Orange Public Schools

Office of Curriculum & Instruction

2019-2020 Mathematics Curriculum Guide

8th Grade Mathematics

Illustrative Mathematics – Unit 4: Linear Equations & Linear Systems
December 9, 2019 – January 15, 2020

Board Approved: 1.14.2020

 ORANGE TOWNSHIP BOARD OF EDUCATION
Tyrone Tarver
President
Brenda Daughtry
Vice President

Members
Guadalupe Cabido Sueann Gravesande Derrick Henry
Shawneque Johnson Cristina Mateo Siaka Sherif
Jeffrey Wingfield

SUPERINTENDENT OF SCHOOLS
Gerald Fitzhugh, II, Ed.D.

BUSINESS ADMINISTRATOR/BOARD SECRETARY

Adekunle O. James

EXECUTIVE DIRECTOR OF HUMAN RESOURCES

Glasshebra Jones-Dismuke

DIRECTORS
Karen Harris, English Language Arts/Testing Shelly Harper, Special Services
Tina Powell, Ed.D., Math/Science Terri Russo,D.Litt., Curriculum & Instruction

SUPERVISORS
Olga Castellanos, Math (K-4) Janet McCloudden, Ed.D., Special Services
Meng Li Chi Liu, Math (9-12) Rosa Lazzizera, ELA (3-7) & Media Specialist
Daniel Ramirez, Math (5-8) Adrianna Hernandez, ELA (K-2) & Media Specialist
Donna Sinisgalli, Visual & Performance Arts Frank Tafur, Guidance
Kurt Matthews, ELA (8-12) & Media Specialist Henie Parillon, Science (K-12)
Linda Epps, Social Studies (5-12) /Tech Coordinator Caroline Onyesonwu, Bilingual/ESL & World Lang
Tia Burnett, Testing David Aytas, STEM Focus (8-12)
Jahmel Drakeford, CTE (K-12)/Health & Phys Ed Amina Mateen, Special Services

PRINCIPALS
Faith Alcantara, Heywood Avenue School Jason Belton, Orange High School
Yancisca Cooke, Ed.D., Forest St. Comm School Jacquelyn Blanton, Orange Early Childhood Center
Robert Pettit, Cleveland Street School (OLV) Dana Gaines, Orange Prep Academy
Cayce Cummins, Ed.D., Newcomers Academy Myron Hackett, Ed.D., Park Ave. School
Debra Joseph-Charles, Ed.D.,Rosa Parks Comm School Karen Machuca, Scholars Academy
Denise White, Oakwood Ave. Comm School Erica Stewart, Ed.D., STEM Academy
Frank Iannucci, Jr., Lincoln Avenue School

ASSISTANT PRINCIPALS
Carrie Halstead, Orange High School Nyree Delgado, Forest Street Comm School
Mohammed Abdelaziz, Orange High/Athletic Director Devonii Reid, EdD., STEM Academy
Oliverto Agosto, Orange Prep Academy Joshua Chuy, Rosa Parks Comm School
Terence Wesley, Rosa Parks Comm School Gerald J. Murphy, Heywood Ave School
Samantha Sica-Fossella, Orange Prep. Academy Shadin Belal, Ed. D. Orange Prep Academy
Kavita Cassimiro, Orange High School April Stokes, Park Avenue School
Lyle Wallace, Twilight Program Noel Cruz, Dean of Students/Rosa Parks Comm School
Isabel Colon, Lincoln Avenue School Patrick Yearwood, Lincoln Avenue School
From the New Jersey Student Learning Standards:

In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about
expressions and equations, including modeling an association in bivariate data with a linear equation, and
solving linear equations and systems of linear equations; (2) grasping the concept of a function and using
functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures
using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean
Theorem.

1. Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of
problems. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y =
mx + b), understanding that the constant of proportionality (m) is the slope, and the graphs are lines
through the origin. They understand that the slope (m) of a line is a constant rate of change, so that if the
input or x-coordinate changes by an amount A, the output or y-coordinate changes by the amount m·A.
Students also use a linear equation to describe the association between two quantities in bivariate data
(such as arm span vs. height for students in a classroom). At this grade, fitting the model, and assessing its fit
to the data are done informally. Interpreting the model in the context of the data requires students to
express a relationship between the two quantities in question and to interpret components of the
relationship (such as slope and y-intercept) in terms of the situation.

