Unit Rationale:

In order for students to fully understand how to information can be represented in a variety of ways (graphs, tables, equations, verbally) and to
fluently translate between those representations students must be able to manipulate abstract linear equations with relative ease. This unit
focuses on developing students facility at representing real-world situations presented verbally, graphically, or numerically as algebraic
equations and solving for unnown values. This unit lins flows from students initial e!posure to linear relationships in the previous unit
"#epresenting $inear #elationships% and flows into the following unit "&ystems of 'quations%.
Unit Name:
&olving $inear 'quations
Established Goals (CCLS):
7.EE.4 (se 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.
7.EE.4a. &olve word problems leading to equations of the form p! ) q * r and p(! ) q) * r, where p, q, and r are specific rational numbers. &olve equations of these forms
fluently. +ompare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. ,or e!ample, the perimeter of a rectangle
is -. cm. Its length is / cm. 0hat is its width1
8.EE.7. &olve linear equations in one variable.
8.EE.7a. 2ive e!amples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. &how which of these possibilities is the case by
successively transforming the given equation into simpler forms, until an equivalent equation of the form ! * a, a * a, or a * b results (where a and b are different numbers).
8.EE.7b. &olve linear equations with rational number coefficients, including equations whose solutions require e!panding e!pressions using the distributive property and
collecting lie terms.
8.SP .3. (se the equation of a linear model to solve problems in the conte!t of bivariate measurement data, interpreting the slope and intercept. ,or e!ample, in a linear
model for a biology e!periment, interpret a slope of 3.- cm4hr as meaning that an additional hour of sunlight each day is associated with an additional 3.- cm in mature plant
height.
8.SP .4. (nderstand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table.
+onstruct and interpret a two-way table summari5ing data on two categorical variables collected from the same sub6ects. (se relative frequencies calculated for rows or
columns to describe possible association between the two variables. ,or e!ample, collect data from students in your class on whether or not they have a curfew on school
nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores1
8.G.9 7now the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
Essential !estions:
8ow can real-world situations be represented1
8ow can mathematical symbols, numbers, and variables be used to represent ideas from the real-world1
"esi#ed Unde#standin$s:
Students will understand that
&tudents will understand that real-world situations can be represented in a variety of ways. (2raphically, 9umerically, :erbally,
;lgebraically)
&tudents will understand that the properties of operations can be used to manipulate algebraic equations.
&tudents will understand that some representations are betters suited for different purposes and audiences.
%e& %no'led$e and S(ills:
Students will know Students will be able to
The meaning of equation related vocabulary words
The four basic operations and their inverse
<rder of operations
The purpose and meaning of a variable
The relationship between ! and y on a coordinate grid,
in tables, and in equations.
The difference between dependent and independent
variables and their relationship to one another.
&olve linear equations with one, two, and multiple steps
&olve linear equations involving distributive property,
combining lie terms, and consolidating variables on one
side of the equal sign.
2raphing a line on the coordinate plane
=lotting points on the coordinate plane
Translating verbal sentences to algebraic equations
+alculating slope and y-intercept from a table or graph
E)iden*e o+ Unde#standin$ (Pe#+o#man*e ,as():
$eveled $inear #elationships Tas with lins to geometry.
o &tudents are presented with a variety of leveled situations where they must calculate the area of two rooms in an
apartment given algebraic measurements and4or algebraic e!pressions with the final goal of determining the cost to
carpet the rooms.
-the# .ssessments:
(nit =re-;ssessment
$eveled &tations +lass wor
>ini-=erformance Tass
,luency ;ssessments
'ntrance and '!it &lips
(nit =ost-;ssessment
St!dent Sel+/assessment0 E)al!ation:
&tudents will regularly engage in peer and self-assessment using standard rubrics.
&tudent ,acilitators in &tations 0or will use standard wor habits rubrics to gauge student engagement during stations
wor
Un1a*(in$ ,he Standa#ds
Standa#ds S(ills b& standa#d Lesson Se2!en*e b& S(ill
7.EE.4 (se 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.
