ARKANSAS DEPARTMENT OF EDUCATION MATHEMATICS ADOPTION
|
|
- Dora York
- 5 years ago
- Views:
Transcription
1 ARKANSAS DEPARTMENT OF EDUCATION MATHEMATICS ADOPTION Correlation and Comparison with Correlation Grade 8
2 ARKANSAS DEPARTMENT OF EDUCATION MATHEMATICS ADOPTION Two Pearson s digits 2012 Grade 8 correlations have been provided within this document. Part 1: A Correlation of digits Grade 8 to the (CCSS) Part 1 pages 1-7 Part 2: A Correlation of digits Grade 8 to the Comparison with. Part 2 pages 8-35 The correlation in Part 2 is included at the request of the Arkansas Department of Education and shows how both sets of criteria intersect and align to common content. Please note the CCSS introduces some content at different grade levels and, as a result, several grade levels of the Arkansas Curriculum Framework were aligned to and were included at a single grade level. Consequently, the correlation reflects this shift to other levels. Thank you in advance for your time and consideration of digits for Arkansas middle school students.
3 Part 1 to the Table of Contents The Number System 8.NS...2 Expressions and Equations 8.EE...2 Functions 8.F...5 Geometry 8.G...6 Statistics and Probability 8.SP...7 1
4 Part 1 to the Grade 8 digits Topics & Lessons Grade 8 The Number System 8.NS Know that there are numbers that are not rational, and approximate them by rational numbers. 1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. 1-1: Expressing Rational Numbers with Decimal Expansions, 1-2: Exploring Irrational Numbers, 1-5: Problem 2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). 1-3: Approximating Irrational Numbers, 1-4: Comparing and Ordering Rational and Irrational Numbers, 1-5: Problem Expressions and Equations 8.EE Work with radicals and integer exponents. 1. Know and apply the properties of integer 3-3: Exponents and Multiplication, 3-4: exponents to generate equivalent numerical Exponents and Division, 3-5: Zero and expressions. Negative Exponents, 3-6: Comparing Expressions with Exponents, 3-7: Problem, 4-5: Problem 2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. 3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 3-1: Perfect Squares, Square Roots, and Equations of the form x 2 = p, 3-2: Perfect Cubes, Cube Roots, and Equations of the form x 3 = p 4-1: Exploring Scientific Notation, 4-2: Using Scientific Notation to Describe Very Large Quantities, 4-3: Using Scientific Notation to Describe Very Small Quantities, 4-4: Operating with Numbers Expressed in Scientific Notation 2
5 Part 1 to the Grade 8 4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. Understand the connections between proportional relationships, lines, and linear equations. 5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. 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. Analyze and solve linear equations and pairs of simultaneous linear equations. digits Topics & Lessons Grade 8 4-1: Exploring Scientific Notation, 4-4: Operating with Numbers Expressed in Scientific Notation, 4-5: Problem 5-1: Graphing Proportional Relationships, 5-2: Linear Equations: y = mx, 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-7: Problem 5-2: Linear Equations: y = mx, 5-5: The y- intercept of a Line, 5-6: Linear Equations: y = mx = b, 5-7: Problem, 10-3: Relating Similar Triangles and Slope 7. Solve linear equations in one variable. 2-1: Two-Step Equations, 2-2: Equations with Variables on Both Sides, 2-4: Solutions One, None, or Infinitely Many, 2-5: Problem a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. 2-4: Solutions One, None, or Infinitely Many, 2-5: Problem 2-1: Two-Step Equations, 2-2: Equations with Variables on Both Sides, 2-3: Equations Using the Distributive Property 3
6 Part 1 to the Grade 8 8. Analyze and solve pairs of simultaneous linear equations. a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. c. Solve real-world and mathematical problems leading to two linear equations in two variables. digits Topics & Lessons Grade 8 6-1: What is a System of Linear Equations in Two Variables?, 6-2: Estimating Solutions of Linear Systems by Inspection, 6-4: Systems of Linear Equations Using Substitution, 6-5: Systems of Linear Equations Using Addition, 6-6: Systems of Linear Equations Using Subtraction, 6-7: Problem 6-1: What is a System of Linear Equations in Two Variables?, 6-3: Systems of Linear Equations by Graphing, 6-5: Systems of Linear Equations Using Addition, 6-6: Systems of Linear Equations Using Subtraction 6-2: Estimating Solutions of Linear Systems by Inspection, 6-3: Systems of Linear Equations by Graphing, 6-4: Systems of Linear Equations Using Substitution, 6-5: Systems of Linear Equations Using Addition, 6-6: Systems of Linear Equations Using Subtraction, 6-7: Problem 6-1: What is a System of Linear Equations in Two Variables?, 6-3: Systems of Linear Equations by Graphing, 6-4: Systems of Linear Equations Using Substitution, 6-5: Systems of Linear Equations Using Addition, 6-6: Systems of Linear Equations Using Subtraction, 6-7: Problem 4
7 Part 1 to the Grade 8 digits Topics & Lessons Grade 8 Functions 8.F Define, evaluate, and compare functions. 1. Understand that a function is a rule that 7-1: Recognizing a Function, 7-2: assigns to each input exactly one output. Representing a Function, 7-4: Nonlinear The graph of a function is the set of ordered Functions, 8-1: Defining a Linear Function pairs consisting of an input and the Rule corresponding output Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 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. 8-4: Comparing Two Linear Functions 7-3: Linear Functions, 7-4: Nonlinear Functions, 8-1: Defining a Linear Function Rule, 8-3: Initial Value Use functions to model relationships between quantities. 4. Construct a function to model a linear 8-1: Defining a Linear Function Rule, 8-2: relationship between two quantities. Rate of Change, 8-3: Initial Value, 8-5: Determine the rate of change and initial Constructing a Function to Model a Linear value of the function from a description of a Relationship, 8-6: Problem 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. 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. 7-3: Linear Functions, 7-4: Nonlinear Functions, 7-5: Increasing and Decreasing Intervals, 7-6: Sketching a Function Graph, 7-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value 5
8 Part 1 to the Grade 8 digits Topics & Lessons Grade 8 Geometry 8.G Understand congruence and similarity using physical models, transparencies, or geometry software. 1. Verify experimentally the properties of rotations, reflections, and translations: 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 10-1: Dilations a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. 9-1: Translations, 9-2: Reflections, 9-3: Rotations 9-1: Translations, 9-2: Reflections, 9-3: Rotations c. Parallel lines are taken to parallel lines. 9-1: Translations, 9-2: Reflections, 9-3: Rotations 2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. 9-4: Congruent Figures, 9-5: Problem 10-1: Dilations, 10-2: Similar Figures, 10-3: Relating Similar Triangles and Slope, 10-4: Problem 10-2: Similar Figures, 10-3: Relating Similar Triangles and Slope, 10-4: Problem, 11-5: Angle-Angle Triangle Similarity 5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. 11-1: Angles, Lines, and Transversals, 11-2: Reasoning and Parallel Lines, 11-3: Interior Angles of Triangles, 11-4: Exterior Angles of Triangles, 11-5: Angle-Angle Triangle Similarity, 11-6: Problem Understand and apply the Pythagorean Theorem. 6. Explain a proof of the Pythagorean 12-1: Reasoning and Proof, 12-2: The Theorem and its converse. Pythagorean Theorem, 12-4: The Converse of the Pythagorean Theorem 7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 12-2: The Pythagorean Theorem, 12-3: Finding Unknown Leg Lengths, 12-6: Problem 6
