INSTRUCTIONAL DESIGN & PLANNING

Section 1.1: Rational Numbers

CONTENT STANDARD(S)

7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. (Major)

7.NS.A.3 - Solve real-world and mathematical problems involving the four operations with rational numbers. Note: This standard should include the order of operations. (Major)

CONTENT PURPOSE

• I can graph rational numbers on a number line.
• I can find the absolute value of a rational number.
• I can use a number line to compare rational numbers.

LANGUAGE PURPOSE

I can define and use the terms: integers, rational number, and absolute value.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Understand absolute values and ordering of rational numbers.

Section 1.2 - Adding Integers

CONTENT STANDARD(S):

7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. (Major)

• 1a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom as 0 charge because its constituents are oppositely charged.
• 1b. Understand p + q as the number located a distance (absolute value of q) from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts
• 1d. Apply properties of operations as strategies to add and subtract rational numbers.

7.NS.A.3 - Solve real-world and mathematical problems involving the four operations with rational numbers. Note: This standard should include the order of operations. (Major)

CONTENT PURPOSE

• I can explain how to model addition of integers on a number line.
• I can find sums of integers by reasoning about absolute values.
• I can explain why the sum of a number and its opposite is 0.

LANGUAGE PURPOSE

I can define and use the term additive inverse.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Find sums of integers.

Section 1.3 - Adding Rational Numbers

CONTENT STANDARD(S)

7.NS.A.1 - Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. (Major)

• 1a. Describe situations in which opposite quantities combine to make 0.
• 1b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
• 1d. Apply properties of operations as strategies to add and subtract rational numbers.

7.NS.A.3 - Solve real-world and mathematical problems involving the four operations with rational numbers. Note: This standard should include the order of operations. (Major)

CONTENT PURPOSE

• I can explain how to model addition of rational numbers on a number line.
• I can find sums of rational numbers by reasoning about absolute values.
• I can use properties of addition to efficiently add rational numbers.

LANGUAGE PURPOSE

I can define and use the terms: sum, addition, absolute value, number line

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Find sums of rational numbers.

Section 1.4 - Subtracting Integers

CONTENT STANDARD(S)

7.NS.A.1 - Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. (Major)

• 1c. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.

7.NS.A.3 - Solve real-world and mathematical problems involving the four operations with rational numbers. Note: This standard should include the order of operations. (Major)

CONTENT PURPOSE

• I can explain how subtracting integers is related to adding integers.
• I can explain how to model subtraction of integers on a number line.
• I can find differences of integers by reasoning about absolute values.

LANGUAGE PURPOSE

I can define and use the terms: difference, subtraction, absolute value, number line.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Find differences of integers.

Section 1.5 - Subtracting Rational Numbers

CONTENT STANDARD(S)

7.NS.A.1 - Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. (Major)

• 1c. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
• 1d. Apply properties of operations as strategies to add and subtract rational numbers.

7.NS.A.3 - Solve real-world and mathematical problems involving the four operations with rational numbers. Note: This standard should include the order of operations. (Major)

CONTENT PURPOSE

• I can explain how to model subtraction of rational numbers on a number line.
• I can find differences of rational numbers by reasoning about absolute values.
• I can find distances between numbers on a number line.

LANGUAGE PURPOSE

I can define and use the terms absolute value and rational numbers.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Find differences of rational numbers and find distances between numbers on a number line.

Section 2.1 - Multiplying Integers

CONTENT STANDARD(S)

7.NS.A.2 - Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. (Major)

• 2a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1)=1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
• 2c. Apply properties of operations such as strategies to multiply and divide rational numbers.

7.NS.A.3 - Solve real-world and mathematical problems involving the four operations with rational numbers. Note: This standard should include the order of operations. (Major)

CONTENT PURPOSE

• I can explain the rules for multiplying integers.
• I can find products of integers with the same sign.
• I can find products of integers with different signs.

LANGUAGE PURPOSE

I can use the previous terms, integers and rational numbers.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Find products of integers.

Section 2.2 - Dividing Integers

CONTENT STANDARD(S)

7.NS.A.2 - Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. (Major)

• 2b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then −(pq)=(−p)q=p(−q)−(pq)=(−p)q=p(−q). Interpret quotients of rational numbers by describing real-world contexts.

7.NS.A.3 - Solve real-world and mathematical problems involving the four operations with rational numbers. Note: This standard should include the order of operations. (Major)

CONTENT PURPOSE

• I can explain the rules for dividing integers.
• I can find quotients of integers with the same sign.
• I can find quotients of integers with different signs.

LANGUAGE PURPOSE

I can define and use previous terms integers and rational numbers.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Find quotients of integers.

