Name Date

1. Use the graph below to answer parts (a)–(c).

a. Use any pair of points to calculate the slope of the line.

b. Use a different pair of points to calculate the slope of the line.

c. Explain why the slopes you calculated in parts (a) and (b) are equal.

2. Jeremy rides his bike at a rate of 12 miles per hour. Below is a table that represents the number of hours
and miles Kevin rides. Assume both bikers ride at a constant rate.

Time in Distance in
Hours ( x ) Miles ( y )
1.5 17.25

2 23

3.5 40.25

4 46
 a. Which biker rides at a greater speed? Explain your reasoning.
b. Write an equation for a third biker, Lauren, who rides twice as fast as Kevin. Use y to represent the
number of miles Lauren travels in x hours. Explain your reasoning.
c. Create a graph of the equation in part (b).

d. Calculate the slope of the line in part (c), and interpret its meaning in this situation.

3. The cost of five protractors is $ 14.95 at Store A. The graph below compares the cost of protractors at
Store A with the cost at Store B.

Estimate the cost of one protractor at Store B. Use evidence from the graph to justify your answer.
4. Given the equation 3 x+ 9 y=−8 , write a second linear equation to create a system that:

a. Has exactly one solution. Explain your reasoning.

b. Has no solution. Explain your reasoning.

c. Has infinitely many solutions. Explain your reasoning.

d. Interpret the meaning of the solution, if it exists, in the context of the graph of the following system
of equations.

x +2 y=10
{10−5x −4 y =−20

5. Students sold275 tickets for a fundraiser at school. Some tickets are for children and cost $ 3, while the
rest are adult tickets that cost $ 5. If the total value of all tickets sold was $ 1,025, how many of each
type of ticket was sold?

6.

a. Determine the equation of the line connecting the points (0 ,−1) and (2 , 3) .

b. Will the line described by the equation in part (a) intersect the line passing through the points
(−2 , 4) and (−3 , 3)?Explain why or why not.
7. Line l 1 and line l 2 are shown on the graph below. Use the graph to answer parts (a)–(f).

a. What is the y -intercept of l 1?

b. What is the y -intercept of l 2?

c. Write a system of linear equations representing linesl 1 and l 2.

d. Use the graph to estimate the solution to the system.

e. Solve the system of linear equations algebraically.

f. Show that your solution from part (e) satisfies both equations.
A Progression Toward Mastery
STEP 1 STEP 2 STEP 3 STEP 4
Assessment Missing or Missing or A correct answer A correct answer
Task Item incorrect answer incorrect answer with some supported by
and little evidence but evidence of evidence of substantial
of reasoning or some reasoning or reasoning or evidence of solid
application of application of application of reasoning or
mathematics to mathematics to mathematics to application of
solve the problem. solve the problem. solve the problem, mathematics to
OR an incorrect solve the problem.
answer with
substantial
evidence of solid
reasoning or
application of
mathematics to
solve the problem.
1 a–b Student makes no Student computes the Student computes slope Student correctly
attempt to find the slope in parts (a) and (b) both times but may computes the slope
slope in part (a) and/or but makes have forgotten to both times and finds
8.EE.B.5 part (b). computational errors include the negative −3
leading to slopes that sign or makes another m= (or an
are not equal. Student simple computational
2
equivalent fraction).
may have used the error. Student finds the
Student finds the slopes
same two points for slopes in both parts (a)
in both parts (a) and (b)
both parts (a) and (b). and (b) to be equal.
to be equal.

c Student makes no Student states that the Student makes a weak Student makes a
attempt to answer the slopes in parts (a) and argument by stating convincing argument
8.EE.B.6 question. (b) are not equal. that the slopes are and references similar
equal because the triangles to explain why
fractions are equal or the slopes between any
that the fractions two points on a line are
representing the slope equal.
are equivalent.

