar
procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used
procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.
The fluency standards for 8th grade listed below should be incorporated throughout your instruction over the course of the school year. Click Engage NY Fluency
Support to access exercises that can be used as a supplement in conjunction with building conceptual understanding.


8.EE.7 Solve one-variable linear equations, including cases with infinitely many solutions or no solutions.
8.G.9 Solve problems involving volumes of cones, cylinders, and spheres together with previous geometry work, proportional reasoning and multi-step
problem solving in grade 7
References:




https://www.engageny.org/
http://www.corestandards.org/
http://www.nctm.org/
http://achievethecore.org/
Major Content
 Supporting Content

Additional Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
Domain: Expressions and Equations
Cluster: Understand the connections between
proportional relationships, lines, and linear
equations
8.EE.B.5: Graph proportional relationships,
interpreting the unit rate as the slope of the
graph. Compare two different proportional
relationships represented in different ways.
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.
INSTRUCTIONAL SUPPORT & RESOURCES
Slope
(Allow approximately 2 weeks for instruction, review and assessment)
Enduring Understanding(s):
Glencoe
6-1D Proportional & Non-proportional
 A unit rate, or the slope, can be
Relationships (p. 350)
represented in a graph, table or equation.
6-2C Graphing Technology: Model Linear
 The slope can be derived from any two
Behavior
distinct points.
Additional Lesson 13
8-2E Extend Lesson Slope Triangles p. 499
Essential Question(s):
 What is the meaning of the slope and
Holt
intercept of a line, in the context of the
12-1 Graphing Linear Equations
situation?
 Is the slope between any two points on the 12-2 Slope of a Line (Indirectly addresses
using similar triangles to explain slope)
same line the same?
12-3 Using Slopes and Intercepts
 How can I create an equation with given
information from a table, graph, or problem Technology Lab 12-3
situation?
Building Conceptual Understanding:
CMP CC Lesson: Investigation 2 Functions
Objective(s):
Math Shell: Lines, Slopes & Linear Equations
 Students will compare the slopes of two
8.EE.5 & 6
proportional relationships in a variety of
ways.
Choose from the following resources and
 Students will graph proportional
relationships.
 Students will interpret the unit rate as the
slope.
 Students will 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
 Students will derive the equation y=mx and
y=mx+b
Additional Information:
 Students identify the unit rate in graphs,
tables and equations to compare two
Major Content
Vocabulary: unit rate, proportional
relationship, slope, vertical, horizontal, similar
triangles, y-intercept
Writing in Math:
 When is a relationship proportional?
 How can proportions increase our
understanding of the real world?
 Ask students: Is $4 per gallon the same as
4 gallons per $1?
 How do I determine rate of change and its
meaning on a graph, table of values, or
verbal description?
 How do I apply rate of change when given
verbal descriptions of real-world
scenarios?
Graphic Organizer(s):
Teachersnotebook.com Foldables
use them to ensure that the intended
outcome and level of rigor (mainly
conceptual understanding and application)
of the standards are met.
Recommended Additional Lessons:
Engage NY Lesson 16: 8.EE.6
Engage NY Lesson 18: 8.EE.6
CMP Lesson: Thinking w/Mathematical Models
Inv. 2
Math Shell: Interpreting Distance-Time Graphs
Learn Zillion: Introduction-to-linearity
Tasks:
 Supporting Content

