The learner will understand and

5
Notes and textbook
references
use linear relations and
functions.

5.01 Develop an understanding of Notes and textbook

references
function.

a) Translate among verbal, tabular,

graphic, and algebraic representations of
functions.
A. Graph, Table, Equation (Blackline Masters V - 8 and V - 9)
The Blackline Master should be copied on an overhead transparency and cut
apart. Each row has a matching table, graph, and equation.

Activity: Each group of students should be given one graph, one data table,
and one equation that do not match. The challenge for the groups of students
is to work together to match the correct table, graph, and equation. When the
group has the correct 3 matching pieces, the students should display them on
the overhead and explain to the class why they match.

Questions:
1. How is the rate of change identified from a table?

2. How is the rate of change identified from a graph?

3. How is the rate of change identified from an equation?

Grade 8 Classroom Strategies 37

Notes and textbook B. Spaghetti (Blackline Master V - 3)
references Materials: Graph paper, dry spaghetti or pick-up sticks, Scotch Tape™

Activity: Have the student place the graph paper on the floor beside their
desk. Randomly drop the spaghetti stick on the graph paper and tape it down
where it falls.
Find coordinate pairs of the spaghetti stick (points on the line) and make a
table of data points. Find the linear equation to model this location
algebraically using two of the points (objective 5.02). Confirm the equation
using the data analysis procedure on a graphic calculator by entering several
data points in the lists and finding a linear regression. Make a prediction for
the y-coordinate if x was 100.
Have students compare their lines and equations.

Questions:
1. What is the rate of change (slope) in your equation? Show the rate of
change on the graph by drawing several triangles (rise over run) along the
line.

2. What is the y-intercept of your equation? Confirm that this is where your
spaghetti crosses the y-axis.

Extension:
Turn the spaghetti graph 90 degrees counter clockwise. (This is a rotation.)
The original x-axis and y-axis will now be the y-axis and x-axis,
respectively. Find the equation of this line. Graph both lines on the graphics
calculator. What do you conjecture about these two lines?

Teacher note: These lines would be perpendicular. The slopes should be

negative reciprocals of each other. This is more clearly seen on the graphics
calculator if the window is set for ZOOM SQUARE.

38 Grade 8 Classroom Strategies

 C. Floor Grids (Blackline Master V - 2) Notes and textbook
Materials: Floor with tiles or area gridded off with masking tape references

Activity: Locate the axes in the middle of the floor using masking tape.
Assign 10-15 students a number such as {-5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5}.
This will represent the x-coordinates. Teacher will display one equation
from the Blackline Master such as y = x and students will substitute their
assigned x-coordinate value and compute their corresponding y-coordinate
and then move to that location on the floor-grid. Students who are “out-of-
line” will easily see their mistake.
Challenge the students by including rational numbers such as {-2.5, -1.5,
-0.5, 0.333..., 0.8} If necessary, facilitate using rational numbers by
changing the scale on the floor so that each tile represents 0.5 unit.

Extension:
Use a video camera and the football field to do this. Adapt the x-coordinates
to yards. Students will enjoy seeing the “replay”.

D. Toothpicks (Blackline Master V - 12 through V - 14)

Have students build the shapes shown in Toothpick Task One using
toothpicks or have them draw the shapes on grid paper. As students build
the shapes have them fill in the table. Students should continue building the
next shape in the sequence and listing the appropriate information in the
table. As students complete several shapes they should begin to recognize
how they are progressing from one term to the next and make predictions on
future terms in the sequence without having to build the shape. Move
students to writing a “word rule” for determining the perimeter and area of
any shape in this sequence. Lead the students from the word rule to an
algebraic expression. Students will come up with many different
representations of the same expression when simplified. This lends itself to
a great discussion about what the variable represents and how each student
derived their rule. Follow the same procedures for Toothpick Tasks Two
and Three. The expressions for finding the areas of the shapes in Tasks Two
and Three lead nicely into a discussion of nonlinear relationships.

