I.

Introductory Material

A. Grade Level: 8th Grade

Content Area: Mathematics
Unit Theme: Algebraic Concepts

B. Subject Matter
*Expressions and Equations
-Demonstrate an understanding of expressions and equations with radicals and integer
exponents.
-Understand the connections between proportional relationships, lines, and linear
equations.
-Analyze and solve linear equations and pairs of simultaneous linear equations.
*Functions
-Analyze and interpret functions.
-Use functions to model relationships between quantities.

C. Learning Outcomes
CC.2.2.8.B.1: Apply concepts of radicals and integer exponents to generate equivalent
expressions.
CC.2.2.8.B.2: Understand the connections between proportional relationships, lines, and
linear equations.
CC.2.2.8.B.3: Analyze and solve linear equations and pairs of simultaneous linear
equations.
CC.2.2.8.C.1: Define, evaluate, and compare functions.
CC.2.2.8.C.2: Use concepts of functions to model relationships between quantities.

D. Classroom Objectives
The students will…
1. Identify the unit rate/slope from both a graph and a table.
2. Identify the rate of change and initial value for a real-world situation.
3. Recognize from a graph that a system of two linear equations may have one solution,
no solution, or infinitely many solutions.
4. Apply the properties of integer exponents to generate equivalent numerical
expressions.
5. Solve linear equations in one variable, including equations that have one solution, no
solutions, and infinitely many solutions.
6. Solve equations by evaluating square roots and cube roots.
7. Solve a system of two linear equations by using the methods of substitution and
elimination.
8. Compare the y-intercept in two functions that are represented in different ways.
9. Construct a line representing a proportional relationship.
10. Construct an equation for a line on the coordinate plane in slope-intercept form.
11. Judge whether or not a graph, as well as a table, represents a function.
12. Judge whether an equation represents a linear function or a nonlinear function.
 E. Set of Specifications

(Questions) Knowledge Comprehension Application Analysis Synthesis Evaluation

1. x
2. x
3. x
4. x
5. x
6. x
7. x
8. x
9. x
10. x
11. x
12. x
13. x
14. x
15. x
16. x
17. x
18. x
19. x
20. x
21. x
22. x
23. x
24. x
25. x
Essay x
Question
Total 6 0 10 3 3 4

F. Descriptions
The students will complete one open-ended response (performance-based assessment)

worth a total of 10 points. Part A will be worth 5 points and Part B will be worth 5 points. After

students read a given prompt, they will complete both parts. Part A: In order to record the slope

for Tank A, the students will need to turn Tank A’s equation into function form. In order to

record the slope for Tank B, the students will need to solve for the unit rate by using the

information given in the chart. The students will then need to compare the slopes to answer the
given question. Students should find that the slopes are not the same, and that Tank A has the

larger slope. As stated, in order to receive the full 5 points for Part A, the students will need to

show all their work, and they will need explain their reasoning. Part B: In order to receive the

full 5 points for Part B, the students will need to conclude which tank releases more water per

hour. They will need to explain that Tank A releases more water per hour becuase if you plug the

number 1 in for x (per hour), the slope you get for Tank A will still be larger since anything

multiplied by 1 is itself. The students will also need to show all their work.
II. Objective Based Assessment (50 points): Each problem is worth 2 points.
No Calculators.

A. Multiple Choice: For questions 1-6, circle the correct answer. Show all your work.

1. In the graph below, 𝑥 represents time in seconds, and 𝑦 represents the number of
pages printed by a printer. What is the rate, in seconds, at which this printer
operates?
Printer Speed
Pages Printed

Time (in seconds)

A. 4 pages per second
B. 2 pages per second
C. 1 page per second
D. 0.5 page per second

2. At Copper High School, each classroom has the same number of desks. The table
below shows the total number of desks and the number of classrooms. Which
statement is true?

Number of Total Number of

Classrooms Desks
3 90
4 120
6 180
9 270

A. The unit rate is 30 desks per classroom.

B. The unit rate is 180 desks per 6 classrooms.
C. The unit rate is 90 desks per 3 classrooms.
D. The unit rate is 90 desks per classroom.
3. Tommy is analyzing his reading rate. He says that the equation 2𝑥 − 5𝑦 = 0
compares the number of minutes he reads, 𝑥, to the number of pages he reads, 𝑦.
What is Tommy’s reading rate?

A. 5 pages per minute

!
B. 2 " pages per minute

C. 2 pages per minute

"
D. #
pages per minute

4. Nessa is making invitations for a class reunion. She drew this graph to show how
many invitations she made in the first 5 hours that she worked.

Reunion Invitations
Completed
48
40
Number of Invitations

32
24

16

0
1 2 3 4 5 6
Number of Hours Worked

Nessa needs to make 120 invitations in all. If she continues to work at the same rate, how
many more hours must she work on the invitations?