9 Part 1 to the Grade 8 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. digits Topics & Lessons Grade : Distance in the Coordinate Plane, 12-6: Problem 9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. 13-1: Surface Areas of Cylinders, 13-2: Volumes of Cylinders, 13-3: Surface Areas of Cones, 13-4: Volumes of Cones, 13-5: Surface Areas of Spheres, 13-6: Volumes of Spheres, 13-7: Problem Statistics and Probability 8.SP Investigate patterns of association in bivariate data. 1. Construct and interpret scatter plots for 14-1: Interpreting a Scatter Plot, 14-2: bivariate measurement data to investigate Constructing a Scatter Plot, 14-3: patterns of association between two Investigating Patterns Clustering and quantities. Describe patterns such as Outliers, 14-4: Investigating Patterns clustering, outliers, positive or negative Association association, linear association, and nonlinear association. 2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. 3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. 4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. 14-5: Linear Models Fitting a Straight Line, 14-6: Using the Equation of a Linear Model, 14-7: Problem 14-6: Using the Equation of a Linear Model 15-1: Bivariate Categorical Data, 15-2: Constructing Two-Way Frequency Tables, 15-3: Interpreting Two-Way Frequency Tables, 15-4: Constructing Two-Way Relative Frequency Tables, 15-5: Interpreting Two-Way Relative Frequency Tables, 15-6: Choosing a Measure of Frequency, 15-7: Problem 7
10 Table of Contents The Number System... 9 Expressions and Equations Functions Geometry Statistics and Probability
11 The Number System CC.8.NS.1. Know that there are numbers that are not rational, and approximate them by rational numbers. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. CC.8.NS.2 Know that there are numbers that are not rational, and approximate them by rational numbers. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π^2). For example, by truncating the decimal expansion of 2 (square root of 2), show that 2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. AR.8.NO.1.4 (NO.1.8.4) Rational Numbers: Understand and justify classifications of numbers in the real number system AR.7.NO.1.6 (NO.1.7.6) Rational Numbers: Recognize subsets of the real number system (natural, whole, integers, rational, and irrational numbers) AR.8.NO.3.5 (NO.3.8.5) Application of Computation: Calculate and find approximations of square roots with appropriate technology AR.9-12.LA.AI.1.1 (LA.1.AI.1) Evaluate algebraic expressions, including radicals, by applying the order of operations 1-1: Expressing Rational Numbers with Decimal Expansions, 1-2: Exploring Irrational Numbers 1-2: Exploring Irrational Numbers, 1-5: Problem 1-2: Exploring Irrational Numbers, 1-3: Approximating Irrational Numbers, 1-4: Comparing and Ordering Rational and Irrational Numbers, 1-5: Problem, 3-1: Perfect Squares, Square Roots, and Equations of the form x 2 = p 3-3: Exponents and Multiplication, 3-4: Exponents and Division, 3-5: Zero and Negative Exponents, 3-7: Problem 9
12 Expressions and Equations CC.8.EE.1 Work with radicals and integer exponents. Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^2 3^( 5) = 3^( 3) = 1/(3^3) = 1/27. CC.8.EE.2 Work with radicals and integer exponents. Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. AR.9-12.LA.AI.1.3 (LA.1.AI.3) Apply the laws of (integral) exponents and roots. AR.7.NO.1.6 (NO.1.7.6) Rational Numbers: Recognize subsets of the real number system (natural, whole, integers, rational, and irrational numbers) AR.8.NO.3.4 (NO.3.8.4) Application of Computation: Apply factorization to find LCM and GCF of algebraic expressions AR.9-12.LA.AI.1.3 (LA.1.AI.3) Apply the laws of (integral) exponents and roots. 3-1: Perfect Squares, Square Roots, and Equations of the form x 2 = p, Lesson 3-2: Perfect Cubes, Cube Roots, and Equations of the form x 3 = p, 3-3: Exponents and Multiplication, 3-4: Exponents and Division, 3-5: Zero and Negative Exponents, 3-6: Comparing Expressions with Exponents, 3-7: Problem, 4-5: Problem 1-2: Exploring Irrational Numbers 3-4: Exponents and Division 3-1: Perfect Squares, Square Roots, and Equations of the form x 2 = p, Lesson 3-2: Perfect Cubes, Cube Roots, and Equations of the form x 3 = p, 3-3: Exponents and Multiplication, 3-4: Exponents and Division, 3-5: Zero and Negative Exponents, 3-6: Comparing Expressions with Exponents, 3-7: Problem 10
13 CC.8.EE.3 Work with radicals and integer exponents. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 10^8 and the population of the world as 7 10^9, and determine that the world population is more than 20 times larger. CC.8.EE.4 Work with radicals and integer exponents. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. AR.9-12.LA.AI.1.4 (LA.1.AI.4) *Solve problems involving scientific notation, including multiplication and division. AR.8.NO.1.1 (NO.1.8.1) Rational Numbers: Read, write, compare and solve problems, with and without appropriate technology, including numbers less than 1 in scientific notation AR.8.NO.1.2 (NO.1.8.2) Rational Numbers: Convert between scientific notation and standard notation, including numbers from zero to one. AR.9-12.LA.AI.1.4 (LA.1.AI.4) *Solve problems involving scientific notation, including multiplication and division. 4-1: Exploring Scientific Notation, 4-2: Using Scientific Notation to Describe Very Large Quantities, 4-3: Using Scientific Notation to Describe Very Small Quantities, 4-4: Operating with Numbers Expressed in Scientific Notation, 4-5: Problem 4-1: Exploring Scientific Notation, 4-2: Using Scientific Notation to Describe Very Large Quantities, 4-3: Using Scientific Notation to Describe Very Small Quantities, 4-4: Operating with Numbers Expressed in Scientific Notation, 4-5: Problem 4-1: Exploring Scientific Notation, 4-2: Using Scientific Notation to Describe Very Large Quantities, 4-3: Using Scientific Notation to Describe Very Small Quantities, 4-4: Operating with Numbers Expressed in Scientific Notation, 4-5: Problem 4-1: Exploring Scientific Notation, 4-2: Using Scientific Notation to Describe Very Large Quantities, 4-3: Using Scientific Notation to Describe Very Small Quantities, 4-4: Operating with Numbers Expressed in Scientific Notation, 4-5: Problem 11
14 CC.8.EE.5 Understand the connections between proportional relationships, lines, and linear equations. 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. AR.8.A.4.3 (A.4.8.3) Patterns, Relations and Functions: Interpret and represent a two operation function as an algebraic equation AR.8.A.6.1 (A.6.8.1) Algebraic Models and Relationships: Describe, with and without appropriate technology, the relationship between the graph of a line and its equation, including being able to explain the meaning of slope as a constant rate of change (rise/run) and y-intercept in real world problems 5-6: Linear Equations: y=mx + b, 7-2: Representing a Function, 7-4: Nonlinear Functions, 7-7: Problem, 8-2: Rate of Change, 8-3: Initial Value, 8-5: Constructing a Function to Model a Linear Relationship 5-2: Linear Equations: y=mx, 5-3: The Slope of a Line, 5-5: The y- intercept of a Line, 5-6: Linear Equations: y= mx+ b, 5-7: Problem, 7-4: Nonlinear Functions, 7-5: Increasing and Decreasing Intervals, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-5: Constructing a Function to Model a Linear Relationship AR.9-12.LF.AI.3.9 (LF.3.AI.9) Describe the effects of parameter changes, slope and/or y- intercept, on graphs of linear functions and vice versa 5-1: Graphing Proportional Relationships, 5-2: Linear Equations: y=mx, 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y-intercept of a Line, 5-6: Linear Equations: y= mx+ b, 5-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship 12
15 CC.8.EE.6 Understand the connections between proportional relationships, lines, and linear equations. 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. AR.9-12.LF.AI.3.6 (LF.3.AI.6) Calculate the slope given: -- two points, -- the graph of a line, -- the equation of a line AR.9-12.LF.AI.3.7 (LF.3.AI.7) Determine by using slope whether a pair of lines are parallel, perpendicular, or neither AR.9-12.LF.AI.3.8 (LF.3.AI.8) *Write an equation in slopeintercept, point-slope, and standard forms given: -- two points, -- a point and y-intercept, -- x-intercept and y- intercept, -- a point and slope, -- a table of data, -- the graph of a line AR.9-12.LF.AC.2.5 (LF.2.AC.5) Calculate the slope given: -- two points, -- a graph of a line, -- an equation of a line 5-2: Linear Equations: y=mx, 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y-intercept of a Line, 5-6: Linear Equations: y= mx+ b, 5-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship, Lesson 10-3: Relating Similar Triangles and Slope 8-4: Comparing Two Linear Functions 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y- intercept of a Line, 5-6: Linear Equations: y= mx+ b, 5-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y- intercept of a Line, 5-6: Linear Equations: y= mx+ b, 5-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship 13
