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Key ConceptStandardDescriptionQ1Q2Q3Q4
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English Language Arts
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Inquiry-Based Literacy StandardsStandard 11.1 Develop a range of questions to frame inquiry for new learning and
deeper understanding.
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Standard 22.1 Formulate logical questions based onevidence, generate explanations, propose
and present original conclusions, and consider multiple perspectives.
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Standard 33.1 Develop a plan of action by using appropriate discipline-specific strategies.
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3.2 Examine historical, social, cultural, or political context to broaden inquiry.
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3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
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3.4 Organize and categorize important information, revise ideas, and report relevant findings.
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Standard 44.1 Employ a critical stance to demonstrate that relationships and patterns of views.
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4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.
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4.3 Reflect on findings and pose appropriate questions for further inquiry.
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Standard 55.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process
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5.2 Employ past and present learning in order to monitor and guide inquiry
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5.3 Assess the processes to revise strategies, address misconceptions,
anticipate and overcome obstacles, and reflect on completeness of the
inquiry
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Reading Literary TextStandard 1Demonstrate understanding of the organization and basic features of print.
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Standard 2Demonstrate understanding of spoken words, syllables, and sounds.
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Standard 3Know and apply grade-level phonics and word analysis skills in decoding words.
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Standard 4Read with sufficient accuracy and fluency to support comprehension.
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Standard 55.1 Cite the evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
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Standard 66.1 Determine one or more themes and analyze the development and
relationships to character, setting, and plot over the course of a text;
provide an objective summary.
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Standard 77.1. Analyze how a visual or audio adaptation of a narrative or drama
modifies or embellishes the text.
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7.2 Analyze how a modern work of fiction draws on themes, patterns of
events, or character types from myths, traditional stories, or religious
works, describing how the material is rendered new.
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Standard 88.1 Analyze how dialogue and/or incidents propel the action, reveal aspects
of a character, or provoke a decision; determine the impact of contextual
influences on setting, plot and characters.
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Standard 99.1 Determine the figurative and connotative meanings of words and phrases
as they are used in text; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
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9.2 Analyze the author’s word and convention choices and draw conclusions about how they impact meaning and tone.
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Standard 1010.1 Use context clues to determine meanings of words and phrases.
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Standard 1111.1 Analyze how the author’s development of perspectives of the characters
and the reader create suspense or humor.
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Standard 1212.1 Compare and contrast the structure of two or more texts with similar
topics or themes and analyze how the differing structure of each
contributes to meaning.
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12.2 Analyze the author’s choice of structures within the text and draw
conclusions about how they impact meaning.
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Standard 1313.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility.
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13.2 Read independently for sustained periods of time to build stamina.
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13.3 Read and respond to grade level text to become self-directed, critical readers, and thinkers.
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Reading - Informational TextStandard 1Standard 1: Demonstrate understanding of the organization and basic features of print.
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Standard 2Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.
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Standard 3Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.
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Standard 44.1 Read grade-level text with purpose and understanding.
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4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.
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4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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Standard 55.1 Cite multiple examples of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text
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Standard 66.1 Provide an objective summary of a text with two or more central ideas;
cite key supporting details to analyze their development.
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Standard 77.1. Evaluate the advantages and disadvantages of using different mediums to
present a particular topic or idea..
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Standard 8
8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific words or phrases on meaning and tone.
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8.2 Analyze the impact of text features and structures on authors’ similar
ideas or claims about the same topic.
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Stamdard 9
Apply a range of strategies to determine the meaning of known, unknown, and multiple meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
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Standard 1010.1 Determine an author’s perspective or purpose and analyze how the
author distinguishes his/her position from others.
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Standard 1111.1 Analyze the impact of text features and structures on authors’ similar
ideas or claims about the same topic.
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11.2 Analyze and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
and sufficient; recognize when irrelevant evidence is introduced.
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Standard 1212.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility.
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12.2 Read independently for sustained periods of time to build stamina. 13.3 Read and respond to grade level text to become self-directed, critical readers, and thinkers.
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12.3 Read and respond to grade level text to become self-directed, critical readers, and thinkers.
