Grade 8 Mathematics, Quarter , Unit 1.

Solving Equations with One Variable

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Overview
Number of Instructional Days:

24

(1 day = 45-60 minutes)

Content to Be Learned

Mathematical Practices to Be Integrated

3. Construct viable arguments and critique the
reasoning of others.
Distinguish correct logic or reasoning from
that which is flawed
Analyze situations by breaking them into
cases.

Solve linear equations in one variable with

one solution, infinitely many solutions, or
no solution.
Solve linear equations in one variable
including use of the distributive property.
Determine angle relationships when parallel
lines are cut by a transversal.

6. Attend to precision.
Try to communicate precisely to others.
Calculate accurately and efficiently, express
numerical answers with a degree of precision
appropriate for the context.

Investigate the sum of interior angles of a

triangle.
Investigate the sum of exterior angles of a
triangle.

7. Look for and make use of structure.

See complicated things, such as some
algebraic expressions, as single objects or
composed of several objects.
Look closely to discern a pattern or structure.

Solve linear equations in one variable

including rational number coefficients
(whole numbers, decimals, fractions, and
their opposites).
Solve linear equations in one variable
combining like terms (on one or both
sides of the equal sign).

Essential Questions
When would you use the distributive
property to simplify a linear equation in
one variable?

What steps would you use to solve any linear

equation in one variable?
What are the possible types of solutions to any
linear equation in one variable?
How would you write an equation that
demonstrates each of the following:
one solution, no solution, or
infinitely many solutions?

How can you combine like terms to simplify

a linear equation?

What is the result of a transversal cutting

parallel lines?

What is the relationship between an exterior

angle and the two other angles in a triangle?

How can you prove two triangles are

similar by using the angle-angle
criterion?

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin
Revised for 2014-2015

Written Curriculum
Common Core State Standards for Mathematical Content
Expressions and Equations

8.EE

Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.7

Solve linear equations in one variable.

a.

Give examples of linear equations in one variable with one solution, infinitely many
solutions, or no solutions. Show which of these possibilities is the case by successively
transforming the given equation into simpler forms, until an equivalent equation of the
form x = a, a = a, or a = b results (where a and b are different numbers).

b.

Solve linear equations with rational number coefficients, including equations whose
solutions require expanding expressions using the distributive property and collecting like
terms.
8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of
triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle
criterion for similarity of triangles. For example, arrange three copies of the same triangle so that
the sum of the three angles appears to form a line, and give an argument in terms of transversals
why this is so.

Common Core Standards for Mathematical Practice

3

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously
established results in constructing arguments. They make conjectures and build a logical progression of
statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into
cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to
others, and respond to the arguments of others. They reason inductively about data, making plausible
arguments that take into account the context from which the data arose. Mathematically proficient students
are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning
from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students
can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such
arguments can make sense and be correct, even though they are not generalized or made formal until later
grades. Later, students learn to determine domains to which an argument applies. Students at all grades can
listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or
improve the arguments.

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in
discussion with others and in their own reasoning. They state the meaning of the symbols they choose,
including using the equal sign consistently and appropriately. They are careful about specifying units of
measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate
Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin
Revised for 2014-2015

accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem
context. In the elementary grades, students give carefully formulated explanations to each other. By the time
they reach high school they have learned to examine claims and make explicit use of definitions.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin
Revised for 2014-2015

Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example,
might notice that three and seven more is the same amount as seven and three more, or they may sort a
collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the
well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression
x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an
existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems.
They also can step back for an overview and shift perspective. They can see complicated things, such as some
algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5
3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more
than 5 for any real numbers x and y.

Clarifying the Standards

Prior Learning
In sixth grade, students were exposed to applying the distributive property and simplifying algebraic
expressions by combining like terms.
In seventh grade, students were fluent in working with rational numbers and multistep equations with one
variable on one side of the equation. Students applied the distributive property and they have knowledge
of combining like terms with rational number coefficients.
Current Learning
Students solve linear equations with one variable resulting in one solution, infinitely many solutions, or
no solution. They also solve linear equations with rational number coefficients, requiring the distributive
property and combining like terms. This is a major cluster (PARCC) and a critical area of CCSS. Later
this year, students will use their knowledge from this unit for the following units: Linear Functions,
Slope, and Systems of Equations.
Future Learning
In high school algebra, students will create, solve, and graph linear inequalities in one variable. Students
will solve linear equations in one variable with variable coefficients.
Students will solve quadratic equations in one variable.

Additional Findings
According to Principles and Standards for School Mathematics, in grades 68, all students should
recognize and generate equivalent forms for simple algebraic expressions and solve linear equations
(p. 222).
According to the PARCC Model Content Frameworks, One-variable linear equations culminate in grade
8 with the solution of general one-variable linear equations, including cases with infinitely many solutions
or no solutions as well as cases requiring algebraic manipulation using properties of operations.
Coefficients and constants in these equations may be any rational number. (p. 35)
8.EE.7b PARCC Evidence Tables Clarifications- Tasks do not have a context.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin
Revised for 2014-2015

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin
Revised for 2014-2015