Grade 8 Alignment of CMP with Andover Benchmarks

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1 10.D.2 Approximate a line of best fit (trend line) given a set of data (e.g., scatterplot). Use technology when appropriate. Exposure only when it comes up briefly in Thinking with Math Models 8.D.2 Select, create, interpret, and utilize scatterplots. Differentiate between continuous and discrete data and ways to represent them. Thinking with Mathematical Models, Growing, Growing, Growing, Frogs, Fleas, & Painted Cubes, Shapes of 8.D.3 8.D.4 7.D.2 Find, describe, and interpret appropriate measures of central tendency (mean, median, and mode) and spread (range) that represent a set of data. Use these notions to compare different sets of data. 7.D.3 Use tree diagrams, tables, organized lists, basic combinations ("fundamental counting principle") and area models to compute probabilities for simple compound events, e.g. multiple coin tosses or rolls of dice. Review of Grade 7 NOTE: We do not use the Book Samples & Populations which would cover this topic. Packet & Prentice Hall (Begin in grade 6 and grade 7 "What do you expect?") Geometry 8.G.1 7.G.1 Analyze, apply, and explain the relationship between the number of sides and the sums of the interior and exterior angle measures of polygons. Geometry 8.G.2 Classify figures in terms of congruence and similarity, and apply these relationships to the Geometry 8.G.3 Demonstrate an understanding of the relationships of angles formed by intersecting lines, including parallel lines cut by a transversal. Geometry 8.G.4 Demonstrate an understanding of the Pythagorean theorem. Apply the theorem to the Looking for Pythagoras Sum of exterior = 360 Sum of interior = (n-2)180 Previous MCAS Questions (Begin in grade 6) Review from grade 7 "Stretching and Shrinking" & "Comparing and Scaling" Previous MCAS Questions (Begin in grade 6) Geometry 8.G.5 7.G.5 Use a straight-edge, compass, or other tools to formulate and test conjectures, and to draw geometric figures. Geometry 8.G.6 7.G.6 Predict the results of transformations on unmarked or coordinate planes and draw the transformed figure, e.g., predict how tessellations transform under translations, reflections, and rotations (Begin in grade 6) Page 1 of 5

2 Geometry 8.G.7 Identify three-dimensional figures (e.g., prisms, pyramids) by their physical appearance, distinguishing attributes, and spatial relationships such as parallel faces. Geometry 8.G.8 Recognize and draw two-dimensional representations of three-dimensional objects, e.g., nets, projections, and perspective drawings. Measurement 8.M.1 Select, convert (within the same system of measurement), and use appropriate units of measurement or scale. Measurement 8.M.3 Demonstrate an understanding of the concepts and apply formulas and procedures for determining measures, including those of area and perimeter/circumference of parallelograms, trapezoids, and circles. Given the formulas, determine the surface area and volume of rectangular prisms, cylinders, and spheres. Use technology as appropriate. Measurement 8.M.4 Use ratio and proportion (including scale factors) in the solution of problems, including problems involving similar plane figures and indirect measurement. Measurement 8.M.5 Use models, graphs, and formulas to solve simple problems involving rates, e.g., velocity and 10.N.1 10.N.3 10.N.4 8.N.1 density Understand the existence of square roots of positive real numbers; the inverse relationship between taking the square root of and squaring a number. In in various problems. (Review) Thinking with mathematical models Looking for Pythagoras, Frogs, Fleas and Painted Cubes Find the approximate value for solutions to Looking for Pythagoras problems involving square roots without the use of a calculator, e.g., Use estimation to judge the reasonableness of All (or nearly all) units results of computations and of solutions to problems involving real numbers. Compare, order, estimate, and translate among integers, fractions and mixed numbers (i.e., rational numbers), decimals, and percents. All (or nearly all) units Teacher Developed Materials (Begin in Grade 6 and Grade 7 "Filling and Wrapping") Netting Experiences (Paper Square Geometry) (Grade 7 "Filling and Wrapping" rectangles, prisms and cylinders) MCAS Questions & Teacher Created Materials (Begin in Grade 6 and Grade 7 "Data around us") Teacher Developed Materials (Begin in grade 6 and in Grade 7 with Filling and Wrapping) Primary Teaching Grade 7 "Stretching and Shrinking" Comes up in some units Science covers density Impact Math for some students, not all Page 2 of 5

3 8.N.2 8.N.3 Define, compare, order, and apply frequently used Looking for Pythagoras irrational numbers, such as 2 and π Use ratios and proportions in the solution of problems, in particular, problems involving unit rates, scales, factors, and rate of change. Pi Day Activities Problems throughout the units Primary teaching done with Grade 7 "Comparing and Scaling" 8.N.4 Represent numbers in scientific notation, and use them in calculations and problem situations. Growing, Growing, Growing (Briefly) Involve Science Teacher (Grade 7 "Data Around Us") 8.N.5 8.N.6 8.N.7 8.N.8 Apply number theory concepts, including prime factorization and relatively prime numbers, to the Demonstrate an understanding of absolute value, e.g., -3 = 3 = 3. Apply the rules of powers and roots to simplify and evaluate expressions. Extend the Order of Operations to include positive integer exponents and square roots. Demonstrate an understanding of the properties of arithmetic operations on rational numbers. Use the associative, commutative, and distributive properties; properties of the identity and inverse elements (e.g., = 0, 3/4 x 4/3 = 1) and the notion of closure of a subset of the rational numbers under an operation (e.g., the set of odd numbers is closed under multiplication but not under addition). Looking for Pythagoras and Frogs, Fleas and Painted Cubes Looking for Pythagoras (A little bit in the beginning) Growing, Growing, Growing and Say It With Frogs, Fleas, Painted Cubes (Distributive Property) and Say it With Teacher Developed materials (Begin in grade 6) Teacher Developed materials (Begin in grade 7 "Accentuate the Negative") Teacher Developed materials 8.N.9 8.N.10 Use the inverse relationships of addition and subtraction, multiplication and division, and squaring and finding square roots to simplify computations, solve multi-step equations, and solve problems. e.g., multiplying by 1/2 or 0.5 is the same as dividing by 2. Estimate and compute with fractions (including simplification of fractions), integers, decimals, and percents (including those greater than 100 and less than 1). Thinking with Mathematical Models & Looking for Pythagoras and Say it With All (or nearly all) units Multiple Teacher Created DI Activities 8.N.11 Determine when an estimate rather than an exact All (or nearly all) units answer is appropriate and apply to problem situations. Page 3 of 5

