Name ___________________________ Period _________ Date ___________

8-7
STUDENT PACKET

MATHLINKS: GRADE 8
STUDENT PACKET 7
EXPLORING FUNCTIONS

7.1 Introduction to Functions 1

• Define function and graph of a function.
• Interpret different representations of functions.
• Determine when a set of ordered pairs is the graph of a
function.

7.2 Rate Graphs 7

• Solve problems involving rates, average speed, distance,
and time.
• Represent situations graphically and interpret the meaning
of specific parts of a graph.

7.3 Best Buy Problems 13

• Use tables, graphs, rules, and verbal descriptions to
determine the best buy, based on price.
• Write equations that represent relationships between cost
and quantity.
• Define and identify functions modeling proportional
relationships.
• Identify unit rates from equations and graphs.

7.4 Skill Builders, Vocabulary, and Review 18

Welcome to a MathLinks Student Packet (SP). This

Commentary on the packet is from MathLinks: Grade 8 and is SP7, meaning it
packet will be in red in is the 7th packet out of 16.
text boxes along the way.
On the cover sheet you will find the titles, goals, and
page numbers of the three concept lessons as well the
location of the fourth section which is always the Skill
Builders, Vocabulary, and Review.

MathLinks: Grade 8 (Student Packet 7)

Exploring Functions
WORD BANK
Word or Phrase Definition or Explanation Example or Picture

direct proportion All major vocabulary for the SP

is found in the Word Bank,
though some words are
introduced and defined within
the lessons. All words are
function defined or explained in the
Resource Guide.

The Resource Guide also includes

graph of a explanations and examples. It
function replaces the examples and
glossary of a traditional
textbook.

Students will receive the

input-output rule resource guide in two parts,
roughly corresponding to the two
semesters in the school year.

linear function

rate

unit rate

variable

MathLinks: Grade 8 (Student Packet 7) 0

Exploring Functions 7.1 Introduction to Functions

INTRODUCTION TO FUNCTIONS

Summary Goals

We will explore the concept of a function. • Define function and the graph of a
We will define the terms function and graph function.
of a function. We will describe examples of • Interpret different representations of
functions and examples of non-functions. functions.
• Determine when a set of ordered pairs
is the graph of a function.

Warmup

Fill in the t-tables and draw the graph for each rule.
The black strip along the top of
this page, along with the
1. y = x2 + 1 Summary and Goals of this
x y lesson, signifies the beginning
3 of a new lesson.

2
All lessons begin with a Warmup
1 that reviews or previews
0 knowledge for the new lesson.

-1
-2
-3

2. x = y2 + 1
x y
3
2
1
0
-1
-2
-3

MathLinks: Grade 8 (Student Packet 7) 1

Exploring Functions 7.1 Introduction to Functions

WHAT IS A FUNCTION?
A function is a rule that assigns to each input value exactly one output value.

Example 1: Consider the equation y = x + 1. Here are some pairs of values that satisfy this
equation.
Some lesson pages look like
x (input) 4 3 2 1 0 -1 “workbook”
-2 -3 pages, but this is
y (output) 5 4 3 2 1 0 generally
-1 not the intent. In
-2
this case, structured
workspace gives teachers
1. Write the values in the table as ordered pairs (x, y).
references for discussing
definitions and students a
place to record and apply what
they are learning.
2. For the input value x = 4, can y have a value other than 5? ______
In the Teacher Packet (TP),
which is in the Teacher Guide,
3. Do any of the given inputs have more than one output value? _______
you will find more information
to help you deliver lessons.
4. Can you think of any input values that might have more than one output value? _____

5. Is the rule defined by the equation a function? _______

Example 2: Here is a list of 4 friends (inputs) and the number of pets each friend owns
(outputs).