Grade 8 Classroom Strategies 39

Notes and textbook
references
b) Identify relations and functions as
linear or nonlinear.
A. Ranger (Blackline Master V - 10)
Teacher should copy one of these graphs on the board and ask a student to
walk in front of the motion detector (Ranger) so that the time/distance graph
is similar. (Note: The circle is not a function and therefore, cannot be done
in one graph, but it is fun to let students try to do it. The circle is a
composite of: y1 = √ 3 - x2 and y2 = -√ 3 - x2

A Calculator Based Ranger (CBL) / motion detector (available for about $90
from distributors of Texas Instruments products www.education.ti.com or
1800-TI CARES)

Activity: Explicit directions for this activity come with the ranger. Connect
the ranger to the graphics calculator and the graphics calculator to a
viewscreen that projects the image on a screen or whiteboard. Press the APP
key and access the CBL/CBR APP on the graphics calculator to run the
Ranger. Place the Ranger on a desk and clear a path of about 8 feet in front
of the sonic eye. The teacher should draw a graph on the board. A student
should stand in front of the Ranger and will walk either away from the
Ranger or toward the Ranger depending on the graph that they are
attempting to copy. They will have about 6 seconds to do this. Students
should explore walking at a constant pace (rate of change) and walking at a
nonconstant pace. A student can use trial and error until they are able to get
a correct graph.

Questions:
1. What kind of graph is displayed when you walk toward the Ranger at a
constant rate of change?

2. What kind of graph is displayed when you walk away from the Ranger at
a constant rate of change?

3. What kind of graph is displayed when you walk toward the Ranger at a
nonconstant rate of change?

4. What kind of graph is displayed when you walk away from the Ranger at
a nonconstant rate of change?

5. How does the graph change when you walk toward the ranger at a slow
constant rate of change compared to walking toward the ranger at a faster
constant rate of change?

40 Grade 8 Classroom Strategies

6. What would you predict the graphs would look like if you walked away Notes and textbook
from the range comparing a slow constant rate of change with a faster rate references
of change?

Extension:
After walking a linear graph using the ranger, trace the data, record two data
points, and manually compute the linear equation (Objective 5.02). Put the
equation in y = on the graphics calculator and graph it over the data from the
ranger. Is the model a good fit?

B. Fahrenheit Conversion
Materials needed: graph paper, Celsius and Fahrenheit temperature scales
The relationship between the Celsius and Fahrenheit temperature scales is
an example of a linear relationship. Introduce the lesson with a discussion
of Fahrenheit and Celsius units of measurement. You may want to point out
to students that most of the world uses Celsius as a unit of measure.
Therefore, it may be useful to have the ability to convert a Celsius
temperature to a Fahrenheit unit. Provide students with a thermometer that
has both a Fahrenheit and Celsius scale. It is not necessary to use a real
thermometer; you could draw a thermometer with the Fahrenheit
temperature on one side and the corresponding Celsius temperature on the
other. Make a table of equivalent Fahrenheit and Celsius temperatures.
Graph the data on graph paper, treating the Celsius temperature as the
independent variable (x-value) and the corresponding Fahrenheit
temperature as the dependent variable (y-value). Encourage students to
write a rule, or equation, that represents the relationship between the two
temperature scales. Ask students to identify whether the relationship is
linear or nonlinear based on their tables, graphs, and equations.

C. Going Around in Circles

Materials needed: graph paper, circles, rulers, tape measures
Ask students to determine whether these relationships are linear or
nonlinear. Here are a couple of other examples of relationships that are
linear. Provide students with a set of circles. Ask students to measure the
diameter and calculate the circumference of the circles. Compare the
diameter of circles to their circumferences. Another example of a linear
relationship that students could explore is the relationship between their
heights and shoe sizes. Compare the relationship of students’ shoe sizes to
their heights. You could also compare the relationship of students’ arm
spans to their heights.

Grade 8 Classroom Strategies 41

Notes and textbook D. The Million Dollar Mission (from NCTM’s Illuminations)
references In this lesson found on NCTM’s website, students are given the choice of
two salary options: one cent on the first day, two cents on the second day,
and double your salary every day thereafter for the thirty days or exactly
$1,000,000. In this lesson, students will be able to make predictions based
on patterns. This task allows students’ to explore nonlinear functions. The
nonlinear function in this task is exponential.
website: http://illuminations.nctm.org/swr/review.asp?SWR=3322#

E. Diagonals of a Regular Polygon

Materials needed: graph paper (Blackline Masters V - 3 theough V - 6),
paper, colored pencils, markers, or crayons (optional)
It is important that students become familiar with nonlinear functions, as
well as linear functions. The following is way to introduce nonlinear
functions to students. Have students draw the following regular polygons:
triangle, quadrilateral, pentagon, hexagon, heptagon, and octagon. You may
want to provide students with these figures. Students should draw the
diagonals of each regular polygon and record the number of diagonals. It
may be helpful for students to use colored pencils, markers, or crayons to
identify the diagonals as they count. Create a table, graph, and equation that
model the relationship between the number of sides of each regular polygon
and the number of its diagonals. Explore the relationship between the
number of sides of each regular polygon and the number of its diagonals.
This nonlinear relationship is quadratic.