16 CC.8.EE.7 Analyze and solve linear equations and pairs of simultaneous linear equations. Solve linear equations in one variable. AR.9-12.SEI.AI.2.8 (SEI.2.AI.8) Communicate real world problems graphically, algebraically, numerically and verbally AR.9-12.SEI.AI.2.1 (SEI.2.AI.1) Solve multistep equations and inequalities with rational coefficients: -- numerically (from a table or guess and check), -- algebraically (including the use of manipulatives), -- graphically, -- technologically AR.8.A.5.1 (A.5.8.1) Expressions, Equations and Inequalities: Solve and graph two-step equations and inequalities with one variable and verify the reasonableness of the result with real world application with and without technology 1-1: Expressing Rational Numbers with Decimal Expansions, 1-3: Approximating Irrational Numbers, 1-4: Comparing and Ordering Rational and Irrational Numbers, 2-2: Equations with Variables on Both Sides, 2-5: Problem, 3-3: Exponents and Multiplication, 5-4: Unit Rates and Slope, 5-5: The y-intercept of a Line, 6-1: What is a System of Linear Equations in Two Variables?, 7-1: Recognizing a Function 2-1: Two-Step Equations, 2-2: Equations with Variables on Both Sides, 2-3: Equations Using the Distributive Property, 2-4: Solutions One, None, or Infinitely Many, 2-5: Problem 2-1: Two-Step Equations, 2-2: Equations with Variables on Both Sides, 2-3: Equations Using the Distributive Property, 2-4: Solutions One, None, or Infinitely Many, 2-5: Problem 14
17 CC.8.EE.7a Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). CC.8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. AR.9-12.SEI.AI.2.1 (SEI.2.AI.1) Solve multistep equations and inequalities with rational coefficients: -- numerically (from a table or guess and check), -- algebraically (including the use of manipulatives), -- graphically, -- technologically AR.9-12.SEI.AI.2.8 (SEI.2.AI.8) Communicate real world problems graphically, algebraically, numerically and verbally AR.8.A.5.1 (A.5.8.1) Expressions, Equations and Inequalities: Solve and graph two-step equations and inequalities with one variable and verify the reasonableness of the result with real world application with and without technology AR.9-12.SEI.AI.2.1 (SEI.2.AI.1) Solve multistep equations and inequalities with rational coefficients: -- numerically (from a table or guess and check), -- algebraically (including the use of manipulatives), -- graphically, -- technologically 2-1: Two-Step Equations, 2-2: Equations with Variables on Both Sides, 2-3: Equations Using the Distributive Property, 2-4: Solutions One, None, or Infinitely Many, 2-5: Problem 1-1: Expressing Rational Numbers with Decimal Expansions, 1-3: Approximating Irrational Numbers, 1-4: Comparing and Ordering Rational and Irrational Numbers, 2-2: Equations with Variables on Both Sides, 2-5: Problem, 3-3: Exponents and Multiplication, 5-4: Unit Rates and Slope, 5-5: The y-intercept of a Line, 6-1: What is a System of Linear Equations in Two Variables?, 7-1: Recognizing a Function 2-1: Two-Step Equations, 2-2: Equations with Variables on Both Sides, 2-3: Equations Using the Distributive Property, 2-4: Solutions One, None, or Infinitely Many, 2-5: Problem 2-1: Two-Step Equations, 2-2: Equations with Variables on Both Sides, 2-3: Equations Using the Distributive Property, 2-4: Solutions One, None, or Infinitely Many, 2-5: Problem 15
18 (Continued) CC.8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. CC.8.EE.8 Analyze and solve linear equations and pairs of simultaneous linear equations. Analyze and solve pairs of simultaneous linear equations. CC.8.EE.8a Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. AR.8.NO.2.1 (NO.2.8.1) Number theory: Apply the addition, subtraction, multiplication and division properties of equality to two-step equations AR.9-12.SEI.AI.2.2 (SEI.2.AI.2) Solve systems of two linear equations: -- numerically (from a table or guess and check), -- algebraically (including the use of manipulatives), -- graphically, -- technologically AR.9-12.SEI.AI.2.8 (SEI.2.AI.8) Communicate real world problems graphically, algebraically, numerically and verbally AR.9-12.SEI.AI.2.2 (SEI.2.AI.2) Solve systems of two linear equations: -- numerically (from a table or guess and check), -- algebraically (including the use of manipulatives), -- graphically, -- technologically 2-1: Two-Step Equations, 2-2: Equations with Variables on Both Sides, 2-3: Equations Using the Distributive Property, 2-4: Solutions One, None, or Infinitely Many, 2-5: Problem 6-2: Estimating Solutions of Linear Systems by Inspection, 6-3: Systems of Linear Equations by Graphing, 6-4: Systems of Linear Equations Using Substitution, 6-5: Systems of Linear Equations Using Addition, 6-6: Systems of Linear Equations Using Subtraction, 6-7: Problem 1-1: Expressing Rational Numbers with Decimal Expansions, 1-3: Approximating Irrational Numbers, 1-4: Comparing and Ordering Rational and Irrational Numbers, 2-2: Equations with Variables on Both Sides, 2-5: Problem, 3-3: Exponents and Multiplication, 5-4: Unit Rates and Slope, 5-5: The y-intercept of a Line, 6-1: What is a System of Linear Equations in Two Variables?, 7-1: Recognizing a Function 6-2: Estimating Solutions of Linear Systems by Inspection, 6-3: Systems of Linear Equations by Graphing, 6-4: Systems of Linear Equations Using Substitution, 6-5: Systems of Linear Equations Using Addition, 6-6: Systems of Linear Equations Using Subtraction, 6-7: Problem 16
19 CC.8.EE.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. CC.8.EE.8c Solve realworld and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. AR.9-12.SEI.AI.2.2 (SEI.2.AI.2) Solve systems of two linear equations: -- numerically (from a table or guess and check), -- algebraically (including the use of manipulatives), -- graphically, -- technologically AR.9-12.SEI.AI.2.2 (SEI.2.AI.2) Solve systems of two linear equations: -- numerically (from a table or guess and check), -- algebraically (including the use of manipulatives), -- graphically, -- technologically AR.9-12.SEI.AI.2.8 (SEI.2.AI.8) Communicate real world problems graphically, algebraically, numerically and verbally 6-2: Estimating Solutions of Linear Systems by Inspection, 6-3: Systems of Linear Equations by Graphing, 6-4: Systems of Linear Equations Using Substitution, 6-5: Systems of Linear Equations Using Addition, 6-6: Systems of Linear Equations Using Subtraction, 6-7: Problem 6-2: Estimating Solutions of Linear Systems by Inspection, 6-3: Systems of Linear Equations by Graphing, 6-4: Systems of Linear Equations Using Substitution, 6-5: Systems of Linear Equations Using Addition, 6-6: Systems of Linear Equations Using Subtraction, 6-7: Problem 1-1: Expressing Rational Numbers with Decimal Expansions, 1-3: Approximating Irrational Numbers, 1-4: Comparing and Ordering Rational and Irrational Numbers, 2-2: Equations with Variables on Both Sides, 2-5: Problem, 3-3: Exponents and Multiplication, 5-4: Unit Rates and Slope, 5-5: The y-intercept of a Line, 6-1: What is a System of Linear Equations in Two Variables?, 7-1: Recognizing a Function 17
20 Functions CC.8.F.1 Define, evaluate, and compare functions. 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.) AR.7.A.4.1 (A.4.7.1) Patterns, Relations and Functions: Create and complete a function table (input/output) using a given rule with two operations AR.8.A.4.3 (A.4.8.3) Patterns, Relations and Functions: Interpret and represent a two operation function as an algebraic equation AR.9-12.LF.AI.3.1 (LF.3.AI.1) Distinguish between functions and non-functions/relations by inspecting graphs, ordered pairs, mapping diagrams and/or tables of data 5-7: Problem, 7-2: Representing a Function, 7-4: Nonlinear Functions, 7-7: Problem 5-6: Linear Equations: y= mx + b 7-2: Representing a Function, 7-4: Nonlinear Functions, 7-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-5: Constructing a Function to Model a Linear Relationship 7-1: Recognizing a Function, 7-2: Representing a Function, 7-3: Linear Functions, 7-4: Nonlinear Functions 18