Students strategically choose and efficiently implement procedures to solve linear equations in one variable,
understanding that when they use the properties of equality and the concept of logical equivalence, they
maintain the solutions of the original equation. Students solve systems of two linear equations in two
variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same
line. Students use linear equations, systems of linear equations, linear functions, and their understanding of
slope of a line to analyze situations and solve problems.

2. Students grasp the concept of a function as a rule that assigns to each input exactly one output. They
understand that functions describe situations where one quantity determines another. They can translate
among representations and partial representations of functions (noting that tabular and graphical
representations may be partial representations), and they describe how aspects of the function are
reflected in the different representations.

3. Students use ideas about distance and angles, how they behave under translations, rotations, reflections,
and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures
and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a
straight line and that various configurations of lines give rise to similar triangles because of the angles
created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean
Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by
decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances
between points on the coordinate plane, to find lengths, and to analyze polygons. Students complete their
work on volume by solving problems involving cones, cylinders, and spheres.
Major Work Supporting Content Additional Content
Table of Contents
I. Unit Overview p. 1-2

II. Pacing Guide p. 3

III. Pacing Calendar p. 4-5

IV. NJSLA Assessment Evidence Statement p. 6-9

V. Differentiated Instruction p. 10

VI. Vocabulary p. 11

VII. Assessment Framework p. 12

VIII. Performance Tasks p. 13-16

IX. Modifications p. 17-20

X. Core Instruction & Supplemental Resources p. 21-24

References
“Illustrative Mathematics” Open Up Resources. 2018
<https://auth.openupresources.org/register/complete>
 th
8 Grade Unit 4: Linear Equations and Linear Systems

I. Unit Overview
The unit begins with a lesson on “number puzzles” in which students are shown a
number line diagram that displays numerical changes (e.g., as in grade 7 work with
signed numbers) and asked to write descriptions of situations and equations that the
diagram could represent. Students are then given descriptions of situations in which an
unknown quantity is linearly related to a combination of known quantities and asked to
determine the unknown quantities in any way they can, e.g., using diagrams or writing
equations.

In the second and third sections of the unit, students write and solve equations,
abstracting from contexts (MP2) to represent a problem situation, stating the meanings
of symbols that represent unknowns (MP6), identifying assumptions such as constant
rate (MP4), selecting methods and representations to use in obtaining a solution (MP5),
reasoning to obtain a solution (MP1), interpreting solutions in the contexts from which
they arose (MP2) and writing them with appropriate units (MP6), communicating their
reasoning to others (MP3), and identifying correspondences between verbal
descriptions, tables, diagrams, equations, and graphs, and between different solution
approaches (MP1).

The second section focuses on linear equations in one variable. Students analyze
“hanger diagrams” that depict two collections of shapes that balance each other.
Assuming that identical shapes have the same weight, they decide which actions of
adding or removing weights preserve that balance. Given a hanger diagram that shows
one type of shape with unknown weight, they use the diagram and their understanding
of balance to find the unknown weight. Abstracting actions of adding or removing
weights that preserve balance (MP7), students formulate the analogous actions for
equations, using these along with their understanding of equivalent expressions to
develop algebraic methods for solving linear equations in one variable. They analyze
groups of linear equations in one unknown, noting that they fall into three categories:
no solution, exactly one solution, and infinitely many solutions. They learn that any one
such equation is false, true for one value of the variable, or (using properties of
operations) true for all values of the variable. Given descriptions of real-world
situations, students write and solve linear equations in one variable, interpreting
solutions in the contexts from which the equations arose.

The third section focuses on systems of linear equations in two variables. It begins with
activities intended to remind students that a point lies on the graph of a linear equation
if and only if its coordinates make the equation true. Given descriptions of two linear
relationships students interpret points on their graphs, including points on both graphs.
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8 Grade Unit 4: Linear Equations and Linear Systems

Students categorize pairs of linear equations graphed on the same axes, noting that
there are three categories: no intersection (lines distinct and parallel, no solution),
exactly one intersection (lines not parallel, exactly one solution), and same line
(infinitely many solutions).

Essential Questions

 Why is “Order of Operations” important to know and understand when solving an

equation?
 Why is it useful to graph two linear equations to find a solution for x?