Additional Content
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Major Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
INSTRUCTIONAL SUPPORT & RESOURCES
proportional relationships represented in
different ways.
 Students are able to find the slope of a line
from multiple points.
 Students are able to draw congruent and
similar triangles to using the vertical length
of the side vs. the horizontal length of the
side.
 Students are able to identify that similar
triangles have the same slope. Students
will use a graph to construct triangles
between two points on a line and compare
the sides to understand that the slope is
the same between any two points.
 Students are able to derive the equation
from a line through the origin and
intercepting the vertical axis at b.
Examples:
Kell works at an after-school program at an
elementary school. The table below shows
how much money he earned every day last
week.
Time
Worked
Money
earned
Monday
Wednesday
Friday
1.5 hours
2.5 hours
4 hours
$12.60
$21.00
$33.60
You must establish a free account to
access Edutoolbox.org resources
TN Tasks: Speed Limit 8.EE.5
TN Tasks: Sally’s Car Loan & Distance from
Memphis 8.EE.6 & 8.F.1
TN Assessment Tasks: Olympic Pool, Buying
Tools & Typing Rate 8.EE.5
TN Assessment Tasks: Lemonade Stand &
Two Different Graphs 8.EE.6
TN Assessment Task: Roof Line 8.EE.6 &
8.F.3
Illustrative Math 8.EE.5
Illustrative Math 8.EE.6
Drops in a Bucket 8.EE.5
NYC Schools Lesson: Slippery Slopes 8.EE.6
Recommended Additional Resources:
Math Station Activities pp. 31 & 48
Learner.org: Speed, Rates, Steepness and
Lines 8.EE.5
Additional Resources 8.EE.5
Khan Academy: Slope Triangles
PBSlearningmedia.org: Understanding Slope
w/ Similar Triangles
Correlated iReady Lesson(s):
 Representing Proportional
Relationships
 Linear Equations and Slope
Mariko has a job mowing lawns that pays $7
per hour.
(a) Who would make more money for working
10 hours? Explain or show work.
Major Content
 Supporting Content

Additional Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
INSTRUCTIONAL SUPPORT & RESOURCES
(b) Draw a graph that represents y, the amount
of money Kell would make for working x hours,
assuming he made the same hourly rate he
was making last week.
(c) Using the same coordinate axes, draw a
graph that represents y, the amount of money
Mariko would make for working x hours.
(d) How can you see who makes more per
hour just by looking at the graphs? Explain.
Write an equation to represent the graph
below. Solution: y = -3/2x
 Students write equations in the form y =
mx + b for lines not passing through the
origin, recognizing that m represents the
slope and b represents the y-intercept.
 The triangle between the first two points
has a vertical height of 2 and a horizontal
length of 3. The triangle between the third
and fourth points has vertical height of 2
and the horizontal length is 3. Since the
height to length ratios are the same then
the triangles are similar.
Major Content
 Supporting Content

Additional Content
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Major Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
INSTRUCTIONAL SUPPORT & RESOURCES
Solution: y = 2/3x - 2
Domain: Functions
Cluster: Define, evaluate and compare
functions.
8.F.A.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. (Function notation, f(x),
is not required in Grade 8.)
8.F.A.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.
Functions
( Allow approximately 2 weeks for instruction, review and assessment )
Enduring Understanding(s):
Glencoe
5-3A Relations and Functions
 Functional relationships can be expressed
5-3B Functions
in real contexts, graphs, algebraic
5-3C Linear Functions
equations, tables, and words; each
Holt
representation of a given function is simply
3-4: Functions
a different way of expressing the same
3-5 Equations, Tables, Graphs
idea.
Essential Question(s):
 How can you categorize functions as linear
or non-linear?
Objective(s):
 Students will identify functions and nonfunctions using equations, tables and
graphs.
 Students will understand that y = mx+b
Major Content
Building Conceptual Understanding:
CMP CCSS Investigation 2: Functions
Math Shell Lesson: Comparing Lines and
Equations
Choose from the following resources and
use them to ensure that the intended
outcome and level of rigor (mainly
conceptual understanding and application)
of the standards are met.
 Supporting Content

