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1 | Content Domain/Subheading or Strand | Standard | Learning Target (I can statements) You can have multiple learning targets for one content standard. Put them all in the box. Use CTRL+ENTER to move to a second line within one box. | Month Taught (unit taught) | Tier 3 Vocab (Content specific words) | Central Resources for course - textbooks, workbooks | Supplemental Resources Tips...to copy a URL for a website, click in the address bar and the whole site address will be highlighted, use CTRL+C to copy it and CTRL+V to paste it. | Formative/Summative Assessment - Please note any common unit assessments. Please share what assessment methods might be used to gather evidence for this standard. | |||||||||||

2 | 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 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. | I can recognize rational and irrational numbers. I can find decimal approximations for fractions with repeating decimals | Looking for Pythagoras Q1 weeks 5-9 | rational irrational | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | Grade Eight Math Teachers use modified tests and quizzes based on the recommended evaluations from the textbook authors for both formative and summative assessments. Daily assessment includes but are not limited to: daily HMWK checks, exit tickets, observations, closing questions, class discussions, student presentation, computer assessments, student feedback forms and anecdotal notes. | |||||||||||

3 | The Number System: Know that there are numbers that are not rational, and approximate them by rational numbers | 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., π). For example, by truncating the decimal expansion 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. | I can estimate square roots and cube roots. I can locate rational and irrational numbers on a number line. | Looking for Pythagoras Q1 weeks 5-9 | rational irrational | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

4 | Expressions and Equations:Work with radicals and integer exponents | 1. 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. | I can apply the properties of integers to solve problems. I can identify the base and exponent in numerical expresssions. | Looking for Pythagoras Q1 weeks 5-8 Growing, Growing, Growing Q2 weeks 1-4 | base, exponent, | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

5 | Expressions and Equations:Work with radicals and integer exponents | 2. 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. | I can categorize rational and irrational numbers and locate them on a number line. I can correctly use square root and cube root symbols when solving equations where the answer is a positive number. | Looking for Pythagoras Q1 weeks 5-9 Growing, Growing, Growing Q2 weeks 1-4 | cube root square root | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

6 | Expressions and Equations:Work with radicals and integer exponents | 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. 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. | I can compare numbers written in scientific notation. | Growing, Growing, Growing Q2 weeks 1-4 | base, exponent, | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

7 | Expressions and Equations:Work with radicals and integer exponents | 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). I | I can perform operations on numbers written in scientific notation. I can use scientific notation and proper units when working with very large or very small quantities. | Growing, Growing, Growing Q2 weeks 1-4 | base, exponent, | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

8 | Expressions and Equations: 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. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. | I can decide which linear relationship has the greater slope by looking at the graphs, tables or equations. | Thinking with Mathematical Models Q1 weeks 1-5 | additive inverse, function, inequality, inverse variation, linear relationships, mathematical model, multiplicative inverse, outlier, residual, scatterplot | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

9 | Expressions and Equations: Understand the connections between proportional relationships, lines and linear equations. | 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. | I can prove that the slope of a line is the same by finding the slope using multiple pairs of points on a line. | Thinking with Mathematical Models Q1 weeks 1-5 | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | |||||||||||||

10 | Experssions and Equations: Analyze and solve linear equations and pairs of simultaneous linear equations. | 7. Solve linear equations in one variable. 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 × = 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. | I can analyze, approximate and solve linear equations. I can analyze solutions to linear equations to determine if a system has no solution, one solution or infinite solutions. | Thinking with Mathematical Models Q1 weeks 1-5 Say it With Symbols Q4 weeks 1-4 It's in the System Q3 weeks 5-9 | additive inverse, function, inequality, inverse variation, linear relationships, mathematical model, multiplicative inverse, outlier, residual, scatterplot | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

11 | Experssions and Equations: Analyze and solve linear equations and pairs of simultaneous linear equations. | 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. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. c. Solve real-world 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. | I can solve systems of equations by graphing, substituation, elimination, and combination. I can determine if a system has no solution, one solution or an infinite number of solutions. I can apply systems of equations to solve real life problems. | Thinking with Mathematical Models Q1 weeks 1-5 It's in the System Q3 weeks 5-9 Say it with Symbols Q4 weeks 1-4 | additive inverse, function, inequality, inverse variation, linear relationships, mathematical model, multiplicative inverse, outlier, residual, scatterplot | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

12 | Functions: Define, evaluate, and compare functions. | 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. | I can determine when a rule is a function. I can explain that the graph of a function is created by a set of ordered pairs. | Thinking with Mathematical Models Q1 weeks 1-5 Growing, Growing, Growing Q2 weeks 1-4 | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | |||||||||||||

13 | Functions: Define, evaluate, and compare functions. | 2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. | I can represent data using graphs, tables, word descriptions and algebraic expressions. | Thinking with Mathematical Models Q1 weeks 1-5 Growing, Growing, Growing Q2 weeks 1-4 Function Junction Q4 | exponential function, exponential growth, growth/decay rate, growth/decay factor, | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

14 | Functions: Define, evaluate, and compare functions. | 3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = 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. | I can identify linear and non-linear functions by looking at tables, graphs and equations. | Thinking with Mathematical Models Q1 weeks 1-5 Growing, Growing, Growing Q2 weeks 1-4 Function Junction Q4 | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | |||||||||||||