21 (Continued) CC.8.F.1 Define, evaluate, and compare functions. 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.) AR.9-12.LF.AI.3.2 (LF.3.AI.2) Determine domain and range of a relation from an algebraic expression, graphs, set of ordered pairs, or table of data AR.3.A.6.1 (A.6.3.1) Algebraic Models and Relationships: Complete a chart or table to organize given information and to understand relationships and explain the results AR.7.A.6.3 (A.6.7.3) Algebraic Models and Relationships: Create and complete a function table (input/output) using a given rule with two operations in real world situations 2-1: Two-Step Equations, 2-2: Equations with Variables on Both Sides, 2-3: Equations Using the Distributive Property, 2-4: Solutions One, None, or Infinitely Many, 2-5: Problem, 5-1: Graphing Proportional Relationships, 5-2: Linear Equations: y=mx, 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y-intercept of a Line, 5-6: Linear Equations: y=mx+ b, 5-7: Problem, 7-1: Recognizing a Function, 7-2: Representing a Function, 7-3: Linear Functions, 7-4: Nonlinear Functions, 7-5: Increasing and Decreasing Intervals, 7-6: Sketching a Function Graph, 7-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship, 8-6: Problem 2-4: Solutions One, None, or Infinitely Many, 3-5: Zero and Negative Exponents, 3-7: Problem, 4-3: Using Scientific Notation to Describe Very Small Quantities, 5-6: Linear Equations: y =mx + b, 7-2: Representing a Function, 7-4: Nonlinear Functions, 7-7: Problem 5-7: Problem, 7-2: Representing a Function, 7-4: Nonlinear Functions, 7-7: Problem 19
22 (Continued) CC.8.F.1 Define, evaluate, and compare functions. 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.) AR.8.A.4.1 (A.4.8.1) Patterns, Relations and Functions: Find the nth term in a pattern or a function table AR.8.A.4.2 (A.4.8.2) Patterns, Relations and Functions: Using real world situations, describe patterns in words, tables, pictures, and symbolic representations 3-1: Perfect Squares, Square Roots, and Equations of the form x 2 = p, 3-2: Perfect Cubes, Cube Roots, and Equations of the form x 3 = p, 3-3: Exponents and Multiplication, 3-4: Exponents and Division, 3-5: Zero and Negative Exponents, 3-6: Comparing Expressions with Exponents, 3-7: Problem, 5-1: Graphing Proportional Relationships, 5-2: Linear Equations: y=mx, 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y- intercept of a Line, 5-6: Linear Equations: y=mx+ b, 5-7: Problem, 7-1: Recognizing a Function, 7-2: Representing a Function, 7-3: Linear Functions, 7-4: Nonlinear Functions, 7-5: Increasing and Decreasing Intervals, 7-6: Sketching a Function Graph, 7-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship, 8-6: Problem 14-4: Investigating Patterns - Association, 14-3: Investigating Patterns - Clustering and Outliers 20
23 CC.8.F.2 Define, evaluate, and compare functions. 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. AR.9-12.LF.AI.3.8 (LF.3.AI.8) *Write an equation in slopeintercept, point-slope, and standard forms given: -- two points, -- a point and y-intercept, -- x-intercept and y- intercept, -- a point and slope, -- a table of data, -- the graph of a line AR.9-12.LF.AI.3.9 (LF.3.AI.9) Describe the effects of parameter changes, slope and/or y- intercept, on graphs of linear functions and vice versa AR.9-12.LF.AI.3.1 (LF.3.AI.1) Distinguish between functions and non-functions/relations by inspecting graphs, ordered pairs, mapping diagrams and/or tables of data 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y- intercept of a Line, 5-6: Linear Equations: y=mx + b, 5-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship 5-1: Graphing Proportional Relationships, 5-2: Linear Equations: y=mx, 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y- intercept of a Line, 5-6: Linear Equations: y=mx+ b, 5-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship, 8-6: Problem 7-1: Recognizing a Function, 7-2: Representing a Function, 7-3: Linear Functions, 7-4: Nonlinear Functions 21
24 (Continued) CC.8.F.2 Define, evaluate, and compare functions. 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. AR.9-12.LF.AI.3.2 (LF.3.AI.2) Determine domain and range of a relation from an algebraic expression, graphs, set of ordered pairs, or table of data AR.8.A.6.4 (A.6.8.4) Algebraic Models and Relationships: Represent, with and without appropriate technology, simple exponential and/or quadratic functions using verbal descriptions, tables, graphs and formulas and translate among these representations 2-1: Two-Step Equations, 2-2: Equations with Variables on Both Sides, 2-3: Equations Using the Distributive Property, 2-4: Solutions One, None, or Infinitely Many, 2-5: Problem, 5-1: Graphing Proportional Relationships, 5-2: Linear Equations: y=mx, 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y-intercept of a Line, 5-6: Linear Equations: y=mx+ b, 5-7: Problem, 7-1: Recognizing a Function, 7-2: Representing a Function, 7-3: Linear Functions, 7-4: Nonlinear Functions, 7-5: Increasing and Decreasing Intervals, 7-6: Sketching a Function Graph, 7-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship, 8-6: Problem 3-1: Perfect Squares, Square Roots, and Equations of the form x 2 = p, 3-2: Perfect Cubes, Cube Roots, and Equations of the form x 3 = p, 3-3: Exponents and Multiplication, 3-4: Exponents and Division, 3-5: Zero and Negative Exponents, 3-6: Comparing Expressions with Exponents, 3-7: Problem, 7-3: Linear Functions, 7-4: Nonlinear Functions 22
25 CC.8.F.3 Define, evaluate, and compare functions. 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 = s^2 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. CC.8.F.4 Use functions to model relationships between quantities. 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. AR.9-12.LF.AI.3.1 (LF.3.AI.1) Distinguish between functions and non-functions/relations by inspecting graphs, ordered pairs, mapping diagrams and/or tables of data AR.9-12.LF.AI.3.5 (LF.3.AI.5) Interpret the rate of change/slope and intercepts within the context of everyday life AR.9-12.LF.AI.3.6 (LF.3.AI.6) Calculate the slope given: -- two points, -- the graph of a line, -- the equation of a line 7-1: Recognizing a Function, 7-2: Representing a Function, 7-3: Linear Functions, 7-4: Nonlinear Functions 5-1: Graphing Proportional Relationships, 5-2: Linear Equations: y=mx, 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y- intercept of a Line, 5-6: Linear Equations: y=mx+ b, 5-7: Problem, 7-1: Recognizing a Function, 7-2: Representing a Function, 7-3: Linear Functions, 7-4: Nonlinear Functions, 7-5: Increasing and Decreasing Intervals, 7-6: Sketching a Function Graph, 7-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship, 8-6: Problem 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y- intercept of a Line, 5-6: Linear Equations: y=mx+ b, 5-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship 23
26 (Continued) CC.8.F.4 Use functions to model relationships between quantities. 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. AR.9-12.LF.AI.3.7 (LF.3.AI.7) Determine by using slope whether a pair of lines are parallel, perpendicular, or neither AR.9-12.LF.AI.3.9 (LF.3.AI.9) Describe the effects of parameter changes, slope and/or y- intercept, on graphs of linear functions and vice versa AR.8.A.5.2 (A.5.8.2) Expressions, Equations and Inequalities: Solve and graph linear equations (in the form y=mx+b) 8-4: Comparing Two Linear Functions 5-1: Graphing Proportional Relationships, 5-2: Linear Equations: y=mx, 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y- intercept of a Line, 5-6: Linear Equations: y=mx+ b, 5-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship, 8-6: Problem 5-5: The y-intercept of a Line, 5-6: Linear Equations: y=mx+b, 5-7: Problem, 7-3: Linear Functions, 8-1: Defining a Linear Function Rule, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship AR.7.A.6.3 (A.6.7.3) Algebraic Models and Relationships: Create and complete a function table (input/output) using a given rule with two operations in real world situations 5-7: Problem, 7-2: Representing a Function, 7-4: Nonlinear Functions, 7-7: Problem 24