6. Write the table as ordered pairs (input, output). Name of Number

friend of pets

Mary 3
Kerry 1
7. Can two (or more) different friends have the same
number of pets? _______ Larry 0

8. Mary has 3 pets. Could Mary have exactly 3 pets Barry 0

and at the same time have exactly 7 pets?_______

9. Can any one friend have two different numbers of pets? _______

10. Do the inputs and outputs in this table represent a function? _______

MathLinks: Grade 8 (Student Packet 7) 2

Exploring Functions 7.1 Introduction to Functions

WHAT IS A FUNCTION? (Continued)

Example 3: An apartment building has nine apartments. It has two one-bedroom apartments,
four two-bedroom apartments, and three three-bedroom apartments. This mapping
diagram shows the number of bedrooms and people in the apartments.

# of bedrooms in # of people in
the apartment the apartment
(input) (output)

1
1
2

2 3

4
3
5

11. Write the values in the mapping diagram as ordered pairs.

12. How many apartments have

1 bedroom? _____ 2 bedrooms? _____ 3 bedrooms? _____

13. How many apartments have

1 person living in it?______ 2 people living in it?______

3 people living in it?______ 4 people living in it?______

5 people living in it?______ 6 people living in it?______

14. If you know the number of bedrooms in an apartment, can you determine the number of
people that live in that apartment?_____

15. Does this mapping diagram represent a function? _____

MathLinks: Grade 8 (Student Packet 7) 3

Exploring Functions 7.1 Introduction to Functions

PRACTICE WITH FUNCTIONS

1. Which of the following input-output tables represent functions when the variable x is used
for the input value and y for the output value? ________________

a. b. c. d.
x y x y
0 4 0 10
x 1 2 3 4 5 x 9 9 9 9 9
3 6 2 9
6 8 4 8 y 9 9 9 9 9 y 1 2 3 4 5
9 6 6 7
12 4 8 6
. .

Targeted practice is
included in the lesson. More
practice is located in Skill
Builders in this packet and in
future packets.

2. Which of the following sets of ordered pairs represent functions? ______________

a. (10, 5), (10, 6), (10, 7), (10, 8) b. (1, 5), (2, 6), (3, 5), (4, 6)

c. (0, 4), (1, 4), (2, 4), (3, 4) d. (10, -20), (-20, 10), (-10, -5), (10, 5)

3. Which of the following mapping diagrams represent functions? ________________

a. b.
1 2 2 1
8 8
3 4 4 3

5 6 6 5

c. d.
1 -1 1 -1
8
-3 3 -3 3
5 -5 -5
5

4. Choose one example from above that is not a function and explain why.

MathLinks: Grade 8 (Student Packet 7) 4

Exploring Functions 7.1 Introduction to Functions

THE GRAPH OF A FUNCTION

The graph of a function is the set of all ordered The vertical line test provides a way to
pairs (x, y) where y is the output for the input determine if a set in the coordinate plane is the
value x. graph of a function.

If x and y are real numbers, then we can If some vertical line intersects the set in more
represent the graph of a function as points in the than one point, then the set is NOT the graph of
coordinate plane. a function.

Use the vertical line test. Which of the following graphs could represent a function? Which of
the graphs appear to be linear?
1. 2. 3.
There is structured work space in
every lesson, and the layout is
not overwhelming to students.

Note that the language used

throughout is mathematically
precise and consistent. We
encourage teachers to help  
students translate definitions
function? _____ function? _____ function?
into their _____
own words on the Word
Bank (page 0).
linear? _______ linear? ______ linear? ______  

4. 5. 6.

function? _____ function? _____ function? _____

linear? ______ linear? ______ linear? ______

7. Try the vertical line test on the graphs you drew in the warmup. Explain whether either of
these graphs could represent a function. Does either of these graphs appear linear?

MathLinks: Grade 8 (Student Packet 7) 5

Exploring Functions 7.1 Introduction to Functions

This page is intended to be

DRAWING GRAPHS done individually and then
with partners so that
Draw graphs to fit each description.
discussion is included.

1. A linear function 2. A nonlinear function

(a function whose graph is a line) (a function whose graph is not a line)

3. A linear “non-function” 4. A nonlinear “non-function”

(a graph that is a line, and does not (a graph that is not a line, and does not
represent a function) represent a function)

5. Explain why your graphs for problems 1 and 2 represent functions.

6. Explain why your graphs for problems 3 and 4 do not represent functions.

MathLinks: Grade 8 (Student Packet 7) 6

Exploring Functions 7.2 Rate Graphs

RATE GRAPHS

Summary Goals

We will use words, pictures, tables of • Solve problems involving rates, average
numbers, and graphs to represent rates. speed, distance, and time.
We will compare representations of • Represent situations graphically and
functions. interpret the meaning of specific parts of
a graph.