Enduring Understanding

 When solving an equation for x, there are rules of algebra that must be followed.
 Reconfiguring an equation using the distributive property or combining like terms are
useful when solving for x.
 The intersection of two linear equations is a solution set that is true for both equations.
 Linear equations in one variable have one solution, infinitely many solutions or no
solutions.
 Linear equations can be expanded and simplified using the distributive property and
combining like terms.

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8 Grade Unit 4: Linear Equations and Linear Systems

II. Pacing Guide

Activity New Jersey State Estimated
Learning Standards Time
(NJSLS) (Blocks)
6.EE.A.3, 6.EE.A.3,
Unit 4 Pre-Unit Assessment Optional 6.EE.B.7, 7.EE.B.4.a, ½
6.EE.B.5
Lesson 1: Number Puzzles 8.EE.C.7 1
Lesson 2: Keeping the Equation Balanced 8.EE.C 1
Lesson 3: Balanced Moves 8.EE.C, 8.EE.C.7 1
Lesson 4: More Balanced Moves 8.EE.C, 8.EE.C.7 1
Lesson 5: Solving Any Linear Equation 8.EE.C, 8.EE.C.7 1
Lesson 6: Strategic Solving 8.EE.C, 8.EE.C.7.b 1
Lesson 7: All, Some or No Solutions 8.EE.C.7.a 1
Lesson 8: How Many Solutions? 8.EE.C.7.a 1
Lesson 9: When Are They the Same? 8.EE.C.8 1
Lesson 10: On or Off the Line? 8.EE.C.8 1
Lesson 11: On Both of the Lines 8.EE.C.8 1
8.EE.C.8, 8.EE.C.8.a,
Lesson 12: Systems of Equations 1
8.EE.C.8.b
Lesson 13: Solving Systems of Equations 8.EE.C.8, 8.EE.C.8.a 1
Lesson 14: Solving More Systems 8.EE.C.8 1
Lesson 15: Writing Systems of Equations 8.EE.C.8.c 1
Lesson 16: Solving Problems with Systems of Equations
8.EE.C.8 1
(Project Based Learning)
Performance Task 8.EE.C.8 ½
8.EE.C, 8.EE.C.8.b,
Unit 4 End of Unit Assessment Optional 8.EE.C.8.a, 8.EE.C.8, 1
8.EE.C.7, 8.EE.C.8.c
Total Time 18 Blocks
8.EE.B.5, 8.EE.B.6,
Grade 8 Interim Assessment 2 1
8.EE.C.7

Major Work Supporting Content Additional Content

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8 Grade Unit 4: Linear Equations and Linear Systems

III. Pacing Calendar

Please complete the pacing calendar based on the suggested pacing (see Pacing Guide on page 2).

DECEMBER
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

4
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8 Grade Unit 4: Linear Equations and Linear Systems

Please complete the pacing calendar based on the suggested pacing (see Pacing Guide on page 2).

JANUARY
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

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8 Grade Unit 4: Linear Equations and Linear Systems

IV. NJSLA Assessment Evidence Statements

Type I Type II Type III
NJSLS Evidence Statement Clarification Math Calculator
Practices ?
8.EE.7b Solve linear equations in one i) Tasks do not have a
variable. context.
b. Solve linear equations with
rational number coefficients,
MP. 6
including equations whose
MP. 7 No
solutions require expanding
expressions using the
distributive property and
collecting like terms

