Students are introduced to the idea of a function while using the terms “input” and “output.” They use tables, graphs and equations to represent functions, and describe characteristics of those functions. Specifically, students will identify where functions are increasing or decreasing and coordinate this their understanding of slope or rate of change.

PACING = 4 weeks

Essential Learning Outcomes (ELO)

∎ Students will make sense of the properties and construct viable arguments about the correspondences between input and output values in equations, tables, and graphs.  (8.F.1, 8.F.2) (MP.1, MP.2) 

Learning Targets:

• I can define a function as a rule that assigns to each input exactly one output. (8.F.1)

• I can show the relationship between the inputs and outputs of a function by graphing them as ordered pairs. (8.F.1)

• I can determine the properties of a function written in algebraic form (rate of change, meaning of y-intercept, linear, non-linear). (8.F.3)

• I can determine the properties of a function given the inputs and outputs in a table. (8.F.1)

• I can compare the properties of two functions that are represented in different ways (e.g. an equation, a table, a graph, or verbal representation). (8.F.2)

∎ Students will be able to explain the differences between linear and nonlinear functions.  (8.F.3, 8.F.5) (MP.3) 

Learning Targets:

• I can explain why the equation y=mx+b represents a linear function and interpret the slope and y-intercept in relation to the function. (8.F.3)

• I can give examples of relationships that are nonlinear functions. (8.F.3)

• I can define a table of values as linear or nonlinear. (8.F.5)

∎ Students will determine and interpret the rate of change and initial value of a linear function from tables, graphs, or as modeled by a description.  (8.F.4) (MP.2) 

Learning Targets:

• I can determine the rate of change and initial value of the function from a description of a relationship, two (x,y) values, reading from a table, or reading from a graph. (8.F.4)

• I can 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.4)

• I can explain why the equation y=mx+b represents a linear function and interpret the slope and y-intercept in relation to the function. (8.F.3, 8.F.4)

∎ Students will construct a function to model a linear relationship between two quantities.  (8.F.4, 8.F.5) (MP.1, MP.4, MP.5)  

Learning Targets:

• I can match and sketch precise graphs from function equations or tables. (8.F.4)

• I can write an equation to represent a relationship displayed in a graph or table. (8.F.4)

• I can sketch a graph that exhibits the qualitative features of a function that has been described verbally. (8.F.5)

• I can write a story that describes the functional relationship between two variables depicted on a graph. (8.F.5)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

Use your Daily Math Fluency kit (Hand2Mind)  *This kit was part of the Essential Learning PD week.

This kit has math talks (one problem to collect all of your students' strategies - formative assessment to see if they have efficient strategies) and number strings (pose one problem at a time from a series that is building/practicing ONE strategy, so do NOT collect all strategies).  

*The computational strategies that you practice during number talks does NOT have to align with the core math content.  Number talks are meant to practice fluency strategies, not teach new content.