Vocabulary: function, y-value, x-value,
vertical line test, input, output, relation
Writing in Math:
 What do you already know about
functions? What would you like to learn
about functions?
 How can you determine whether a graph
represents a function?
 How can you determine whether a table
of values represents a function?
 Compare and contrast relations and
functions.
 Have students create their own examples
and non-examples of functions for
classmates to sort.
 Show students the vertical line test. Have
Additional Content
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Major Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
defines a linear equation.
Additional Information:
 Functions describe how the change in one
variable affects the other.
 In a function for every input there is a
unique output.
 Input and output values of a function can
be written as an ordered pair and graphed
on a coordinate grid.
 Students recognize graphs such as the one
below is a function using the vertical line
test, showing that each x-value
has only one y-value;
INSTRUCTIONAL SUPPORT & RESOURCES
Recommended Additional Lesson(s):
Engage NY Lessons: 8.F.1
Engage NY Lessons 8.F.3
Learn Zillion: Functions
them explain why it works.
 Compare/Contrast linear and nonlinear
functions
Task(s):
You must establish a free account to
access Edutoolbox.org resources
TN Tasks: Growth Pattern 8.F.3
TN Assessment Tasks: Fire Department &
Heights of 8th Graders 8.F.1
TN Assessment Tasks: Bacteria Growth &
Honor Roll
Illustrative Math: Foxes and Rabbits 8.F.1
Illustrative Math: Function Rules 8.F.1
Illustrative Math: Intro to Linear Functions
8.F.3
Growing Dots p. 3
Additional Resources:
Station Activities Refer to pp. 101 & 114
TN Non-Summative Assessment Items
Choose items from pp. 51-71
whereas, graphs such as the following are not
functions since there are 2 y-values for
multiple x-value.
Major Content
 Supporting Content

Additional Content
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
Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
INSTRUCTIONAL SUPPORT & RESOURCES
Equations
Students recognize equations such as y = x or
y = x2 + 3x + 4 as functions; whereas,
equations such as x2 + y2 = 25 are not
functions.
Tables or Ordered Pairs
Domain: Functions
Cluster: Use functions to model relationships
between quantities.
8.F.A.2: Compare properties of two
functions each represented in a different way
(algebraically, graphically, numerically in
tables, or by verbal descriptions).
8.F.B.4: Construct a function to model a
linear relationship between two quantities.
Determine the rate of change and initial value
Compare and Construct Functions
( Allow approximately 2 weeks for instruction, review and assessment )
Enduring Understanding(s):
The following lessons do not address
determining the initial value of a function
 A function is one of the most important
from a description of a relationship or from
mathematical concepts in terms of its
two (x,y) values (8.F.4). Additional
application in the real world. A function can
resources are provided below.
be used to describe how changing one
variable affects another variable.
Glencoe
5-2B Analyze Tables
Essential Questions(s):
5-2C Analyze Graphs
 How do you represent relations and
5-2D Translate Tables and Graphs into
functions using tables, graphs, words, and
Equations
algebraic equations?
5-3B Functions (Use 'Real-World Examples'
 What is the best way to represent a
Major Content
 Supporting Content

Vocabulary: linear relationship, linear
equation, rate of change, slope, initial value,
y-intercept, x-intercept, function, x-value, yvalue
Writing in Math:
How do you translate among the four
representations (words, graphs, tables
symbols) of a linear function?
Define constant rate of change?
Additional Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
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.
function?
 How can patterns, relations, and functions
be used as tools to best describe and help
explain real-life relationships?


Objective(s):
 Students will determine is a table of values
is a function.
 Students will translate values from a graph
8.SP.A.1: Construct and interpret
or table into equations.
scatter plots for bivariate

Students will compare and contrast
measurement data to investigate
relations and functions.
patterns of association between two
quantities. Describe patterns such as  Students will define constant rate of
change and describe its meaning as it
clustering, outliers, positive or
relates to the problem situation.
negative association, linear
association, and nonlinear
association.
8.SP.A.3: Use the equation of a
linear model to solve problems in the
context of bivariate measurement
data, interpreting the slope and
intercept.
(8.SP.1 & 3 standards support and
directly correlate with the concepts
of 8.F.2 and 8.F.4 and will appear
again in Q4)
Additional Information:
Students compare two functions from different
representations.
Examples:
Compare the two linear functions listed below
and determine which equation represents a
greater rate of change.
Function 1
& Exercises 22, 23, 27, 30, 31 & 33)
5-3C Linear Functions (H.O.T Problems)
6-1A Constant Rate of Change
6-1B Explore Graphing Technology: Rate of
Change
6-1C Slope
6-1D Constant Rate of Change
6-1E Direct Variation (pp. 351-356)
6-2A Slope-Intercept
Graphic Organizer:
Have students record information about tables,
graphs, words and equations in a Foldable
study table.
Dinah Zike's Foldables
Holt
3-4 Functions
Lab Explore Multiple Representations
12-2 Slope of a Line
Building Conceptual Understanding:
Math Shell Concept Development Lesson:
Comparing Lines and Linear Equations
Choose from the following resources and
use them to ensure that the intended
outcome and level of rigor (mainly
conceptual understanding and application)
of the standards are met.
Recommended Additional Lessons:
Engage NY Lessons: 8.F.2
Engage NY Lesson: 8.F.4
CMP Thinking with Mathematical Models
Investigations 1, 2 & 3
CMP Say it With Symbols Investigation 4
Looking Back at Functions
Learn Zillion: Functions
Function 2:
The function whose input x and output y are
related by y = 3x + 7
Major Content
INSTRUCTIONAL SUPPORT & RESOURCES
Tasks:
You must establish a free account to
access Edutoolbox.org resources
 Supporting Content