4 8.N P.1 10.P.2 10.P.3 10.P.4 Select and use appropriate operations (addition, subtraction, multiplication, division, and positive integer exponents), to solve problems with rational numbers (including negatives). Describe, complete, extend, analyze, generalize, and create a wide variety of patterns, including, linear, quadratic, and exponential functional relationships. Determine a line s x- and y-intercepts from its graph or from a linear equation. Find a linear equation describing a line from a graph or a geometric description of the line, e.g., by using the slope y-intercept formula. Explain the significance of a positive, negative, zero, or undefined slope. Add, subtract, polynomials and multiply Frogs, Fleas, Painted Cubes binomials. Prime factorization of monomials (e.g. 9a 2 =3x3xaxa) Demonstrate facility in symbolic manipulation of polynomial and rational expressions by rearranging and collecting terms, factoring (e.g., x x + 21 = (x + 3)(x + 7), and applying the properties of positive integer exponents. Frogs, Fleas, Painted Cubes (Combining Like Terms, Distributive Property with 2 binomials), Say it With, Growing, Growing, Growing (Exponent Work) ary Materials Throughout the ary Materials 10.P.7 Solve everyday problems that can be modeled using linear, quadratic, or exponential functions. Apply appropriate tabular, graphical, or symbolic methods to the solution. Include compound interest, and direct and inverse variation problems. Use technology when appropriate. 8.P.1 8.P.10 Extend, represent, analyze, and generalize a Thinking with Math Models; Growing, variety of patterns with tables, graphs, words, and Growing, Growing; Frogs Fleas & Painted when possible symbolic expressions. Include Cubes; The Shapes of arithmetic and geometric progressions, e.g., compounding. Use tables and graphs to represent and compare linear growth patterns. In particular, compare rates of change and x- and y- intercepts of different linear patterns. Page 4 of 5 Impact Math & Multiple Representations Template ary Materials Throughout the

5 8.P.2 8.P.3 7.P.2 Evaluate simple algebraic expressions for given variable values, e.g., 3a 2 b for a = 3 and b = 7. Thinking with Math Models; Growing, Growing, Growing; Frogs Fleas & Painted Cubes, Say It With Demonstrate an understanding of the identity (-x)(- Growing, Growing, Growing and Say It y) = xy. Use this identity to simplify algebraic With expressions, e.g., (-2)(-x+2) = 2x P.4 8.P.5 Create and use symbolic expressions and relate them to verbal, tabular, and graphical representations as they relate to linear, absolute value, and quadratic functions. Identify the slope of a line as a measure of its steepness and as a constant rate of change from its table of values, equation, or graph. Apply the concept of slope to the Frogs, Fleas & Painted Cubes (Quadratic) Thinking with Math Models & The Shapes of Multiple Representations Template ary Materials Throughout the 8.P.6 8.P.7 8.P.8 8.P.9 A1.P.1 Identify the role of variables within an equation, e.g., y=mx+b, expressing y as a function of x with parameters m and b. Set up and solve linear equations and inequalities with one or two variables, using algebraic methods, models, and/or graphs. Thinking with Math Models & The Shapes of The Shapes of (Inequalities) Explain and analyze both quantitatively and All (or nearly all) units qualitatively, using pictures, graphs, charts, or equations, how a change in one variable results in change in another variable in functional relationships, e.g., C = πd, (A as a function of r), A rectangle = 1w (A rectangle as a function of 1 and w). 7.P.6 Use linear equations to model and analyze Thinking with Math Models & The Shapes problems involving proportional relationships. Use of technology as appropriate. Use properties of the real number system (Commutative, Associative, Distributive, Identity and Inverse Operations) to solve equations. ary Materials Throughout the Year (Begin in grade 7) ary Materials Throughout the Year ary Materials Throughout the Year A1.P.4 Translate between different representations including: graphs, equations, point sets, and tabular. and Say it With Multiple Representations Template Page 5 of 5

Virginia Unit-Specific Learning Pathways. Grades 6-Algebra I: Standards of Learning

Virginia Unit-Specific Learning Pathways. Grades 6-Algebra I: Standards of Learning BUI L T F O VIR R G INIA 2014 2015 Virginia -Specific Learning Pathways Grades 6-Algebra I: Standards of Learning Table of Contents Grade 6...3 Grade 7...6 Grade 8...9 Algebra I... 11 Grade 6 Virginia