Grade 8 Unit 1
Georgia’s K-12 Mathematics Standards
Moving Things Around!
Suggested Timeframe: 1 – 2 Days
LINK TO COMPREHENSIVE GRADE LEVEL OVERVIEW
Sample Mathematics Learning Plan
Description/Overview
In this learning plan, students will look for structure in algebraic expressions using the context
of a trucking company that has two different-sized trucks to deliver concrete blocks. Students
will be presented with several expressions, and they will be asked to interpret parts of the
expressions in the context of delivering blocks.
The next part of the lesson will allow students to manipulate equations that contain just
variables. This will allow students to understand how manipulating equations (literal equations)
can help us to make sense of a situation.
Big Idea(s)/ Topic(s)
Patterning and Algebraic Reasoning
• Literal equations
• Interpreting expressions
Standard(s) Alignment
[Link] Display perseverance and patience in problem-solving. Demonstrate skills and
strategies needed to succeed in mathematics, including critical thinking, reasoning, and
effective collaboration and expression. Seek help and apply feedback. Set and monitor
goals.
[Link].3: Create and interpret expressions within relevant situations. Create, interpret,
and solve linear equations and linear inequalities in one variable to model and explain
real phenomena.
● [Link].3.1 Interpret expressions and parts of an expression, in context, by utilizing
formulas or expressions with multiple terms and/or factors.
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION – NONCOMMERCIAL –
SHAREALIKE 4.0 INTERNATIONAL LICENSE
Georgia Department of Education Page 1 of 10 July 2023
Grade 8 Unit 1
Georgia’s K-12 Mathematics Standards
● [Link].3.5 Solve linear equations and inequalities in one variable with coefficients
represented by letters and explain the solution based on the contextual, mathematical
situation
● [Link].3.6 Using algebraic reasoning to fluently manipulate linear and literal equations
expressed in various forms to solve relevant mathematical problems.
Mathematical Practice(s)
[Link] Display perseverance and patience in problem-solving. Demonstrate skills and
strategies needed to succeed in mathematics, including critical thinking, reasoning,
and effective collaboration and expression. Seek help and apply feedback. Set and
monitor goals.
[Link].1. Make sense of problems and persevere in solving them.
[Link].2. Reason abstractly and quantitatively.
[Link].3. Construct viable arguments and critique the reasoning of others.
[Link].4. Model with mathematics.
[Link].6. Attend to precision.
Background Knowledge
Students should be able to work with one and two-step equations from 6th and 7th grade as well
as the multistep equations from this current unit. Students have also worked with formulas
within math class from area of shapes to finding the average of a data set. This concept taken
from Algebra will be a new concept for 8th grade.
Common Misconceptions
Operating with just variables can be difficult for students, especially those students who
continue to have a hard time creating equations from context. It is important to help students
understand the meaning of variables and the justifications for solving equations as a support to
help students make sense of everything.
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION – NONCOMMERCIAL –
SHAREALIKE 4.0 INTERNATIONAL LICENSE
Georgia Department of Education Page 2 of 10 July 2023
Grade 8 Unit 1
Georgia’s K-12 Mathematics Standards
Materials Required
● Moving Things Around Student Reproducibles
● Computer access for Desmos activity
Grouping Suggestions
● Engage: Whole group
● Explore: Partner
● Apply: Individual
● Reflect: Individual
Learning Goal(s)
• I can interpret parts of an expression/equation
• I can manipulate literal equations to solve relevant problems
Diagnostic Assessment
Look at the diagram and answer the following question.
James is given the area of the following rectangle as
93.42 ft2 and a width of 5.4 ft. How can he use the
formula for calculating the area of a rectangle and the
given information to find the length of the rectangle?
What is the length of the rectangle?
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION – NONCOMMERCIAL –
SHAREALIKE 4.0 INTERNATIONAL LICENSE
Georgia Department of Education Page 3 of 10 July 2023
Grade 8 Unit 1
Georgia’s K-12 Mathematics Standards
Instructional Design
Engage
1. Present the following image while reading the task together with students.
Students may not have a working understanding of what a cubic yard of dirt is. This
image serves to help students make sense of that concept and visualize possible truck
sizes for the activity.
