grade 8 unit 7 week 6 - amazon web services...grade 8 unit 7 week 6 parents: please help your child...

School Closure Review: Grade 8 - Week 6

Copyright © Swun Math

Grade 8 Unit 7 Week 6 Parents: Please help your child choose the most appropriate assignment(s) to complete each day. When the day’s assignment is done, students finish the two reflection statements on this page.

Please note Extra Practice activities are on-level for the grade level. Re-Engage activities give students additional support. Special Education students should use the Re-Engage lessons as shown in the weekly plans.

Monday Tuesday Wednesday Thursday Friday

Top

ic Write linear functions

from a table or description.

Interpret linear functions from graphs and word problem.

Compare linear functions using slope.

Determine if a function is linear or non-linear.

Find the constant rate of change from graphs and word problems.

Ass

ign

men

t Unit 7 Lesson 3

Re-Engage Extra Practice

Unit 7 Lesson 4


Unit 7 Lesson 5


Unit 7 Lesson 6


Unit 7 Lesson 9

Re-Engage A Extra Practice

Vid

eo

link Unit 7 Lesson 3

Student Support Video Unit 7 Lesson 4




Student Support Video

Flu

ency

P

ract

ice

Integers

Addition Fluency B

Integers Subtraction Fluency B

Integers Multiplication Fluency B

Integers Division Fluency B

Fraction-Decimal Conversion Fluency B

Ref

lect

ion

One thing I was successful with is…





One thing I need more help with is…





Find this packet on swunmath.com. Click on the hyperlinks to jump to the lesson videos.

https://swunmath.com/video-ccss.php?g=8&u=7&l=3

https://drive.google.com/open?id=1zljStKBRAV4fIuOgFwKdsA4UNi5214I7


https://drive.google.com/open?id=1cOCiuaZ8PjrLj4CIM-GTwxIGaQ5yHxMP


https://drive.google.com/open?id=1_8tFsrpUo7L7W4lWdZjky60sbuhlJOMu


https://drive.google.com/open?id=1VSvhLfSH4LmZNdZRAB80QUtqRI8NwFGd


https://drive.google.com/open?id=1C0f5TZmuzsrH2SGNIu25J8q5qA9PhwU_

Copyright © Swun Math Grade 8 Unit 7 Lesson 3 Re-Engage

Name: Date:

Re-Engage Unit 7 Lesson 3: Create Tables from Functions

Model

1. y = 3x—1 2. y = 2x—3

3. y = 5x—4 4. y = 6x—10

Structured Guided Practice Directions: Create a table.

Create Tables from Functions

y = 3x + 2

1. Create an x/y table.

3. Insert x-values into the equation.

4. Solve for y. 2. Insert random values for x.

*The most common set of numbers that can be used is: {-2,-1,0,1,2}

x y = 3x + 2

-2

-1

0

1

2

x y = 3x + 2

-2 y = 3(-2) + 2

-1 y = 3(-1) + 2

0 y = 3(0) + 2

1 y = 3(1) + 2

2 y = 3(2) + 2

x y

-2 -4

-1 -1

0 2

1 5

2 8


1. y = 7x—5 2. y = 5x—7

3. y = 6x—8 4. y = 2x—4

5. y = 3x—6 6. y = 4x—3

Re-Engage Unit 7 Lesson 3: Create Tables from Functions

Student Practice Directions: Create a table.

Grade 8 Unit 7 Lessons 1-3 EP Copyright © Swun Math

Unit 7 · Lessons 1-3: Write Linear Functions

Directions: Write a function rule for the given information.

1. The output is one-fifth the input.

2.

x y 1 ─3 2 ─6 3 ─9 4 ─12

3. Social studies class is 4 more than two times the length of recess, in minutes.

4.

x y 5 14 6 17 7 20 8 23

5. The DVD price is six more than two times the price of the digital copy.

6.

x y 4 3 6 7 8 11 13 21

Name: ____________________________

Date: ____________________________


Name: Date:

Re-Engage Unit 7 Lesson 4: Interpret Functions from Graphs

Model

1. a. About how much money will be earned after 6 hours of work?

b. About how many hours must be worked to save $100?