8.EE.8a Analyze and solve pairs of i) Tasks do not have a

simultaneous linear equations. context.
a. Understand that solutions to
a system of two linear MP. 2
equations in two variables MP. 5
No
correspond to points of MP. 6
intersections of their graphs, MP. 7
because points of intersection
satisfy both equations
simultaneously.
8.EE.8b-1 Analyze and solve pairs of i) An equal number of
simultaneous linear equations. tasks have:
b. Solve systems of two linear  a zero coefficient, e.g.,
equations in two variables as in the system -s +
algebraically (3/4)t = 2, t = 6, or;
 non-zero whole-
number coefficients,&
whole-number
solutions, or;
 non-zero whole-
MP. 1
number coefficients, &
at least one fraction
MP. 6
No
among the solutions,or; MP. 7
 non-zero integer
coefficients (with at
least one coefficient
negative), or;
 non-zero rational
coefficients (with at
least one coefficient
negative and at least
one coefficient a non-
integer).
6
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8 Grade Unit 4: Linear Equations and Linear Systems
i) An equal number of
tasks have:
 a zero coefficient, e.g.,
as in the system -s +
(3/4)t = 2, t = 6, or;
 non-zero whole-
number coefficients,
and whole-number
solutions, or;
Analyze and solve pairs of  non-zero whole-
simultaneous linear equations. number coefficients, MP. 5
b. Estimate solutions [to and at least one MP. 6
8.EE.8b-2 No
systems of two linear equations fraction among the MP. 7
in two variables] by graphing solutions, or;
the equations.  non-zero integer
coefficients (with at
least one coefficient
negative), or;
 non-zero rational
coefficients (with at
least one coefficient
negative and at least
one coefficient a non-
integer).
i) Tasks have whole
number or integer
coefficients, one coefficient
in either or both equations
possibly zero.
ii) Equal number of tasks
involve:
 inconsistent systems,
where the
Analyze and solve pairs of inconsistency is
simultaneous linear equations. plausibly visible by
b. Solve simple cases [of inspection as in the
systems of two linear equations italicized example, or;
8.EE.8b-3 in two variables] by inspection.  degenerate systems MP. 7 No
For example, 3x + 2y = 5 and (infinitely many
3x + 2y = 6 have no solution solutions), where the
because 3x + 2y cannot degeneracy is plausibly
simultaneously be 5 and 6. visible by inspection,
as for example in 3x +
3y = 1, 6x + 6y = 2, or;
 systems with a unique
solution and one
coefficient zero, where
the solution is plausibly
visible by inspection,
as for example in y = 1,
3x + y = 1.
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8 Grade Unit 4: Linear Equations and Linear Systems
iii) Tasks assess solving by
inspection.
Analyze and solve pairs of i) Tasks may have three
simultaneous linear equations. equations, but students
c. Solve real-world and are only required to
mathematical problems leading analyze two equations at
to two linear equations in two a time. MP. 1
variables. For example, given MP. 5
8.EE.8c No
coordinates for two pairs of MP. 6
points, determine whether the MP. 7
line through the first pair of
points intersects the line
through the second pair.

Understand that a two- i) Tasks do not have a

dimensional figure is congruent context.
to another if the second can be ii) Figures may be drawn
obtained from the first by a in the coordinate plane,
sequence of rotations, but do not include the
reflections, and translations; use of coordinates. No
given two congruent figures, MP. 2
8.EE.C.Int.1 iii) Tasks require
describe a sequence that MP. 7
students to make
exhibits the congruence
between them. connections between
congruence and
transformations.

Base reasoning on the principle

that the graph of an equation in
two variables is the set of all its MP. 2
solutions plotted in the MP. 3
8.C.1.2 coordinate plane. - MP. 5 Yes
Content Scope: Knowledge and MP. 6
skills articulated in 8.EE.8a MP. 7

Given an equation or system of i) Tasks may have three

equations, present the solution equations, but students
steps as a logical argument are only required to
that concludes with the set of analyze two equations at MP.3 Yes
8.C.2 solutions (if any). a time. MP.6
Content Scope: Knowledge and
skills articulated in 8.EE.7a,
8.EE.7b, 8.EE.8b

8
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8 Grade Unit 4: Linear Equations and Linear Systems
Present solutions to multi-step
problems in the form of valid
chains of reasoning, using
symbols such as equals signs
appropriately (for example,
rubrics award less than full
credit for the presence of MP. 1
nonsense statements such MP. 2
8.C.4.1 - MP. 3 Yes
as 1 + 4 = 5 + 7 = 12, even if
the final answer is correct), or MP. 6
identify or describe errors in MP. 7
solutions to multi-step problems
and present corrected
solutions.
Content Scope: Knowledge and
skills articulated in 8.EE.8c

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8 Grade Unit 4: Linear Equations and Linear Systems

