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FLUENCY AND SKILLS PRACTICEName:LESSON 16Teacher PacketWriting an Equation for a Linear Function froma Verbal DescriptionWrite an equation for each linear function described. Show your work.1The graph of the function passes through the point (2, 1), and y increases by 4when x increases by 1.y 5 4x 2 72the function with a rate of change of 3 whose graph passes through the2··point (4, 10.5)y 5 3x 1 92··32··the function with a rate of change of 4 that has a value of 10 at x 5 105··y 5 4x 1 25··4the function that has an x-intercept of 22 and a y-intercept of 223··y 5 21x 2 23··53··Cameron stops to get gas soon after beginning a road trip. He checks his distancefrom home 2 hours after filling his gas tank and checks again 3 hours later. The firsttime he checked, he was 170 miles from home. The second time, he was 365 milesfrom home. What equation models Cameron’s distance from home as a function ofthe time since getting gas?y 5 65x 1 406A charity organization is holding a benefit event. It receives 28,000 in donationsand 225 for each ticket sold for the event. What equation models the totalamount earned from the event as a function of the number of tickets sold?y 5 225x 1 28,000 Curriculum Associates, LLCCopying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 16Page 1 of 214

FLUENCY AND SKILLS PRACTICELESSON 16Name:Teacher PacketWriting an Equation for a Linear Function froma Verbal Description continued7The same charity organization from problem 6 has to pay 4,700 for the banquethall as well as 110 per plate for each ticket sold.a. What equation models the total amount spent as a function of the number oftickets sold?y 5 110x 1 4,700b. Using your answer from problem 6, write an equation for the charity’s profit asa function of ticket sales. (profit 5 amount earned 2 amount spent)y 5 115x 1 23,3008A school pays 1,825 for 150 shirts. This includes the 25 flat-rate shipping cost.a. What equation models the total cost as a function of the number of T-shirtsordered?y 5 12x 1 25b. What does each variable represent?x represents the number of shirts purchased, and y represents thetotal cost.c. What are the initial value and rate of change of the function? What does eachone represent?The initial value, 25, represents the flat-rate shipping cost. The rate ofchange, 12, is the cost per T-shirt. Curriculum Associates, LLCCopying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 16Page 2 of 215

FLUENCY AND SKILLS PRACTICEName:LESSON 18Teacher PacketUsing Graphs to Describe FunctionsQualitativelyTell a story that could be represented by the graph shown.1The graph represents steps taken as a function of time.Possible answer: Jason starts offwalking slowly, gradually increasinghis steps. He then sits still for severalhours before very quickly increasinghis steps. After that he continuesmoving, but at a slower rate.StepsyxO2Time (Hours)The graph represents average pace as a function of time.Possible answer: A runner starts torun at an even pace; then her pacequickly decreases at a varying rate.She then runs at a slower steadypace. Her pace quickly decreasesat a varying rate again. She thenmaintains a steady pace until theend of her run.Average PaceyxO Curriculum Associates, LLCTime (Minutes)Copying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 18Page 1 of 216

FLUENCY AND SKILLS PRACTICEName:LESSON 18Teacher PacketUsing Graphs to Describe FunctionsQualitatively continued3The graph shows sales as a function of time.ySalesPossible answer: Concession standsales increase rapidly at a varyingrate before a game starts. Sales stopduring the first half of the game andthen increase quickly during halftime. The sales stop again during thesecond half of the game and thenincrease at a varying rate after thegame is over.xO4Time (minutes)The graph shows distance as a function of time.yDistance (miles)Possible answer: Mrs. Workumis driving toward her home at aconstant rate. She stops to drop afriend at her house and stays fora few minutes. Mrs. Workum thendrives to the store and is there fora few minutes before continuing toher home.xO5Time (minutes)For an interval on a graph that shows that a change is happening, explain how theshape of the graph on that interval tells you whether the change is happeninggradually or quickly.Possible answer: The steeper a line or part of a curve is, the more quickly thechange is happening. Curriculum Associates, LLCCopying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 18Page 2 of 217

