8th Grade Math: Expressions and Equations

Kilmer Middle School Unit

SED 399-01
Dr. Davis

Table of Contents
Rationale
Why teach this?
Why is it grade-level appropriate?
How will it make students better citizens?
What are the enduring understanding/essential questions?
Connection to Standards
Overview Narrative
What will be taught?
How will the content be taught?
How does this build on the unit that students just completed?
How does the unit connect with what will students learn next?
Considering the Learner
Who will be taught?
What background knowledge do students bring?
Anticipated challenges?
Differentiation?
Misconceptions?
Assessment Plan
Diagnostic Assessment
Ongoing Assessments
Benchmark Assessments
Culminating Assessment
Calendar
Aim/Focus Question
Objectives
Opening/ Do Now
Instructional
Activities & Closing
Relevance to students
Assessments
HW
Lesson Plans

Rationale
This unit follows from the 8th grade expressions and equations standard. By the end of the
unit, students should be able to graph and compare proportional relationships. In addition to this,
student should be able to use the slope-intercept form of the line for graphing a given equation
using its slope and y-intercept. This means that once this unit has been taught over the course of
nine days, students should be ready to begin working with equations not in slope-intercept form,
which requires both the simplification of algebraic expressions, as well as solving for x in an
equation. While the primary reason for teaching this material is to prepare the students for
Algebra, where they will be manipulating not just linear, but also quadratic equations, this unit
also serves to teach valuable mathematical abilities outlined in the Mathematical Practice
Standards. These skills include: reasoning abstractly and quantitatively, modeling with
mathematics, using appropriate tools strategically, making sense of problems and persevering in
solving them, and lastly, constructing viable arguments and critiquing the reasoning of others.
All of these skills are not just valuable in the world of mathematics, but also out in the real
world, where problems are encountered each and every day that can be solved by thinking
mathematically. Once these students enter high school, they will all end up taking algebra, be it
in freshman or sophomore year. Learning this material now will give them a solid foundation to
tackle algebra with. The varied use of proportional relationships and slope in this unit will
prepare these students for when they make that big transition to high school.
The enduring understandings of this unit are as follows: Teach students to analyze
proportional relationships and represent them using graphic representations; teach students to use
the slope-intercept form of the line to graph equations. There are multiple objectives that stem
from this overarching theme. To start, students will graph proportional relationships, interpreting
the unit rate as the slope of the graph, as well as compare two different proportional relationships
represented in different ways. Following this, students will use similar triangles to explain why
the slope is the same between any two distinct points on a non-vertical line in the coordinate
plane. Lastly, the students will derive the equation y=mx for a line through the origin and the
equations y=mx+b for a line intercepting the vertical axis at b. This all sets the stage for what
comes next.
Following this unit on proportional relationships and slope-intercept form, the class will
begin a new unit also centering around the expressions and equations standard. This next unit

will involve solving linear equations for a variable. To start out, students will both explore the
meaning behind an equal sign and be able to define a variable as a placeholder. Although these
students should have at least been introduced to variables in their previous years of math, this
next unit will start out with a review of what exactly a variable is in order to activate prior
knowledge. What come next are the steps for interpreting and solving linear equations in one
variable. Once this has been communicated, the next class will be spent analyzing special cases
of linear equations in which there are zero, exactly one, or infinitely many solutions for a given
variable. To close out this next unit, students will bring everything together to interpret and solve
linear equations in one variable with rational number coefficients, including equations whose
solutions require expanding expressions using the distributive property and collecting like terms.
This closes out the expressions and equations standards for the 8th grade as dictated by the
Common Core State Standards for Mathematics.

Connection to Standards
Common Core Standard
CCSS.MATH.CONTENT.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.

How will students meet this standard?