42 Grade 8 Classroom Strategies

 Notes and textbook
c) Find, identify, and interpret the slope references
(rate of change) and intercepts of a linear
relation.
A. Rope Knots
Materials needed: About 6 lengths of rope, each about 3 feet long, of
different thicknesses, measuring tapes, paper, pencil, graphics calculator

Activity: This activity models the decreasing amount of rope as knots are
tied in the rope. Distribute a length of rope to each group of students. The
student should measure the entire length of rope and record data as
(0, length in either cm or inches) in a table. They will tie one knot in the
rope, measure the length again, and record the data as (1, length after one
knot). Tie a second knot in a different section of the rope, measure again,
and record the data. Continue this process about 5-8 times to get sufficient
data to find a good model (regression equation) to fit this phenomenon.
Different thicknesses of rope will permit different number of knots before
running out of length. Students should enter data in a graphics calculator and
fit a linear regression equation.

Questions:

(1) What is the model (regression equation) and how does it compare with
groups who had ropes of different thicknesses?

(2) What is the rate of change and what does it mean in this activity? How
does your rate of change compare with students who had a rope of different
thickness? Why is it negative? Explain.

(3) What does the y-intercept mean is this case?

(4) How much length would be left after 24 knots are tied?

Teacher note: The last question may not have an answer if the rope does not
have sufficient length. Also ask students about whether or not to connect the
points on the graph.

Grade 8 Classroom Strategies 43

Notes and textbook B. Vase
references Materials needed: 6-7 cylinder-shaped vases of different diameters and
heights
Rulers
Container of water and measuring device that allows students to measure 25
mm of water
Paper towels
Paper, pencil, graphics calculator or graph paper.

Activity: This activity enables students to develop a model that shows the
relationship of a specific amount of water in a vase to the height of the water
in the vase. Distribute one vase to each group of students. Each group of
students will add water to their vase in 25 mm increments and measure the
distance from the bottom of the vase to the waterline. They will record the
data in a table each time they repeat this procedure (5-8 repetitions).
Students should then graph the resulting data (mm of water, height of
waterline) and discuss the existence of a linear relationship (model) for this
set of data.

Teacher note: The teacher should not initially tell the students to measure the
thickness of the glass base to the vase without any water added. The
students should eventually be able to define this as the y-intercept.

Possible Discussion Questions:

(1) Describe the meaning of the rate of change (slope) and the y-intercept in
this situation. Do all groups have the same slope and y-intercept? Explain.
(2) Can you use the model to predict the height of the waterline after adding
25 mm of water 10 times? 20 times? (This question may need to be adjusted
depending on the height of the vase.) Student should add the additional
water and measure and compare the actual value with the predicted value.
Discuss any discrepancies.
(3) How do graphs of vases with smaller diameters compare with graphs of
vases with larger diameters? By looking at the graphs, could you tell which
graph belonged to a vase with a smaller diameter? How?

Assessment:
Have each group graph their information on an overhead transparency.
Place the vases in front of the classroom. Put one graph on the overhead and
have students select the vase that matches the graph.

Extension:
Collect additional vases that are varied in shape, not cylinders. Do this same
experiment. The resulting graphs will be nonlinear and students should
discuss how the shape of the vase affects the graph.

44 Grade 8 Classroom Strategies

 C. Cell Phone Task (Blackline Masters V - 15 through V - 17) Notes and textbook
(adapted from Principles and Standards for School Mathematics. Reston, references
VA: NCTM, 2000)
The concepts of slope and y-intercept are often difficult for students to
understand. Having students examine these concepts in a context that they
are familiar with will add meaning and purpose. Allow students to work in
small groups to complete this task. Students can use tables, graphs or
equations to solve the problem, but should be led to writing an equation by
the conclusion of the activity. Make sure to have a whole class discussion
about the extensions.

Grade 8 Classroom Strategies 45

Notes and textbook
references
d) Interpret and compare properties of
linear functions from tables, graphs, or
equations.
A. Graphing Lines
Materials needed: Graphics calculator

Activity:
1. On the graphics calculator, set a standard window (ZOOM 6). In the y=
menu, enter several linear equations. Graph them and discuss how changes
in the slope affect the graphs.