A company uses two different-sized trucks to deliver sand. The first truck can transport
x cubic yards and the second y cubic yards. The first truck makes S trips to a job site,
while the second makes T trips. What quantities do the following expressions represent
in terms of the problem's context?
a. 𝑆 + 𝑇
b. 𝑥 + 𝑦
Parts (a) and (b) of the task directly illustrate interpreting parts of an expression, such
as terms, factors, and coefficients. If students encounter difficulty, they can think of the
question using constants instead of variables to make sense of the problem’s structure.
Example: A company uses two different-sized trucks to deliver concrete blocks. The
first truck can transport 20 blocks per trip, and the second can transport 10 blocks per
trip. The first truck makes 2 trips to a job site, while the second makes 5 trips.
● Synchronous: Complete the Engage activity during synchronous learning, either face-
to-face, virtual, or blended.
● Asynchronous: Post the Delivery Truck problem on an online platform. Ask the
students to think about question a only. Wait to show question b. Once you discuss
through a virtual learning platform problem a, reveal problem b. Again, have a
discussion and have students share their thoughts on what each equation represents
in the Delivery Truck question.
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION – NONCOMMERCIAL –
SHAREALIKE 4.0 INTERNATIONAL LICENSE
Georgia Department of Education Page 4 of 10 July 2023
Grade 8 Unit 1
Georgia’s K-12 Mathematics Standards
● Unplugged/ Offline: Provide the Delivery Truck question to each student on paper.
Then give them part a. Have students respond on paper. Then give students part b
and have them respond on paper.
Explore
More Deliveries!
1. Have students discuss their thinking and solutions to parts a and b and then apply
that information to solving parts c and d.
A company uses two different-sized trucks to deliver sand. The first truck can transport
x cubic yards and the second y cubic yards. The first truck makes S trips to a job site,
while the second makes T trips. What quantities do the following expressions represent
in terms of the problem's context?
c. 𝑥𝑆 + 𝑦𝑇
𝑥𝑆+𝑦𝑇
d.
𝑆+𝑇
• Synchronous: Complete the Explore activity during synchronous learning, either face-
to-face, virtual, or blended.
• Asynchronous: Post the Delivery Truck problem on an online platform. Ask the
students to think about question c only. Wait to show question d. Once you discuss
through a virtual learning platform problem c, reveal problem d. Again, have a
discussion and have students share their thoughts on what each equation represents
in the Delivery Truck question.
• Unplugged/ Offline: Provide the Delivery Truck question to each student on paper.
Then give them part c. Have students respond on paper. Then give students part d
and have them respond on paper.
Apply
1. Assign students the Desmos activity and allow students to practice solving literal
equations from formulas they have seen before.
In this Desmos activity, students will practice solving literal equations from formulas they
should have already seen.
Literal Equation Machine
Suggested Tip: As students are completing the task, monitor their responses for what
they would do to solve for another variable. Identify students who find it difficult to solve
for one variable using properties of equality (multiplication property of equality, division
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION – NONCOMMERCIAL –
SHAREALIKE 4.0 INTERNATIONAL LICENSE
Georgia Department of Education Page 5 of 10 July 2023
Grade 8 Unit 1
Georgia’s K-12 Mathematics Standards
property of equality, addition property of equality, subtraction property of equality) and
inverse operations.
When students get to the card sort, it may be a great time to pull small groups and work
with those who need remediation. The card sort is to be put into two groups with one
group of equations stemming from a = b c + d and the other group stemming from c = a
b + d. Have the students start with one equation and guide them through the process of
solving for another variable to get them started.
For those students who need an extension, you can have them work with a partner to
create their own equations/formulas of three to four variables and have them solve each
other’s equations/formulas.
● Synchronous: Complete the Apply activity during synchronous learning, either face-
to-face, virtual, or blended.