2 a Student makes no Student writes an Student writes the Student writes the
attempt to answer the incorrect answer but correct answer that correct answer that
question or writes shows some evidence of Jeremy rides at a Jeremy rides at a
8.EE.B.5 “Kevin” or “Jeremy” reasoning in the greater speed. Student greater speed. Student
with no evidence of an explanation. explanation lacks provides a strong
application of precision or is incorrect. mathematical
mathematics to solve For example, student explanation as to which
the problem. may have written that biker rides at a greater
Jeremy travels a farther speed by referencing a
distance in two hours graph (slopes of each
instead of referencing line where one slope is
the rates of each biker. steeper) or a numerical
comparison of their
rates.
 b–d Student makes little or Student writes an Student correctly Student correctly writes
no attempt to complete incorrect equation in identifies the equation, the equation, y=23 x
parts (b)–(d). Student part (b) and/or graphs graphs and , in part (b) or writes an
8.EE.B.5 may have plotted points the equation incorrectly calculatesthe slope, and equivalent equation.
on the graph with no and/or calculates the identifies it as Lauren’s Student explains “twice
relevance to the slope incorrectly. rate, but the answer as fast” in terms of
problem. Student does not shows no evidence of distance traveled for a
connect the slope of the reasoning in part (b). given time interval
line to Lauren’s rate. OR compared to the data
Student makes a for Kevin given in the
mistake in writing the table. Student correctly
equation for part (b), graphs the situation in
which leads to an part (c) and correctly
incorrect graph and identifies the slope of
slope in parts (c)–(d). the line, 23 , as the rate
that Lauren rides for
part (d).

3 8.EE.B.5 Student makes no Student may or may not Student uses the Student uses the
attempt to answer the have correctly information provided information provided
question. calculated the unit rate about Store A to about Store A to
OR of protractors for Store determine the unit rate determine the unit rate
Student writes a dollar A. Student writes an of protractors but may of protractors and
amount with no estimate for Store B but have made a references the unit rate
explanation. does not justify the computational error at Store A in the
estimate using evidence leading to a poor justification of the
from the graph. estimate. Student may estimate. Student
or may not have used writes an estimate that
evidence from the makes sense (e.g., less
graph to justify the than Store A, about half
estimate or makes a as much) and uses
weak connection evidence from the
between the estimate graph in the justification
and the graph. (e.g., comparison of
slopes, size of angles).
4 a–c Student makes no Student answers at least Student answers at least Student provides a
attempt to answer any one part of (a)–(c) two parts of (a)–(c) correct equation and
parts of (a)–(c). correctly. Student may correctly. Student may explanation for each of
8.EE.C.7 OR have left two parts have left one part blank. the parts of (a)–(c).
a Student only rewrites blank. Answer may or Student explains Specifically, for part (a),
8.EE.C.8 the given equation as an may not show evidence reasoning in at least two an equation that
answer. of reasoning. parts of (a)–(c), noting represents a distinct
the characteristics line from the given
required to achieve the equationhas a slope
desired number of −1
solutions. different from ; for
3
part (b), an equation
that represents a line
parallel to the given
equationhas the same
slope; and for part (c),
an equation that
represents the same
line as the given
equation whose graphs
coincide.

d Student makes little or Student gives an Student may have tried Student correctly states
no attempt to answer incorrect answer. to find the solution that the graphs of the
the question. Student Student may have said algebraically. Student equations produce the
8.EE.C.8 does not provide a that the point of states that there are same line. Student
mathematical intersection of the lines infinitely many solutions explains that one
explanation or apply any is the solution to the to the system but may equation can be
mathematical reasoning system or that there is not have referenced obtained by the other
to support the answer. no solution because the what the graph would by multiplying the first
lines are parallel. look like (i.e., each equation by −2or the
equation produced the second equation by
same line on the graph). −1
Student supplies weak .OR
mathematical reasoning 2
to support the answer. Student explains that
both lines had the same
5
slope of and the same
2
y -intercept of (0 , 5).
Student supplies strong
mathematical reasoning
to support the answer.
5 8.EE.C.8 Student makes little or Student may have Student correctly Student correctly writes
no attempt to write and written an incorrect writesa system of linear and solves a system of
solve a system of linear system of equations to equations to represent linear equations to
equations. represent the situation. the situation but makes solve the problem.
Student may or may not a computational error Student defines the
have defined the leading to an incorrect variables used in the
variables. Student may solution. system. Student states
have used another OR clearly that 175
strategy to determine Student correctly writes children’s tickets and
the numbers of tickets and solves a system but 100 adults’ tickets
of each type that were does not define the
were sold.
sold. There is some variables.
evidence of
mathematical
reasoning.

6 a Student makes little or Student incorrectly Student uses the points Student uses the points
no attempt to write the computes the slope of to correctly determine to determine the slope
equation. the line as something the slope of the line as of the line and then
8.EE.C.8 other than 2. Student 2 but may have written writes the equation of
does not write the an incorrect equation. the line passing through
correct equation of the those two points as
line. y=2 x−1or
equivalent.

b Student makes little or Student incorrectly Student uses the points Students uses the points
no attempt to answer computes the slope of to correctly determine to determine the slope
the question. the line as something the slope of the line as as 1and correctly
8.EE.C.8 other than 1 and may
OR 1 but makes an concludes that the lines
Student responds with or may not have drawn incorrect conclusion intersect because the
yes or no only. an incorrect conclusion about whether or not slopes are different.
about whether or not the lines would
the lines would intersect.
intersect. OR
Student makes a
computational error for
the slope and draws the
wrong conclusion about
the lines.
OR
Student says the lines
would intersect but
does not provide an
explanation.