Structured Guided Practice Directions: Use the graph to answer the following questions.

Interpret Functions

a. About how many bags of candy did the kids collect on Halloween?

Since zero represents the day of Halloween, the graph shows that the kids have collected 6 bags of candy, representing the point (0,6).

b. What will happen 7 days after Halloween?

The graph is heading down a negative slope, meaning the kids are eating the bags of candy as the days go on. 7 days after Halloween, the graph shows zero bags of candy left.

Number of Days after Halloween

Bags

of C

andy

Number of Hours Worked

Am

ou

nt

of

Mo

ney

Sav

ed


1. a. About how much money cash was there to start with?

b. How many dozens of cupcakes need to be sold to earn $140?

2. a. About how many miles were driven by the end of the first hour?

b. About how many miles were driven after 4 hours of driving?

3. a. How much money was in savings at before shopping (zero hours)?

b. About how much is left in savings after 6 hours of shopping?

Re-Engage Unit 7 Lesson 4: Interpret Functions from Graphs

Student Practice Directions: Use the graph to answer the following questions.

Number of Dozen Cupcakes sold

Am

ou

nt

of

Mo

ney

Ear

ned

Number of Hours Shopping

Am

ou

nt

of

Mo

ney

Sav

ed

Number of Hours Driving

Am

ou

nt

of

Mile

s D

rive

n

Grade 8 Unit 7 Lesson 4 EP Copyright © Swun Math

Unit 7 · Lesson 4: Interpret Linear Functions

Directions: Read and solve.

1.

After selling 7 doughnuts, how much money will be raised?

2.

After making 4 cookies, how many cups of flour are left?

3. The submarine is currently 580 ft under water. It rises up 20 ft per minute. How long will it take to reach 300 ft?

4. Jayden opens a savings account with $625. He saves $125 per month. How many months would it take to save $1,500?

5. If admission to the fair is $8.25 per person and you have a budget of $66, how many may people’s admission can you pay for?

6. The hospital had 9,000 L of water for their patients. Water dispensed at a rate of 75 L per minute. How much water was remaining after 45 minutes?

Name: ____________________________

Date: ____________________________

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

11

10

9

8

7

6

5

4

3

2

1

0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

11

10

9

8

7

6

5

4

3

2

1

0

Mon

ey R

aise

d ($

)

Cups

of f

lour

le

ft

Doughnuts Cookies


Name: Date:

Re-Engage Unit 7 Lesson 5: Calculate Slope

Model

1. (4, -1) and (3, 9)

2. (7, -3) and (2, 8)

3. (-2, 6) and (5, 3) 4. (-5, 2) and (7, 3)

Structured Guided Practice Directions: Calculate the slope

Slope from Two Points

(6, —2) and (4, 5) (x1, y1) and (x2, y2)

1. Use the slope formula:

2. Plug points into the equation.

3. Solve.

2 1

2 1

y yx x

−

−

5 ( 2) 74 6 2− −

=− −

7

-2


1. (3, -4) and (2, 6)

2. (5, -6) and (7, 8)

3. (7, -3) and (6, 8) 4. (-9, 2) and (3, 5)

5. (-1, 7) and (2, 4) 6. (-3, 5) and (6, 6)

Re-Engage Unit 7 Lesson 5: Calculate Slope

Student Practice Directions: Calculate the slope

Grade 8 Unit 7 Lesson 5 EP Copyright © Swun Math

Unit 7 · Lesson 5: Compare Linear Functions

Directions: Determine which function has the greater slope.

1. Function A: Function B:



x y ─2 0 1 6 3 10 5 14


x y 0 -3 3 -2 15 2 21 4


x y 2 10 4 20 6 30 8 40


x y 0 -10 4 -9 8 -8 12 -7

Name: ____________________________

Date: ____________________________

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

y = 3x + 2 y = 15x – 6

y = 2x + 7 y = 3x – 8

y = 7x y = 12x – 3

10

9

8

7

6

5

4

3

2

1

10

9

8

7

6

5

4

3

2

1

Copyright © Swun Math Grade 8 Unit 7 Lesson 6-7 Re-Engage

Name: Date:

Re-Engage Unit 7 Lesson 6-7: Constant Rate of Change

Model

1.