● Asynchronous: Have students complete the Desmos activity independently.
● Unplugged/Offline: Provide the students with screenshots of the Desmos activity and
have students complete the Desmos activity on paper. You may also want to provide
them with the card sort on index cards.
Reflect
1. Allow students to place this information in their notebooks/journals.
Respond in your journal, how is solving a literal equation like solving a linear
equation? For example:
How is solving for x in the equations below similar?
4x + 2 = 10 (Linear Equation) mx + b = y (literal equation)
● Synchronous: Complete the reflected activity during synchronous learning, either
face-to-face, virtual, or blended.
● Asynchronous: Provide students with the reflection prompt on a slide and have them
respond on an online collaborative board.
● Unplugged/Offline: Have students respond to the Reflect prompt in their math journal
or notebook.
Evidence of Student Success
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION – NONCOMMERCIAL –
SHAREALIKE 4.0 INTERNATIONAL LICENSE
Georgia Department of Education Page 6 of 10 July 2023
Grade 8 Unit 1
Georgia’s K-12 Mathematics Standards
Formative Assessment Questions:
The area of a particular triangle is 30m2. If the base length of that triangle is 15m, what is the
height of that triangle?
1
𝐴 = 𝑏ℎ
2
a. Using the formula above, solve for h.
b. Using the equation you created and the information is given, solve for the height of
the triangle.
Student Learning Supports
This section provides suggested strategies to support learners before, during and/or
after the learning experiences outlined within the instructional design. Teachers should
use frequent formative assessment information to determine which students need
additional support. For more information on supporting the learning, extending the
learning and language supports, please review the information under Instructional
Support Strategies within the Comprehensive Grade Level Overview.
Establish mathematics goals to focus learning.
● Supporting the Learning: The teacher will build on students’ previous understanding
of solving equations and recognizing formulas to present the learning goals of working
with literal equations and interpreting expressions.
● Extend the Learning: Students can find formulas from other disciplines and seek to
isolate variables to make an interdisciplinary connection. (s=d/t speed = distance/time)
Implement tasks that promote reasoning and problem solving.
● Supporting the Learning: The teacher will make connections to familiar content by
purposefully activating background knowledge of identifying parts of expressions in
context to more complex expressions with multiple terms.
Use and connect mathematical representations.
● Supporting the Learning: The teacher will build on part whole reasoning and students’
ability, such as the use of tape diagrams/bar models to make sense of the context.
Extending the Learning: The teacher will allow for students to use multiple
representations to make connections to other formulas from other disciplines.
Facilitate meaningful mathematical discourse.
● Supporting the Learning: During the Desmos formative assessment activity,
periodically pause the Literal Equation Machine to provide students the opportunity to
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION – NONCOMMERCIAL –
SHAREALIKE 4.0 INTERNATIONAL LICENSE
Georgia Department of Education Page 7 of 10 July 2023
Grade 8 Unit 1
Georgia’s K-12 Mathematics Standards
discuss their mathematical reasoning with their partner. Provide pre-determined
prompts for specific groups or individuals who may have difficulty accessing the
Notice and Wonder component of the activity.
● Language Support: During the Apply portion of the Delivery Trucks task, the teacher
will monitor students’ actual responses to the tasks (while students work on the tasks
in pairs or small groups) and connect different students’ responses and to key the
mathematical ideas of seeing and interpreting parts of expressions and equations in
context.
Pose purposeful questions.
● Supporting the Learning: During all phases of the task, the teacher should:
○ Advance student understanding by asking questions that build on, but do not
take over or funnel, student thinking.
* How does the scenario’s development change the variable representation?
○ Make certain to ask questions that go beyond gathering information to probing
thinking and requiring explanation and justification.
*Is it necessary to use 4 variables to represent this situation? Why or why
not?
○ Ask intentional questions that make mathematics more visible and accessible
for student examination and discussion.
*If you had to represent this scenario in a visual form, how would you do it?
