Learning Activities (1) | Classroom Resources (2) |

View Standards
**Standard(s): **
[MA2019] REG-8 (8) 9 :

[MA2019] REG-8 (8) 27 :

9. Interpret *y = mx + b* as defining a linear equation whose graph is a line with *m* as the slope and *b* as the *y*-intercept.

a. Use similar triangles to explain why the slope *m* is the same between any two distinct points on a non-vertical line in a coordinate plane.

b. Given two distinct points in a coordinate plane, find the slope of the line containing the two points and explain why it will be the same for any two distinct points on the line.

c. Graph linear relationships, interpreting the slope as the rate of change of the graph and the *y*-intercept as the initial value.

d. Given that the slopes for two different sets of points are equal, demonstrate that the linear equations that include those two sets of points may have different *y*-intercepts.

[MA2019] REG-8 (8) 12 : 12. Solve systems of two linear equations in two variables by graphing and substitution.

a. Explain that the solution(s) of systems of two linear equations in two variables corresponds to points of intersection on their graphs because points of intersection satisfy both equations simultaneously.

b. Interpret and justify the results of systems of two linear equations in two variables (one solution, no solution, or infinitely many solutions) when applied to real-world and mathematical problems.

[MA2015] (8) 13 : 13 ) 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. [8-F3]

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.

[MA2019] REG-8 (8) 27 :

27. Apply the Pythagorean Theorem to find the distance between two points in a coordinate plane.

[MA2019] (6) 11 : 11. Find the position of pairs of integers and other rational numbers on the coordinate plane.

a. Identify quadrant locations of ordered pairs on the coordinate plane based on the signs of the *x* and *y* coordinates.

b. Identify (*a,b*) and (*a,-b*) as reflections across the *x*-axis.

c. Identify (*a,b*) and (-*a,b*) as reflections across the* y*-axis.

d. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane, including finding distances between points with the same first or second coordinate.

Students will create a map of a shopping excursion by solving systems of linear equations through graphing, substitution, or elimination. Students will then be able to determine the distance traveled through the mall using Pythagorean Theorem. Students will utilize previous grade level standards as a spiral review such as plotting coordinate pairs and using those pairs to find the distance between two points.

*This activity is a result of the* *ALEX Resource Development Summit*.

View Standards
**Standard(s): **
[MA2015] (8) 13 :

[MA2019] REG-8 (8) 8 :

13 ) 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. [8-F3]

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.

[MA2019] REG-8 (8) 8 :

8. Graph proportional relationships.

a. Interpret the unit rate of a proportional relationship, describing the constant of proportionality as the slope of the graph which goes through the origin and has the equation *y = mx* where *m* is the slope.

[MA2019] REG-8 (8) 9 : 9. Interpret *y = mx + b* as defining a linear equation whose graph is a line with *m* as the slope and *b* as the *y*-intercept.

a. Use similar triangles to explain why the slope *m* is the same between any two distinct points on a non-vertical line in a coordinate plane.

b. Given two distinct points in a coordinate plane, find the slope of the line containing the two points and explain why it will be the same for any two distinct points on the line.

c. Graph linear relationships, interpreting the slope as the rate of change of the graph and the *y*-intercept as the initial value.

d. Given that the slopes for two different sets of points are equal, demonstrate that the linear equations that include those two sets of points may have different *y*-intercepts.

[MA2019] REG-8 (8) 12 : 12. Solve systems of two linear equations in two variables by graphing and substitution.

a. Explain that the solution(s) of systems of two linear equations in two variables corresponds to points of intersection on their graphs because points of intersection satisfy both equations simultaneously.

b. Interpret and justify the results of systems of two linear equations in two variables (one solution, no solution, or infinitely many solutions) when applied to real-world and mathematical problems.

[MA2019] REG-8 (8) 13 : 13. Determine whether a relation is a function, defining a function as a rule that assigns to each input (independent value) exactly one output (dependent value), and given a graph, table, mapping, or set of ordered pairs.

[MA2019] REG-8 (8) 15 : 15. Compare properties of functions represented algebraically, graphically, numerically in tables, or by verbal descriptions.

a. Distinguish between linear and non-linear functions.

In Topic A of Module 5, students learn the concept of a function and why functions are necessary for describing geometric concepts and occurrences in everyday life. The module begins by explaining the important role functions play in making predictions. For example, if an object is dropped, a function allows us to determine its height at a specific time. To this point, our work has relied on assumptions of constant rates; here, students are given data that shows that objects do not always travel at a constant speed. Once we explain the concept of a function, we then provide a formal definition of a function. A function is defined as an assignment to each input, exactly one output (8.F.A.1). Students learn that the assignment of some functions can be described by a mathematical rule or formula. With the concept and definition firmly in place, students 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. Next, students consider functions of discrete and continuous rates and understand the difference between the two. For example, we ask students to explain why they can write a cost function for a book, but they cannot input 2.6 into the function and get an accurate cost as the output.

Students apply their knowledge of linear equations and their graphs from Module 4 (8.EE.B.5, 8.EE.B.6) to graphs of linear functions. Students know that the definition of a graph of a function is the set of ordered pairs consisting of an input and the corresponding output (8.F.A.1). Students relate a function to an input-output machine: a number or piece of data, goes into the machine, known as the input, and a number or piece of data comes out of the machine, known as the output. In Module 4, students learned that a linear equation graphs as a line and that all lines are graphs of linear equations. In Module 5, students inspect the rate of change of linear functions and conclude that the rate of change is the slope of the graph of a line. They learn to interpret the equation *y* = *mx* + *b* (8.EE.B.6) as defining a linear function whose graph is a line (8.F.A.3). Students will also gain some experience with non-linear functions, specifically by compiling and graphing a set of ordered pairs, and then by identifying the graph as something other than a straight line.

Once students understand the graph of a function, they begin comparing two functions represented in different ways (8.EE.C.8), similar to comparing proportional relationships in Module 4. For example, students are presented with the graph of a function and a table of values that represent a function and are then asked to determine which function has the greater rate of change (8.F.A.2). Students are also presented with functions in the form of an algebraic equation or written description. In each case, students examine the average rate of change and know that the one with the greater rate of change must overtake the other at some point.