Additional Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
INSTRUCTIONAL SUPPORT & RESOURCES
Compare the following functions to determine
which has the greater rate of change.
Function 1:
Function 2:
y = 2x + 4
x
-1
0
2
y
-6
-3
3
Solution: The rate of change for function 1 is 2;
the rate of change for function 2 is 3. Function
2 has the greater rate of change.
8.F.4
Students identify the rate of change (slope)
and initial value (y-intercept) from tables,
graphs, equations or verbal descriptions to
write a function (linear equation). Students
understand that the equation represents the
relationship between the x-value and the yvalue; what math operations are performed
with the x-value to give the y-value. Slopes
could be undefined slopes or zero slopes.
Tables:
Students recognize that in a table the yintercept is the y-value when x is equal to 0.
The slope can be determined by finding the
ratio y/x between the change in two y-values
and the change between the two
corresponding x-values..
Graphs:
Using graphs, students identify the y-intercept
as the point where the line crosses the y-axis
and the slope as the rise/run.
Equations:
In a linear equation the coefficient of x is the
slope and the constant is the y-intercept.
Major Content
Illustrative Math: Battery Charging 8.F.2
Illustrative Math: 8.F.4 Tasks
TN Task: Hexagon Puzzle
TN Assessment Task: Javier's Bike, Cell
Phone and/or Tanker Trucks
TN Assessment Items
Choose items from pp. 51-71
Growing Dots
p. 3
Additional Resources:
Correlated iReady Lesson(s):
 Linear Functions, Rate of Change
and Initial Value
 Properties of Functions
 Using a Graph to Analyze a
Functional Relationship
 Supporting Content

Additional Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
Domain: Functions
Cluster: Understand connections between
proportional relationships, lines and linear
equations.
8.F.B.5: Describe qualitatively the functional
relationship between two quantities by
analyzing a graph (e.g., where the function is
increasing or decreasing, linear or nonlinear).
Sketch a graph that exhibits the qualitative
features of a function that has been described
verbally.
 8.SP.A.2: Know that straight lines
are widely used to model
relationships between two
quantitative variables. For scatter
plots that suggest a linear
association, informally fit a straight
line, and informally assess the model
fit by judging the closeness of the

data points to the line.
(This standard supports and directly
correlates with the concepts of 8.F.5
and will appear again in Q4)
INSTRUCTIONAL SUPPORT & RESOURCES
Students need to be given the equations in
formats other than y = mx + b, such as y = ax
+ b (format from graphing calculator), y = b +
mx (often the format from contextual
situations), etc.
Point and Slope:
Students write equations to model lines that
pass through a given point with the given
slope.
Qualitative Graphs
( Allow approximately 1 week for instruction, review and assessment )
Enduring Understandings:
Glencoe
 Qualitative graphs can be used to describe
6-1C More About Graphs Section of the lesson
relationships between two quantities in real
(p. 349)
life.
Additional Lesson 7 Qualitative Graphs
(pp.796-799)
Essential Questions:
 Why would you want to represent a real
Holt
world functional relationship with a graph?
3-3 Interpreting Graphs (pp. 131-133)
Objectives:
 Students will evaluate qualitative functions
and write a description of a scenario that
can be represented by the function.
 Students will sketch a graph given a verbal
description of its qualitative features.
Additional Information:
 Given a verbal description of a situation,
students sketch a graph to model that
situation. Given a graph of a situation,
students provide a verbal description of the
situation.
Examples:
The graph below shows a John’s trip to school.
He walks to his Sam’s house and, together,
Major Content
Vocabulary: qualitative graph
Graphic Organizer:
Have students use a foldable or other graphic
organizer to keep notes on qualitative graphs.
Qualitative Graphs Graphic Organizers pp. 15
& 16
Building Conceptual Understanding:
Math Shell Concept Development Lesson:
Interpreting Distance-Time Graphs
Choose from the following resources and
use them to ensure that the intended
outcome and level of rigor (mainly
conceptual understanding and application)
of the standards are met.
Recommended Additional Lessons:
Engage NY Lessons: 8.F.5
CMP Lessons: Thinking with Mathematical
Models Investigation 2 Linear Models and
Equations
CMP Lessons: Growing, Growing, Growing
Investigations 1-4
 Supporting Content

