Bay Math 8 Course of Study FINAL
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Content Domain/Subheading or StrandStandard 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, workbooksSupplemental Resources
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Formative/Summative Assessment - Please note any common unit assessments. Please share what assessment methods might be used to gather evidence for this standard.
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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
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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
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4
Expressions and Equations:Work with radicals and integer exponents1. 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 8Kuta Math worksheets
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5
Expressions and Equations:Work with radicals and integer exponents2. 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
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6
Expressions and Equations:Work with radicals and integer exponents3. 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 8Kuta Math worksheets
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7
Expressions and Equations:Work with radicals and integer exponents4. 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
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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, scatterplotCMP Grade 8Kuta Math worksheets
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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
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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, scatterplotCMP Grade 8Kuta Math worksheets
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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, scatterplotCMP Grade 8Kuta Math worksheets
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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
additive inverse, function, inequality, inverse variation, linear relationships, mathematical model, multiplicative inverse, outlier, residual, scatterplotCMP Grade 8Kuta Math worksheets
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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 8Kuta Math worksheets
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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
additive inverse, function, inequality, inverse variation, linear relationships, mathematical model, multiplicative inverse, outlier, residual, scatterplotCMP Grade 8Kuta Math worksheets
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15
Functions: Use functions to model relationships between quantities4. 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
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16
Functions: Use functions to model relationships between quantities5. 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
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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 symmetryCMP Grade 8Kuta Math worksheets
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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 symmetryCMP Grade 8Kuta Math worksheets
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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 symmetryCMP Grade 8Kuta Math worksheets
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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
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 symmetryCMP Grade 8Kuta Math worksheets
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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
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 symmetryCMP Grade 8Kuta Math worksheets
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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
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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
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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
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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, heightCMP Grade 8/Grade 7 CMPKuta Math worksheets
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26
Statistics and Probability: Investigate patterns of association in bivariate data1. 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
additive inverse, function, inequality, inverse variation, linear relationships, mathematical model, multiplicative inverse, outlier, residual, scatterplotCMP Grade 8Kuta Math worksheets
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27
Statistics and Probability: Investigate patterns of association in bivariate data2. 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
additive inverse, function, inequality, inverse variation, linear relationships, mathematical model, multiplicative inverse, outlier, residual, scatterplotCMP Grade 8Kuta Math worksheets
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28
Statistics and Probability: Investigate patterns of association in bivariate data3. 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
additive inverse, function, inequality, inverse variation, linear relationships, mathematical model, multiplicative inverse, outlier, residual, scatterplotCMP Grade 8Kuta Math worksheets
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29
Statistics and Probability: Investigate patterns of association in bivariate data4. 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
additive inverse, function, inequality, inverse variation, linear relationships, mathematical model, multiplicative inverse, outlier, residual, scatterplotCMP Grade 8Kuta Math worksheets
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