A. 10 more hours
B. 8 more hours
C. 7 more hours
D. 5 more hours
 5. Which equation has exactly one solution?

A. 3𝑥 − 9 = 3𝑥 + 9
B. 6𝑥 + 2 = 6𝑥 + 2
C. 4𝑥 + 16 = 2𝑥 + 8
D. 2𝑥 + 11 = 2𝑥 + 10

6. Which equation has no solution?

A. 8𝑥 + 11 = 6𝑥 + 11
B. 10𝑥 − 1 = 10𝑥 + 4
C. 2𝑥 + 2 = 2𝑥 + 2
D. 5𝑥 + 20 = 15𝑥 + 10

B. To answer questions 7-8, apply what you know about the properties of integer
exponents to simplify the following expressions. Show all your work.

7. (2 × 2" × 2$! )3

(("#$)! )"
8.
(&'()"
B-2. For 9-12, solve the following equations. State whether each problem has one
solution, no solution, or infinitely many solutions. Show all your work.

9. 6𝑥 − 4 = 4𝑥 + 22

10. 4𝑥 + 2 = 2(2𝑥 + 1)

11. 4(2𝑥 + 2) = 8(𝑥 + 4)

12. 2(𝑥 − 6) = 6𝑥 − 18
B-3. For 13-14, solve the following equations by evaluating square and cube roots. Show
all your work.

13. 𝑥 % = 125

14. 𝑥 " = 100

B-4. Use the method of substitution to solve the following system of two linear equations.
Show all your work.

15. 2𝑥 + 𝑦 = 8
3𝑥 – 𝑦 = 17

Use the method of elimination to solve the following system of two linear equations.
Show all your work.

16. 3𝑥 – 4𝑦 = −7
−3𝑥 + 2𝑦 = 11
C. To answer 17-18, compare the two functions given to determine which student’s
function has the greater y-intercept.

17. Sally graphed the function shown below. Anna wrote the function given by the
equation 𝑦 = 4𝑥 – 2.

Sally’s Function

Answer: _______________

18. Amy made the following chart shown below. Zack wrote the function given by the
equation 𝑦 = 3𝑥 + 5.

Amy’s Function
𝑥 𝑦

6 0
3 3
0 6

Answer: _______________
D. Construct a line from the origin that represents a proportional relationship.

19.

D-2. Construct an equation for a line on the coordinate plane. You must write it in
function form, and your equation must be fully simplified. Show all your work.

20.

Answer:_______________

21.

Answer: _______________
E. For 22, state whether the graph is a function or not a function. For 23, state
whether the table is a function or not a function.

22.

Answer: ____________________________________________

23.
𝑥 𝑦

−2 14

0 6

4 −10

5 −14

Answer: ________________________________________________
E-2. For 24-25, state whether the equation represents a linear function or a nonlinear
function.

24. 𝑦 = 4𝑥 + 8

Answer: _____________________________________________

25. 𝑦 = 𝑥 "

Answer: ____________________________________________
 III. Performance Based Assessment (10 points): Both parts are worth 5 points each.
All required work & explanations must be shown in order to receive full credit. No calculators.

Complete the open-ended question below by fully answering Part A and Part B.
Mr. Hall is releasing water from two different water tanks on his farm. The relationship
between the number of gallons of water released, y, and the number of hours, x, is given
below for the two tanks.
Tank A Tank B
0 = 3x − 4y Time (hours) Water (gallons)
0 0
3 3
4
5 1
1
4
8 2
Part A
Compare the equation to the data in the table. Do they have the same slope? Show all your work
and Explain your reasoning.

Part B
Which tank releases more water per hour? Show all your work and Explain how you determined
your answer.
 Sources

PSSA Performance Coach, Mathematics, Grade 8. New York, NY: Triumph Learning, LLC,
2016.

PSSA Performance Coach, Mathematics, Teacher Edition, Grade 8. New York, NY: Triumph
Learning, LLC, 2016.
 Objective Based Assessment: Answer Key

1. C

2. A

3. D

4. A

5. C

6. B

7. 𝟔𝟒

8. 𝟐𝟏𝟔
9. 𝒙 = 𝟏𝟑
One solution

10. 𝟒𝒙 = 𝟒𝒙 𝒐𝒓 𝟐 = 𝟐
Infinitely many solutions

11. 𝟎 = 𝟐𝟒
No Solution

𝟑
12. 𝒙 = 𝟐
One Solution

13. 𝒙 = 𝟓

14. 𝒙 = ±𝟏𝟎
15. 𝒙 = 𝟓
𝒚 = −𝟐

16. 𝒙 = −𝟓
𝒚 = −𝟐

17. Anna

18. Amy

19.

$𝟏
20. 𝒚 = 𝟐
+𝟐

21. 𝒚 = 𝟐𝒙 + 𝟒

22. Not a function

23. Function

24. Linear

25. Non-linear
 Performance Based Assessment: Answer Key/Scoring Rubric
Mr. Hall is releasing water from two different water tanks on his farm. The relationship
between the number of gallons of water released, y, and the number of hours, x, is given
below for the two tanks.
Tank A Tank B
0 = 3x − 4y Time (hours) Water (gallons)
0 0
3 3
4
5 1
1
4
8 2
Part A
Compare the equation to the data in the table. Do they have the same slope? Show all your work
and Explain your reasoning.

Part B
Which tank releases more water per hour? Show all your work and Explain how you determined
your answer.