7 a–b Student leaves both Student identifies one Student identifies the Student correctly
parts (a) and (b) blank. of the two y -intercepts y -intercepts of l 1 and identifies the
8.EE.C.8
OR but may have inversed l 2 but switches the y -intercepts of l 1 and
Student identifies
coordinates that do not
the coordinates.
coordinates, i.e., l 2 as(0 , 4 ) and
Student leaves either (a)
fall on either the x -or y or (b) blank. ( 4 , 0) and( 2 , 0 ), or (0 , 2), respectively.
- axis. identifies the y-
intercept of l 1 as
(0 , 2) and l 2as(0 , 4 )
.
 c–d Student leaves the item Student writes two Student writes a system Student correctly writes
blank. equations to represent of equations, but one of the system as

{x− y=−2
OR the system, but the the equations is written
8.EE.C.8 Student only writes one equations do not incorrectly.Student or a
equation that may or represent the lines on writes an estimate x+ 2 y =8
may not have the graph. Student may where the x -value is system equivalent to
represented one of the or may not have written this given one. Student
between 1 and 2 and
lines on the graph. an estimate or writes an writes an estimate
the y -value is between where the
Student may or may not estimate where the x -
have written an value is not between 1
3 and 4 . x -value is between1
estimate or writes an and 2 and the y -value
and 2 and the y -value
estimate where the x - is between 3 and 4 .
is not between 3 and 4 .
value is not between 1
and 2 and the y -value
is not between 3 and4 .

e–f Student is unable to Student solves the Student solves the Student correctly solves
solve the system system algebraically but system but may have the system and
algebraically. makes serious made a computational identifies the solution as
8.EE.C.8
( 43 , 103 )
computational errors error leading to an
leading to an incorrect incorrect x - or . Student
solution. Student is y -coordinate. Student
unable to complete part verifies the solution in
verifiesthe solution in
(f) or notices an error part (f).
part (f). Student makes
and does not correct it.
a computational error
and believes the
solution is correct.
Name Date

1. Use the graph below to answer parts (a)–(c).

g. Use any pair of points to calculate the slope of the line.

h. Use a different pair of points to calculate the slope of the line.

i. Explain why the slopes you calculated in parts (a) and (b) are equal.

8. Jeremy rides his bike at a rate of 12 miles per hour. Below is a table that represents the number of hours
and miles Kevin rides. Assume both bikers ride at a constant rate.
 Time in Distance in
Hours ( x ) Miles ( y )
1.5 17.25

2 23

3.5 40.25

4 46

a. Which biker rides at a greater speed? Explain your reasoning.

 b. Write an equation for a third biker, Lauren, who rides twice as fast as Kevin. Use y to represent the
number of miles Lauren travels in x hours. Explain your reasoning.

c. Create a graph of the equation in part (b).

d. Calculate the slope of the line in part (c), and interpret its meaning in this situation.

9. The cost of five protractors is $ 14.95 at Store A. The graph below compares the cost of protractors at
Store A with the cost at Store B.
 Estimate the cost of one protractor at Store B. Use evidence from the graph to justify your answer.

10. Given the equation 3 x+ 9 y=−8 , write a second linear equation to create a system that:

a. Has exactly one solution. Explain your reasoning.

 b. Has no solution. Explain your reasoning.

c. Has infinitely many solutions. Explain your reasoning.

d. Interpret the meaning of the solution, if it exists, in the context of the graph of the following system
of equations.

11. Students sold275 tickets for a fundraiser at school. Some tickets are for children and cost $ 3, while the
rest are adult tickets that cost $ 5. If the total value of all tickets sold was $ 1,025, how many of each
type of ticket was sold?
12.

a. Determine the equation of the line connecting the points (0 ,−1) and (2 , 3) .
b. Will the line described by the equation in part (a) intersect the line passing through the points
(−2 , 4) and (−3 , 3)? Explain why or why not.
13. Line l 1 and line l 2 are shown on the graph below. Use the graph to answer parts (a)–(f).

a. What is the y -intercept of l 1?

b. What is the y -intercept of l 2?

c. Write a system of linear equations representing lines l 1 and l 2.

d. Use the graph to estimate the solution to the system.

e. Solve the system of linear equations algebraically.

f. Show that your solution from part (e) satisfies both equations.