FLUENCY AND SKILLS PRACTICEName:LESSON 8Teacher PacketFinding the Slope of a LineUse the information provided to find the slope of each line. State what the 45y4PoundsMiles2018161412108642009; dollars per hour6; feet per second3Hoursx0 1 2 3 4 5 6 7 8 9 10 1154.543.532.521.510.50yx0 1 2 3 4 5 6 7 8 9 10 11HoursBags2 ; pounds per bag2; miles per hour54.543.532.521.510.50y6DollarsOunces55··x0 1 2 3 4 5 6 7 8 9 10 111009080706050403020100yx0 1 2 3 4 5 6 7 8 9 10PiecesTickets1 ; ounces per piece20; dollars per ticket4·· Curriculum Associates, LLC Copying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 8Page 1 of 218

FLUENCY AND SKILLS PRACTICEName:LESSON 8Teacher PacketFinding the Slope of a Line35302520151050y8GamesCycles7continuedx0 1 2 3 4 5 6 7706050403020100yx0 1 2 3 4 5 6MinutesSeasons5 ; cycles per minute15; games per season3··706050403020100y10MilesKilograms9x0 1 2 3 4 5 6 7 8 9 102101801501209060300yx0 0.5 1 1.5 2 2.5 3 3.5HoursBoards20 ; kilograms per board3···60; miles per hour11 Compare finding the slope using a table and using a graph.Possible answer: When using a table, the coordinates are given to you.When using a graph, you have to determine the coordinates by lookingat the graph. When using a table and a graph, you need to find the ratioof the vertical change (y-values) to the horizontal change (x-values)between two points. Curriculum Associates, LLC Copying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 8Page 2 of 219

FLUENCY AND SKILLS PRACTICEName:LESSON 9Teacher PacketGraphing a Linear Equation Given in Any FormGraph each linear equation on the grid provided. Be sure to label the units on thex- and y-axes.Possible graphs are shown.125x 1 2y 5 10765200x 2 300y 5 600y32143212324252627x1 2 3 4 521x 2 2y 5 442··21028 26 24 22 O21226x 2 12y 1 24 5 0y7654321x2 4 6 8 10232425 24 23 22 21 O2122252627 Curriculum Associates, LLC1 2 3 4 52223321x25 24 23 22 21 O2125 24 23 22 21 O21223yyx1 2 3 4 523Copying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 9Page 1 of 220

FLUENCY AND SKILLS PRACTICEName:LESSON 9Teacher PacketGraphing a Linear Equation Given inAny Form continued562150x 1 5y 5 30015024x 2 40y 2 80 5 0y543212090603025 24 23 22 21 O23071x1 2 3 4 52502302229021202150232425826x 1 7y 5 4228 27 26 25 24 23 22 21 O222410305010x 1 1y 5 303··y135120105907560453015x1 22628210x210 O212601086429y25 24 23 22 21 O215yx1 2 3 4 5Which method do you prefer for graphing linear equations that are not in the formy 5 mx 1 b?Possible answer: I prefer to substitute 0 for x and then for y to find theintercepts. Rearranging the terms into slope-intercept form usually requiresmore steps. Curriculum Associates, LLCCopying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 9Page 2 of 221

FLUENCY AND SKILLS PRACTICEName:LESSON 10Teacher PacketRepresenting and Solving Problems withOne‑Variable EquationsWrite and solve an equation to answer each question.1The perimeter of the triangle shown is 30 inches. What isthe length of the longest side of the triangle?xx 1 (2x 1 3) 1 (4x 2 8) 5 30; 13 in.22x 1 34x 2 8Two times the quantity of seven less than one-fourth of a number is equal to fourmore than one-third of the number. What is the number?21 1 n 2 7 2 5 1 n 1 4; 1084··33··Amanda uses a rectangular canvas for a painting. The length is 6x 2 3 centimeters.The width is 2x 1 6 centimeters, and is 4 of the length. What are the dimensions5··of the canvas?4 (6x 2 3) 5 2x 1 6; The length is 15 cm, and the width is 12 cm.5··4Three friends fill bags with trash at a neighborhood cleanup. Randall’s bag weighs3x 2 7 pounds, Seth’s bag weighs 2x 2 10 pounds, and Joanna’s bag weighs2x 1 2 pounds. Together, Randall’s and Joanna’s bags weigh 3 times as much asSeth’s bag. How many pounds of trash does each friend pick up?(3x 2 7) 1 (2x 1 2) 5 3(2x 2 10); Randall picks up 68 pounds, Joanna picksup 52 pounds, and Seth picks up 40 pounds. Curriculum Associates, LLCCopying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 10Page 1 of 222