7.EE.4a. &olve word problems leading to equations of
the form p! ) q * r and p(! ) q) * r, where p, q, and r
are specific rational numbers. &olve equations of
these forms fluently. +ompare an algebraic solution
to an arithmetic solution, identifying the sequence of
the operations used in each approach. ,or e!ample,
the perimeter of a rectangle is -. cm. Its length is /
cm. 0hat is its width1
8.EE.7. &olve linear equations in one variable.
8.EE.7a. 2ive e!amples of linear equations in one
variable with one solution, infinitely many solutions, or
no solutions. &how which of these possibilities is the
case by successively transforming the given equation
into simpler forms, until an equivalent equation of the
form ! * a, a * a, or a * b results (where a and b are
different numbers).
8.EE.7b. &olve linear equations with rational number
coefficients, including equations whose solutions
require e!panding e!pressions using the distributive
property and collecting lie terms.
8.SP .3. (se the equation of a linear model to solve
problems in the conte!t of bivariate measurement
data, interpreting the slope and intercept. ,or
e!ample, in a linear model for a biology e!periment,
interpret a slope of 3.- cm4hr as meaning that an
additional hour of sunlight each day is associated
with an additional 3.- cm in mature plant height.
8.SP .4. (nderstand that patterns of association can
also be seen in bivariate categorical data by
displaying frequencies and relative frequencies in a
two-way table. +onstruct and interpret a two-way
table summari5ing data on two categorical variables
collected from the same sub6ects. (se relative
frequencies calculated for rows or columns to
describe possible association between the two
variables. ,or e!ample, collect data from students in
your class on whether or not they have a curfew on
school nights and whether or not they have assigned
chores at home. Is there evidence that those who
have a curfew also tend to have chores1
8.G.9 7now the formulas for the volumes of cones,
cylinders, and spheres and use them to solve real-
world and mathematical problems.
7.EE.4 (se variables to represent quantities in simple
equations

7.EE.4a. 0rite equations of the form p! ) q * r and p(! ) q) * r.
7.EE.4a &olve equations of the form p! ) q * r and p(! ) q) * r
7.EE.4a identify the sequence of the operations used to solve
equations of the form p! ) q * r and p(! ) q) * r
8.EE.7. &olve linear equations in one variable.
8.EE.7a. linear equation with one solution
8.EE.7a. linear equation with infinite solutions
8.EE.7a. linear equation that has no solutions
8.EE.7a. =redict how many solutions a linear equation has
8.EE.7a. &implify equations until an equivalent equation of the
form ! * a, a * a, or a * b results
8.EE.7a. 2ive e!amples of linear equations in one variable with
one solution, infinitely many solutions, or no solutions.
8.EE.7b. &olve linear equations using the distributive property
8.EE.7b &olve linear equations by collecting lie terms.
8.EE.7b &olve linear equations with a variable on each side.
8.EE.7b. &olve linear equations with fractional and decimal
coefficients
8.SP .3. (se the equation of a linear model to solve problems
8.SP .3. interpret the slope and intercept of a linear model
8.SP .4 +ollect bivariate categorical data
8.SP .4. Identify patterns of association in bivariate categorical
data
8.SP .4. +onstruct and interpret a two-way table
8.SP .4. (se relative frequencies to describe possible
association between the two variables.
8.G.9 7now and (se the formulas for the volumes of cones,
cylinders, and spheres to write equations
8.G.9 7now and (se the formulas for the volumes of cones,
cylinders, and spheres to solve equations
3#ite E2!ations
7.EE.4 (se variables to represent quantities in simple
equations
7.EE.4a. 0rite equations of the form p! ) q * r and p(! )
q) * r.
8.G.9 7now and (se the formulas for the volumes of
cones, cylinders, and spheres to write equations
Sol)e E2!ations
7.EE.4a identify the sequence of the operations used to
solve equations of the form p! ) q * r and p(! ) q) * r
8.EE.7. &olve linear equations in one variable.
7.EE.4a &olve equations of the form p! ) q * r and p(! )
q) * r
8.EE.7b. &olve linear equations using the distributive
property
8.EE.7b &olve linear equations by collecting lie terms.
8.EE.7b &olve linear equations with a variable on each
side.