Warmup

Chris went jogging at the park.

Use the graph to complete the table. 600 yd
The graph is not drawn to scale.

The black strip tells us Distance

we are starting the
second lesson. Summary,
200 yd
Goals, and Warmup
always kick off the start
of a new lesson. 0 2 min 4 min
Time

Number of Distance Average

Time Period
Minutes Traveled Rate of Speed
From 0 minutes to
1. This may be a challenging warmup
2 minutes
for students, but should generate
some good discussion prior to
From 2 minutes to
2. jumping into the rest of the lesson.
4 minutes
Small group and whole class
discussions should be a huge focus
From 0 minutes to
3. of this entire lesson.
4 minutes

4. In what part of the jog did Chris run faster, the initial two minutes or the last two
minutes? Explain by referencing numbers and the shape of the graph.

5. Could Chris’ graph represent a function? _____ Does it appear to be linear? _____

MathLinks: Grade 8 (Student Packet 7) 7

Exploring Functions 7.2 Rate Graphs

POURING WATER 1
Your teacher will give you a small cup and a clear container. Fill up the small cup with water
and pour it into the clear container. After each pour, you will measure and record the height of
the water in millimeters.
1. Make a sketch of the clear 3. Make a graph of the data in your table.
container used.
Though we encourage the hands-on
experience for students, some teachers may
feel more comfortable demonstrating the
water pouring in front of the class. But
skipping this page entirely may prevent
students from understanding what follows.

2. Record your data in the table.

Number of Height in
pours mm
1
Height in Millimeters

2
3
4
5
6

4. As the number of pours

increases, does height
increase or decrease?

5. Moving from left to right on

the graph, does the graph
appear to increase or
decrease?

6. Does this graph appear to be

linear?
0
7. Could this graph represent a
function? Number of Pours
Pours

MathLinks: Grade 8 (Student Packet 7) 8

Exploring Functions 7.2 Rate Graphs

POURING WATER 2
Shading each picture with a
Suppose you poured water into these containers at a constant rate.
horizontal back-and-forth
• Match each container with an appropriate graph below. motion from bottom to top
• Write one or two sentences to justify each choice. simulates filling the
1. Container 1 2. Container 2 “containers” with water.

Graph: ______ Graph: ______

Explain: Explain:

3. Container 3 4. Container 4

Graph: ______ Graph: ______

Explain: Explain:

A. B. C. D.
Height of Water
Height of Water

Height of Water
Height of Water
level

Number of Pours Number of Pours Number of Pours Number of Pours

5. As the number of pours increases, which of the graphs above appears to show height
increase:
a. at a constant rate? _____

b. at a rate that starts “slower” and then increases? _____

MathLinks: Grade 8 (Student Packet 7) 9

Exploring Functions 7.2 Rate Graphs

POURING WATER 2 (Continued)

Suppose you poured water into these different containers at a constant rate.
• Sketch a graph for each.
• Write one or two sentences to justify each sketch.
6. Container 5 7. Container 6

Graph: Graph:
Height of Water

Height of Water

Number of Pours Number of Pours

Explain: Explain:

8. Does either of these graphs appear to be linear? Explain.

9. Could either of these graphs represent a function? Explain.

As in the first lesson, notice the multiple representations used in this lesson
as well Students use pictures, numbers in tables, graphs, and writing to
inform and explain their thinking. You will see this in the third lesson too.