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WritingStandard 11.1 Write arguments that:
a. introduce claims, acknowledge alternate or opposing claims, and
organize the reasons and evidence logically;
b. use relevant information from multiple print and multimedia sources;
c. support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text;
d. use an organizational structure that provides unity and clarity
among claims, reasons, and evidence;
e. develop the claim providing credible evidence and data for each;
f. develop and strengthen writing as needed by planning, revising, editing, rewriting;
g. paraphrase, quote, and summarize, avoiding plagiarism and following a standard format for citation;
h. establish and maintain a formal style and objective tone; and
i. provide a concluding statement or section that follows from and supports the argument.
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Standard 22.1 Write informative/explanatory texts that:
a. introduce a topic clearly, previewing what is to follow;
b. use relevant information from multiple print and multimedia sources;
c. use definition, classification, comparison/contrast, and
cause/effect structures to organize ideas, concepts, and information;
d. use credible sources;
e. include formatting, graphics, and multimedia to aid comprehension;
f. develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples;
g. develop and strengthen writing as needed by planning, revising, editing, rewriting;
h. paraphrase, quote, and summarize to avoid plagiarism;
i. follow a standard format for citation;
j. use appropriate transitions to create cohesion and clarify the
relationships among ideas and concepts;
k. use precise language and domain-specific vocabulary to inform or explain the topic;
l. establish and maintain a style and tone authentic to the purpose; and
m. provide a concluding statement or section that follows and supports the information or explanation presented.
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Standard 33.1 Gather ideas from texts, multimedia, and personal experience to
write narratives that:
a. develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event
sequences;
b. engage and orient the reader by establishing a context and point
of view and introducing a narrator and/or characters;
c. organize an event sequence that unfolds naturally and logically;
d. use dialogue, pacing, and manipulation of time to develop
experiences, events, and/or characters;
e. use a variety of transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or setting to
another;
f. develop and strengthen writing as needed by planning, revising,
and editing building on personal ideas and the ideas of others;
g. use imagery, precise words and phrases, relevant descriptive
details, and sensory language to capture the action, convey
experiences and events and develop characters; and
h. provide a conclusion that follows from and reflects on narrated
experiences or events.
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Standard 4
4.1 When writing:
a. show knowledge of the function of phrases and clauses in general
and their function in specific sentences;
b. choose among simple, compound, complex, and compoundcomplex sentences to signal differing relationships among ideas;and
c. use phrases and clauses within a sentence, recognizing andcorrecting misplaced and dangling modifiers.d. recognize and correct inappropriate shifts in verb voice and
mood. d. recognize and correct inappropriate shifts in verb voice and
mood.
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Standard 55.2 Use:
a. a comma to separate coordinate adjectives; and
b. an ellipsis to indicate an omission.
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Standard 66.1 Write routinely and persevere in writing tasks over short and extended time
frames, for a range of domain specific tasks, and for a variety of purposes and audiences.
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CommunicationStandard 11.1 Prepare for and engage in conversations to explore complex concepts,
ideas, and texts; share ideas and consider alternate viewpoints.
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1.2 Participate in discussions; ask probing questions and share evidence that
supports and maintains the focus of the discussion
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1.3 Apply effective communication techniques and the use of formal or informal voice based on audience and setting.
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1.4 Engage in a range of collaborative discussions about grade appropriate
topics; acknowledge new information expressed by others and when
necessary modify personal ideas.
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1.5 Consider new ideas and diverse perspectives of others when forming
opinions regarding a topic, text, or issue.
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Standard 22.1 Gather relevant information from diverse print and multimedia sources to
articulate claims and findings, emphasizing salient points in a focused,
coherent manner with pertinent descriptions facts and details
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2.2 Analyze and evaluate the credibility of information and accuracy of
findings
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2.3 Quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
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Standard 33.2 Utilize multimedia to clarify information and strengthen claims or
evidence.
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Standard 4
4.1. Determine the effectiveness of a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
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4.2 Analyze the effectiveness of the speaker’s use of chronological,
cause/effect, problem/solution, and compare/contrast relationships
to convey messages
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4.3 Analyze the presentation to determine how the speaker:
a. articulates a clear message;
b. monitors audience awareness; c. addresses possible misconceptions or objections;
d. chooses appropriate media; and
e. uses an appropriate style for the audience.
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Standard 55.1 Consider audience when selecting presentation types.
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5.2 Select and employ a variety of craft techniques to convey a message
and impact the audience.
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Mathematics
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The Number Syastem8.NS.1Explore the real number system and its appropriate usage in real-world situations.
a. Recognize the differences between rational and irrational numbers.
b. Understand that all real numbers have a decimal expansion.
c. Model the hierarchy of the real number system, including natural, whole, integer,
rational, and irrational numbers.
