MMS 8th grade Re-teaching and Reassessment Plan
Standard
M8A4c. Graph equations in the form y= mx + b
M8A4d. Graph equations in the form ax + by =c
M8A4e. Graph the solution set of a linear inequality, identifying
whether the solution set is an open or closed half plane
M8G2b. Recognize and interpret the Pythagorean theorem as a
statement about the areas of squares on the sides of a right
triangle
M8D1b. Determine subsets, complements, intersection, and the
union of sets
M8D3a. Find the probability of simple independent events
Percentage of Students
who DNM
71.3
72.4
69.8
90.7
63.4
65.7
Timeline for Re-teaching and Reassessment
*all re-teach lessons are designed to be delivered in 15 minutes during the academic class period.
Date
March 21st
March 22nd
March 23rd
March 24th
March 25th
Standard
M8A4c*
M8A4d*
M8A4d*
M8A4e
M8A4e
March 28th
M8G2b
March 29th
March 30th
March 31stApril 1st
M8D1b
M8D3a
All
Instructional Activities
Putting it All Together: Equations, Tables, and Graphs
3 Ways to Graph an Equation from Standard Form pt. 1
3 Ways to Graph an Equation from Standard Form pt. 2
All Things Being In-Equal Part 1
All Things Being In-Equal Part 2 (Questions are available as an
Examview file so that they can be used with CPS if you’d like)
Areas All Around Questions are available as an Examview file so
that they can be used with CPS if you’d like)
Determine subsets, complements, intersection, and the union of sets
Create a Sample Space
Review all standards as needed and Administer Reassessment
*Additional Resources are Available on the 8th grade Math Portal in the Unit 5 Resources Folder
Putting it All Together: Equations, Tables, and Graphs
Standard: M8A4c. Graph equations in the form y= mx + b
The equations, tables, and graphs below got all scrambled up during a word document error and your job is to
put them all back together again. Match each equation with its table and graph (you can just use lines to connect
them)
Equations
y = -2x + 2
y = 2x + 2
y = 2x
y=x+2
Tables
x
-2
-1
0
2
y
-4
-2
0
4
x
-2
-1
0
2
y
0
1
2
4
x
-2
-1
0
2
y
-2
0
2
6
x
-2
-1
0
2
y
6
4
2
-2
Graphs
3 Ways to Graph from Standard Form
Standard: M8A4d. Graph equations in the form ax + by =c
Given an equation in standard form there are 3 different approaches to graphing it. Complete the example
below.
Equation: x – 2y = 3
Method 1: Use the x and y-intercepts of the line to graph it
At the x-intercept the value of y is
At the y-intercept the value of x is
Find the x-intercept
Find the y-intercept
(
(
,
)
,
.
)
Method 2: Rewrite the equation in slope intercept form
The equation for slope intercept form is y =
x + b, where
represents the slope and b represents the
In order to rewrite the standard form of an equation in slope intercept form we need to solve for
.
Solve the equation below for y
x – 2y = 3
Method 3: Create a table and use it to find a few of the coordinate pairs on the line
Pick x = 5
So
5 – 2y = 3
Subtract 5 from both sides of the equation
-5
-5
-2y = -2
Divide both sides by -2
y = 1 so the point (5,1) is on the line x – 2y = 3
.
Find two more points on the line x – 2y = 3 by choosing an x value and then solving for y
Graph the Equation x – 2y = 3
Choose one of the methods above and use it to graph the equation 2x – 3y = -9
Method:
.
All Things Being In-Equal
Standard: M8A4e. Graph the solution set of a linear inequality, identifying whether the solution set is an
open or closed half plane
Graphing Linear Inequalities is as simple as 1-2-3
1. Examine the inequality symbol to determine if the line should be solid or dashed (*remember < or > is
dashed and
is solid)
2. Graph the line
3. Plug in a point to determine which side of the line should be shaded
Part 1: In the table below determine if the point given is a solution to the given inequality and then graph the
linear inequality
Inequality
Is the point (0, 0) a solution?
Is the point (-1, 4) a solution?
Graph
Is the point (7, 2) a solution?
Part 2: Answer the questions below
Areas All Around
Standard: M8G2b.Recognize and interpret the Pythagorean Theorem as a statement about the areas of
squares on the sides of a right triangle
When we think of the Pythagorean Theorem the picture that instantly comes to mind is
but by looking at the squares formed by the sides of the right triangle
we can see where this relationship comes from.
Consider the relationship as you answer the 4 questions
below
Ready, SET, Go!
Standard: Determine subsets, complements, intersection, and the union of sets
Create a Sample Space
Standard: M8D3a. Find the probability of simple independent events
For each of the probabilities below create a sample space that could represent the situation
1. On the spinner below the probability of
spinning a number less than 6 is . (Fill in the
spinner so that this is a true statement.)
2. A bag of marbles contains marbles that are
blue, red and green. The probability of drawing
a marble that is NOT red is . How many of
each color marbles could be in the bag?
3. Mrs. Jones randomly chooses a student to answer a question in class. The probability the student chosen
is a girl is 3 out of 5 but there are more than 5 students in the classroom. Come up with as many
combinations of the number of boys and girls as you can to represent this situation.
Hint: There could be 25 students in the class 15 girls and 10 boys because girls/total or 15/25= 3/5