27 CC.8.F.5 Use functions to model relationships between quantities. 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. Geometry CC.8.G.1 Understand congruence and similarity using physical models, transparencies, or geometry software. Verify experimentally the properties of rotations, reflections, and translations: -- a. Lines are taken to lines, and line segments to line segments of the same length. -- b. Angles are taken to angles of the same measure. -- c. Parallel lines are taken to parallel lines. AR.9-12.LF.AI.3.9 (LF.3.AI.9) Describe the effects of parameter changes, slope and/or y- intercept, on graphs of linear functions and vice versa AR.7.G.9.2 (G.9.7.2) Symmetry and Transformations: Perform translations and reflections of twodimensional figures using a variety of methods (paper folding, tracing, graph paper) AR.5.G.9.1 (G.9.5.1) Symmetry and Transformations: Predict and describe the results of translation (slide), reflection (flip), rotation (turn), showing that the transformed shape remains unchanged AR.6.G.8.5 (G.8.6.5) Characteristics of Geometric Shapes: Identify similar figures and explore their properties 5-1: Graphing Proportional Relationships, 5-2: Linear Equations: y=mx, 5-3: The Slope of a Line, 5-4: Unit Rates and Slope, 5-5: The y- intercept of a Line, 5-6: Linear Equations: y=mx+ b, 5-7: Problem, 8-1: Defining a Linear Function Rule, 8-2: Rate of Change, 8-3: Initial Value, 8-4: Comparing Two Linear Functions, 8-5: Constructing a Function to Model a Linear Relationship, 8-6: Problem Unit E: 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 9-4: Congruent Figures, 9-5: Problem Unit E: 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 9-4: Congruent Figures, 9-5: Problem Unit E: 10-1: Dilations, 10-2: Similar Figures, 10-3: Relating Similar Triangles and Slope, 10-4: Problem, 11-5: Angle-Angle Triangle Similarity 25
28 CC.8.G.2 Understand congruence and similarity using physical models, transparencies, or geometry software. Understand that a twodimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. AR.K.G.9.2 (G.9.K.2) Symmetry and Transformations: Explore slides, flips and turns AR.1.G.9.2 (G.9.1.2) Symmetry and Transformations: Manipulate twodimensional figures through slides, flips and turns AR.2.G.9.2 (G.9.2.2) Symmetry and Transformations: Demonstrate the motion of a single transformation AR.5.G.9.1 (G.9.5.1) Symmetry and Transformations: Predict and describe the results of translation (slide), reflection (flip), rotation (turn), showing that the transformed shape remains unchanged AR.9-12.CGT.G.5.7 (CGT.5.G.7) Draw and interpret the results of transformations and successive transformations on figures in the coordinate plane: -- translations, -- reflections, -- rotations (90, 180, clockwise and counterclockwise about the origin), -- dilations (scale factor) AR.5.G.8.4 (G.8.5.4) Characteristics of Geometric Shapes: Model and identify the properties of congruent figures 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 9-4: Congruent Figures, 9-5: Problem 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 9-4: Congruent Figures, 9-5: Problem 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 9-4: Congruent Figures, 9-5: Problem 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 9-4: Congruent Figures, 9-5: Problem 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 9-4: Congruent Figures, 9-5: Problem, 10-1: Dilations, 10-2: Similar Figures 9-4: Congruent Figures 26
29 (Continued) CC.8.G.2 Understand congruence and similarity using physical models, transparencies, or geometry software. Understand that a twodimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. AR.4.G.9.1 (G.9.4.1) Symmetry and Transformations: Determine the result of a transformation of a twodimensional figure as a slide (translation), flip (reflection) or turn (rotation) and justify the answer 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 9-4: Congruent Figures, 9-5: Problem CC.8.G.3 Understand congruence and similarity using physical models, transparencies, or geometry software. Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates. AR.8.G.9.2 (G.9.8.2) Symmetry and Transformations: Draw the results of translations and reflections about the x- and y-axis and rotations of objects about the origin 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 9-4: Congruent Figures, 9-5: Problem, 10-2: Similar Figures 27
30 CC.8.G.4 Understand congruence and similarity using physical models, transparencies, or geometry software. Understand that a twodimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. AR.9-12.CGT.G.5.7 (CGT.5.G.7) Draw and interpret the results of transformations and successive transformations on figures in the coordinate plane: -- translations, -- reflections, -- rotations (90, 180, clockwise and counterclockwise about the origin), -- dilations (scale factor) AR.7.G.9.1 (G.9.7.1) Symmetry and Transformations: Examine the congruence, similarity, and line or rotational symmetry of objects using transformations AR.3.G.9.2 (G.9.3.2) Symmetry and Transformations: Describe the motion (transformation) of a two-dimensional figure as a flip (reflection), slide (translation) or turn (rotation) 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 9-4: Congruent Figures, 9-5: Problem, 10-1: Dilations, 10-2: Similar Figures, 10-4: Problem 9-4: Congruent Figures, 9-5: Problem, 10-1: Dilations, 10-2: Similar Figures, 10-3: Relating Similar Triangles and Slope 9-1: Translations, 9-2: Reflections, 9-3: Rotations, 9-4: Congruent Figures, 9-5: Problem 28
Grade 8 Common Core Lesson Correlation
8.NS The Number System Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.1 8.NS.2 Know that numbers that are not rational are called irrational. Understand
More informationI can Statements Grade 8 Mathematics
I can Statements Grade 8 Mathematics ! I can Statements Grade 8 Mathematics Unit 1 I can: 8.EE.1 know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.3
More informationCommon Core State Standards for Mathematics Grade 8 Houghton Mifflin Harcourt Go Math, Grade 8 Common Core Edition 2014
Correlation to the Common Core State Standards for Mathematics Grade 8 Houghton Mifflin Harcourt Go Math, Grade 8 Common Core Edition 2014 Houghton Mifflin Harcourt Go Math, Grade 8 Common Core Edition
More information3 RD 9 WEEKS. EE 1 EE 3 EE 4 EE 7a EE 7b EE 8a EE 8b EE 8c SP 1 SP 2 SP 3 SP 4 F 2 F 3 F 5
1ST 9 WEEKS 2ND 9 WEEKS 3 RD 9 WEEKS 4 TH 9 WEEKS NS 1 NS 2 EE 2 G 1 G 2 G 3 G 4 G 5 EE 1 G 9 G 6 G 7 G 8 G 5 EE 5 EE 6 F 1 F 2 EE 1 EE 3 EE 4 EE 7a EE 7b EE 8a EE 8b EE 8c SP 1 SP 2 SP 3 SP 4 SP 4 SP
More informationCK-12 Middle School Math Grade 8
CK-12 Middle School Math aligned with COMMON CORE MATH STATE STANDARDS INITIATIVE Middle School Standards for Math Content Common Core Math Standards for CK-12 Middle School Math The Number System (8.NS)
More informationAlabama Course of Study Mathematics
A Correlation of Prentice Hall Connected Mathematics 2 (CMP2) with Common Core Investigations Grade 8 to the Alabama Course of Study Mathematics Grade 8 The Number System Know that there are numbers that
More informationArkansas Mathematics Standards Grade
Arkansas Mathematics Standards Grade 8 2016 The Number System AR.Math.Content.8.NS.A.1 Know that there are numbers that are not rational, and approximate them by rational numbers Know that numbers that
More informationDiocese of Erie Mathematics Curriculum Eighth Grade August 2012
The Number System 8.NS Know that there are numbers that are not rational, and approximate them by rational numbers 1 1. Know that numbers that are not rational are called irrational. 1 2. Understand informally
More informationCORRELATION OF STANDARDS FOR MATHEMATICAL CONTENT PRENTICE HALL COURSE 3 MATHEMATICS
CORRELATION OF STANDARDS FOR MATHEMATICAL CONTENT PRENTICE HALL COURSE 3 MATHEMATICS The following shows the alignment of Prentice Hall Course 3 Common to the Grade 8 Common Core State Standards for Mathematics.
More informationDRAFT EAST POINSETT CO. SCHOOL DIST. - GRADE 8 MATH
Module 1 - Math Test: 10/8/2015 Work with radicals and integer exponents. 8.EE.1 8.EE.2 * 8.EE.3 * 8.EE.4 * Know and apply the properties of integer exponents to generate equivalent numerical expressions.
More information7th and 8th Grade Pre-Algebra - General and Resource Room
Davison Community Schools ADVISORY CURRICULUM COUNCIL Phase II, April 18, 2016 Lorie Smith, Amy Gottlieb, Amber Rogers, Janet Davidson, Matt Lobban, Sarah-Smith Clark Course Essential Questions: 7th and
More informationGrade 8 Math Spring 2017 Item Release
Grade 8 Math Spring 2017 Item Release 1 Grade 8 Reporting Category: Expressions and Equations Question 2 16701 Content Cluster: Investigate patterns of association in bivariate data. Content Standard:
More informationGRADE 8. Know that there are numbers that are not rational, and approximate them by rational numbers.