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8.NS.2Estimate and compare the value of irrational numbers by plotting them on a number
line.
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8.NS.3
Extend prior knowledge to translate among multiple representations of rational numbers (fractions, decimal numbers, percentages). Include the conversion ofrepeating decimal numbers to fractions.
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Functions8.F.1Explore the concept of functions.
a. Understand that a function assigns to each input exactly one output.
b. Relate inputs (𝑥-values or domain) and outputs (𝑦-values or range) to
independent and dependent variables.
c. Translate among the multiple representations of a function, including mappings,tables, graphs, equations, and verbal descriptions.
d. Determine if a relation is a function using multiple representations, including mappings, tables, graphs, equations, and verbal descriptions.
e. Graph a function from a table of values. Understand that the graph and table both represent a set of ordered pairs of that function.
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8.F.2Compare multiple representations of two functions, including mappings, tables, graphs, equations, and verbal descriptions, in order to draw conclusions.
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8.F.3Investigate the differences between linear and nonlinear functions using multiplerepresentations (i.e., tables, graphs, equations, and verbal descriptions).
a. Define an equation in slope-intercept form (𝑦 = 𝑚𝑥 + 𝑏) as being a linear
function.
b. Recognize that the graph of a linear function has a constant rate of change.
c. Provide examples of nonlinear functions.
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8.F.4
Apply the concepts of linear functions to real-world and mathematical situations.
a. Understand that the slope is the constant rate of change and the 𝑦-intercept is the point where 𝑥 = 0.
b. Determine the slope and the 𝑦-intercept of a linear function given multiplerepresentations, including two points, tables, graphs, equations, and verbal descriptions.
c. Construct a function in slope-intercept form that models a linear relationship between two quantities.
d. Interpret the meaning of the slope and the y-intercept of a linear function in the context of the situation.
e. Explore the relationship between linear functions and arithmetic sequences.
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8.F.5Apply the concepts of linear and nonlinear functions to graphs in real-world and mathematical situations.
a. Analyze and describe attributes of graphs of functions (e.g., constant,
increasing/decreasing, linear/nonlinear, maximum/minimum,
discrete/continuous).
b. Sketch the graph of a function from a verbal description.
c. Write a verbal description from the graph of a function with and without scales.
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Expressions and Equations and Inequities8.EEI.1
Understand and apply the laws of exponents (i.e., product rule, quotient rule, power to a power, product to a power, quotient to a power, zero power property, negative exponents) to simplify numerical expressions that include integer exponents.
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8.EEI.2Investigate concepts of square and cube roots.
a. Find the exact and approximate solutions to equations of the form 𝑥
2 = 𝑝 and x3 = 𝑝 where 𝑝 is a positive rational number.
b. Evaluate square roots of perfect squares.
c. Evaluate cube roots of perfect cubes.
d. Recognize that square roots of non-perfect squares are irrational.
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8.EEI.3Explore the relationship between quantities in decimal and scientific notation.
a. Express very large and very small quantities in scientific notation in the form
𝑎 × 10𝑏 = 𝑝 where 1 ≤ 𝑎 < 10 and 𝑏 is an integer.
b. Translate between decimal notation and scientific notation.
c. Estimate and compare the relative size of two quantities in scientific notation.
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8.EEI.4Apply the concepts of decimal and scientific notation to solve real-world and mathematical problems.
a. Multiply and divide numbers expressed in both decimal and scientific notation.
b. Select appropriate units of measure when representing answers in scientific notation.
c. Translate how different technological devices display numbers in scientific notation
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8.EEI.5Apply concepts of proportional relationships to real-world and mathematical situations.
a. Graph proportional relationships.
b. Interpret unit rate as the slope of the graph.
c. Compare two different proportional relationships given multiple representations, including tables, graphs, equations, diagrams, and verbal descriptions.
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8.EEI.6Apply concepts of slope and 𝑦-intercept to graphs, equations, and proportional relationships.
a. Explain why the slope, 𝑚, is the same between any two distinct points on a nonvertical line using similar triangles.
b. Derive the slope-intercept form (𝑦 = 𝑚𝑥 + 𝑏) for a non-vertical line.
c. Relate equations for proportional relationships (𝑦 = 𝑘𝑥) with the slope-intercept form (𝑦 = 𝑚𝑥 + 𝑏) where 𝑏 = 0.