2.

Structured Guided Practice Directions: Find the constant rate of change to determine if the table represents a linear relationship.

Constant Rate of Change

Rate of change describes how one quantity changes in relation to another. A constant rate of change is a rate of change in a linear function. Example: Find the constant rate of change to determine if the table below represents a linear relationship.

Change in yards of fabric (y) ÷ change in number of quilts (x) 10 ÷ 2 = 5

The constant rate of change is 5.

Number of Quilts

Yards of Fabric

2 5

4 15

6 25

8 35

Change is 10 between consec-utive sets of terms. Be sure to check this to make sure it is

constant.

Change is 2 between each set of terms.

Time Distance Traveled

6 14

8 38

10 62

12 86

Boxes of Candy 1 3 5 7

Pieces of Candy 32 64 96 128

Copyright © Swun Math Grade 8 Unit 7 Lesson 6-7 Re-Engage

1.

2.

3. 4.

5. 6.

Re-Engage Unit 7 Lesson 6-7: Constant Rate of Change

Student Practice Directions: Find the constant rate of change to determine if the table represents a linear relationship.

Students Number of Textbooks

4 15

5 30

6 45

7 60

Trees Number of Apples

2 5

4 15

6 25

8 35

Hour Temperature

3 53

5 65

7 77

9 89

Number of T-Shirts 3 6 9 12

Price ($) 28 49 70 91

Classrooms 1 3 5 7

Number of Students 24 72 120 168

Days 10 12 14 16

Pages Read 120 240 360 480


Extra Practice Unit 7 · Lessons 6-7: Linear vs. Nonlinear

Directions: Determine if there is a linear or nonlinear function

1. y = 2x + 7

2. (-3 ,- 12) , (0, 21

2) , (3, 31

2)

3. In Out

2 8

-3 -1.5

2 -6

4. x + 4y = 10

5. The drone rose 5 meters above the ground in 10 seconds. After 50 seconds, the drone was 50 meters above the ground.

6. The horse ate 80 food pellets in 2 minutes. After 12 minutes, the horse had eaten 480 food pellets.

Name: ____________________________

Date: ____________________________

Copyright © Swun Math Grade 8 Unit 7 Lesson 8-9a Re-Engage

Name: Date:

Re-Engage Unit 7 Lesson 8-9a: Rate of Change & Initial Value

Model

1. Rate of change: ______ Initial value: ______


Structured Guided Practice Directions: State the rate of change and initial value.

2435

14y x 4331

= −

Rate of Change & Initial Value

Rate of change: Initial value: ─15 (slope) (y-intercept)

24y x 1535

= −

Rate of change: ─2 Initial Value: 8

The line crosses the y-axis at (0, 8), so the y-intercept is 8.

Count rise (4) over run (2) to find the slope of 2. The line is negative, so it is a –2 slope.

Copyright © Swun Math Grade 8 Unit 7 Lesson 8-9a Re-Engage







Re-Engage Unit 7 Lesson 8-9a: Rate of Change & Initial Value

Student Practice Directions: State the rate of change and initial value.

1y x 8423

= −

8y x 11293

= −

93y x 56114

= +


Unit 7 · Lessons 8-9: Constant Rate of Change

Directions: Determine the initial value and rate of change. Write an equation to show the relationship.

1.

2.

3. A roller-skating company charges an initial fee of $8 plus $5 an hour for roller skate rentals. Devontae paid $28 for 4 hours of roller skating.

4. Kerry is working as a babysitter for $7 per hour.

5. Desmond has $80 in his bank account. He wants to save $40 per month from mowing lawns.

6. Mariam’s remote-control car has a full charge. It can travel at 7 mph for a maximum of 3 hours.

Name: ____________________________

Date: ____________________________

0

50

100

150

200

250

0 2 4 6

Cost

$

Hours

0

4

8

12

16

20

24

28

0 1 2 3 4 5

Gue

sts

Hours

Name_________________________________________ Date____________

Copyright © Swun Math Integers: Addition Fluency, Version B

Integers: Addition Fluency B (70 items)