V. Differentiated Instruction

Supporting English Language Learners

The purpose of this document is to nudge the field forward by offering support to the next generation of
mathematics learners and by challenging persistent assumptions about how to support and develop students’
disciplinary language. The goal is to provide guidance to mathematics teachers for recognizing and supporting
students’ language development processes in the context of mathematical sense making. UL/SCALE provides a
framework for organizing strategies and special considerations to support students in learning mathematics
practices, content, and language. The framework is intended to help teachers address the specialized
academic language demands in math when planning and delivering lessons, including the demands of reading,
writing, speaking, listening, conversing, and representing in math (Aguirre & Bunch, 2012). Therefore, while
the framework can and should be used to support all students learning mathematics, it is particularly well-
suited to meet the needs of linguistically and culturally diverse students who are simultaneously learning
mathematics while acquiring English.
For more information, click the link below:
Supporting ELL Learners

Supporting Students with Disabilities

The philosophical stance that guided the creation of these materials is the belief that with proper structures,
accommodations, and supports, all children can learn mathematics. Lessons are designed to maximize access
for all students and include additional suggested supports to meet the varying needs of individual students.
While the suggested supports are designed for students with disabilities, they are also appropriate for many
children who struggle to access rigorous, grade-level content. Teachers should use their professional judgment
about which supports to use and when, based on their knowledge of the individual needs of students in their
classroom.
For more information, click the link below:
Supporting Students with Disabilities

10
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8 Grade Unit 4: Linear Equations and Linear Systems

VI. Vocabulary

Constant Term In an expression like 5x+2 the number 2 is called the constant term because
it doesn't change when x changes.

Systems of A system of equations is a set of equations where you want to find a

Equations solution that makes all the equations true at the same time. In these
materials it is a pair of two linear equations in two variables.

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8 Grade Unit 4: Linear Equations and Linear Systems

VII. Assessment Framework

Unit 4 Assessment Framework

Assessment NJSLS Estimated Format Graded
Time ?
Pre-Unit Diagnostic 6.EE.A.3, 6.EE.A.3, ½ Block Individual Yes
Assessment 6.EE.B.7, 7.EE.B.4.a, (No Weight)
(Beginning of Unit – Optional) 6.EE.B.5
Illustrative Mathematics
End-of-Unit Assessment 8.EE.C, 8.EE.C.8.b, 1 Block Individual Yes
(End of Unit – Optional) 8.EE.C.8.a,
Illustrative Mathematics 8.EE.C.8, 8.EE.C.7,
8.EE.C.8.c
Grade 8 Interim Assessment 2 8.EE.B.5, 8.EE.B.6, 1 Block Individual Yes
(Early January) 8.EE.C.7
iReady Standards Mastery

Unit 4 Performance Assessment Framework

Assessment NJSLS Estimated Format Graded
Time ?
Unit 4 Performance Task 1 8.EE.C.8 ½ Block Individual Yes; Rubric
(Mid-January)
Fixing the Furnace
Unit 4 Performance Task 8.EE.C.8 Teacher Teacher Yes, if
Option 1 Discretion Discretion administered
(Optional)
Kimi and Jordan
Extended Constructed Dependent on unit of Up to 30 Individual Yes; Rubric
Response (ECR)* study & month of minutes
(click here for access) administration

* Use the following links to access ECR protocol and district assessment scoring documents:
 Assessment & Data in Mathematics Bulletin
 Extended Constructed Response Protocol

12
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8th Grade: Unit 4 Performance Task
8 Grade Unit 4: Linear Equations and Linear Systems

Name ________________________ Block ______ Date __________

Fixing the Furnace (8.EE.C.8)

Ivan’s furnace has quit working during the coldest part of the year, and he is eager to get it fixed. He
decides to call some mechanics and furnace specialists to see what it might cost him to have the
furnace fixed. Since he is unsure of the parts he needs, he decides to compare the costs based only
on service fees and labor costs. Shown below are the price estimates for labor that were given to him
by three different companies. Each company has given the same time estimate for fixing the furnace.

 Company A charges $35 per hour to its customers.

 Company B charges a $20 service fee for coming out to the house and then $25 per hour for
each additional hour.
 Company C charges a $45 service fee for coming out to the house and then $20 per hour for
each additional hour.

For which time intervals should Ivan choose Company A, Company B, Company C? Support
your decision with sound reasoning and representations. Consider including equations, tables,
and graphs.

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8 Grade Unit 4: Linear Equations and Linear Systems
8th Grade Fixing the Furnace Name: ___________________ Date: ___________
NJSLS: 8.EE.C.8 Type:____________________ Teacher: ____________

SOLUTION

a. Student models each company’s cost with a graph and/or equations.

b. Student accurately determines for how many hours each company has the same total charge
as the others.
c. Student accurately justifies for which number of hours each company is the least expensive.