FLUENCY AND SKILLS PRACTICEName:LESSON 10Teacher PacketRepresenting and Solving Problems withOne‑Variable Equations continued5Eli and Angela are saving money to buy their grandparents an anniversary gift.Eli has saved 8 more than 1 of Angela’s savings. If they each save 10 more,3··Eli will have saved 4 more than Angela’s savings. How much has Eli saved?1 a 1 8 1 10 5 a 1 4 1 10; 103··6The perimeter of the larger rectangle is 2 metersgreater than twice the perimeter of the smallerrectangle. What is the perimeter of the largerrectangle?3x 2 1x11x4x 2 52(3x 2 1) 1 2(4x 2 5) 5 2[2(x 1 1) 1 2x] 1 2; 30 m Curriculum Associates, LLCCopying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 10Page 2 of 223

FLUENCY AND SKILLS PRACTICEName:LESSON 13Teacher PacketSolving Systems of Linear Equations bySubstitutionFind the solution of each system of equations.12y 5 2x 2 1y 5 3x 1 22x 1 2y 5 16(23, 27)3(6, 2)4x1y556x 1 3y 5 27(6, 210)64x 2 8y 5 2 269x 1 4y 5 132x 2 3y 5 242x 1 y 5 4131 0, ···4 275x 1 2y 5 102x 1 y 5 2(4, 1)5x5y141 ··92 , 25 2How do you decide which variable to substitute when solving a system ofequations by substitution? Explain.Possible answer: If neither equation is already solved for one of thevariables, I look for an equation with a variable that has a coefficientof 1 and solve the equation for that variable. Curriculum Associates, LLCCopying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 1324

FLUENCY AND SKILLS PRACTICEName:LESSON 13Teacher PacketSolving Systems of Linear Equations byEliminationFind the solution to each system of equations.124x 2 12y 5 2823x 1 12y 5 1226x 1 2y 5 24(4, 2)3(0, 22)46x 1 3y 5 33x 2 y 5 4(3, 24)67x 1 6y 5 164x 2 2y 5 116x 1 5y 5 224x 2 y 5 221 1, ··32 2723x 1 2y 5 21726x 1 3y 5 230(1, 21)56x 2 9y 5 181 2··13 , ··23 2When using the elimination method to solve a system of equations, how do youchoose which variable to eliminate?Possible answer: I choose the variable whose coefficients have the lesserleast common multiple. Curriculum Associates, LLC Copying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 1325

FLUENCY AND SKILLS PRACTICEName:LESSON 14Teacher PacketSolving Real-World Problems with Systemsof Linear EquationsSolve the problems by solving a system of equations.1Otis paints the interior of a home for 45per hour plus 75 for supplies. Shireenpaints the interior of a home for 55 perhour plus 30 for supplies. The equationsgive the total cost for x hours of workfor each painter. For how many hoursof work are Otis’s and Shireen’s costsequal? What is the cost for this numberof hours?2Calvin has 13 coins, all of which arequarters or nickels. The coins are worth 2.45. How many of each coin doesCalvin have?q 1 n 5 130.25q 1 0.05n 5 2.45y 5 45x 1 75y 5 55x 1 304.5 hours; 277.5039 quarters and 4 nickelsThere are 47 people attending a playat an outdoor theater. There are11 groups of people sitting in groupsof 3 or 5. How many groups of each sizeare there?t 1 f 5 113t 1 5f 5 474Agnes has 23 collectible stones, all ofwhich are labradorite crystals or galenacrystals. Labradorite crystals are worth 20 each, while galena crystals areworth 13 each. Agnes earns 439 byselling her entire collection. How manystones of each type did she sell?ℓ 1 g 5 2320ℓ 1 13g 5 4397 groups of five and 4 groups of20 labradorite crystals and 3 galenathreecrystals Curriculum Associates, LLC Copying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 14Page 1 of 226

FLUENCY AND SKILLS PRACTICEName:LESSON 14Teacher PacketSolving Real-World Problems with Systemsof Linear Equations continued5A dog groomer buys 7 packages oftreats. Gourmet treats are sold in packsof 2. Treats that help clean a dog’s teethare sold in packs of 5. The dog groomerbuys 26 treats in all. How manypackages of each did she buy?g1c576Copland competes in 27 swimmingevents this season. He wins either firstplace or second place in each event.Copland has 3 more first-place wins thansecond-place wins. In how many eventsdid he win first place, and in how manydid he win second place?f 1 n 5 272g 1 5c 5 26f2n5373 packages of gourmet treats and15 events are first-place wins, and4 packages of teeth-cleaning treats12 events are second-place wins.Choose one problem from problems 1–6. Check your answer by solving thesystem of equations in a different way.Answers will vary. Curriculum Associates, LLC Copying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 14Page 2 of 227