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8.EEI.7
Extend concepts of linear equations and inequalities in one variable to more complex
multi-step equations and inequalities in real-world and mathematical situations.
a. Solve linear equations and inequalities with rational number coefficients that include the use of the distributive property, combining like terms, and variables on both sides.
b. Recognize the three types of solutions to linear equations: one solution (𝑥 = 𝑎), infinitely many solutions (𝑎 = 𝑎), or no solutions (𝑎 = 𝑏).
c. Generate linear equations with the three types of solutions.
d. Justify why linear equations have a specific type of solution.
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8.EEI.8Investigate and solve real-world and mathematical problems involving systems of linear equations in two variables with integer coefficients and solutions.
a. Graph systems of linear equations and estimate their point of intersection.
b. Understand and verify that a solution to a system of linear equations is
represented on a graph as the point of intersection of the two lines.
c. Solve systems of linear equations algebraically, including methods of
substitution and elimination, or through inspection.
d. Understand that systems of linear equations can have one solution, no solution, or infinitely many solutions.
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Geometry and Measurement8.GM.1
Investigate the properties of rigid transformations (rotations, reflections, translations) using a variety of tools (e.g., grid paper, reflective devices, graphing paper, technology).
a. Verify that lines are mapped to lines, including parallel lines.
b. Verify that corresponding angles are congruent.
c. Verify that corresponding line segments are congruent.
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8.GM.2Apply the properties of rigid transformations (rotations, reflections, translations).
a. Rotate geometric figures 90, 180, and 270 degrees, both clockwise and
counterclockwise, about the origin.
b. Reflect geometric figures with respect to the 𝑥-axis and/or 𝑦-axis.
c. Translate geometric figures vertically and/or horizontally.
d. Recognize that two-dimensional figures are only congruent if a series of rigid
transformations can be performed to map the pre-image to the image.
e. Given two congruent figures, describe the series of rigid transformations that
justifies this congruence.
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8.GM.3
Investigate the properties of transformations (rotations, reflections, translations, dilations) using a variety of tools (e.g., grid paper, reflective devices, graphing paper, dynamic software).
a. Use coordinate geometry to describe the effect of transformations on twodimensional figures.
b. Relate scale drawings to dilations of geometric figures.
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8.GM.4Apply the properties of transformations (rotations, reflections, translations, dilations).
a. Dilate geometric figures using scale factors that are positive rational numbers.
b. Recognize that two-dimensional figures are only similar if a series of
transformations can be performed to map the pre-image to the image.
c. Given two similar figures, describe the series of transformations that justifies this similarity.
d. Use proportional reasoning to find the missing side lengths of two similar
figures.
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8.GM.5Extend and apply previous knowledge of angles to properties of triangles, similar
figures, and parallel lines cut by a transversal.
a. Discover that the sum of the three angles in a triangle is 180 degrees.
b. Discover and use the relationship between interior and exterior angles of a triangle.
c. Identify congruent and supplementary pairs of angles when two parallel lines are cut by a transversal.
d. Recognize that two similar figures have congruent corresponding angles.
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8.GM.6Use models to demonstrate a proof of the Pythagorean Theorem and its converse.
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8.GM.7Apply the Pythagorean Theorem to model and solve real-world and mathematical problems in two and three dimensions involving right triangles.
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8.GM.8Find the distance between any two points in the coordinate plane using thePythagorean Theorem.
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8.GM.9Solve real-world and mathematical problems involving volumes of cones, cylinders, and spheres and the surface area of cylinders.
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Data Analysis, Statistics, and Probability8.DS.1Investigate bivariate data.
a. Collect bivariate data.
b. Graph the bivariate data on a scatter plot.
c. Describe patterns observed on a scatter plot, including clustering, outliers, and association (positive, negative, no correlation, linear, nonlinear).
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8.DSP.2Draw an approximate line of best fit on a scatter plot that appears to have a linear association and informally assess the fit of the line to the data points.
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8.DSP.3Apply concepts of an approximate line of best fit in real-world situations.
a. Find an approximate equation for the line of best fit using two appropriate data points.
b. Interpret the slope and intercept.
c. Solve problems using the equation.
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8.DSP.4Investigate bivariate categorical data in two-way tables.
a. Organize bivariate categorical data in a two-way table.
b. Interpret data in two-way tables using relative frequencies.
c. Explore patterns of possible association between the two categorical variables.