15 | Functions: Use functions to model relationships between quantities | 4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. | I can draw a line of best fit and find the equation of the line in the form y = mx + b. I can determine and interpret the rate of change. | Thinking with Mathematical Models Q1 weeks 1-5 Function Junction Q4 | exponential relationships additive inverse, function, inequality, inverse variation, linear relationships, mathematical model, multiplicative inverse, outlier, residual, scatterplot | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

16 | Functions: Use functions to model relationships between quantities | 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. | I can generate a graph from a written or verbal description. | Thinking with Mathematical Models Q1 weeks 1-5 Growing, Growing, Growing Q2 weeks 1-4 Function Junction Q4 | exponential growth rate, exponential decay rate additive inverse, function, inequality, inverse variation, linear relationships, mathematical model, multiplicative inverse, outlier, residual, scatterplot | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

17 | Geometry: Understand congruence and similarity using physical models, transparencies, or geometry software. | 1. Verify experimentally the properties of rotations, reflections, and translations: 1a Lines are taken to lines, and line segments to line segments of the same length. 1b Angles are taken to angles of the same measure. 1c Parallel lines are taken to parallel lines. | I can verify the properties of rotations, reflections and translations in a variety of ways. | Butterflies,Pinwheels, and Wallpaper Q2 weeks 5-9 | angle of rotation, center of rotation, congruent figures,dilation, line of symmetry, line reflection, reflectional symmetry, rotation,rotational symmetry, similar figures, similarity transformations, symmetry, transformation, translation, translational symmetry | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

18 | Geometry: Understand congruence and similarity using physical models, transparencies, or geometry software. | 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. | I can describe the effects of dilations, translations, rotation, and reflections on two-dimensional figures using coordinates. | Butterflies,Pinwheels, and Wallpaper Q2 weeks 5-9 | angle of rotation, center of rotation, congruent figures,dilation, line of symmetry, line reflection, reflectional symmetry, rotation,rotational symmetry, similar figures, similarity transformations, symmetry, transformation, translation, translational symmetry | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

19 | Geometry: Understand congruence and similarity using physical models, transparencies, or geometry software. | 3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. | I can describe the effects of dilations, translations, rotation, and reflections on two-dimensional figures using coordinates. | Butterflies,Pinwheels, and Wallpaper Q2 weeks 5-9 | angle of rotation, center of rotation, congruent figures,dilation, line of symmetry, line reflection, reflectional symmetry, rotation,rotational symmetry, similar figures, similarity transformations, symmetry, transformation, translation, translational symmetry | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

20 | Geometry: Understand congruence and similarity using physical models, transparencies, or geometry software. | 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. | I can identify and describe similar figures through a series of transformations. | Butterflies,Pinwheels, and Wallpaper Q2 weeks 5-9 | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | |||||||||||||

21 | Geometry: Understand congruence and similarity using physical models, transparencies, or geometry software. | 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. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. | I can define and apply the triangle angle sum property. I can describe the relationships between angles when two parallel lines are cut by a transversal. I can identify similar triangles with the angle-angle criterion. | Butterflies,Pinwheels, and Wallpaper Q2 weeks 5-9 | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | |||||||||||||

22 | Geometry: Understand and apply the Pythagorean Theorem. | 6. Explain a proof of the Pythagorean Theorem and its converse. | I can explain the proof of the Pythagorean Theorem and its converse. | Looking for Pythagoras Q1 weeks 5-9 | hypotenuse legs | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

23 | Geometry: Understand and apply 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. | I can apply the Pythagorean Theorem correctly to find the side lengths of right triangles in real-world and mathematical problems. | Looking for Pythagoras Q1 weeks 5-9 | hypotenuse legs | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

24 | Geometry: Understand and apply the Pythagorean Theorem. | 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. | I can find the distance between two points on a graph by using the Pythagorean Theorem. | Looking for Pythagoras Q1 weeks 5-9 | hypotenuse legs | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

25 | Geometry: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. | 9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. | I can write the formulas for the volumes of cones, cylinders and spheres. I can apply the formulas for the volumes of cones, cylinders, and spheres in real world situations. | Filling and Wrapping Grade 7 We will do a short review 3 days in November before Thanksgiving. | radius, Pi, diameter, circumference, volume, surface area, height | CMP Grade 8/Grade 7 CMP | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | ||||||||||||

26 | Statistics and Probability: Investigate patterns of association in bivariate data | 1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. | I can construct and interpret bivariate data through scatterplots. I can calculate and interpret patterns of bivariate data including linear and non linear association, residuals, outliers, and spread. | Thinking with Mathematical Models Q1 weeks 1-5 Data, Data, Data Q4 | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | |||||||||||||

27 | Statistics and Probability: Investigate patterns of association in bivariate data | 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. | I can apply residual analysis to measure the fit of linear models. | Thinking with Mathematical Models Q1 weeks 1-5 Data, Data, Data Q4 | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | |||||||||||||

28 | Statistics and Probability: Investigate patterns of association in bivariate data | 3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr. as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. | I can use linear models of bivariate data to interpret slope and intercept. I can use scatter plats to describe patterns of associations in pairs of variables. | Thinking with Mathematical Models Q1 weeks 1-5 | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | |||||||||||||

29 | Statistics and Probability: Investigate patterns of association in bivariate data | 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. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? | I can use two way tables to describe patterns of associations in pairs of variables. | Thinking with Mathematical Models Q1 weeks 1-5 Data, Data, Data Q4 | CMP Grade 8 | Kuta Math worksheets Math Dude Videos CMP Launch Videos Graphing Calculators | |||||||||||||

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