FLUENCY AND SKILLS PRACTICEName:LESSON 3Teacher PacketPerforming Sequences of Rigid TransformationsPerform the given sequence of transformations on each figure. Write thecoordinates of the vertices of the final image. Then tell whether the final imageis congruent to the original figure.12Reflect across the x-axis.Translate 5 units left.6yRotate 90 clockwise around the origin.Reflect across the x-axis.G’A6D’442C2624C”O22B”22C’B x24B’626I26KJH’2624L’22K’D”22F4Reflect across the x-axis. Rotate 90 counterclockwise around the �x2224242626H0(4, 21), I0(0, 21), J0(0, 2), K0(2, 2),L0(2, 0); congruenty4K”226D0(21, 24), E0(22, 21),F0(26, 22),G0(24, 26); �OE”22GTranslate 2 units right and 4 units down.Rotate 180 around the origin.H24F” DA0(22, 26), B0(0, 21), C0(24, 21);congruent32F’24A”y4M6NOM0(23, 2), N0(23, 6), O0(26, 4);congruent Curriculum Associates, LLC Copying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 3Page 1 of 228

FLUENCY AND SKILLS PRACTICEName:LESSON 3Teacher PacketPerforming Sequences of RigidTransformations continued5Reflect across the y-axis.Translate 5 units up.Rotate 90 clockwise around the origin.6y6Translate 6 units right.Rotate 180 around the origin.Reflect across the P’ R”QQ’T”P”’P-(3, 25), Q-(1, 0), R-(21, 22 U”’V”V”’24x46T”’26R’S” S”’S-(0, 26), T-(5, 24), U-(2, 21),V-(3, 23); congruentHow did you determine the label for each vertex when you transformed thetriangles in problem 5?Possible answer: As I performed each transformation, I labeled thecorresponding vertices in the new triangle with the same letter as in theoriginal triangle and added one more prime symbol. Curriculum Associates, LLC Copying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 3Page 2 of 229

FLUENCY AND SKILLS PRACTICEName:LESSON 5Teacher PacketDescribing Sequences of TransformationsInvolving DilationsFor each pair of figures, describe a sequence of three or fewer transformationsthat can be used to map one figure onto the other.12y81086D42AO264x282624224628x22216 214 212 210 28242826Possible answer: Dilate C by ascale factor of 2 with the center ofdilation at the origin and translate12 units up.4yyx4O22FGO4262222242··24O2226of 1 with center at the origin.2624Cx-axis and dilate by a scale factor826BPossible answer: Reflect B across the3y24x6810468242226242826210Possible answer: Rotate G90 clockwise around the origin anddilate by a scale factor of 3 with thecenter of dilation at the origin.J210121416KPossible answer: Dilate figure K bya scale factor of 1 with the center3··of dilation at the origin and thentranslate 2 units to the left. Curriculum Associates, LLC Copying permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.GRADE 8LESSON 5Page 1 of 230

FLUENCY AND SKILLS PRACTICEName:Teacher PacketLESSON 5Describing Sequences of TransformationsInvolving Dilations x468222424P26262828Possible answer: Rotate MPossible answer: Reflect P across the180 clockwise around the origin,x-axis, rotate 90 clockwise arounddilate by a scale factor of 1 with thethe origin, and dilate by a scale factorcenter of dilation at the origin, andof 1 with the center of dilation attranslate 1 unit to the left.the origin.2··74··Give an example of a sequence of transformations that can be performed in anyorder and will result in the same image.Po

FLUENCY AND SKILLS PRACTICE Name: LESSON 22 GRADE 8 LESSON 22 Page 2 of 2 Adding and Subtracting with Scientific Notation continued 7 (4 3 102) 1 120.5 8 (2.75 3 103) 2 100 9 (9.5 3 102) 2 (4.3 3 101) 10 18 2 (2 3 1021) 11 0.071 1 (6 3 1022) 12 2,000 1 (8 3 103) 13 When adding or subtracting with scientific notation, why is it important to have