1. Southwest Washington Common Core Mathematics 1 Burning Candles Teacher Notes This is a review of 8th grade CCSS.

2. Southwest Washington Common Core Mathematics ©Evergreen Public Schools 20102 Practice Target Practice 3 Construct viable arguments and critique the reasoning of others. Practice 3 Construct viable arguments and critique the reasoning of others. Practice 4. Model with mathematics. Practice 7. Look for and make use of structure. Practice 7. Look for and make use of structure

3. Southwest Washington Common Core Mathematics 3 Learning Target A.CED I can create equations that describe numbers or relationships. Create equations with 2 variables to represent relationships between two quantities with equations and tables. Graph equations on coordinate axes with labels and scales.

4. Southwest Washington Common Core Mathematics 4 For each pair of candles, determine which one burns out faster.

5. Southwest Washington Common Core Mathematics 5 Write a sentence that compares the burning of the candles.

6. Southwest Washington Common Core Mathematics 6

7. 7 Examine the graph below and the groups of candles in the image. Each line in the graph represents a different candle. Which group of candles could be represented by the graph? Which candle goes with which line? Why?

8. Southwest Washington Common Core Mathematics 8 b)Write an equation to represent each candle’s burning. What does the slope tell you about the candle? What does the y-intercept (starting point) tell you about the candle?

9. Southwest Washington Common Core Mathematics 9 c)Write an equation for a fourth candle, candle N, whose graph is parallel to the graphs of candles X, Y, and Z. Sketch the graph of your equation on the same grid with the graphs for candles X, Y, and Z. Explain how you know this equation will produce a graph that is parallel to the graphs for candles X, Y, and Z.

10. Southwest Washington Common Core Mathematics 10

11. Southwest Washington Common Core Mathematics 11 Examine a different graph below and a different grouping of candles. Each line in the graph represents a different candle. a)Which group of candles could be represented by the graph? Which candle goes with which line? Why?

12. Southwest Washington Common Core Mathematics 12 b) Write an equation to represent each candle’s burning. How are the three equations alike and different? How does this relate to the image of the group of candles you selected?

13. Southwest Washington Common Core Mathematics 13 c) Write an equation for a fourth candle, candle S, whose graph will intersect the point (0, 8) like the other three lines. Sketch the graph of your equation on the same grid with the graphs for candles P, Q, and R. Explain how you know this equation will produce a graph that intersects (0, 8).

14. Southwest Washington Common Core Mathematics 14 a)Create a graph of the candles’ burning that would represent the amount of candle burned across time b)How is the graph similar and different from the graphs? Why? c)How did you think differently in order to create this graph?

15. Southwest Washington Common Core Mathematics ©Evergreen Public Schools 2010 15 Debrief In this situation What do the y -intercepts represent? What do the x -intercepts represent? What does the slope represent?

16. Southwest Washington Common Core Mathematics 16 5 3 1 2 4 Learning Target Did you hit the target? I can Rate your understanding of the target from 1 to 5. 5 is a bullseye!

17. Southwest Washington Common Core Mathematics 17 Practice

18. Southwest Washington Common Core Mathematics 18 Sketch a graph to find when a 12-inch candle that burns at 1.5 inches per minute will burn out.