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This 99 page file includes station activities focused on functions and linear relationships. They are designed to align with common core standards for eighth grade math. You save 15% when buying the bundle as compared to all the activities purchased individually. As I add more activities, I will increase the price accordingly, but you will still have access to the file for no additional cost!! I've also included 5 pages of organizational tips and best practices for station learning in the classroom.

I created these activities to use in station rotations in an eighth grade classroom. However, they can easily be used in a variety of ways. You will find activities within this file also suitable for math centers, game day, formative assessment, or summative assessment. These activities cover:

Unit 6: Functions

Unit 7: Introduction to Linearity

As students rotate through stations, they are challenged in individual, partner, and group activities and games. I have included instructions for you as well as printable student directions for each activity. Whenever appropriate, answer keys are also attached. The following resources are included in this file:

1. Stations Organization and Tips (5 Pages!)

2. Math Match - Functions (36 Cards!)

CCSS.8: F.A.1, F.A.2

3. Pick-A-Card - Functions (6 Scenarios!)

CCSS.8: F.A.2, F.A.3, F.A.4, F.B.5

4. Spin-Off - Functions (Unique Comparisons for Each Student!)

CCSS.8: F.A.2, F.A.3

5. I Have Who Has - Functions (15 Cards!)

CCSS.8: F.A.1, F.A.2, F.A.3, F.B.4, F.B.5

6. Poly-Problem-Solver - Slope (4 Versions!)

CCSS.8: F.A.3, F.B.4

7. Problem-Solving - Linearity

CCSS.8: EE.B.5, EE.B.6

8. Roundabout - Linear Relationships (4 Versions!)

CCSS.8: F.B.4, F.B.5

9. Three of a Kind - Linear Relationships (Open-Ended!)

CCSS.8: F.B.4, F.B.5

When I decided to give stations a try in my classroom I was amazed at how EASY it was to differentiate instruction. This was something I always struggled with in the past. I was also amazed at how much actual problem solving practice my students were doing in class, without my directing their every move.

These activities are included the BIG BUNDLE for Eighth Grade First Semster at 20% off, and the BEST BUNDLE for Eighth Grade Complete Year at 25% off!!!!

**Leave Feedback after your purchase to earn TpT credits!!**

Please be advised: this purchase is for your personal use. Please direct colleagues to my TpT store for the appropriate licensing if they would like to use these activities. If you are interested in using this package for your entire district, please contact me.

Common Core Standards in this resource file include:

CCSS.MATH.CONTENT.8.EE.B.5

Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

CCSS.MATH.CONTENT.8.EE.B.6

Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

CCSS.MATH.CONTENT.8.F.A.1

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.1

CCSS.MATH.CONTENT.8.F.A.2

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.

CCSS.MATH.CONTENT.8.F.A.3

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.

CCSS.MATH.CONTENT.8.F.B.4

Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

CCSS.MATH.CONTENT.8.F.B.5

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

BUNDLE Functions & Linearity Math Stations for Common Core Eighth Grade by Kimberly Wasylyk is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

I created these activities to use in station rotations in an eighth grade classroom. However, they can easily be used in a variety of ways. You will find activities within this file also suitable for math centers, game day, formative assessment, or summative assessment. These activities cover:

Unit 6: Functions

Unit 7: Introduction to Linearity

As students rotate through stations, they are challenged in individual, partner, and group activities and games. I have included instructions for you as well as printable student directions for each activity. Whenever appropriate, answer keys are also attached. The following resources are included in this file:

1. Stations Organization and Tips (5 Pages!)

2. Math Match - Functions (36 Cards!)

CCSS.8: F.A.1, F.A.2

3. Pick-A-Card - Functions (6 Scenarios!)

CCSS.8: F.A.2, F.A.3, F.A.4, F.B.5

4. Spin-Off - Functions (Unique Comparisons for Each Student!)

CCSS.8: F.A.2, F.A.3

5. I Have Who Has - Functions (15 Cards!)

CCSS.8: F.A.1, F.A.2, F.A.3, F.B.4, F.B.5

6. Poly-Problem-Solver - Slope (4 Versions!)

CCSS.8: F.A.3, F.B.4

7. Problem-Solving - Linearity

CCSS.8: EE.B.5, EE.B.6

8. Roundabout - Linear Relationships (4 Versions!)

CCSS.8: F.B.4, F.B.5

9. Three of a Kind - Linear Relationships (Open-Ended!)

CCSS.8: F.B.4, F.B.5

When I decided to give stations a try in my classroom I was amazed at how EASY it was to differentiate instruction. This was something I always struggled with in the past. I was also amazed at how much actual problem solving practice my students were doing in class, without my directing their every move.

These activities are included the BIG BUNDLE for Eighth Grade First Semster at 20% off, and the BEST BUNDLE for Eighth Grade Complete Year at 25% off!!!!

**Leave Feedback after your purchase to earn TpT credits!!**

Please be advised: this purchase is for your personal use. Please direct colleagues to my TpT store for the appropriate licensing if they would like to use these activities. If you are interested in using this package for your entire district, please contact me.

Common Core Standards in this resource file include:

CCSS.MATH.CONTENT.8.EE.B.5

Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

CCSS.MATH.CONTENT.8.EE.B.6

Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

CCSS.MATH.CONTENT.8.F.A.1

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.1

CCSS.MATH.CONTENT.8.F.A.2

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.

CCSS.MATH.CONTENT.8.F.A.3

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.

CCSS.MATH.CONTENT.8.F.B.4

Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

CCSS.MATH.CONTENT.8.F.B.5

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

BUNDLE Functions & Linearity Math Stations for Common Core Eighth Grade by Kimberly Wasylyk is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Total Pages

69 pages

Answer Key

Included

Teaching Duration

2 Weeks

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