MathLinks: Grade 8 (Student Packet 7) 10

Exploring Functions 7.2 Rate Graphs

MATCH THE TABLE TO THE GRAPH

Without plotting points, match each input-output table with a graph below. Write one or two
sentences to justify each choice. Look for constant, increasing, or decreasing rates of change.
1. 2.
Input (x) Output (y) Input (x) Output (y)
0 1 0 1
1 3 1 4
2 5 2 7
3 7 3 10
4 9 4 13
5 11 5 16
6 13 6 19

Graph: ______ Graph: ______

Explain: Explain:

3. 4.
Input (x) Output (y) Input (x) Output (y)
0 1 0 1
1 2 1 7
2 4 2 12
3 7 3 16
4 11 4 19
5 16 5 21
6 22 6 22

Graph: ______ Graph: ______

Explain: Explain:

A. B. C. D.
y y y y

x x x x
5. Ethan says that the graph for D is decreasing. Is Ethan right? Explain.

MathLinks: Grade 8 (Student Packet 7) 11

Exploring Functions 7.2 Rate Graphs

MAKE THE NUMBERS FIT

Estimate appropriate ordered pairs for each graph and “x” all correct statements for each.
1. y ___This graph could represent a function.
x y
___This graph could not represent a function.

___This graph increases.

___This graph decreases.

___This graph is linear.

x ___This graph is nonlinear.

2.
y ___This graph could represent a function.
x y
___This graph could not represent a function.

___This graph increases.

___This graph decreases.

___This graph is linear.

x ___This graph is nonlinear.

3.
y ___This graph could represent a function.
x y
___This graph could not represent a function.

___This graph increases.

___This graph decreases.

___This graph is linear.

x ___This graph is nonlinear.

4.
y ___This graph could represent a function.
x y
___This graph could not represent a function.

___This graph increases.

___This graph decreases.

___This graph is linear.

x ___This graph is nonlinear.

MathLinks: Grade 8 (Student Packet 7) 12

Exploring Functions 7.3 Best Buy Problems

BEST BUY PROBLEMS

Summary Goals

We will use numbers and graphs to help • Use tables, graphs, rules, and verbal
determine which choices are better buys, descriptions to determine the best buy,
based on price. We will learn about a based on price.
special linear function called a direct • Write equations that represent
proportion. relationships between cost and quantity.
• Define and identify functions modeling
proportional relationships.
• Identify unit rates from equations and
graphs.

Warmup

You are running out of your favorite pens and pencils, so you compare prices at two stores
before making a purchase.

VALUE-MART SAVINGS HUT

Pens: 6 for $7.50 Pens: 6 for $8.25

Pencils: 12 for $6.80 Pencils: 14 for $6.80

1. At which store are pens cheaper? Explain.

This warmup sets the
stage for what we mean
by a “better buy.”
2. At which store are pencils cheaper? Explain.

MathLinks: Grade 8 (Student Packet 7) 13

Exploring Functions 7.3 Best Buy Problems

BAGELS
SHMEAR ‘N THINGS HOLE-Y BREAD
4 bagels for $3.00 5 bagels for $4.00

5. Title, label, and scale the grid. Graph the

1. Complete the tables. Assume a data using two different colors.
proportional relationship between the
number of bagels and the cost.

SHMEAR ‘N HOLE-Y
THINGS BREAD
# of # of
cost cost
bagels bagels
(y) (y)
(x) (x)
4 5
8 10
12 15
16 20
20 25

2. Which shop has the better buy? Use

entries in the tables to explain your
reasoning. 6. Explain which graph illustrates a slower
rise in price.

3. Write equations to relate the number of

bagels to cost.

SHMEAR ‘N THINGS y = ________________ 7. Identify the coordinates when x = 1

HOLE-Y BREAD y = ________________ SHMEAR ‘N THINGS (1, ____)

The linear functions you wrote above are HOLE-Y BREAD (1, ____)
both in the form y = mx. This is called a
direct proportion equation because y is What do these y-coordinates represent in
directly proportional to (is a multiple of) x. the context of the problem?
4. How is the direct proportion equation
different from the linear function
y = mx + b?

A big part of mathematical thinking is the ability to go back and forth between
representations. Students may be comfortable with some representations and not others, and
this also provides practice for them to get better with those that they are not familiar with.
MathLinks: Grade 8 (Student Packet 7) 14
Exploring Functions 7.3 Best Buy Problems

TORTILLAS
FLAT ‘N ROUND WRAP IT UP
3 tortillas for $0.60 4 tortillas for $1.00

1. Complete the tables. Assume a 5. Title, label, and scale the grid. Graph the
proportional relationship between the data using two different colors.
number of tortillas and cost.