Set up a table and cursor through table values to see rate of change. Tables
for the other equations can be seen by cursoring to the right.

2. Explore the effect using negative slopes on a series of lines.

3. Explore the effect using fractional slopes for the series of lines.

4. Explore the effect using different y-intercepts such as y=x =1, y=x+2, etc.

5. The graphics calculator also has a list (brace) feature that allows you to
graph this in one step. However, the table screen will not access all the
different lines.

46 Grade 8 Classroom Strategies

 B. The Picture Tells the Linear Story (Blackline Masters Notes and textbook
V - 18 through V - 20) Students investigate slopes and y-intercepts for references
linear relations. This activity helps students develop the concept of parallel
lines and how the “steepness” of the graph of a line relates to the slope.

C. Moving on the Graph (Blackline Master V - 21)

Students begin with the basic equation y=x and are asked how to change the
equation to meet various specifications. This allows teachers to assess what
students know and understand about the concepts of slope and y-intercept.

Grade 8 Classroom Strategies 47

 Suggested
Notes and textbook Classroom Accommodations for Students with
references
Specific Learning Disabilities
Cognitive Strategies Behavior Accommodations

Remembering forgets order of steps chart of steps displayed

Self-managing cannot explain concept self-questioning taught

Information gathering does not understand on frequent summaries

first listening paraphrasing strategy

Organizing cannot make visual vocabulary recorded with both

representation words and a visualization strategy

Analyzing cannot locate errors verbal rehearsal strategy

Problem solving cannot shift strategies demonstrate each problem using

two strategies

Time managing poor assignment completion prioritize assignments; required

time chart for increased awareness
of time demands

Integrating poor notes note taking strategy organized by

concepts, not textbook chapters

Generating weak concept connecting prediction strategies

pattern awareness

Evaluating poor test taking alternate tests; frequent assessment;

test taking strategies

Some Additional Accommodations

♦ Modify original task to meet the ♦ Provide highlighted text for student use.
needs of handicapped students. ♦ Provide large print materials.
♦ Provide taped material to listen to, ♦ Increase allowable time for completion.
rather than read. ♦ Reduce weight of test importance.
♦ Emphasize higher use of objective test ♦ Change fill-in-the-blank to multiple-
in contrast to subjective tests. choice format.
♦ Offer three choices instead of four in multiple-choice formats.

48 Grade 8 Classroom Strategies

 Notes and textbook
5.02 Write an equation of a linear references
relationship given: two points, the slope and
one point on the line, or the slope and
y-intercept.
A. Equations Rope/Vase Have students do the rope activity or
the vase activity as described for objective 5.01c, but use two data points to
determine the model (equation). Then use the graphics calculator to
determine the regression equation and compare the manually computed
equation with the regression equation. Put both in the y= in the graphics
calculator and graph them over the data. Compare and contrast the two
equations for accuracy and for predicted values.

B. Slippery Slopes (Blackline Masters V - 4 through V - 6)

Using individual dry erase coordinate planes, have students plot a pair of
points as well as determine the slope of the line (formally using the equation
or informally by counting the rise and run) created by the two points. Then
by connecting the two points (and possibly extending the line) students
should be able to estimate the value of y-intercept and therefore write an
approximate equation of the line.

If you do not have a class set of coordinate planes you could make a set by
enlarging a coordinate plane and laminating it with a piece of construction
paper on the back. Students would then be able to use overhead or dry erase
markers.

C. How Do They Fit? (Blackline Masters V - 22 and V - 23)

Students use their knowledge of slope and y-intercept to write equations in
standard form. Allow students to work in pairs or small groups to assemble
the 3 by 3 puzzle. Teachers may want to cut the puzzle pieces apart and put
them in envelopes ahead of time as the blackline is assembled correctly.
Use the blank blackline to create other puzzles that involve different skills or
have students create their own puzzles.

Grade 8 Classroom Strategies 49

 Notes and textbook
references
5.03 Solve problems using linear
equations and inequalities; justify
symbolically and graphically.
A. Solving Inequalities Square Puzzle (Blackline Master
V - 1) Students reassemble nine small squares into a large square. When
completed, touching edges will contain an inequality and its solution.