−3 + −6 = 8 + −2 = 7 + −4 = 9 + −3 = −9 + 2 = 5 + −3 = 8 + −1 =

−4 + 9 = −7 + 3 = −4 + −5 = −9 + −5 = −3 + 3 = −2 + −8 = −4 + 2 =

−7 + −1 = −7 + −7 = −2 + 6 = −7 + −8 = −3 + −7 = −9 + 6 = −9 + 4 =

−2 + −2 7 + −6 = −8 + 5 = 8 + −7 = −5 + 6 = −6 + −5 = −5 + 4 =

−9 + −4 = −7 + −2 = −9 + 1 = 4 + −9 = 3 + −8 = −3 + −5 = −9 + 9 =

6 + −3 = −2 + 7 = −9 + −7 = −4 + −6 = −5 + 8 = −8 + 6 = −8 + 9 =

−5 + −5 = −8 + −4 = −9 + 8 = −6 + −4 = −4 + −3 = 3 + −4 = −2 + −3 =

−6 + −2 = −7 + 5 = −8 + −3 = −5 + 7 = −5 + 7 = −2 + −5 = 0 + 6 =

5 + −9 = 7 + − 9 = 6 + −1 = −4 + −8 = −2 + 4 = −8 + −9 = 4 + −4 =

−6 + 8 = −7 + 5 = −6 + −6 = 4 + −7 = −3 + 2 = 6 + −7 = 8 + −4 =

Name_________________________________________ Date____________

Copyright © Swun Math Integers: Subtraction Fluency, Version B

Integers: Subtraction Fluency B (70 items)

−5 − 6 = −9 − −5 = −2 − 2 = 6 − −1 = −6 − −5 = −8 − −9 = 7 − −4 =

−5 − −9 = −2 − −5 = 6 − −3 = −4 − 9 = −5 − 8 = −3 − 3 = 4 − −7 =

−2 − 6 = 5 − −3 = −9 − 4 = 8 − −2 = 2 − −7 = −4 − 2 = −3 − −6 =

−6 − −6 = −6 − −2 = 6 − −7 = −2 − −9 = −4 + −6 = −2 − 4 = −9 − 8 =

−4 − −8 = 3 − −4 = −7 − −6 = −8 − −3 = −3 − −7 = 5 − −2 = 7 − −6 =

−3 − −5 = −5 − −5 = −9 − −7 = 7 − −9 = −6 − −4 = −6 − 8 = −2 − −3 =

−7 − −7 = −5 − 7 = −9 − 6 = 0 − 6 = −8 − 5 = −6 − 9 = −5 − 4 =

4 − −4 = 8 − −8 = 9 − −3 = −7 − −8 = 8 − −1 = −3 − 2 = −4 − −3 =

8 − −8 = 8 − −4 = −9 − 9 = −7 − −5 = −9 − 1 = −8 − 6 = −2 − −8 =

−2 − 7 = −7 − 3 = 3 − −8 = −9 − 2 = 3 − −9 = −4 − −5 = −9 − −4 =

Name_________________________________________ Date____________

Copyright © Swun Math Integers: Multiplication Fluency, Version B

Integers: Multiplication Fluency B (70 items)