Additional Content
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Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
they ride a bus to school. The bus stops once
before arriving at school.
Describe how each part A – E of the graph
relates to the story.
INSTRUCTIONAL SUPPORT & RESOURCES
Learn Zillion: Understand and describe the
behavior of functions
Learn Zillion Lesson: Sketch Graphs by
Interpreting Situations
Tasks:
You must establish a free account to
access Edutoolbox.org resources
TN Instructional Task: Flower Pot
TN Assessment Task: Rollerblading
Illustrative Math Tasks: 8.F.5
Solution:
A John is walking to Sam’s house at a
constant rate.
B John gets to Sam’s house and is waiting for
the bus.
C John and Sam are riding the bus to school.
The bus is moving at a constant rate, faster
than John’s walking rate.
D The bus stops.

Additional Resources:
Understanding Graphs in Motion Video
Learner.org Lesson Qualitative Graphs
Correlated iReady Lesson(s):
 Linear Functions
 Using a Graph to Analyze a
Functional Relationship
E The bus resumes at the same rate as in part
C.

Describe the graph of the function between x =
2 and x = 5?
Solution:
The graph is non-linear and decreasing.
Major Content
 Supporting Content

Additional Content
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
Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
Domain: Expressions and Equations
Cluster: Analyze and solve linear equations
and pairs of simultaneous equations.
8.EE.C.8: Analyze and solve pairs of
simultaneous linear equations.
8.EE.C.8.a Understand that solutions to a
system of two linear equations in two variables
correspond to points of intersection of their
graphs, because points of intersection satisfy
both equations simultaneously.
8.EE.C.8.b:. Solve systems of two linear
equations in two variables algebraically, and
estimate solutions by graphing the equations.
Solve simple cases by inspection.
8.EE.C.8.c: Solve real-world and mathematical
problems leading to two linear equations in two
variables. For example, given coordinates for
two pairs of points, determine whether the line
through the first pair of points intersects the
line through the second pair.
INSTRUCTIONAL SUPPORT & RESOURCES
Simultaneous Equations
( Allow approximately 2 weeks for instruction, review and assessment )
Enduring Understandings:
Glencoe
 There are situations that require two or
6-3B Explore Graphing Technology: Systems
more equations to be satisfied
of Equations
simultaneously.
6-3C Solve Systems of Equations by Graphing
 There are several methods for solving
6-3D Solve Systems of Equations by
systems of equations.
Substitution
 The solution to a system of equations can
Holt
be determined by graphing each equation
11-6 Systems of Equations
and finding the intersection point of the
12-7 Solving Systems of Linear Equations by
graph, if one exists.
Graphing
Essential Questions:
 How can mathematical models (tables,
graphs, equations) be used to display
and describe a real world situation?
 What are the three types of solutions for
systems of equations?
 What are the advantages and
disadvantages of solving a system of
linear equations graphically versus
algebraically?
Graphic Organizer:
Solving Systems of Linear Equations Foldable
Building Conceptual Understanding:
TN Task Arc: Understanding and Solving
Systems of Linear Equations
Engage NY: 8.EE.8 Lessons 24-30
Choose from the following resources and
use them to ensure that the intended
outcome and level of rigor (mainly
conceptual understanding and application)
of the standards are met.
Objectives:
 Students will solve pairs of simultaneous
linear equations algebraically and
graphically.
 Students will interpret solutions to pairs of
simultaneous equations in the context of
the problem.
Recommended Additional Lessons:
Math Shell Concept Development Lesson:
Classifying Solutions to Systems of Equations
Math Shell Problem Solving Lesson: Baseball
Jerseys 8.EE.8c
CMP Lessons: The Shapes of Algebra
Investigations 2, 3, & 4
Additional Information:
 Systems of linear equations can also have
one solution, infinitely many solutions or
no solutions. Students will discover these
Tasks:
You must establish a free account to
access Edutoolbox.org resources
Major Content
Vocabulary: System of linear equations,
Intersecting lines, parallel lines, same line,
substitution, elimination
 Supporting Content

