options: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
problem_activity: Activity
In this activity, students practice making connections between different representations of the same situation. If desired, they can also identify and create any missing representations (this would require removing some cards from the sets you distribute). The practice will be helpful when students make connections between verbal and tabular representations in the associated Algebra 1 lesson. A matching task gives students opportunities to analyze representations, statements, and structures closely and make connections (MP7).
Launch
Arrange students in groups of 2. Distribute 1 set of slips from the blackline master to each group. (A complete set if students will only do the matching. A set that is missing a few cards if you would like for students to create some representations.)
Student Facing
Your teacher will give you a set of cards. Each card has either a verbal description, a table, or a graph. Find the three cards that represent the same situation. If one of the three representations for a situation is missing, use the blank cards to create that representation.
Student Response
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Activity Synthesis
Select groups to share their matches and how they determined which verbal descriptions, tables, and graphs were a match. Look for groups that created different representations for the missing ones. Attend to the language that students use to describe their matching representations, giving them opportunities to describe them more precisely.


correct_option_index: 1