FLAT ‘N
WRAP IT UP
ROUND
# of # of
cost cost
tortillas tortillas
(y) (y)
(x) (x)
3 4
6 8

2. Which shop has the better buy? Use

entries in the tables to explain your
reasoning.
6. Explain which graph illustrates a slower
rise in price.

3. Write equations to relate the number of

tortillas to cost.
In the linear function y = mx + b,
FLAT ‘N ROUND y = ___________________ b represents the y-intercept.

WRAP IT UP y = ___________________
7. Write coordinates for the y-intercepts for
4. Identify the coordinates when x = 1 each function.

FLAT ‘N ROUND (1, ____) FLAT ‘N ROUND (0, ____)

WRAP IT UP (1, ____) WRAP IT UP (0, ____)

How are these coordinates related to the What do these y-coordinates represent in
unit rate for one tortilla? the context of the problem?

MathLinks: Grade 8 (Student Packet 7) 15

Exploring Functions 7.3 Best Buy Problems

PITA BREAD

PAPA’S PITA EAT-A PITA

6 pitas for $____ 10 pitas for $____

1. Complete the tables and graphs. The graph for EAT-A PITA is provided. A partial table for
PAPA’S PITA is provided. Use tables and graphs to extend the pricing information above.
Assume proportional relationships between the number of pitas and cost.

PAPA’S PITA EAT-A PITA

# of # of
cost cost
pitas pitas
(y) (y)
(x) (x)
2 $1.00
EAT-A-PITA
$5

2. Which shop has the better buy? Use

entries in the tables or graphs to explain $0
your reasoning. 1 5
4. Identify the coordinates when x = 1.

PAPA’S PITA (1, ____)

3. Write equations to relate the number of EAT-A PITA (1, ____)
pitas to cost.
What do these y-coordinates represent in
PAPA’S PITA y = ______________ the context of the problem?
EAT-A PITA y = ______________
5. Identify the coordinates when x = 0.
How can you determine unit rates from
these equations? PAPA’S PITA (0, ____)

EAT-A PITA (0, ____)

What do these y-coordinates represent in

the context of the problem?

MathLinks: Grade 8 (Student Packet 7) 16

Exploring Functions 7.3 Best Buy Problems

CROISSANTS
MOON’S CURVEY’S
5 croissants for $____ 8 croissants for $____

1. Complete the tables and graphs. The graph for Moon’s Croissants is provided. A partial
table for Curvey’s is provided. Use tables and graphs to extend pricing information above.

MOON’S CURVEY’S
# of # of
cost cost
croissants croissants
(y) (y)
(x) (x)
4 $2.00 MOON’S

$5

2. Which shop has the better buy? Use

entries in the tables or graphs to explain $0
your reasoning. 1 5

4. Identify the coordinates when x = 1.

MOON’S (1, ____)

3. Write equations to relate the number of CURVEY’S (1, ____)
croissants to cost.
What do these y-coordinates represent in
MOON’S y = _____________ the context of the problem?
CURVEY’S y = _____________
5. Identify the coordinates when x = 0.
How can you determine unit rates from
these equations? MOON’S (0, ____)
CURVEY’S (0, ____)

What do these y-coordinates represent in

the context of the problem?

MathLinks: Grade 8 (Student Packet 7) 17

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

SKILL BUILDERS, VOCABULARY, AND REVIEW

SKILL BUILDER 1
Simplify.

1. -25 + (-35) 2. -280 + 80 3. 36 – (-4)

4. -100 – 50 5. -12(-3) 6. (1 – 4) • 2 – 5

Skill Builders usually have 3-4 pages of review at the start, strategically built in, both to include
review for fluency’s sake, and to support learning in the current or an upcoming packet.