Additional Content
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
Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
cases as they graph systems of linear
equations and solve them algebraically.
 A system of linear equations whose
graphs meet at one point (intersecting
lines) has only one solution, the ordered
pair representing the point of intersection.
A system of linear equations whose
graphs do not meet (parallel lines) has no
solutions and the slopes of these lines are
the same. A system of linear equations
whose graphs are coincident (the same
line) has infinitely many solutions, the set
of ordered pairs representing all the points
on the line.
INSTRUCTIONAL SUPPORT & RESOURCES
Illustrative Math Tasks: 8.EE.8a-c
Inside Math: On Balance Task Level E 8.EE.8c
p. 7&18
TN Assessment Task: Cross Country
Additional Resources:
NYC Common Core Assessment
Simultaneous-Linear-Equations-MiniAssessment
Correlated iReady Lesson(s):
 Systems of Linear Equations
 Solving Systems of Linear Equations
Algebraically
 By making connections between algebraic
and graphical solutions and the context of
the system of linear equations, students
are able to make sense of their solutions.
Students need opportunities to work with
equations and context that include whole
number and/or decimals/fractions.
Examples:
 Find x and y using elimination and then
using substitution.
3x + 4y = 7
-2x + 8y = 10
 Plant A and Plant B are on different
watering schedules. This affects their rate
of growth. Compare the growth of the two
plants to determine when their heights will
be the same.
Let W = number of weeks
Let H = height of the plant after W weeks
Plant A
Major Content
 Supporting Content
Plant B

Additional Content
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
Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
TN STATE STANDARDS
CONTENT
W
0
1
2
3
H
4
6
8
10
(0,4)
(1,6)
(2,8)
(3,10)
INSTRUCTIONAL SUPPORT & RESOURCES
W
0
1
2
3
H
2
6
10
14
(0,2)
(1,6)
(2,10)
(3,14)
Given each set of coordinates, graph their
corresponding lines.
Solution:
Write an equation that represent the growth
rate of Plant A and Plant B.
Solution:
Plant A H = 2W + 4
Plant B H = 4W + 2
At which week will the plants have the same
height?
Solution:
The plants have the same height
after one week.
Plant A: H = 2W + 4
Plant B: H = 4W + 2
Plant A: H = 2(1) + 4
Plant B: H = 4(1) + 2
Plant A: H = 6
Plant B: H = 6

After one week, the height of Plant A and Plant
B are both 6 inches.
Major Content
 Supporting Content

Additional Content
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
Curriculum and Instruction – Mathematics
Quarter 2
Grade 8
RESOURCE TOOLBOX
NWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this
resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)
https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.
Textbook Resources
www.my.hrw.com
www.connected.mcgraw-hill.com
Holt, Course 3 Text Resources
TN Core/CCSS
TNReady Math Standards
Achieve the Core
Videos
Khan Academy
Watch Know Learn
Learn Zillion
Virtual Nerd
Math Playground
StudyJams
Calculator Activities
Greatest Common Factor Calculator
TI-73 Activities
CASIO Activities
TI-Inspire for Middle Grades
TI-Inspire Activity Exchange
Interactive Manipulatives
National Library of Interactive Manipulatives
Glencoe Virtual Manipulatives
Rational vs Irrational Activity
Rational vs Irrational Game
Irrational Numbers on the Number Line
Additional Sites
Grade 8 Flip Book
(This book contains valuable resources that help develop
the intent, the understanding and the implementation of
the state standards)
Teacher Tube
The Futures Channel
STEM Resources
Major Content
 Supporting Content

Additional Content
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