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Connecticut Curriculum Design Unit Planning Organizer
Grade 8 Mathematics
Unit 4 - Linear Relationships
1
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.
Pacing: 5 weeks (plus 1 week for reteaching/enrichment)
Mathematical Practices
Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for quality teaching and learning.
Practices in bold are to be emphasized in the unit.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Domain and Standards Overview
Expressions and Equations
Understand the connections between proportional relationships, lines, and linear equations.
Analyze and solve linear equations
Functions
Define, evaluate, and compare functions.
Use functions to model relationships between quantities.
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Connecticut Curriculum Design Unit Planning Organizer
Grade 8 Mathematics
Unit 4 - Linear Relationships
2
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.
Priority and Supporting CCSS
Explanations and Examples*
8.EE.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.
8.EE.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..
8. EE.5. Using graphs of experiences that are familiar to students increases accessibility and supports
understanding and interpretation of proportional relationship. Students are expected to both sketch and
interpret graphs.
Example:
• Compare the scenarios to determine which represents a greater speed. Include a description of each
scenario including the unit rates in your explanation.
8.EE.6. Example:
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Connecticut Curriculum Design Unit Planning Organizer
Grade 8 Mathematics
Unit