-240
7. -48 ÷ (-4) 8. -2 • 153 9.
3

10. 3 – 5 (-2) 11. -3 + 12 12. -3 − 12

13. -20 ÷ 10 • (-2) 14. -6 + (-5.2)2 15. -6 – 5.22

1 3
Evaluate each expression for m = and n = .
2 4

16. 2m + 2n 17. 2(m + n) 18. n –m

m+n
19. m–n 20. -(m + n) 21.
2

MathLinks: Grade 8 (Student Packet 7) 18

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 2
Check each solution. If a step is not correct, circle the mistake, and rework the problem from
that point on. If all steps are correct, write what was done for each step. Use pictures if
needed.
1. Describe what was done or
Equation/Steps
make corrections
-5 + 10 x = 15 x + 10 given equation
−10 x = −10 x subtract 10x from both sides;
-5 = 5 x + 10 addition (subtraction) property of equality
−10 = −10
-5 5x
=
5 5
-1 = x

Check your solution using substitution:

2. Describe what was done or

Equation/Steps
make corrections
-6 x − 5 = 4 x + 20 given equation
+6 x = +6 x
-5 = 10 x + 20
−20 = −20
-25 10 x
=
10 10
-5
= x
2

Check your solution using substitution:

MathLinks: Grade 8 (Student Packet 7) 19

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 3
Solve each equation.
1. 2.5x – 6 = -4 – x – 2.5x 2. 3(x – 2.1) = 2(x + 1.2)

3 1 1
3. 3x – = 1 4. x – 4 = -6
4 2 4

1 5 25 x
5. -5x + = 2x – 6. =
3 6 4 10

8. Solve 3x + 5y = 12
3 1 1 1
7. x+ – x = (x – )
4 2 2 4 For x:

For y:

MathLinks: Grade 8 (Student Packet 7) 20

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 4
For problems 1-6, write “YES” below each table, set of ordered pairs, or graph that could
represent a function. Below those that could not represent a function, write “NO” and explain
why not.

1. 2. 3. (0, 0), (1, 1), (2, 2), (3, 3)

x y x y
9 1 1 9
7 3 1 7
5 5 3 8 4. (1, 2), (2, 1), (-1, -2), (-2, -1)
3 7 3 6
1 9 5 2
First page of practice of current
packet’s work appears here.

5. 6.

y
Use the graph to the right for problems 7-10.

7. Is this graph linear or nonlinear? (0, 1)

8. Trace your finger over the graph from left to right.

x
Describe where the graph is increasing.

Describe where the graph is decreasing.

9. Could this graph represent a function? Explain.

10. Circle ALL equations below that could represent this graph.

y = x2 + 1 y = x2 – 1 y = -x2 + 1 y = -x2 – 1 y = 1 – x2 y = 1 + x2

MathLinks: Grade 8 (Student Packet 7) 21

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 5
Without plotting ordered pairs, match each input-output table with a graph below.
Write one or two sentences to justify each choice.
1. Graph: ______ Explain: 2. Graph: ______ Explain:

Input (x) Output (y) Input (x) Output (y)

0 1 0 1
1 5 1 2
2 9 2 4
3 13 3 7
4 17 4 11
5 21 5 16
6 25 6 22

A. y B. y C. y

x x x

3. Estimate appropriate ordered pairs for the graph. Could this graph represent a function?
Explain.

y
x y
10

10 x

MathLinks: Grade 8 (Student Packet 7) 22

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 6
Chaz went running at the park. Use the graph to complete the table.

600 yd

Distance 300 yd

0 1 min 4 min Graph is not drawn to scale.

Time

Time period Distance traveled Average rate of speed

1. From 0 minutes to 1 minute

2. From 1 minute to 4 minutes

3. From 0 minutes to 4 minutes

4. In what part of the jog did Chaz run faster, the initial one minute or the last three
minutes? Explain by referencing numbers and the shape of the graph.

5. Suppose you poured water into this Graph:

container at a constant rate. Sketch a
graph relating the height of the water
Height of Water

to the number of pours, and explain

your reasoning.