Section 2.3 - Converting Between Fractions and Decimals

CONTENT STANDARD(S)

7.NS.A.2 - Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. (Major)

• 2b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then −(pq)=(−p)q=p(−q)−(pq)=(−p)q=p(−q). Interpret quotients of rational numbers by describing real-world contexts.
• 2d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.

CONTENT PURPOSE

• I can explain the difference between terminating and repeating decimals.
• I can write fractions and mixed numbers as decimals.
• I can write decimals as fractions and mixed numbers.

LANGUAGE PURPOSE

I can define and use the terms terminating decimal and repeating decimal.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Convert between different forms of rational numbers.

Section 2.4 - Multiplying Rational Numbers

CONTENT STANDARD(S)

7.NS.A.2 - Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. (Major)

• 2a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1)=1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
• 2c. Apply properties of operations such as strategies to multiply and divide rational numbers.

7.NS.A.3 - Solve real-world and mathematical problems involving the four operations with rational numbers. Note: This standard should include the order of operations. (Major)

CONTENT PURPOSE

• I can explain the rules for multiplying rational numbers.
• I can find products of rational numbers with the same sign.
• I can find products of rational numbers with different signs.

LANGUAGE PURPOSE

I can define and use the term rational numbers.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Find products of rational numbers.

Section 2.5 - Dividing Rational Numbers

CONTENT STANDARD(S)

7.NS.A.2 - Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. (Major)

• 2b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then −(pq)=(−p)q=p(−q)−(pq)=(−p)q=p(−q). Interpret quotients of rational numbers by describing real-world contexts.

7.NS.A.3 - Solve real-world and mathematical problems involving the four operations with rational numbers. Note: This standard should include the order of operations. (Major)

CONTENT PURPOSE

• I can explain the rules for dividing rational numbers.
• I can find quotients of rational numbers with the same sign.
• I can find quotients of rational numbers with different signs.

LANGUAGE PURPOSE

I can define and use the term complex fraction.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Find quotients of rational numbers.

Section 3.1 - Algebraic Expressions

CONTENT STANDARD(S)

7.EE.A.1 - Apply properties of operations as strategies to add, subtract, factor, and expand expressions with rational coefficients. (Major)

7.EE.A.2 - Understand that rewriting an expression in different forms in a problem can shed light on the problem of how the quantities in it are related. Note: Include applying formulas to problem-solving situations.

CONTENT PURPOSE

• I can identify terms and like terms of algebraic expressions.
• I can combine like terms to simplify algebraic expressions.
• I can write and simplify algebraic expressions to solve real-life problems.

LANGUAGE PURPOSE

I can define and use the terms : like terms and simplest form.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Simplify algebraic expressions.

Section 3.2 - Adding and Subtracting Linear Expressions

CONTENT STANDARD(S)

7.EE.A.1 - Apply properties of operations as strategies to add, subtract, factor, and expand expressions with rational coefficients. (Major)

7.EE.A.2 - Understand that rewriting an expression in different forms in a problem can shed light on the problem of how the quantities in it are related. Note: Include applying formulas to problem-solving situations. (Major)

CONTENT PURPOSE

• I can explain the difference between linear and nonlinear expressions.
• I can find opposites of terms that include variables.
• I can apply properties of operations to add and subtract linear expressions.

LANGUAGE PURPOSE

I can define and use the term linear expression.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Find sums and differences of linear expressions.

Section 3.3 - The Distributive Property

CONTENT STANDARD(S)

7.EE.A.1 - Apply properties of operations as strategies to add, subtract, factor, and expand expressions with rational coefficients. (Major)

7.EE.A.2 - Understand that rewriting an expression in different forms in a problem can shed light on the problem of how the quantities in it are related. Note: Include applying formulas to problem-solving situations.

CONTENT PURPOSE

• I can explain how to apply to Distributive Property.
• I can use the Distributive Property to simplify algebraic expressions.

LANGUAGE PURPOSE

I can define and use the terms: like terms and distributive property.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Apply the Distributive Property to generate equivalent expressions.

Section 3.4 - Factoring Expressions

CONTENT STANDARD(S)

7.EE.A.1 - Apply properties of operations as strategies to add, subtract, factor, and expand expressions with rational coefficients. (Major)

7.EE.A.2 - Understand that rewriting an expression in different forms in a problem can shed light on the problem of how the quantities in it are related. Note: Include applying formulas to problem-solving situations. (Major)

CONTENT PURPOSE

• I can identify the greatest common factor of terms, including variable terms.
• I can use the Distributive Property to factor algebraic expressions.
• I can write a term as a product involving a given factor.

LANGUAGE PURPOSE

I can define and use the term: factoring an expression.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Factor algebraic expressions.