Students will use their prior knowledge of
modeling a proportional relationship with a
table to then create a graphical representation.
2 full class periods will be devoted to the
concept of graphing these relationships and
interpreting the slope as the change in y-values
over the change in x-values, also referred to as
the unit rate. Students will be encouraged to
use the units given in the problems to model
the slope, rather than by assigning variables.
Students need to understand, for example, why
the change in number of cookies corresponds
to the cost in dollars; the formulas can come
later.
As for comparing proportional relationships, at
least 2 full classes will be devoted to this
topic. First the students must learn how to
move between the three representations of
proportional relationships
(graph/table/equation). Then, they can put
both relationships into the same representation
and ultimately compare them using the rate of
change/unit rate/slope.

CCSS.MATH.CONTENT.8.EE.B.6

One full lesson will be devoted to the concept

of showing the slope is the same between any
two distinct points using similar triangles.
Use similar triangles to explain why the
slope m is the same between any two distinct Now that students know how to graph a
proportional relationship, given a table of
points on a non-vertical line in the
coordinate plane; derive the equation y = mx values (or a means to create their own table),
they can then analyze the idea of slope and
for a line through the origin and the
why the slope is the same for any two distinct
equation y = mx + b for a line intercepting
points through graphing by hand in class and
the vertical axis at b.
on exit tickets.
As for deriving the slope-intercept form,
students will also be asked frequently to
identify whether a problem can be represented
by an equation in the form y=mx or y=mx+b,

before starting each graphing problem to get

them into the habit of recognizing this at a
glance. The class will also do several
examples to demonstrate how one would know
if a graph is going to have an equation in the
form y=mx or y=mx+b.

Overview Narrative
Throughout this unit, students will acquire skills relating to proportional relationships,
as well as the slope-intercept form of the line. To precede this end goal, students will graph
proportional relationships, interpreting the unit rate as the slope of the graph. While they have
already created tables based on given data and found the unit rate, they have not yet worked with
connecting this material to a graphic representation. Once the graphing has begun, students will
then use similar triangles to explain why the slope is the same between any two distinct points on
a non-vertical line in the coordinate plane. From here, students will also compare proportional
relationships in different representations by using the unit rate/slope. Finally, they will move on
to both deriving and using the Slope-Intercept Form of the line. This subject matter relates to the
8th grade Common Core Standards for Mathematics, specifically the standard concerning
expressions and equations. In the following two weeks, students will strive to increase their
mathematical ability, specifically with proportional reasoning and graphic representations. The
content within this unit will be relayed to students through the use of guided notes, various
worksheets to be done in class, and projects (such as the Stained Glass Window project to be
discussed later). Throughout this unit, specifically when learning about graphing proportional
relationships, the teacher will use both the smart board and dynamic graphing software to
demonstrate the relationships between proportions.
The students are currently learning how to create tables that model proportional
relationships given word problems. This prior knowledge of tables, as well as the idea of unit
rate, will be applied when learning to graph and interpret visual representations of data. Thus,
this new unit will pick up right where the last one will leave off. While the students encountered
the use of variables in 6th grade, they will most likely need to be re-taught the basics, as they tend
to forget material when it hasnt been used in two years; thus, significant time will be allotted for
this.
The unit that comes next will introduce expressions and equations in one variable and
ask the students to both simplify and solve for a variable. Once that has been taught, students
will then move on to solving systems of equations using elimination and substitution. As it
happens, the use of the Slope-Intercept Form will assist students when working with equations in
terms of x, since the idea of an equation, as well as the x and y variables associated with it, have
already been introduced. The knowledge that these students will have of graphing after

completing my unit will also make the solving of systems of equations using graphing much
simpler than it would have been otherwise. What comes after this material is functions, which
students will already have prior knowledge of, even if they do not know it, due to the graphing
that we will have done in class, inputting a value for x and getting out a value for y.