8.EE.7b. &olve linear equations with fractional and
decimal coefficients
8.G.9 7now and (se the formulas for the volumes of
cones, cylinders, and spheres to solve equations
"ete#minin$ the n!mbe# o+ sol!tions
8.EE.7a. linear equation with one solution
8.EE.7a. linear equation with infinite solutions
8.EE.7a. linear equation that has no solutions
8.EE.7a. =redict how many solutions a linear equation
has
8.EE.7a. &implify equations until an equivalent equation
of the form ! * a, a * a, or a * b results
8.EE.7a. 2ive e!amples of linear equations in one
variable with one solution, infinitely many solutions, or no
solutions.
Linea# 4odels and E2!ations (Re)ie')
8.SP .3. (se the equation of a linear model to solve
problems
8.SP .3. interpret the slope and intercept of a linear
model
5i)a#iate "ata
8.SP .4 +ollect bivariate categorical data
8.SP .4. Identify patterns of association in bivariate
categorical data
8.SP .4. +onstruct and interpret a two-way table
8.SP .4. (se relative frequencies to describe possible
association between the two variables.
6786 /83 Unit Calenda#
- Team Teaching - =arallel Teaching - ;lternative Teaching - &tations
"ate Pe#iod 4odel ,o1i*(s)0S(ill(s) Reso!#*es Standa#ds
3ednesda& 6 . Pe#+o#man*e ,as(
,h!#sda& 3
?-@
Pe#+o#man*e ,as(
0riting linear equations from
descriptions (standard and
slope4intercept form)
0rite equations of the form p! ) q * r
and p(! ) q) * r.
7.EE.4 (se 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.
7.EE.4a. &olve word problems leading to equations of the
form p! ) q * r and p(! ) q) * r, where p, q, and r are
specific rational numbers. &olve equations of these forms
fluently. +ompare an algebraic solution to an arithmetic
solution, identifying the sequence of the operations used
in each approach. ,or e!ample, the perimeter of a
rectangle is -. cm. Its length is / cm. 0hat is its width1
9#ida& 4
?-@
0riting linear equations from
descriptions (standard and
slope4intercept form)
7now and (se the formulas for the
area and perimeter of rectangles to
write equations
.n*ho# .*ti)it&: '#itin$ linea#
e2!ations
,est P#e10S(ills Re)ie'
7.EE.4 (se 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.
7.EE.4a. &olve word problems leading to equations of the
form p! ) q * r and p(! ) q) * r, where p, q, and r are
specific rational numbers. &olve equations of these forms
fluently. +ompare an algebraic solution to an arithmetic
solution, identifying the sequence of the operations used
in each approach. ,or e!ample, the perimeter of a
rectangle is -. cm. Its length is / cm. 0hat is its width1
4onda& 7
A-B
7now and (se the formulas for the
volumes of cones, cylinders, and
spheres to write equations
.n*ho# .*ti)it&: '#itin$ linea#
e2!ations
9l!en*& Re)ie'
8.G.9 7now the formulas for the volumes of cones,
cylinders, and spheres and use them to solve real-world
and mathematical problems.
,!esda& 8 ?-@ identify the sequence of the operations
used to solve equations of the form p!
) q * r and p(! ) q) * r
&olve equations of the form p! ) q * r
and p(! ) q) * r
.n*ho# .*ti)it&: '#itin$ linea#
e2!ations
,est P#e10S(ills Re)ie'
7.EE.4 (se 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.
7.EE.4a. &olve word problems leading to equations of the
form p! ) q * r and p(! ) q) * r, where p, q, and r are
specific rational numbers. &olve equations of these forms
fluently. +ompare an algebraic solution to an arithmetic
solution, identifying the sequence of the operations used
in each approach. ,or e!ample, the perimeter of a
rectangle is -. cm. Its length is / cm. 0hat is its width1
8.EE.7. &olve linear equations in one variable.
8.EE.7b. &olve linear equations with rational number
coefficients, including equations whose solutions require
e!panding e!pressions using the distributive property and
collecting lie terms.
3ednesda& 9
.
4ini/Pe#+o#man*e ,as(0P#o:e*t:
3#itin$ E2!ations
9l!en*& .ssessment

,h!#sda& 87
?-@
&olve linear equations using the
distributive property
8.EE.7. &olve linear equations in one variable.