Level 5: Level 4: Level 3: Level 2: Level 1:

Distinguished Strong Moderate Partial No
Command Command Command Command Command
Clearly constructs Clearly constructs Clearly constructs Constructs and The student
and communicates a and communicates a and communicates communicates an shows no
complete response complete response a complete incomplete work or
based on concrete based on concrete response based response based justification.
referents provided in referents provided in on concrete on concrete
the prompt or the prompt or referents provided referents
constructed by in the prompt or provided in the
constructed by the
the student such as constructed by the prompt such as:
student such as
diagrams that are student such as diagrams,
diagrams that are connected to a diagrams that are number line
connected to a written (symbolic) connected to a diagrams or
written (symbolic) method, number line written (symbolic) coordinate plane
method, number line diagrams or method, number diagrams, which
diagrams or coordinate plane line diagrams or may include:
coordinate plane diagrams, including: coordinate plane  a faulty
diagrams, including:  a logical diagrams, approach
 a logical approach including: based on a
approach based based on a  a logical, but conjecture
on a conjecture conjecture incomplete, and/or stated
and/or stated and/or stated progression of assumptions
assumptions steps  An illogical
assumptions
 a logical and  minor and
 a logical and complete calculation Incomplete
complete progression of errors progression of
progression of steps  partial steps
steps  complete justification of  major
 complete justification of a a conclusion calculation
justification of a conclusion with  a logical, but errors
conclusion with minor incomplete,  partial
minor conceptual error progression of justification of
computational steps a conclusion
error

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8 Grade Unit 4: Linear Equations and Linear Systems
8th Grade Fixing the Furnace – Scoring Guide
Answer
Let x be the number of hours it takes to fix the furnace, and y the cost in dollars of fixing the furnace. Company
A's cost can be modeled with the equation y=35x, company B's with the equation y=25x+20, and company C's
with the equation y=20x+45.

Graphing the equations helps students visualize the solution.

To find the solution algebraically, consider each pair of equations as a system. Let x be the number of hours it
takes to repair the furnace and y be the cost of the repair (without parts).

To find the number of hours for which company A and company B cost the same, consider y=35x and
y=25x+20. Substituting for y, we get 35x=25x+20. The solution to this equation gives the number of hours for
which company A and company B cost the same. Solving this equation, we find that the cost of company A and
company B is the same for 2 hours of labor. The cost is $70.

To find the number of hours for which company A and company C cost the same, consider y=35x and
y=20x+45. Substituting for y, we get 35x=20x+45. Solving this equation, we find that the cost of company A and
company C is the same for 3 hours labor, for a total cost of $105.

To find the number of hours for which company B and company C cost the same, consider y=25x+20 and
y=20x+45. Substituting for y, we get 25x+20=20x+45. Solving this equation, we find that the cost of company B
and company C is the same for 5 hours labor, for a total cost of $145.

Some additional substitution of values shows that company C is $15 more expensive than A and B at 2 hours.
Company B is $10 less than A and C at 3 hours. And company A is $30 more expensive at 5 hours than
companies B and C.

As before, we found that company A is the least expensive up to a time of 2 hours, at which point company A
and B are the same cost. From 2 hours to 5 hours, company B is the least expensive, and at 5 hours company B
and C both cost $145. For more than 5 hours, Company C will be the least expensive.

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8th Grade: Unit 4 Performance Task Option 1
8 Grade Unit 4: Linear Equations and Linear Systems

Name ________________________ Block ______ Date __________

Kimi and Jordan (8.EE.C.8)

Kimi and Jordan are each working during the summer to earn money in addition to their weekly
allowance, and they are saving all their money. Kimi earns $9 an hour at her job, and her allowance is
$8 per week. Jordan earns $7.50 an hour, and his allowance is $16 per week.

a) Complete the two tables shown below.

Number of hours worked in a week, h 0 1 2 3 4 5 6 7

Kimi’s weekly total savings, K

Number of hours worked in a week, h 0 1 2 3 4 5 6 7

Jordan’s weekly total savings, J

b) Write an equation that can be used to calculate the total of Kimi's allowance and job
earnings at the end of one week given the number of hours she works.

c) Write an equation that can be used to calculate the total of Jordan's allowance and job
earnings at the end of one week given the number of hours worked.

d) Sketch the graphs of your two equations on one pair of axes.

e) Jordan wonders who will save more money in a week if they both work the same number of
hours. Write an answer for him.