Section 4.1 - Solving Equations Using Addition or Subtraction

CONTENT STANDARD(S)

7.EE.B.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (Major)

• 4a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.

CONTENT PURPOSE

• I can apply the Addition and Subtraction Properties of Equality to produce equivalent equations.
• I can solve equations using addition or subtraction.
• I can apply equations involving addition or subtraction to solve real-life problems.

LANGUAGE PURPOSE

I can define and use the term: equivalent equations.

SOCIAL PURPOSE

I can define and use the term: equivalent equations.

LEARNING TARGETS

Write and solve equations using addition or subtraction.

Section 4.2 - Solving Equations Using Multiplication and Division

CONTENT STANDARD(S)

7.EE.B.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (Major)

• 4a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.

CONTENT PURPOSE

• I can apply the Multiplication and Division Properties of Equality to produce equivalent equations.
• I can solve equations using multiplication or division.
• I can apply equations involving multiplication or division to solve real-life problems.

LANGUAGE PURPOSE

I can define and use the term: equality.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Write and solve equations using multiplication or division.

Section 4.3 - Solving Two-Step Equations

CONTENT STANDARD(S)

7.EE.B.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (Major)

• 4a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.

CONTENT PURPOSE

• I can apply properties of equality to produce equivalent equations.
• I can solve two-step equations using basic operations.
• I can apply two-step equations to solve real-life problems.

LANGUAGE PURPOSE

I can define and use the terms: properties and operations.

SOCIAL PURPOSE

I can work respectfully and responsibly with my classmates.

LEARNING TARGETS

Write and solve two-step equations.

Section A.1-Solving Multi-Step Equations

(Accelerated Class Only)

CONTENT STANDARD(S)

8.EE.C.7 - Solve linear equations in one variable.

• 7a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). (Major)
• 7b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. (Major) Note: Check understanding of solving equations involving the distributive property (7.EE.A.1 and 7.EE.B.4) and build on prior knowledge.

CONTENT PURPOSE

• Apply properties to produce equivalent equations.
• Solve multi-step equations.
• Use multi-step equations to model and solve real-life problems.

LANGUAGE PURPOSE

none

SOCIAL PURPOSE

I can work respectfully and responsibly with my classmates.

LEARNING TARGETS

Write and solve multi-step equations.

Section A.2-Solving Equations With Variables on Both Sides

(Accelerated Class Only)

CONTENT STANDARD(S)

8.EE.C.7 - Solve linear equations in one variable.

• 7a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). (Major)
• 7b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. (Major) Note: Check understanding of solving equations involving the distributive property (7.EE.A.1 and 7.EE.B.4) and build on prior knowledge.

CONTENT PURPOSE

• Explain how to solve an equation with variables on both sides.
• Determine whether an equation has one solution, no solution, or infinitely many solutions.
• Use equations with variables on both sides to model and solve real-life problems.

LANGUAGE PURPOSE

none

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Write and solve equations with variables on both sides.

Section 4.4 - Writing and Graphing Inequalities

CONTENT STANDARD(S)

7.EE.B.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (Major)

• 4b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.

CONTENT PURPOSE

• I can write word sentences as inequalities.
• I can determine whether a value is a solution to an inequality.
• I can graph the solutions of inequalities.

LANGUAGE PURPOSE

I can define and use the following terms: inequality, solution of an inequality, solution set, and graph of an inequality.

SOCIAL PURPOSE

I can work respectfully and responsibly with my classmates.

LEARNING TARGETS

Write inequalities and represent solutions of inequalities on number lines.

Section 4.5 - Solving Inequalities Using Addition and Subtraction

CONTENT STANDARD(S)

7.EE.B.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (Major)

• 4b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.

CONTENT PURPOSE

• I can apply the Addition and Subtraction Properties of Inequality to produce equivalent inequalities.
• I can solve inequalities using addition or subtraction.
• I can apply inequalities involving addition or subtraction to solve real-life problems.

LANGUAGE PURPOSE

I can define and use the term: equivalent.

SOCIAL PURPOSE

I can work respectfully and responsibly with my classmates.

LEARNING TARGETS

Write and solve inequalities using addition or subtraction.

Section 4.6 - Solving Inequalities Using Multiplication and Division

CONTENT STANDARD(S)

7.EE.B.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (Major)

• 4b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.

CONTENT PURPOSE

• I can apply the Multiplication and Division Properties of Inequality to produce equivalent inequalities.
• I can solve inequalities using multiplication or division.
• I can apply inequalities involving multiplication or division to solve real-life problems.

LANGUAGE PURPOSE

I can define and use the term: equivalent.