8.EE.7b. &olve linear equations with rational number
coefficients, including equations whose solutions require
e!panding e!pressions using the distributive property and
collecting lie terms.
9#ida& 88
?-@
&olve linear equations by collecting
lie terms.
8.EE.7. &olve linear equations in one variable.
8.EE.7b. &olve linear equations with rational number
coefficients, including equations whose solutions require
e!panding e!pressions using the distributive property and
collecting lie terms.
4onda& 84
A-B
&olve linear equations with a variable
on each side.
8.EE.7. &olve linear equations in one variable.
8.EE.7b. &olve linear equations with rational number
coefficients, including equations whose solutions require
e!panding e!pressions using the distributive property and
collecting lie terms.
,!esda& 8;
?-@
&olve linear equations with fractional
and decimal coefficients
8.EE.7. &olve linear equations in one variable.
8.EE.7b. &olve linear equations with rational number
coefficients, including equations whose solutions require
e!panding e!pressions using the distributive property and
collecting lie terms.
3ednesda& 8<
.
4ini/Pe#+o#man*e ,as(0P#o:e*t:
Sol)in$ E2!ations
9l!en*& .ssessment
,h!#sda& 87
?-@
7now and (se the formulas for the
volumes of cones, cylinders, and
spheres to solve equations
httpC44learn5illion.com4les
sons43//B-solve-real-
world-problems-by-
finding-volume-of-
cylinders
8.EE.7. &olve linear equations in one variable.
8.EE.7b. &olve linear equations with rational number
coefficients, including equations whose solutions require
e!panding e!pressions using the distributive property and
collecting lie terms.
8.G.9 7now the formulas for the volumes of cones,
cylinders, and spheres and use them to solve real-world
and mathematical problems.
9#ida& 88 ?-@ Unit !i= 8: 3#itin$ and Sol)in$
E2!ations
7.EE.4 (se 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.
7.EE.4a. &olve word problems leading to equations of the
form p! ) q * r and p(! ) q) * r, where p, q, and r are
specific rational numbers. &olve equations of these forms
fluently. +ompare an algebraic solution to an arithmetic
solution, identifying the sequence of the operations used
in each approach. ,or e!ample, the perimeter of a
rectangle is -. cm. Its length is / cm. 0hat is its width1
8.EE.7. &olve linear equations in one variable.
8.EE.7b. &olve linear equations with rational number
coefficients, including equations whose solutions require
e!panding e!pressions using the distributive property and
collecting lie terms.
,!esda& 66
?-@
4ini/Pe#+o#man*e ,as(: 3hen a#e
the e2!ations t#!e>
linear equation with one solution
&implify equations until an equivalent
equation of the form ! * a, a * a, or a
* b results

httpC44learn5illion.com4les
sons43DD--understand-a-
linear-equation-with-one-
solution
8.EE.7a. 2ive e!amples of linear equations in one
variable with one solution, infinitely many solutions, or no
solutions. &how which of these possibilities is the case by
successively transforming the given equation into simpler
forms, until an equivalent equation of the form ! * a, a *
a, or a * b results (where a and b are different numbers).
3ednesda& 63
.
linear equation with infinite solutions httpC44learn5illion.com4les
sons43DD--understand-a-
linear-equation-with-one-
solution
8.EE.7a. 2ive e!amples of linear equations in one
variable with one solution, infinitely many solutions, or no
solutions. &how which of these possibilities is the case by
successively transforming the given equation into simpler
forms, until an equivalent equation of the form ! * a, a *
a, or a * b results (where a and b are different numbers).
,h!#sda& 64
?-@
linear equation that has no solutions httpC44learn5illion.com4les
sons43DD--understand-a-
linear-equation-with-one-
solution
8.EE.7a. 2ive e!amples of linear equations in one
variable with one solution, infinitely many solutions, or no
solutions. &how which of these possibilities is the case by
successively transforming the given equation into simpler
forms, until an equivalent equation of the form ! * a, a *
a, or a * b results (where a and b are different numbers).
9#ida& 6;
?-@
=redict how many solutions a linear
equation has
httpC44learn5illion.com4les
sons43DD--understand-a-
linear-equation-with-one-
solution
8.EE.7a. 2ive e!amples of linear equations in one
variable with one solution, infinitely many solutions, or no
solutions. &how which of these possibilities is the case by
successively transforming the given equation into simpler
forms, until an equivalent equation of the form ! * a, a *
a, or a * b results (where a and b are different numbers).