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8 Grade Unit 4: Linear Equations and Linear Systems

IX. Modifications
Special Education/ 504: English Language Learners:

-Adhere to all modifications and health concerns - Use manipulatives to promote conceptual
stated in each IEP. understanding and enhance vocabulary usage
-Give students a MENU options, allowing students to - Provide graphic representations, gestures,
pick assignments from different levels based on drawings, equations, realia, and pictures during all
difficulty. segments of instruction
-Accommodate Instructional Strategies: reading - During i-Ready lessons, click on “Español” to hear
aloud text, graphic organizers, one-on-one specific words in Spanish
instruction, class website (Google Classroom), - Utilize graphic organizers which are concrete,
handouts, definition list with visuals, extended time pictorial ways of constructing knowledge and
-Allow students to demonstrate understanding of a organizing information
problem by drawing the picture of the answer and - Use sentence frames and questioning strategies so
then explaining the reasoning orally and/or writing , that students will explain their thinking/ process of
such as Read-Draw-Write how to solve word problems
-Provide breaks between tasks, use positive - Utilize program translations (if available) for L1/ L2
reinforcement, use proximity students
-Assure students have experiences that are on the - Reword questions in simpler language
Concrete- Pictorial- Abstract spectrum by using - Make use of the ELL Mathematical Language
manipulatives Routines (click here for additional information)
-Implement supports for students with disabilities -Scaffolding instruction for ELL Learners
(click here) -Common Core Approach to Differentiate Instruction:
- Make use of strategies imbedded within lessons Students with Disabilities (pg 16-17)
-Common Core Approach to Differentiate Instruction:
Students with Disabilities (pg 17-18)
- Strategies for students with 504 plans

Gifted and Talented: Students at Risk for Failure:

- Elevated contextual complexity - Assure students have experiences that are on the
- Inquiry based or open ended assignments and Concrete- Pictorial- Abstract spectrum
projects - Modify Instructional Strategies, reading aloud text,
- More time to study concepts with greater depth graphic organizers, one-on-one instruction, class
- Promote the synthesis of concepts and making real website (Google Classroom), inclusion of more
world connections visuals and manipulatives, Peer Support
- Provide students with enrichment practice that are - Constant parental/ guardian contact
imbedded in the curriculum such as: - Provide academic contracts to students &
● Application / Conceptual Development guardians
● Are you ready for more? - Create an interactive notebook with samples, key
- Provide opportunities for math competitions vocabulary words, student goals/ objectives.
- Alternative instruction pathways available - Plan to address students at risk in your learning
- Common Core Approach to Differentiate Instruction: tasks, instructions, and directions. Anticipate where
Students with Disabilities (pg. 20) the needs will be, then address them prior to lessons.
-Common Core Approach to Differentiate Instruction:
Students with Disabilities (pg 19)

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8 Grade Unit 4: Linear Equations and Linear Systems

21st Century Life and Career Skills:

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to
develop in their students. They are practices that have been linked to increase college, career, and life
success. Career Ready Practices should be taught and reinforced in all career exploration and preparation
programs with increasingly higher levels of complexity and expectation as a student advances through a
program of study.
https://www.state.nj.us/education/cccs/2014/career/9.pdf

● CRP1. Act as a responsible and contributing ● CRP7. Employ valid and reliable research
citizen and employee. strategies.
● CRP2. Apply appropriate academic and ● CRP8. Utilize critical thinking to make sense
technical skills. of problems and persevere in solving them.
● CRP3. Attend to personal health and financial ● CRP9. Model integrity, ethical leadership and
well-being. effective management.
● CRP4. Communicate clearly and effectively ● CRP10. Plan education and career paths
and with reason. aligned to personal goals.
● CRP5. Consider the environmental, social ● CRP11. Use technology to enhance
and economic impacts of decisions. productivity.
● CRP6. Demonstrate creativity and innovation. ● CRP12. Work productively in teams while
using cultural global competence.