B. Anti-Freeze Search for real-world problems.

Problem: Antifreeze is added to a car’s cooling system to lower the freezing
point to -35 degrees and raise the boiling point to 125 degrees Celsius. This
can be written in an inequality: -35 < C < 125. Write this inequality in
degrees Fahrenheit.
Students should recall the freezing and boiling points for each of these
scales.
FAHRENHEIT CELSIUS
Boiling point 212 100
Freezing point 32 0

Using these two data points, students should determine the linear regression
A blackline for graphing
equation which is the formula for conversion. This can be either manually
one-dimensional (Objective 5.02) or using the graphics calculator. Manually students will get
inequalities can be the equation C=(5/9)(F-32). A regression equation on the calculator will get
found on Blackline y1= -17.7777777777778 + .55555555555556x. Students should show that
Master IV - 3. these are equivalent equations.
Solution: -35 < 5/9(F - 32) < 125

Multiply by inverse of 5/9 9/5[ -35 < 5/9(F - 32) < 125]

-63 < (F - 32) < 225

Add 32 to all parts 32 + -63 < 32 + (F - 32) < 32 + 225

-31 < F < 257

Conclusion: The coolant will remain liquid between -31 degrees Fahrenheit
and 257 degrees Fahrenheit.

50 Grade 8 Classroom Strategies

 C. Hand (Blackline Master V - 11) Notes and textbook
references
Problem: Research indicates that 95% of people have a palm width, p (in
inches) that is a solution of the following inequality: 3.12 < p < 3.86.This is
important because this information is used when designing control panels on
airplanes, keyboards for computers, gloves, and many other things.

1. Use the Blackline Master and determine whether the illustrated

hand is a solution to this inequality.

2. Measure at least two students in your class and see if the

measurements satisfy the inequality. Explain why or why not.

3. Write your favorite basketball player and ask him/her to outline

his/her hand on a sheet of paper and sent it to you to use in your math class.
Remember to get him/her to also include an autograph. Is he/she included in
the 95% of people who fit this inequality?

D. Height vs Arm Span These data may already be collected if

you did this activity in your teaching of scatterplots, if not, gather students’
heights and arm spans. Each student should create a scatterplot of the data.
Have students graph the line y = x. Discuss what this line represents. Are
there any data points on the line? Discuss what it means for points to be
below the line (y < x) as well as points above the line (y > x). This
activity gives students a solid concept to build upon.

Grade 8 Classroom Strategies 51

Notes and textbook E. Problem: Solve 6x + 7 = 13 numerically, algebraically, and
references graphically. Compare and contrast different methods. Extend methods to
6x + 7 > 13.

Activity:
Part I Numerical Solution:

(1) Student should guess an answer and substitute it into the equation to see
if it maintains the inequality. Eventually they should acknowledge that this
is not the most efficient method.

(2) Using a graphics calculator, students enter y1 = 6x + 7 and y2 = 13 and

use the table of values to search when the solution in y1 equals to the
solution in y2.

Part II Algebraic Solution:

6x + 7 = 13
Add (-7) to both sides 6x + 7 + (-7) = 13 + (-7)
Inverse Prop/Number fact 6x + 0 = 6
Zero Prop 6x = 6
Mult (1/6) 6 * (1/6) x = 6 * (1/6)
Inverse Prop 1x=1
Identity x=1
Check is left for you.

Part III Graphical Solution:

Using a graphics calculator, students enter y1 = 6x + 7 and y2 = 13. Press

WINDOW and set a window that allows you to see BOTH lines. Press
TRACE and cursor (right or left) to the point of intersection. Press CALC
(2nd TRACE), select #5 Intersect. Calculator will indicate in the top left
which equation it is on, so press ENTER to indicate that this is one of the
lines for which you want the intersection. Notice the top left will change to
the second equation; press ENTER to indicate that this is the correct second
equation. Press ENTER one more time to indicate your guess with the
cursor blinking close to where the lines intersect. What is the answer for x?

Extended problem: Find at least 6 solutions for 6x + 7 > 13.

Part I Numerical Solution and

Part II Algebraic Solution

Follow the steps in the original problem to find solutions for this inequality.

52 Grade 8 Classroom Strategies

Part III Graphical Solution Notes and textbook
references

In the first screen shot, notice the icon on the left side of y1. Cursor to this
and press ENTER to toggle through the possible icons. Recall the problem is
6x+7>13. Therefore, y1 will be indicated as greater than (or above the line).
In the second screen shot, answers in the y1 column that are greater than 13
are solutions such as when x = 5. Substitute this in the original inequality to
verify manually that you get a true inequality.
In the third screen shot, an appropriate window is set to see the graph.