4onda& 68
A-B
2ive e!amples of linear equations in
one variable with one solution,
infinitely many solutions, or no
solutions.
httpC44learn5illion.com4les
sons43DD--understand-a-
linear-equation-with-one-
solution
8.EE.7a. 2ive e!amples of linear equations in one
variable with one solution, infinitely many solutions, or no
solutions. &how which of these possibilities is the case by
successively transforming the given equation into simpler
forms, until an equivalent equation of the form ! * a, a *
a, or a * b results (where a and b are different numbers).
,!esda& 69
?-@
2ive e!amples of linear equations in
one variable with one solution,
infinitely many solutions, or no
solutions.
httpC44learn5illion.com4les
sons43DD--understand-a-
linear-equation-with-one-
solution
8.EE.7a. 2ive e!amples of linear equations in one
variable with one solution, infinitely many solutions, or no
solutions. &how which of these possibilities is the case by
successively transforming the given equation into simpler
forms, until an equivalent equation of the form ! * a, a *
a, or a * b results (where a and b are different numbers).
3ednesda& 37
.
4ini/Pe#+o#man*e ,as(0P#o:e*t:
"ete#minin$ the N!mbe# o+
-!t*omes
9l!en*& .ssessment
,h!#sda& 38 ?-@ (se the equation of a linear model to
solve problems
8.SP .3. (se the equation of a linear model to solve
problems in the conte!t of bivariate measurement data,
interpret the slope and intercept of a
linear model
interpreting the slope and intercept. ,or e!ample, in a
linear model for a biology e!periment, interpret a slope of
3.- cm4hr as meaning that an additional hour of sunlight
each day is associated with an additional 3.- cm in
mature plant height.
9#ida& 8
?-@
+ollect bivariate categorical data
+onstruct and interpret a two-way
table
8.SP .4. (nderstand that patterns of association can also
be seen in bivariate categorical data by displaying
frequencies and relative frequencies in a two-way table.
+onstruct and interpret a two-way table summari5ing data
on two categorical variables collected from the same
sub6ects. (se relative frequencies calculated for rows or
columns to describe possible association between the two
variables. ,or e!ample, collect data from students in your
class on whether or not they have a curfew on school
nights and whether or not they have assigned chores at
home. Is there evidence that those who have a curfew
also tend to have chores1
4onda& 4
A-B
Identify patterns of association in
bivariate categorical data
8.SP .4. (nderstand that patterns of association can also
be seen in bivariate categorical data by displaying
frequencies and relative frequencies in a two-way table.
+onstruct and interpret a two-way table summari5ing data
on two categorical variables collected from the same
sub6ects. (se relative frequencies calculated for rows or
columns to describe possible association between the two
variables. ,or e!ample, collect data from students in your
class on whether or not they have a curfew on school
nights and whether or not they have assigned chores at
home. Is there evidence that those who have a curfew
also tend to have chores1
,!esda& ;
?-@
(se relative frequencies to describe
possible association between the two
variables.
8.SP .4. (nderstand that patterns of association can also
be seen in bivariate categorical data by displaying
frequencies and relative frequencies in a two-way table.
+onstruct and interpret a two-way table summari5ing data
on two categorical variables collected from the same
sub6ects. (se relative frequencies calculated for rows or
columns to describe possible association between the two
variables. ,or e!ample, collect data from students in your
class on whether or not they have a curfew on school
nights and whether or not they have assigned chores at
home. Is there evidence that those who have a curfew
also tend to have chores1
3ednesda& <
.
4ini/Pe#+o#man*e ,as(0P#o:e*t:
9l!en*& .ssessment
,h!#sda& 7 ?-@ #eview &tations
9#ida& 8 ?-@ Unit E?am
Unit 3: Linear Equations ______________________ A
Name: @@@@@@@@@@@@@@@@@@@@@@@@@@@@@ "ate: @@@@@@@@@@@@@@ Class: @@@@@@
"i#e*tions:
Standa#ds +o# 4athemati*al Content
8.9.8 (nderstand that a function is a rule that assigns to each input e!actly one output. The graph of a function is the
set of ordered pairs consisting of an input and the corresponding output.