Students are given an opportunity to communicate with peers effectively, clearly, and with the use of
technical language. They are encouraged to reason through experiences that promote critical
thinking and emphasize the importance of perseverance. Students are exposed to various mediums
of technology, such as digital learning, calculators, and educational websites.

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8 Grade Unit 4: Linear Equations and Linear Systems

Technology Standards:
All students will be prepared to meet the challenge of a dynamic global society in which they participate,
contribute, achieve, and flourish through universal access to people, information, and ideas.
https://www.state.nj.us/education/cccs/2014/tech/

8.1 Educational Technology: 8.2 Technology Education, Engineering, Design,

and Computational Thinking - Programming:
All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve All students will develop an understanding of the
problems individually and collaborate and to create nature and impact of technology, engineering,
and communicate knowledge. technological design, computational thinking and the
designed world as they relate to the individual, global
society, and the environment.

A. Technology Operations and Concepts: A. The Nature of Technology: Creativity and

Students demonstrate a sound understanding of Innovation- Technology systems impact every
technology concepts, systems and operations. aspect of the world in which we live.
B. Creativity and Innovation: Students B. Technology and Society: Knowledge and
demonstrate creative thinking, construct understanding of human, cultural, and societal
knowledge and develop innovative products and values are fundamental when designing
process using technology. technological systems and products in the global
C. Communication and Collaboration: Students society.
use digital media and environments to C. Design: The design process is a systematic
communicate and work collaboratively, including approach to solving problems.
at a distance, to support individual learning and D. Abilities in a Technological World: The
contribute to the learning of others. designed world in a product of a design process
D. Digital Citizenship: Students understand that provides the means to convert resources into
human, cultural, and societal issues related to products and systems.
technology and practice legal and ethical E. Computational Thinking: Programming-
behavior. Computational thinking builds and enhances
E. Research and Information Fluency: Students problem solving, allowing students to move
apply digital tools to gather, evaluate, and use of beyond using knowledge to creating knowledge.
information.
F. Critical thinking, problem solving, and
decision making: Students use critical thinking
skills to plan and conduct research, manage
projects, solve problems, and make informed
decisions using appropriate digital tools and
resources.

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8 Grade Unit 4: Linear Equations and Linear Systems

Interdisciplinary Connections:

English Language Arts:

L.8.3 Use knowledge of language and its conventions

when writing, speaking, reading, or listening.

SL.8.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 8 topics, texts, and
issues, building on others' ideas and expressing their
own clearly.

W.8.1 Write arguments to support claims with clear reasons

and relevant evidence.

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8 Grade Unit 4: Linear Equations and Linear Systems

X. Core Instruction & Supplemental Resources

Core Instruction
ILLUSTRATIVE MATHEMATICS V. 2019
(OPEN UP RESOURCES)

GRADE TEACHER RESOURCES STUDENT RESOURCES

6  Teacher Edition: Unit 1-9  Student Workbook Set: Unit 1-9

 Online Course Guide  Online Student Access (Digital Applets)

7  Teacher Edition: Unit 1-9  Student Workbook Set: Unit 1-9

 Online Course Guide  Online Student Access (Digital Applets)

8  Teacher Edition: Unit 1-9  Student Workbook Set: Unit 1-9

 Online Course Guide  Online Student Access (Digital Applets)

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5 Practices for Orchestrating Productive Mathematics Discussions

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8 Grade Unit 4: Linear Equations and Linear Systems

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8 Grade Unit 4: Linear Equations and Linear Systems

Supplemental Resources
Achieve the Core
Tasks - https://achievethecore.org/category/416/mathematics-tasks
Coherence Map - https://achievethecore.org/page/1118/coherence-map
Embarc
https://embarc.online/

Engage NY
https://www.engageny.org/ccss-library/?f%5B0%5D=field_subject%253Aparents_all%3A13601

iReady Digital Platform

https://login.i-ready.com/

Illustrative Mathematics
Content Standard Tasks - https://tasks.illustrativemathematics.org/content-standards

Practice Standard Tasks - https://tasks.illustrativemathematics.org/practice-standards

Open Up Resources - https://access.openupresources.org/sign_in

iM Additional Resources - https://bit.ly/imshare
Khan Academy
https://www.khanacademy.org/math/illustrative-math

NJDOE Digital Item Library

https://nj.digitalitemlibrary.com/home?subject=Math

Ready Teacher Toolbox

https://teacher-toolbox.com/

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