GRADE 8 Students will: The Number System Know that there are numbers that are not rational, and approximate them by rational numbers. 1. Know that numbers that are not rational are called irrational. Understand
More informationCorrelation of Final Common Core Standards (06/02/10) Grade 8 to UCSMP Algebra, 2008
Correlation of Final Common Core Standards (06/02/10) Grade 8 to UCSMP Algebra, 2008 Final Common Core Standards (06/02/10) Lessons Page References The Number System Know that there are numbers that are
More informationMiddle School Math 3 Grade 8
Unit Activity Correlations to Common Core State Standards Middle School Math 3 Grade 8 Table of Contents The Number System 1 Expressions and Equations 1 Functions 3 Geometry 4 Statistics and Probability
More informationSequence of Grade 8 Modules Aligned with the Standards
Sequence of Grade 8 Modules Aligned with the Standards Module 1: The Number System and Properties of Exponents Module 2: Congruence Module 3: Similarity Module 4: Linear Equations Module 5: Examples of
More information8.EE.7a; 8.EE.7b 1.3 (Extra) 7 I can rewrite equations to solve for a different variable. 8.EE.7 1.4
Pre-Algebra Curriculum Map: (122 days) Unit #1: Algebra: Equations and Graphing (15 days) : Big Ideas Chapter 1 s: 8.EE.7a-b 1 I can solve one and two step equations. (1 day) 8.EE.7a; 8.EE.7b 1.1 (Extra)
More informationCommon Core Correlations. Mathematics Grade 8. Know and apply the properties of integer exponents to generate equivalent numerical expressions.
Common Core Correlations Mathematics Grade 8 BENCHMARK CODE 8.EE.1.1 BENCHMARK Know and apply the properties of integer exponents to generate equivalent numerical expressions. SpringBoard Page 72, 73,
More informationCommon Core State Standards for Mathematics
A Correlation of Pearson to the for Mathematics for Mathematics Introduction This document demonstrates how Pearson s digits program meets the for Mathematics. Correlation references are to the digits
More informationCommon Core State Standard I Can Statements 8 th Grade Mathematics. The Number System (NS)
CCSS Key: The Number System (NS) Expressions & Equations (EE) Functions (F) Geometry (G) Statistics & Probability (SP) Common Core State Standard I Can Statements 8 th Grade Mathematics 8.NS.1. Understand
More informationMathematics Grade 8. Prepublication Version, April 2013 California Department of Education 51
Mathematics In, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear
More informationI can demonstrate for rational numbers that the decimal expansion repeats eventually.
Grade 8 Math Length of Class: School Year Program/Text Used: Competency 1: The Number Systems - Students will demonstrate the ability to know that there are numbers that are not rational and approximate
More informationCOMMON CORE STATE STANDARDS FOR
COMMON CORE STATE STANDARDS FOR Mathematics (CCSSM) Grade 8 Mathematics Grade 8 In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and
More informationAHSAA Homeschool Student Eligibility Exams Mathematics Grade 8
8.NS 8.NS.1 8.NS.2 8.EE 8.EE.3 8.EE.4 8.EE.5 8.EE.6 AHSAA Homeschool Student Eligibility Exams Mathematics Grade 8 The Number System, Expressions and Equations 40% The Number System Know that there are
More informationMathematics 8 Essential Curriculum
Mathematics 8 Essential Curriculum The Mathematical Practices The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in
More informationAchievement Level Descriptors Mathematics Grade 8
Achievement Level Descriptors Mathematics Grade 8 ALD Standard Level 2 Level 3 Level 4 Level 5 Policy demonstrate a below satisfactory level of success with the challenging content of the Florida Standards.
More informationMath 8 CCSS Guide. Unit 1 Variables, Expressions and Equations (Chapters 1, 2 and 5)
Math 8 CCSS Guide Unit 1 Variables, Expressions and Equations (Chapters 1, 2 and 5) 1.1 Expressions and Variables 1.2 Powers and exponents 1.3 Review Order of operations and variables 1.8 The Coordinate
More informationIA_CCSS_Math Math (2011) Grade 8
IA_CCSS_Math Math (2011) Grade 8 8 In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association
More informationLee County Schools Curriculum Road Map Pre-Algebra
Quarter 1 Rational Numbers, Repeating Decimals, Terminating Decimals 1 Numbers & Operations 2 Radicals & Integer Exponents 1 8.NS.1 8.NS.1 8.NS.2 8.NS.1 8.NS.2 8.EE.1 Know that numbers that are not rational
More informationSkills available for New York eighth grade math standards
Skills available for New York eighth grade math standards Standards are in bold, followed by a list of the IXL math skills that are aligned to that standard. Students can practice these skills online at
More informationMATH GRADE 8 PLD Standard Below Proficient Approaching Proficient Proficient Highly Proficient
MATH GRADE 8 PLD Standard Below Proficient Approaching Proficient Proficient Highly Proficient The Level 1 student is below proficient The Level 2 student is approaching The Level 3 student is proficient
More informationMD College and Career Ready Standards: Grade 8 Math
8.NS The Number System 8.NS.A Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1 Know that numbers that are not rational are called irrational. Understand
More information8.G.1. Illustrative Mathematics Unit 1. 8.G.1a 8.G.2 8.G.3. 8.G.1c. Illustrative Mathematics Unit 2 8.G.2
Illustrative Mathematics Unit 3 Illustrative Mathematics Unit 2 Illustrative Mathematics Unit 1 8.G.1 8.G.1a 8.G.1b 8.G.1c 8.G.2 8.G.3 8.G.1 8.G.2 8.G.3 8.EE.5 8.EE.6 1st Nine Weeks Rigid Transformations
More informationMathematics Grade 8 focuses on three critical areas:
Mathematics Grade 8 focuses on three critical areas: (1) Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations
More informationEXPAND expressions and equations by using the. combining like terms
Course: Grade 8 Mathematics Year: 2013 2014 Teachers: MaryAnn Valentino, Cheryl Flanagan Unit 1: Equations Approximate Time Frame: # of Weeks 8.EE.7. Solve linear equations in one variable. a. Give examples
More informationNeshoba Central Middle School 8 th Grade Pacing Guide Pre-Algebra
CCSS Key: The Number System (NS) Expressions and Equations (EE) Functions (F) Geometry (G) Statistics and Probability (SP) NINE WEEKS CCSS MS FRAMEWORK DATE ASSESSED 1 PA.1.b. Formulate and solve standard
More informationRepeated Reasoning. Reason A & Q. Make sense. Construct & Critique. Model Tools Precision Structure NS
In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation,
More informationHorizontal Progression Recommendations
Greater Albany Public Schools 8 th Grade Math CCSS Pacing Guide Horizontal Progression Recommendations 4 2 Solving Equations 8EE7a-b, 8NS1, 8EE2 5 3 Triangles & Angles with Pythagorean Theorem 6 (5) (end
More informationFocus Topic 1 Graphing Proportional Relationships Including Similar Triangles & Unit Rates (3 Weeks)
8th Grade Math Curriculum Map 2013-2014 Focus Topic 1 Graphing Proportional Relationships Including Similar Triangles & Unit Rates (3 Weeks) 8.EE.B.5 Graph proportional relationships, interpreting the
More informationOAKLYN PUBLIC SCHOOL MATHEMATICS CURRICULUM MAP EIGHTH GRADE
OAKLYN PUBLIC SCHOOL MATHEMATICS CURRICULUM MAP EIGHTH GRADE STANDARD 8.NS THE NUMBER SYSTEM Big Idea: Numeric reasoning involves fluency and facility with numbers. Learning Targets: Students will know
More informationDays 1-2: Perfect Squares/ Perfect Cubes Days 3-4: Square Roots of Perfect Squares /Cube Roots of
Common Core 8 Math Regular Pacing Guide Unit & Days Objectives Topic Performance Tasks QUARTER 1 PACING GUIDE Unit 1: Number Sense-Squares, Square Roots, Cubes & Cube Roots 8.EE.2 Use square root and cube
More informationA TRADITION of EXCELLENCE A VISION for TOMORROW
Pre-Algebra Grade 8 The Number System To successfully complete Grade 8 Pre-Algebra, the learner will Cluster: Know that there are numbers that are not rational, and approximate them by rational numbers.