Considering the Learner

This unit will be taught to an 8th grade general education math class and is tailored to
students who are following the Common Core Standards of Mathematics. This particular unit
coincides with the 8th grade standards that revolve around expressions and equations. Therefore,
the expected students will be in the 8th grade, around the age of thirteen or fourteen. These
students will be expected to have learned prior mathematical content covered in their 6th grade
and 7th grade mathematics classes. This includes knowledge on how to use mathematical
properties to generate equivalent expressions, knowing how to effectively utilize a strategy to
expand linear expressions with rational coefficients, and how to write equivalent expressions to
express the relationship between certain quantities. At this point, students should be able to think
about what they have learned, how it relates to their problem at hand, and strategically choose a
method to solve it. Students should also know how to participate in group activities and express
their ideas using proper terminology. That being said, not all learners are at this level. The
majority of these students are below grade level when it comes to math. Most students choose
not to pay attention in class and then end up suffering when it comes to examinations. Because of
this, they also seem to have difficulty retaining information they have just been taught. With this
group of students, the teacher must move at an extremely slow pace because not only are
students finding it difficult to grasp new material, but they are also chronically absent, which
creates a struggle in keeping everyone on the same page.
Concerning the 8th grade Common Core Standards, prior to this unit students should
know how to solve real-life and mathematical problems through the use of numerical and
algebraic expressions and equations, be able to work with radicals and numerical exponents, and
should be able to make connections between proportional relationships, lines, and linear
equations. Anticipated challenges prior to the beginning of the lesson revolve around not having
a sound foundation of learned concepts or having a faulty understanding altogether. In other
words, as stated previously, these students tend to have trouble recalling material that they have
just learned, so the new material being taught must be constantly related back to the previous
unit so that the students see the connection. Many students also will walk into class, seeing the
Do Now on the board and saying, I dont know how to do this, without even reading the whole
problem. This leads one to believe there is a lack of motivation in the classroom. There are some
anticipated challenges associated with this unit, the most prominent challenge revolving around

the fact that not every student learns mathematics the same way. While some students may thrive
in a math class using manipulatives, others may not function the same way and may end up
performing worse than they would have otherwise. A way to combat this would be to accept
different learning styles and allow students who are having difficulties with the manipulatives to
either try another manipulative or take on a more formal way of solving a problem.
There are multiple ways for the teacher to differentiate this unit both to slower learners
and those that are more advanced. The most obvious way is to come together and pair the higher
and lower performing students every now and then as a check for understanding. Not only does
this help the lower performing students by having their peer explain a concept to them in their
own words, but it also benefits the higher performing students by allowing them an opportunity
to become an expert on the material at hand so that they can relay it to their peers. This technique
serves as a means to narrow the gap between highest and lowest performing individuals.
Differentiation will also come in the form of different levels of mathematical problems. For
example, while the baseline students may complete a full worksheet as part of an activity, the
lower performing students may complete only the first half. Then, there are the early finisher
students who may be given an additional set of problems to practice while the rest of the class
catches up. Each lesson will be catered specifically to the needs of the students.
Quite a few common misconceptions exist that are associated with this standard
concerning the representation of proportional relationships via graphs, equations, and tables. The
following are just a few from this list. It is anticipated that students will mix up the x- and y-axis
when graphing on a coordinate plane and end up graphing the relationship backwards, for
starters. Going off of this, it has been observed that this particular group of students is afraid to
plot points on either the x- or y-axis. In other words, when students have been asked to plot
points on both of these axes in the past, they have plotted them right next to the axis for some
reason. This will also become a misconception when graphing lines in the Slope-Intercept Form,
because the process involves the plotting of a y-intercept, which lies directly on the axis. Another
misconception is observed when students label their graphs, both with the values and the titles.
When it comes to the values, students have been found to be inconsistent with their labeling. In
other words, if they decide to count by 5, then they must do that for the entire axis. These
students have been known to go from 5 to 10 to 20 in only three tic marks and this creates a
faulty graph. When it comes to labeling the titles, students simply seem to forget this step and it

makes their graph unclear to whoever has to read it. To help students combat this, plenty of time
in class will be spent going over the importance of labeling graphs correctly. While there are
other misconceptions associated with this unit, the aforementioned are the most