8.9.6 +ompare properties of two functions each represented in a different way (algebraically, graphically, numerically in
tables, or by verbal descriptions). ,or e!ample, given a linear function represented by a table of values and a linear
function represented by an algebraic e!pression, determine which function has the greater rate of change.
Standa#ds +o# 4athemati*al P#a*ti*e
(3) +onstruct viable arguments and critique the reasoning of others.
(4) >odel with mathematics.
(6) Attend to precision
CCLS .li$ned Sam1le !estions:
8.EE.7b. &olve linear equations with rational number coefficients, including equations whose solutions require e!panding e!pressions using the distributive
property and collecting lie terms.
8.
A
4B (A! E 3) ) A
3
4B * ? )
3
4A!
0hich step would not be a possible first step for solving this equation algebraically1
. multiplying every term in the equation by si!
5 subtracting A
3
4B from ?
C subtracting
1
/2x from 2x
" multiplying E3 by
A
4B
8. Favid currently has a square garden. 8e wants to redesign his garden and mae it into a rectangle with a length that is B feet shorter than twice
its width. 8e decides that the perimeter should be /D feet. Fetermine the dimensions, in feet, of his new garden.
Show your work.
11 feet wide and 19 feet long
Let w = width
2w ! = length
2"w # 2w !$ = %&
2w # 'w % = %&
%w = %%
w = 11
2w ! = 19
Le)el -ne
(Re*all)
;rrange
+alculate
Fefine
Fraw
Identify
Illustrate
$abel
$ist
>atch
>easure
>emori5e
9ame
#ecall Guote
#ecite
#ecogni5e
#epeat #eport
&tate
Tabulate
Tell (se
0ho
0hat
0hen
0here
0hy
Le)el ,'o
(S(ill0 Con*e1t)
+ategori5e
+ause4'ffect
+ollect and Fisplay
+lassify
+ompare
+onstruct
Fistinguish
'stimate
2raph
Identify =atterns
Infer
Interpret
>ae <bservations
(se +onte!t +ues
>odify
<rgani5e
=redict
#elate
&eparate
&how
&ummari5e
Le)el ,h#ee
(St#ate$i* ,hin(in$)
;ssess
;pprise
+ite 'vidence
+ompare
+onstruct
+ritique
Fevelop a $ogical ;rgument
Fifferentiate
Fraw +onclusions
'!plain =henomena in Terms of +oncepts
,ormulate
8ypothesi5e
Investigate
#evise
(se +oncepts to &olve 9on-#outine
=roblems
Le)el 9o!#
(E?tended ,hin(in$)
;pply +oncepts
Fesign
+onnect
=rove
&ynthesi5e
+ritique
;naly5e
+reate
&hifts in >athematics
Shi+t 8 9o*!s Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in
order to focus deeply on only the concepts that are prioriti5ed in the standards.
Shi+t 6 Cohe#en*e =rincipals and teachers carefully connect the learning within and across grades so that students can build new understanding
onto foundations built in previous years.
Shi+t 3 9l!en*& &tudents are e!pected to have speed and accuracy with simple calculationsH teachers structure class time and4or homewor
time for students to memori5e, through repetition, core functions.
Shi+t 4 "ee1 Unde#standin$ &tudents deeply understand and can operate easily within a math concept before moving on. They learn more than the tric to
get the answer right. They learn the math.
Shi+t ; .11li*ation &tudents are e!pected to use math and choose the appropriate concept for application even when they are not prompted to do
so.
Shi+t < "!al Antensit& &tudents are practicing and understanding. There is more than a balance between these two things in the classroom E both
are occurring with intensity.
4a:o# Cl!ste#s
E?1#essions and E2!ations
0or with radicals and integer e!ponents.
(nderstand the connections between proportional relationships, lines, and linear equations.
;naly5e and solve linear equations and pairs of simultaneous linear equations.
9!n*tions
Fefine, evaluate, and compare functions.
Geomet#&
(nderstand congruence and similarity using physical models, transparencies, or geometry software.
(nderstand and apply the =ythagorean Theorem.