More informationGrade 8: Mathematics Curriculum (2010 Common Core) Hamburg School
Focus Topic:RP Ration & Proportional Relationships TSW = The Student Will TSW compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in
More informationPre-Algebra 8 Overview
Pre-Algebra 8 Overview Pre-Algebra 8 content is organized into five domains for focused study as outlined below in the column to the left. The Pre-Algebra 8 domains listed in bold print on the shaded bars
More informationTest Blueprint ATI AzMERIT Math 08 Gr. CBAS #1 TE AZ-8.NS THE NUMBER SYSTEM. 6.7% on Test. # on AP. % on Test. # on Test
Blueprint 2016-17 ATI AzMERIT Math 08 Gr. CBAS #1 TE AZ-8.NS THE NUMBER SYSTEM 6.7 Page 1 AZ-8.NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number
More informationTextbook: Chapter 1 Lesson 1
8 th Grade Math Curriculum Map **Calculators may be used all year on Assessments** Segment 1 6 Weeks Number System [8-NS1] Know that numbers that are not rational are called irrational. Understand informally
More informationB L U E V A L L E Y D I S T R I C T C U R R I C U L U M MATHEMATICS Integrated Algebra 8
B L U E V A L L E Y D I S T R I C T C U R R I C U L U M MATHEMATICS Integrated Algebra 8 Book/Quarter ORGANIZING THEME/TOPIC FOCUS STANDARDS & SKILLS Looking for Pythagoras (Quarter 1) Square and Cube
More informationEIGHTH GRADE TRANSITION MATH GLEs
GLEs and CCSS to be taught in and 13-14 EIGHTH GRADE TRANSITION MATH GLEs Math, Grade 8, and 13-14 Curriculum and Assessment Summary 1 GLEs and CCSS to be taught in and 13-14 GLE content to be taught and
More informationGRADE 8 MATH Curriculum Map
GRADE 8 MATH Curriculum Map Unit #1 (26 days) ~5 weeks Expressions and Equations Analyze and solve linear equations. Simplify linear expressions utilizing the distributive property and collecting like
More informationMathematics Grade 8 focuses on three critical areas:
Mathematics Grade 8 focuses on three critical areas: (1) Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations
More informationPittsburg Unified School District. Math 8 CCSS. Teaching Guide for Mathematics Common Core Curriculum REVISED
Pittsburg Unified School District Math 8 CCSS Teaching Guide for Mathematics Common Core Curriculum 2015-2016 REVISED 7.31.15 Benchmark 1 (21% of standards/20 Q) Unit 1: 8.G.1a, b, c 8.G.2 8.G.3 8.G.4
More informationGRADE 8 MATH Curriculum Map
GRADE 8 MATH Curriculum Map Unit #1 Analyze and solve linear equations. ~5 weeks Expressions and Equations Simplify linear expressions utilizing the distributive property and collecting like terms. (8.EE.7)
More informationMath 8 Advanced Common Core Georgia Performance Standards Curriculum Map
Semester 1 Standards for Mathematical Practice 1 Make sense of problems and persevere in solving them. 2 Reason abstractly and quantitatively. 3 Construct viable arguments and critique the reasoning of
More informationUNIT 1 Unit Title: The Number System Unit Description: Know that there are numbers that are not rational, and approximate them by rational numbers
Milford Public Schools Curriculum Department: Mathematics Course Name: Grade 8 Math UNIT 1 Unit Title: The Number System Unit Description: Know that there are numbers that are not rational, and approximate
More information8 th Grade Math. Units of Study. Overview
8 th Grade Math Overview Course Description: In this class students will learn the rest of the essentials necessary for them to move forward into Algebra at the High School level. The class will teach
More informationI can calculate percent of change. I can calculate percent increases (sales tax, tip/gratuity, commission, fees, markup, etc ).
RATIO & PROPORTIONAL RELATIONSHIPS 7.RP.: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions,
More informationApril 2016 Draft. Mathematics Florida Standards (MAFS) Correlation to Eureka Math Page 1. eureka-math.org 2016 Great Minds
Mathematics Florida Standards (MAFS) Correlation to Eureka Math Grade 8 April 2016 Draft Mathematics Florida Standards (MAFS) Correlation to Eureka Math Page 1 Grade 8 Mathematics The Grade 8 Mathematics
More informationCommon Core State Standards with California Additions 1 Standards Map for a Basic Grade-Level Program. Grade Eight Mathematics
Common Core State s with California Additions 1 s Map for a Basic Grade-Level Program Grade Eight Mathematics Publisher 8.NS 1. 8.NS 2. Language Primary Supporting THE NUMBER SYSTEM Know that there are
More informationGrade 8 Yearlong Mathematics Map
rade 8 Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: PARCC Assessments, Performance Series, District Benchmark Assessments NS NS Common Core State Standards Standards
More informationFLORIDA STANDARDS TO BOOK CORRELATION FOR GRADE 7 ADVANCED
FLORIDA STANDARDS TO BOOK CORRELATION FOR GRADE 7 ADVANCED After a standard is introduced, it is revisited many times in subsequent activities, lessons, and exercises. Domain: The Number System 8.NS.1.1
More informationGRADE 8 MATHEMATICS GLEs Color Coded. Math, Grade 8, and Curriculum and Assessment Summary 1
GRADE 8 MATHEMATICS GLEs Color Coded Math, Grade 8, and 13-14 Curriculum and Assessment Summary 1 GLE content to be taught and tested in Grade 8 Math in and 13-14 GLE # Grade-Level Expectation Text Aligned
More informationCurriculum Map Grade 8 Math
Curriculum Map Grade 8 Math Sept. Oct. Nov. Dec. Jan. September 6 October 5 October 9 November 2 November 5 - November 30 December 3 December 21 January 2 January 16 G R A D E 8 Solving Equations: ~Solving
More informationMiddle School Math Solution: Course 3
Ohio 8.MP MATHEMATICAL PRACTICES The s for Mathematical Practice describe the skills that mathematics educators should seek to develop in their students. The descriptions of the mathematical practices
More informationOakwood City School District Grade Eight Mathematics. Grade Eight Mathematics
Grade Eight Course Description In Grade Eight, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling and association
More information8 th Grade Math Curriculum Map Thinking with Math Models Time Line: Marking Period 1. Function, linear function, rate of change
8 th Grade Math Curriculum Map Thinking with Math Models Time Line: Marking Period 1 CCSS Essential Questions/ Learning Goals Skills /Vocabulary Formative/ Summative Assessment Resources 8.F.2 Compare
More informationMountain Home School District 8 th Grade Math Claim (SBAC) Content Domain Target CCSS Depth of Knowledge Level Claim 1:Concepts and Procedures
Claim (SBAC) Content Domain Target CCSS Depth of Knowledge Level Claim 1:Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision
More informationPacing 8th Grade Math
O.U.R. Unit 1 Big Ideas: Chapters 2 and 3 8.G.1 8.G.1a 8.G.1b 8.G.1c 8.G.3 1st Nine Weeks Rigid Transformations and Congruence Verify experimentally the properties of rotations, reflections, and translations:
More informationStandards to Topics. Louisiana Student Standards for Mathematics Mathematics 8 Grade 8
Standards to Topics Louisiana Student Standards for Mathematics Mathematics 8 8.NS.A.01 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal
More informationFive District Partnership 1
Five District Partnership 1 Grade 8 Math Year-Long Plan Overview Standards Shorthand Description Sept-Oct Nov-Dec Jan-Feb Mar-Apr May-June 8.NS.1 Rational numbers & decimal expansions X 8.NS.2 Irrational
More informationAgile Mind Mathematics 8 Scope & Sequence for Common Core State Standards, DRAFT
Engaging problem-solving situations and effective strategies including appropriate use of tools, proportional reasoning, multiple representations, language and measurement are evident throughout this course.