SOCIAL PURPOSE

I can work respectfully and responsibly with my classmates.

LEARNING TARGETS

Write and solve inequalities using multiplication or division.

Section 4.7 - Solving Two-Step Inequalities

CONTENT STANDARD(S)

7.EE.B.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (Major)

• 4b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.

CONTENT PURPOSE

• I can apply properties of inequality to generate equivalent inequalities.
• I can solve two-step inequalities using the basic operations.
• I can apply two-step inequalities to solve real-life problems.

LANGUAGE PURPOSE

I can define and use the term: equivalent.

SOCIAL PURPOSE

I can work respectfully and responsibly with my classmates.

LEARNING TARGETS

Write and solve two-step inequalities.

Section 9.5 - Finding Unknown Angle Measures

CONTENT STANDARD(S)

7.G.B.5 - Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

CONTENT PURPOSE

• I can identify adjacent, complementary, supplementary, and vertical angles.
• I can use equations to find unknown angle measures.
• I can find unknown angle measures in real-life situations.

LANGUAGE PURPOSE

I can define and use the terms: adjacent angles, complementary angles, supplementary angles, and vertical angles.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Use facts about angle relationships to find unknown angle measures.

Section 13.1 - Graphing Linear Equations

(Accelerated Class Only)

CONTENT STANDARD(S)

**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. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. (Note: Build on student understanding of constant of proportionality (7.RP.A.2) to build understanding of slope.) (Major)

CONTENT PURPOSE

• I can create a table of values and write ordered pairs given a linear equation.
• I can plot ordered pairs to create a graph of a linear equation.
• I can use a graph of a linear equation to solve a real-life problem.

LANGUAGE PURPOSE

I can define and use the terms: linear equation, and solution of a linear equation.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Graph linear equations.

Section 13.2 - Slope of a Line

(Accelerated Class Only)

CONTENT STANDARD(S)

**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. (Major)

CONTENT PURPOSE

• I can explain the meaning of slope.
• I can find the slope of a line.
• I can interpret the slope of a line in a real-life problem.

LANGUAGE PURPOSE

I can define and use the terms: slope, rise, and run.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Find and interpret the slope of a line.

Section 13.3 - Graphing Proportional Relationships

(Accelerated Class Only)

CONTENT STANDARD(S)

**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. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. (Note: Build on student understanding of constant of proportionality (7.RP.A.2) to build understanding of slope.) (Major)

**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. (Major)

CONTENT PURPOSE

• I can graph an equation that represents a proportional relationship.
• I can write an equation that represents a proportional relationship.
• I can use graphs to compare proportional relationships.

LANGUAGE PURPOSE

I can define and use the term: proportional relationship.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Graph proportional relationships.

Section 13.4 - Graphing Linear Equations in Slope Intercept Form

(Accelerated Class Only)

CONTENT STANDARD(S)

**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. (Major)

CONTENT PURPOSE

• I can identify the slope and y-intercept of a line given an equation.
• I can rewrite a linear equation in slope-intercept form.
• I can use the slope and y-intercept to graph linear equations.

LANGUAGE PURPOSE

I can define and use the terms: x-intercept, y-intercept, and slope-intercept form.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Graph linear equations in slope-intercept form.

Section 13.5 - Graphing Linear Equations in Standard Form

(Accelerated Class Only)

CONTENT STANDARD(S)

**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. (Major)

CONTENT PURPOSE

• I can rewrite the standard form of a linear equation in slope-intercept form.
• I can find intercepts of linear equations written in standard form.
• I can use intercepts to graph linear equations.

LANGUAGE PURPOSE

I can define and use the term: standard form.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Graph linear equations in standard form.

Section 13.6 - Writing Equations in Slope-Intercept Form

(Accelerated Class Only)

CONTENT STANDARD(S)

**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. (Major)

CONTENT PURPOSE

• I can find the slope and the y-intercept of a line.
• I can use the slope and the y-intercept to write an equation of a line.
• I can write equations in slope-intercept form to solve real-life problems.

LANGUAGE PURPOSE

I can define and use the terms: y-intercept and slope-intercept.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Write equations of lines in slope-intercept form.

Section 13.7 - Writing Equations in Point-Slope Form

(Accelerated Class Only)

CONTENT STANDARD(S)

**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.

CONTENT PURPOSE

• I can use a point on a line and the slope to write an equation of the line.
• I can use any two points to write an equation of a line.
• I can write equations in point-slope form to solve real-life problems.

LANGUAGE PURPOSE

I can define and use the term: point-slope form.

SOCIAL PURPOSE

I can work responsibly and respectfully with my classmates.

LEARNING TARGETS

Write equations of lines in point-slope form.