Enduring Understanding:
We can use math models to create a big picture understanding of situations in order to prevent financial failures.
Overarching Questions:
How can I analyze data to understand a problem exists?
How can I use patterns to make predictions?
How can I use what I know to find what I don't?
How can I use patterns to make predictions?
How can I use what I know to find what I don't?
Essential Questions:
How can money management improve our future?
How can different representations of linear patterns present different perspectives of situations?
How can a relationship be analyzed with tables, graphs, and equations?
Why is one variable dependent upon the other in relationships?
What properties of a function make it a linear function?
How can you recognize a linear equation?
How can you draw its graph?
How can you use the slope of a line to describe the line?
How do we ensure people are making good financial decisions around windfalls?
How can different representations of linear patterns present different perspectives of situations?
How can a relationship be analyzed with tables, graphs, and equations?
Why is one variable dependent upon the other in relationships?
What properties of a function make it a linear function?
How can you recognize a linear equation?
How can you draw its graph?
How can you use the slope of a line to describe the line?
How do we ensure people are making good financial decisions around windfalls?
Common Core Standards Addressed:
Grade 8>> Expressions and Equations:
Understand the connections between proportional relationships, lines, and linear equations.
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.
Grade 8>> Expressions and Equations:
Understand the connections between proportional relationships, lines, and linear equations.
CCSS.MATH.CONTENT.8.EE.B.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.
Grade 8>> Functions:
Use functions to model relationships between quantities.
CCSS: 8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. [NOTE: The term and meaning of ‘function’ is in Unit 6.]
Understand the connections between proportional relationships, lines, and linear equations.
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.
Grade 8>> Expressions and Equations:
Understand the connections between proportional relationships, lines, and linear equations.
CCSS.MATH.CONTENT.8.EE.B.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.
Grade 8>> Functions:
Use functions to model relationships between quantities.
CCSS: 8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. [NOTE: The term and meaning of ‘function’ is in Unit 6.]