*Why is your visual representation a better way?
○ Allow sufficient wait time so that more students can formulate and offer
responses.
Build procedural fluency from conceptual understanding.
● Supporting the Learning: As students are completing the Literal Equation Machine
formative assessment activity, the teacher will explicitly explain and discuss with
students why there are sometimes more than one way to isolate a variable in literal
equations given equations with multiple variables.
The teacher will also reinforce the connection between solving linear equations in one
variable and solving for variables in literal equations through properties of equality and
inverse operations.
Support productive efforts of learning in mathematics.
● Supporting the Learning: During all phases of the task the teacher will provide
students, individually and collectively, with opportunities and supports to engage in
productive struggle as they grapple with mathematical ideas and relationships. This
could include but not be limited to providing graphic organizers highlighting how to
isolate variables, allowing students to have access to peer tutors, scaffolding students'
thinking without doing the work for them, and facilitating discussions on mistakes,
misconceptions, and struggles.
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION – NONCOMMERCIAL –
SHAREALIKE 4.0 INTERNATIONAL LICENSE
Georgia Department of Education Page 8 of 10 July 2023
Grade 8 Unit 1
Georgia’s K-12 Mathematics Standards
Elicit and use evidence of student thinking.
● Supporting the Learning: The teacher will utilize student responses to adjust
instruction and aid the students’ who need assistance. Students should also be allowed
to reflect on their responses and the responses of others to gauge their understanding
and assess their progress toward mastery of the learning goals.
Principles to Actions: Ensuring Mathematical Success for All. (2014). Reston, VA: NCTM,
National Council of Teachers of Mathematics.
Engaging Families
Families can extend their thinking about algebraic expressions by playing the Variable Analysis
Game
How to Play
Each variable analysis game (see the ARCHIVES on the right for the current collection!) is a
set of three rows of numbers, with column headings labeled a, b, c, etc. (the number of columns
can vary depending on how difficult you want to make the game).
The student’s job is to find the relationship between the numbers, and that relationship is
consistent in each row. They must communicate that understanding not by explaining the
relationship, but instead by creating a new row of numbers underneath the original three that
correctly fits the relationship. This way everybody gets to play — the first person doesn’t give
away the answer but instead provides more evidence to help the rest of the class.
Let’s do a very simple example just to see how it’s played:
a B c
2 6 3
4 24 6
5 20 4
So, you would instruct your students to create an equation with the numbers 2, 6, and 3. No
extra numbers. Just those three.
That same structure should work for 4, 24, and 6 as well as 5, 20, and 4
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION – NONCOMMERCIAL –
SHAREALIKE 4.0 INTERNATIONAL LICENSE
Georgia Department of Education Page 9 of 10 July 2023
Grade 8 Unit 1
Georgia’s K-12 Mathematics Standards
Most students are going to immediately see that ac = b. And that’s correct! But that’s not their
answer. The students must create a new row of numbers that fits the relationship, go up to the
front of the class and write the new row in alphabetical order (so as to not give their thinking
away to their classmates).
So, for example, Bobby might go up to the board and write 5, 25, 5 while Melissa writes 8, 72,
9 and Isaiah writes 10, 90, 9, etc.
Students who do not immediately see the relationship are supported by these extra examples
that don’t give away the answer.
After enough time has passed (I usually decide on a percentage of students that will be
successful before announcing that there’s a minute or two left in the round), I’ll have one of the
first students tell me the formula using the column headings (variables) instead of the numbers.
Inevitably, if one student says, “a times c equals b”, another student’s hand rockets into the air
and says “But I did b divided by a equals c”. This leads to some rich discussions involving
equations and the properties of equality.
RELEVANT SOURCE CITATIONS
Original Desmos Task –
[Link]
Illustrative Mathematics Task –
[Link]
Desmos Task
[Link]
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION – NONCOMMERCIAL –
SHAREALIKE 4.0 INTERNATIONAL LICENSE
Georgia Department of Education Page 10 of 10 July 2023