−3 ∙ 4 = −7 ∙ −2 = −6 ∙ −6 = −9 ∙ −7 = −7 ∙ 9 = −3 ∙ −6 = −5 ∙ 9 =

4 ∙ −9 = 5 ∙ −8 = 9 ∙ −6 = 2 ∙ −7 = 2 ∙ −4 = −7 ∙ 6 = −8 ∙ 1 =

2 ∙ −2 = 6 ∙ −9 = 5 ∙ −7 = 0 ∙ 9 = −6 ∙ −4 = 8 ∙ −8 = −7 ∙ −5 =

3 ∙ −2 = −4 ∙ −3 = −9 ∙ −4 = 5 ∙ −6 = 7 ∙ −3 = −3 ∙ 8 = −5 ∙ 2 =

9 ∙ −8 = −6 ∙ 1 = −5 ∙ 3 = −3 ∙ 9 = −6 ∙ −5 = −9 ∙ −5 = −4 ∙ −5 =

−8 ∙ 8 = −2 ∙ −8 = 9 ∙ −1 = −8 ∙ 4 = 8 ∙ −5 = 6 ∙ −8 = −7 ∙ −7 =

−2 ∙ −3 = −9 ∙ 3 = −7 ∙ −8 = −4 ∙ 4 = 5 ∙ −4 = 8 ∙ −6 = −6 ∙ −2 =

−4 ∙ −6 = 9 ∙ −2 = 6 ∙ −4 = −7 ∙ 4 = −4 ∙ −8 = −6 ∙ 7 = −3 ∙ −7 =

−2 ∙ −5 = −6 ∙ 3 = 4 ∙ −2 = −8 ∙ 7 = −5 ∙ −5 = −3 ∙ −5 = −4 ∙ 7 =

3 ∙ −3 = −8 ∙ 2 = −7 ∙ −1 = −8 ∙ 2 = −2 ∙ −9 = −8 ∙ −3 = 2 ∙ −6 =

Name_________________________________________ Date____________

Copyright © Swun Math Integers: Division Fluency, Version B

Integers: Division Fluency B (70 items)

−45 ÷ −5 = −48 ÷ −6 = −36 ÷ 9 = 8 ÷ −2 = 15 ÷ −3 = −12 ÷ −6 = 3 ÷ −3 =

54 ÷ −9 = −12 ÷ 2 = 35 ÷ −7 = −27 ÷ −9 = −6 ÷ 2 = −12 ÷ −3 = 6 ÷ −6 =

−54 ÷ 6 = −45 ÷ −9 = −10 ÷ −2 = 18 ÷ −3 = −18 ÷ 6 = 18 ÷ −3 = −14 ÷ 7 =

12 ÷ −4 = −81 ÷ −9 = −9 ÷ 3 = −24 ÷ −3 = −30 ÷ 5 = 21 ÷ −7 = −64 ÷ 8 =

−63 ÷ 9 = −14 ÷ −2 = −24 ÷ −3 = 36 ÷ −6 = −28 ÷ 7 = 72 ÷ −9 = −18 ÷ −2 =

8 ÷ −4 = 12 ÷ −4 = 10 ÷ −5 = −42 ÷ −7 = −40 ÷ −8 = 0 ÷ −7 = −20 ÷ −4 =

20 ÷ −5 = 56 ÷ −7 = 56 ÷ −8 = −4 ÷ 4 = −28 ÷ 4 = −30 ÷ 5 = −2 ÷ −2 =

−72 ÷ −8 = −4 ÷ 2 = 36 ÷ −4 = −40 ÷ 5 = −6 ÷ −3 = 18 ÷ −9 = 16 ÷ −8 =

−24 ÷ −8 = −32 ÷ 8 = −9 ÷ −9 = −16 ÷ −4 = −15 ÷ −5 = 49 ÷ −7 = −48 ÷ 8 =

−35 ÷ −5 = −32 ÷ −4 = −9 ÷ 3 = −64 ÷ 8 = −63 ÷ −7 = −25 ÷ −5 = −24 ÷ 4 =

Name_________________________________________ Date____________

Copyright © Swun Math Fraction/Decimal Conversion, Version B

Fraction/Decimal Conversion B

(70 items)

Directions: Convert fractions to decimals and decimals to fractions.

350

= 0.89 = 0.41 = 11100

= 13

= 0.2 = 35

= 73100

= 0.39 = 0.09 =

15

= 0.75 = 14

= 0.55 = 0.5 = 110

= 0.6 = 35

= 69100

= 820

=

0.91 = 1125

= 0.3 = 7100

= 14

= 0.75 = 63100

= 0.17 = 1320

= 0.65 =

0.27 = 1920

= 0.19 = 25

= 0.35 = 15

= 110

= 3100

= 0.05 = 0.1 =

710

= 2950

= 0.85 = 0.95 = 1820

= 0.6 = 14

= 0.21 = 0.3 = 925

=

0.81 = 1325

= 3250

= 7100

= 0.27 = 0.48 = 7100

= 1225

= 0.36 = 0.07 =

0.82 = 0.51 = 120

= 0.8 = 45

= 0.03 = 125

= 0.12 = 71100

= 15

=

grade 8 unit 7 week 6 - amazon web services...grade 8 unit 7 week 6 parents: please help your child...

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