More informationQ 1. Richland School District Two 8th Grade Mathematics Pacing Guide. Last Edit: 1/17/17
Overview of Units Pacing Guide Standards and Indicators Suggested Days Q 1 1-2 Unit 1: Geometry and Measurement: Transformations in the Plane Congruence: - Translations - Reflections - Rotations - Congruent
More informationEighth Grade Mathematics
Description The Appleton Area School District middle school mathematics program provides students opportunities to develop mathematical skills in thinking and applying problem-solving strategies. The framework
More informationCommon Core Math Units Grade 8
Sequenced Units for the Common Core State Standards in Mathematics Prior to, students have written and interpreted expressions, solved equations and inequalities, explored quantitative relationships between
More informationFirst Six Weeks Math Standards Sequence Grade 8 Domain Cluster Standard Dates The Number System
First Six Weeks Math Stards Sequence Grade 8 Domain Cluster Stard Dates The Number System The Number System Know that there are numbers that are not rational, approximate them by rational numbers. Know
More informationScott%County%Public%Schools%
!! & & Scott%County%Public%Schools%! Eighth&Grade&Mathematics& Revised&2013& & & Pacing&Guide&and&Curriculum&Map& Scott County Pacing Guide 8 th Grade Math Intro Unit - 4 days School Procedures Classroom
More informationGeorgia Standards of Excellence Curriculum Map. Mathematics. GSE 8 th Grade
Georgia Standards of Excellence Curriculum Map Mathematics GSE 8 th Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. GSE Eighth Grade
More informationBPS PreAlgebra Math Planning Guide
BPS PreAlgebra Math Planning Guide 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Mathematical Practice Standards: Vehicle for All Content 1. Make sense of problems and persevere in solving them. 2. Reason abstractly
More informationSCOPE AND SEQUENCE CHART
GSE MATH 8 SCOPE AND SEQUENCE CHART Unit Name Unit Description Georgia Standards of Excellence Unit 1 Exponents and Equations Unit 1: Students explore and understand numbers that are not rational (irrational
More informationHow do I apply concepts of rational and irrational numbers? Concepts Competencies Resources Assessments CC E.1. number system properties.
M08.A-N The Number System M08.A-N.1 Demonstrate an understanding of rational and irrational numbers. M08.A-N.1.1 Apply concepts of rational and irrational numbers. How do I apply concepts of rational and
More informationAIMS Common Core Math Standards Alignment
AIMS Common Core Math Standards Alignment Eighth Grade The Number System (8.NS) 8.NS.A Know that there are numbers that are not rational, and approximate them by rational numbers. 1. Know that numbers
More informationPre-Algebra Curriculum Map Unit 1: The Number System M08.A-N Essential Questions Standards Content Skills Vocabulary
Unit 1: The Number System M08.A-N Essential Questions Standards Content Skills Vocabulary Why is it helpful to write numbers in different ways? M08.A-N.1.1.1 Determine whether a number is rational or irrational.
More informationMonroe County Schools th Grade Math Pacing Guide
Grade 8 Overview The Number System [NS] Know that there are numbers that are not rational, and approximate them by rational numbers. Expressions and Equations [EE] Work with radicals and integer exponents.
More information8 th Grade Math Instructional Guide. 1 st Quarter Expressions and Equations (Exponents) and the Number System. 8 th Math Draft 6/7/16 1
8 th Grade Math Instructional Guide Students should continue to develop proficiency with the Common Core s for Mathematical 1. Make sense of problems and persevere in solving them. 2. Reason abstractly
More informationCore Focus on Math and the 2010 Common Core State Standards. Common Core State Standard Clusters
Math and the 2010 Common Core State Standards The table below shows the 2010 Common Core State Standard clusters addressed in depth in each text. Text Title Decimals & Fractions (DF) Common Core State
More informationWashington Island School Grade Level: 8th Subject: Mathematics. Curriculum Map Date Approved: Teacher: Daniel Jaeger
Washington Island School Grade Level: 8th Subject: Mathematics Curriculum Map Date Approved: Teacher: Daniel Jaeger Course Description and Core Principles: Big Ideas Math 8, a common core curriculum is
More informationMath 8A. Content Description Content Location U01-L01-A05. Learn: Text. Video U04-L18-A05. Learn: Text and. Video. Learn: Text and U04-L19-A03.
Know that there are numbers that are not rational, and approximate them by rational numbers. NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number
More informationGeorgia Standards of Excellence Curriculum Map. Mathematics. GSE 8 th Grade
Georgia Standards of Excellence Curriculum Map Mathematics GSE 8 th Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. GSE Eighth Grade
More informationCommon Core Math Standards Grade 8 The Number System
Common Core Math Standards Grade 8 The Number System 1. After reading the standard, underline nouns and circle verbs. 2) Using the verbs, craft the I Can statement(s). 3) Embed Bloom s Taxonomy key words
More informationGrade 8. Concepts and Procedures. The Number System. Expressions and Equations
Grade 8 Concepts and Procedures The Number System Target A: Know that there are numbers that are not rational and approximate them by rational numbers. identify pi as not rational, classify numbers as
More informationAlignments to SuccessMaker. Providing rigorous intervention for K-8 learners with unparalleled precision
Alignments to SuccessMaker Providing rigorous intervention for K-8 learners with unparalleled precision Lesson 1-6 Lesson 1-7 Lesson 1-4 Lesson 1-5 Lesson 1-8 Lesson 1-9 Lesson 1-10 Lesson 2-5 Lesson 2-6
More informationPennsylvania System of School Assessment
Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read
More informationGeorgia Department of Education P a g e 1
P a g e CC.8.NS.. Know that there are numbers that are not rational, and approximate them by Grade Difference rational numbers. Know that numbers that are not rational are called irrational. Understand
More informationMathematics Pacing. Instruction 9/9-10/18/13 Assessment 10/21-10/25/13 Remediation 10/28 11/1/13. # STUDENT LEARNING OBJECTIVES CCSS Resources
CONTENT AREA: Grade 8 Mathematics Unit 1 Instruction 9/9-10/18/13 Assessment 10/21-10/25/13 Remediation 10/28 11/1/13 UNIT NAME: The Number System # STUDENT LEARNING OBJECTIVES CCSS Resources 1 2 3 4 5
More informationSubject Area: Mathematics State-Funded Course: Mathematics/Grade 8
FORMAT FOR CORRELATION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS (CCGPS) Subject Area: Mathematics State-Funded Course: 27.02300 Mathematics/Grade 8 Textbook Title: CCSS Mathematics Grade 8 Publisher:
More informationThe School District of Palm Beach County M/J GRADE 8 PRE-ALGEBRA Unit 1: Real Numbers, Exponents & Scientific Notation
MAFS.8.EE.1.1 NO MAFS.8.EE.1.2 MAFS.8.EE.1.3 NO MAFS.8.EE.1.4 NO MAFS.8.NS.1.1 NO MAFS.8.NS.1.2 NO Unit 1: Real Numbers, Exponents & Scientific Notation 2015-2016 Mathematics Florida Know and apply the
More informationCorrelated to the New York State Common Core Mathematics Curriculum. Grade 8. Contents
SADLIER New York Progress Mathematics Correlated to the New York State Common Core Mathematics Curriculum Contents Grade 8 2 Module 1: Integer Exponents and Scientific Notation 4 Module 2: The Concept
More informationApril 2016 Draft. DRAFT New Louisiana Standards for Correlation to Eureka Math Page 1. eureka math.org 2016 Great Minds
DRAFT New Louisiana Standards for 2016 2017 Correlation to Eureka Math Grade 8 April 2016 Draft DRAFT New Louisiana Standards for 2016 2017 Correlation to Eureka Math Page 1 Grade 8 Mathematics The majority
More informationCommon Core State Standards for Mathematics
A Correlation of To the for Mathematics Table of Contents The Number System... 1 Expressions and Equations... 1 Functions... 4 Geometry... 5 Statistics and Probability... 7 Standards for Mathematical Practices...
More informationGanado Unified School District #20 (Math/8 th Grade)
Resources Purple Book: Lesson 1.2, 1.3, 1.4, and 1.5 Lesson 1.8, 1.9, 1.10, 5.5, 5.6, and 5.7 Holt McDougal pg. 92-94/96-100 Buckle Down pg. 32-34; 49-50 Algebra 1 pg. 435-456 Ganado Unified School District
More informationGrade 8 Mathematics Performance Level Descriptors
Limited A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 8 Mathematics. A student at this level has an emerging ability to formulate and reason
More information