Explain:

Number of Pours

MathLinks: Grade 8 (Student Packet 7) 23

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 7
SOCKS ‘R WE HOSIERY HUT
4 pairs of socks for $6.00 6 pairs of socks for $7.80

SOCKS ‘R WE HOSIERY HUT

# of # of
cost cost
pairs pairs
(y) (y)
(x) (x)

1. Fill in the table, assuming a proportional

relationship between the number of pairs
of socks and cost. Which shop has the
better buy? Use entries in the tables to
2. Title, label and scale the grid. Graph the
explain your reasoning.
data using two different colors. Explain
which graph illustrates a slower rise in
price.

3. Find the unit rates for pairs of socks at both shops. Use these numbers to explain which
has the better buy.

4. Write equations to relate the number of pairs of socks to cost.

SOCKS ‘R WE y = ______________________ HOSIERY HUT y = ______________________

5. How can you determine unit rate from the equation?

MathLinks: Grade 8 (Student Packet 7) 24

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 8
DOGGIE WASHERS POOCH CLEANERS
5 washes for $____ 4 washes for $____

1. Complete the tables and graphs. Assume a proportional relationship between the number
of washes and the cost. The graph for Doggie Washers is provided. A partial table for
Pooch Cleaners is provided. Use tables and graphs to fill in the pricing information above.
DOGGIE POOCH
WASHER CLEANERS
# of # of
cost cost Doggie Washers
washes washes
(y) (y)
(x) (x)

$25
4 $32

6 $48

2. Which shop has the better buy? Use $0

5
entries in the tables or graphs to explain 0
 
your reasoning.
 
5. Identify the coordinates when x = 1.

DOGGIE WASHERS (1, ____)

3. Write equations to relate the number of
dog washes to cost. POOCH CLEANERS (1, ____)

DOGGIE WASHERS y = _____________ What do these ordered pairs represent in

the context of the problem?
POOCH CLEANERS y = _____________
6. Identify the coordinates when x = 0.
4. How can you determine unit rate from the
equation? DOGGIE WASHERS (0, ____)
  POOCH CLEANERS (0, ____)
 
What do these ordered pairs represent in
the context of the problem?
 
 

MathLinks: Grade 8 (Student Packet 7) 25

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

FOCUS ON VOCABULARY
Match the words to the clues.

Words After Skill Clues

Builders comes
1. __________ function Focus on a. Its graph is a straight line. It is expressed
Vocabulary. in the form y = mx + b.
Most of the
words used
here can be
2. __________ graph of a function
found in the b. A rate for one unit of measure.
Word Bank in
the front of Example: 80 miles per hour
this SP.
Students can
3. __________ input-output rule also look in c. A rule that establishes an output value
their Resource for each given input value.
Guides.
Example: y = 6x – 2
This page is
4. __________ linear function always d. A ratio in which the numbers have
followed by units attached to them.
Selected
Response,
Knowledge
5. __________ rate Check, and e. A linear function where one variable is a
Home-School multiple of another.
Connection.

6. __________ unit rate f. In the equation d = rt, the quantities d,

r, and t are _________.

7. __________ variables g. Ordered pairs represented on a

coordinate grid.

8. __________ direct proportion h. The set of ordered pairs (x, y) where

each input has a unique output.

MathLinks: Grade 8 (Student Packet 7) 26

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

SELECTED RESPONSE
Show your work on a separate sheet of paper and choose the best answer(s).

1. Which graph best matches the input-output table below?

These are exercises where
more than one answer may
Input (x) 0 1 2 3 4 5
be correct help to prepare
Output (y) 0 2 4 6 8 10
students for these types of
A. y B. y C. y D. ony SBAC or PARCC.
items

x x x x

2. The Office Supply Store and Office Plus both sell notebooks. The Office Supply Store
sells 8 notebooks for $7.12. Office Plus sells 5 notebooks for $5.25. Both stores will sell
you any number of notebooks at the listed rate. Which store offers the better buy?

The Office Supply Store Office Plus

# of # of
8 16 24 32 40 10 20 30 40 50
notebooks (x) notebooks (x)
cost (y) cost (y)

A. Office Plus B. The Office Supply Store

C. The prices are the same D. Can’t tell from information given.

3. Which representation below could match the linear function graphed here?

A. The table B. The ordered pairs

Input (x) 0 2 -2 -3 (-1, 2) (1, -2)
Output (y) 0 -1 1 2 (2, -3) (-2, 3)

C. The equation D. The equation

2
y = -2x + 0 y = x
1

MathLinks: Grade 8 (Student Packet 7) 27

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

KNOWLEDGE CHECK
Show your work on a separate sheet of paper and write your answers on this page.

