Grade 8 Mathematics, Quarter 1, Unit 1.

Solving Equations with One Variable

No Calculator

Overview
Number of Instructional Days: Content to Be Learned
Solve linear equations in one variable with one solution, infinitely many solutions, or no solution. Solve linear equations in one variable including use of the distributive property. Solve linear equations in one variable including rational number coefficients (whole numbers, decimals, fractions, and their opposites). Solve linear equations in one variable combining like terms (on one or both sides of the equal sign).

15

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated

3. Construct viable arguments and critique the reasoning of others. Distinguish correct logic or reasoning from that which is flawed Analyze situations by breaking them into cases. 6. Attend to precision. Try to communicate precisely to others. Calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the context. 7. Look for and make use of structure. See complicated things, such as some algebraic expressions, as single objects or composed of several objects. Look closely to discern a pattern or structure.

Essential Questions
What steps would you use to solve any linear equation in one variable? What are the possible types of solutions to any linear equation in one variable? How would you write an equation that demonstrates each of the following: one solution, no solution, or infinitely many solutions? When would you use the distributive property to simplify a linear equation in one variable? How can you combine like terms to simplify a linear equation?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised for 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Expressions and Equations
Analyze and solve linear equations and pairs of simultaneous linear equations. 8.EE.7 Solve linear equations in one variable. a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

8.EE

b.

Common Core Standards for Mathe matical Practice

3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised for 2013-2014

Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being compose d of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Clarifying the Standards

Prior Learning In sixth grade, students were exposed to applying the distributive property and simplifying algebraic expressions by combining like terms. In seventh grade, students were fluent in working with rational numbers and multistep equations with one variable on one side of the equation. Students applied the distributive property and they have knowledge of combining like terms with rational number coefficients. Current Learning Students solve linear equations with one variable resulting in one solution, infinitely many solutions, or no solution. They also solve linear equations with rational number coefficients, requiring the distributive property and combining like terms. This is a major cluster (PARCC) and a critical area of CCSS. Later this year, students will use their knowledge from this unit for the following units: Linear Functions, Slope, and Systems of Equations. Future Learning In high school algebra, students will create, solve, and graph linear inequalities in one variable. Students will solve linear equations in one variable with variable coefficients. Students will solve quadratic equations in one variable.

Additional Findings
According to Principles and Standards for School Mathematics, in grades 68, all students should recognize and generate equivalent forms for simple algebraic expressions and solve linear equations (p. 222). According to Curriculum Focal Points, Students in eighth grade will use linear functions, linear equations, and systems of linear equations to represent, analyze, and solve a variety of problems (p. 20). According to the PARCC Model Content Frameworks, One-variable linear equations culminate in grade 8 with the solution of general one-variable linear equations, including cases with infinitely many solutions or no solutions as well as cases requiring algebraic manipulation using properties of operations. Coefficients and constants in these equations may be any rational number. (p. 35)

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised for 2013-2014