Any point in the shaded area (to the left of the sloped line) and that is also
above the horizontal line will be a solution to this equality. It should be
reinforced that inequalities have multiple answers, both integer values and
fraction/decimal values.

Grade 8 Classroom Strategies 53

Notes and textbook
references
5.04 Solve equations using the inverse
relationships of addition and subtraction,
multiplication and division, squares and
square roots, and cubes and cube roots.
A. Inverse Relationships Students should have a strong
understanding of inverse relationships and that they “undo” the other
operation. Have them explore beginning with a random number like 8, then
adding 2, then subtracting 2. Explore also with the other inverse
relationships:
• Begin with 8: Add 5, then subtract 5, what is the result? Ask them to
explain why this works. (They should acknowledge that a positive 5 and
a negative 5 will equal zero.) Teachers should also explore Adding 5 and
adding a (-5).
• Begin with 12: Multiply by 2, then divide by 2, what is the result?
• Begin with 36: Take the square root, then square the result, what do
you get? Note the order of operations is changed in this problem.
Students need to know that it is the combination, not the order that
undoes.
• Begin with 4.2: Use the graphics calculator to take the cube root
(located in the MATH menu) and cube the result.

Relate this concept to equations:

x + 1 = 5. Explain to solve for x, the positive 1 on the left side can be taken
away by subtracting 1. However, to maintain the equivalence, you will also
need to subtract 1 from the right side. It is VERY important for students to
show work, detail properties / operations beside each step, and to check the
answers to show the equivalence.
Problem: x+1=5
Add -1 to both sides x + 1+ (-1) = 5 + (-1)
Inverse Prop/ Number fact x + 0 = 4
Add 0 Prop x=4

Check x+1=5 Copy original equation

Substitute answer (4) + 1 = 5
Number fact 5=5 The equivalence has been
maintained.
PROBLEMS:
• Solve x - 4 = 9
• Solve 2x + 3 = 4
• Solve 0.5x - 6 = 20

54 Grade 8 Classroom Strategies

EXTENDED PROBLEMS FOR EXTENDED UNDERSTANDING: Notes and textbook
Building on these understanding, help them work through more difficult references
equations.
Problem: x2 + 4 = 20
Add -4 to both sides x2 + 4 + (-4) = 20 + (-4)
Inverse Prop/Number fact x2 + 0 = 16
Add 0 Prop x2 = 16
Take Square root of both sides √x2 = √16
Inverse Prop x = 4 and also x = -4

Check (+4) x2 + 4 = 20 Copy original equation

Substitute (4)2 + 4 = 20
Number fact 16 + 4 = 20
Number fact 20 = 20 The equivalence has
been maintained

Check (-4) x2 + 4 = 20 Copy original equation

Substitute (-4)2 + 4 = 20
Number fact 16 + 4 = 20
Number fact 20 = 20 The equivalence has
been maintained.

Try these:

a) x2 = 8 b) x3 = 27 c) √x
3
=2 d) 2x2 + 3 = 21
2

B. Cut & Paste Equations (Blackline Master V - 7)

Materials Needed: Blackline Master, a sheet of construction paper, scissors,
and a glue stick.
This is a great way for students to practice solving equations using inverse
operations. The cutting and pasting is great for kinesthetic learners.
Students should be instructed to leave the Equation column intact and then
cut and paste the appropriate steps for each equation. This idea can be
adapted for a variety of concepts including: one and two-step equations,
inequalities, and graphing linear equations.

Grade 8 Classroom Strategies 55

Notes and textbook C. Scales and Equality
references Materials needed: scale,weights or other objects to illustrate equality.
To introduce the concept of using inverse operations to solve equations, use
a scale to model the relationship of equality. Start with a relationship that
models equality by putting equal weights or objects on each side of a scale.
Discuss the meaning of equality. Illustrate inequality by taking an object, or
objects, from one side of the scale. What needs to be done to the other side
to make the sides balance out? Do several examples. Emphasize that to
regain balance you must do the same thing to the opposite side of the scale.

Extension using Algebra Tiles™

Materials needed: algebra tiles

Draw a scale. Using algebra tiles, represent one side of the equation with
algebra tiles on one side of the scale, and represent the other side of the
equation with algebra tiles on the other side of the scale. Use the
manipulatives to solve the equation. Repeat with other types of equations.

56 Grade 8 Classroom Strategies