7.1 Introduction to Functions These problems are

somewhat representative of
Which of the following could represent a function? Explain. those in each lesson, and
1. (2, 5) (3, 5) (4, 5) (5, 5) 2. y = 4x – 5 may be used for review or
formative assessment.
3. 4.
x y
0 1
1 2
1 3
2 4

7.2 Rate Graphs

5. Make an appropriate table of numbers for the graph. Use estimates only.
y
x y
5

x
5

7.3 Best Buy Problems

T-Shirt Mania and Shirts R’ Us sell souvenir t-shirts. T-Shirt Mania charges $18 for
three t-shirts and Shirts R’ Us charges $25 for four t-shirts.

6. Find the unit rates for t-shirts at both stores. Use the numbers to explain which store has
the better buy.

7. Write the equations to relate the number of t-shirts to cost for both stores.

MathLinks: Grade 8 (Student Packet 7) 28

Exploring Functions 7.4 Skill Builders, Vocabulary, and Review

HOME-SCHOOL CONNECTION
Here are some questions to review with your young mathematician.
1. Make an appropriate table of numbers for each graph. Use estimates only.
y
x y
5

x
5

2. Could the graph from problem 1 represent a function? Explain.

3. Cookies n’ Things charges $3.20 for 8 cookies. Cookieland charges $4.50 for 10
cookies. Assume a proportional relationship between the number of cookies and the
cost. Which store has the better buy for cookies?

Cookies n’ Things Cookieland

# of # of
8 16 24 32 40 10 20 30 40 50
cookies (x) cookies (x)
cost (y) cost (y)

The intent of this page is to

provide an opportunity for
students to explain to
parents or guardians what
they are learning.

At this time parents or

guardians might check to see
if students are completing
their work in the packet.

Parent (or Guardian) Signature ____________________________

MathLinks: Grade 8 (Student Packet 7) 29

Multiple Representations 3

COMMON CORE STATE STANDARDS – MATHEMATICS

STANDARDS FOR MATHEMATICAL CONTENT
6.RP.A* Understand ratio concepts and use ratio reasoning to solve problems.
6.RP.3a* Make tables of equivalent ratios relating quantities with whole-number measurements, find missing
values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
7.RP.A* These
Analyze proportional relationships and are the
use them majorreal-world
to solve content standards that are addressed
and mathematical
problems.1 in this packet. It is common for a standard to fully play out
7.RP.2b* over
Identify the constant of proportionality (unit multiple
rate) lessons
in tables, andequations,
graphs, multiple packets.
diagrams, and verbal
descriptions of proportional relationships.
7.RP.2c* Represent proportional relationships by The
equations. For standards
practice example, if below
total cost
aret is
notproportional to thelist, but
an exhaustive
number n of items purchased at a constant price p, the relationship between the total cost and the
are good examples of MPs in these lessons (See Teacher
number of items can be expressed as t = pn.
Note 1 in TP7). All of the MPs are revisited frequently
7.RP.2d* Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation,
with special attention to the points (0, 0)throughout eachr is
and (1, r) where course.
the unit rate.
8.EE.B Understand the connections between proportional relationships, lines, and linear equations.
8.EE.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.
8.F.A Define, evaluate, and compare functions.
8.F.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.
8.F.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.
8.F.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.
8.F.B Use functions to model relationships between quantities.
8.F.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.
8.F.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.
th
*Review of content essential for success in 8 grade.

STANDARDS FOR MATHEMATICAL PRACTICE

MP2 Reason abstractly and quantitatively.
MP3 Construct viable arguments and critique the reasoning of others.
MP4 Model with mathematics.
MP6 Attend to Precision
MP7 Look for and make use of structure

© 2016 Center for Mathematics and Teaching

MathLinks: Grade 8 (Student Packet 7) 30