Common Core State Standards
CCSS.Math.Content.8.NS.A.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.
Circumference and Area of Circles
Percents, Fractions, and Decimals
CCSS.Math.Content.8.NS.A.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., pi²).
Circumference and Area of Circles
Square Roots
CCSS.Math.Content.8.EE.A.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions.
Dividing Exponential Expressions
Exponents and Power Rules
Multiplying Exponential Expressions
CCSS.Math.Content.8.EE.A.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 the square root of 2 is irrational.
CCSS.Math.Content.8.EE.A.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.
Number Systems
Unit Conversions 2 - Scientific Notation and Significant Digits
CCSS.Math.Content.8.EE.A.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.
Unit Conversions 2 - Scientific Notation and Significant Digits
CCSS.Math.Content.8.EE.B.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.
CCSS.Math.Content.8.EE.B.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.
Slope-Intercept Form of a Line
CCSS.Math.Content.8.EE.C.7: Solve linear equations in one variable.
CCSS.Math.Content.8.EE.C.7.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).
Solving Equations by Graphing Each Side
CCSS.Math.Content.8.EE.C.7.b: Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Modeling and Solving Two-Step Equations
Solving Algebraic Equations II
Solving Equations by Graphing Each Side
Solving Two-Step Equations
CCSS.Math.Content.8.EE.C.8: Analyze and solve pairs of simultaneous linear equations.
CCSS.Math.Content.8.EE.C.8.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.
Cat and Mouse (Modeling with Linear Systems)
Cat and Mouse (Modeling with Linear Systems) - Metric
Solving Equations by Graphing Each Side
Solving Linear Systems (Standard Form)
Solving Linear Systems (Slope-Intercept Form)
CCSS.Math.Content.8.EE.C.8.b: Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.
Cat and Mouse (Modeling with Linear Systems)
Cat and Mouse (Modeling with Linear Systems) - Metric
Solving Linear Systems (Slope-Intercept Form)
Solving Linear Systems (Standard Form)
CCSS.Math.Content.8.EE.C.8.c: Solve real-world and mathematical problems leading to two linear equations in two variables.
Cat and Mouse (Modeling with Linear Systems)
Cat and Mouse (Modeling with Linear Systems) - Metric
Solving Linear Systems (Slope-Intercept Form)
Solving Linear Systems (Standard Form)
CCSS.Math.Content.8.F.A.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.
Introduction to Functions
Linear Functions
CCSS.Math.Content.8.F.A.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.
Absolute Value with Linear Functions
Linear Functions
Points, Lines, and Equations
Slope-Intercept Form of a Line
CCSS.Math.Content.8.F.B.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.
Cat and Mouse (Modeling with Linear Systems)
Cat and Mouse (Modeling with Linear Systems) - Metric
Distance-Time Graphs
Distance-Time Graphs - Metric
Distance-Time and Velocity-Time Graphs
Distance-Time and Velocity-Time Graphs - Metric
CCSS.Math.Content.8.F.B.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.
Absolute Value with Linear Functions
Distance-Time Graphs
Distance-Time Graphs - Metric
Distance-Time and Velocity-Time Graphs
Distance-Time and Velocity-Time Graphs - Metric
CCSS.Math.Content.8.G.A.1: Verify experimentally the properties of rotations, reflections, and translations:
CCSS.Math.Content.8.G.A.1.a: Lines are taken to lines, and line segments to line segments of the same length.
Reflections
Rotations, Reflections, and Translations
Translations
CCSS.Math.Content.8.G.A.1.b: Angles are taken to angles of the same measure.
Reflections
Rotations, Reflections, and Translations
Translations
CCSS.Math.Content.8.G.A.1.c: Parallel lines are taken to parallel lines.
Reflections
Rotations, Reflections, and Translations
CCSS.Math.Content.8.G.A.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.
Reflections
Rotations, Reflections, and Translations
Translations
CCSS.Math.Content.8.G.A.3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
Dilations
Rotations, Reflections, and Translations
Translations
CCSS.Math.Content.8.G.A.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.
CCSS.Math.Content.8.G.A.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.
Constructing Parallel and Perpendicular Lines
Proving Triangles Congruent
Triangle Angle Sum
CCSS.Math.Content.8.G.B.6: Explain a proof of the Pythagorean Theorem and its converse.
Pythagorean Theorem
Pythagorean Theorem with a Geoboard
CCSS.Math.Content.8.G.B.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
Pythagorean Theorem
Pythagorean Theorem with a Geoboard
Surface and Lateral Areas of Pyramids and Cones
CCSS.Math.Content.8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
CCSS.Math.Content.8.G.C.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
Measuring Volume
Prisms and Cylinders
Pyramids and Cones
CCSS.Math.Content.8.SP.A.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.
Correlation
Least-Squares Best Fit Lines
Solving Using Trend Lines
Trends in Scatter Plots
CCSS.Math.Content.8.SP.A.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.
Correlation
Least-Squares Best Fit Lines
Solving Using Trend Lines
Trends in Scatter Plots
CCSS.Math.Content.8.SP.A.3: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.
Correlation
Solving Using Trend Lines
Trends in Scatter Plots
Correlation last revised: 8/16/2022
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