8th grade math standards

Arizonas
College and Career Ready Standards

Mathematics
Standards Mathematical Practices Explanations and Examples

Eighth Grade
ARIZONADEPARTMENTOFEDUCATION
HIGHACADEMICSTANDARDSFORSTUDENTS
StateBoardApprovedJune2010
October2013Publication
ArizonasCollegeandCareerReadyStandardsMathematicsEighthGrade
Eighth Grade Overview
TheNumberSystem(NS) MathematicalPractices (MP)

Knowthattherearenumbersthatarenotrational,andapproximatethemby 1. Makesenseofproblemsandpersevereinsolvingthem.
rationalnumbers.
2. Reasonabstractlyandquantitatively.
ExpressionsandEquations(EE)
3. Constructviableargumentsandcritiquethereasoningofothers.
Workwithradicalsandintegerexponents. 4. Modelwithmathematics.
Understandtheconnectionsbetweenproportionalrelationships,lines,and 5. Useappropriatetoolsstrategically.
linearequations.
6. Attendtoprecision.
Analyzeandsolvelinearequationsandpairsofsimultaneouslinear
equations. 7. Lookforandmakeuseofstructure.
Functions(F) 8. Lookforandexpressregularityinrepeatedreasoning.
Define,evaluate,andcomparefunctions.
Usefunctionstomodelrelationshipsbetweenquantities.
Geometry(G)
Understandcongruenceandsimilarityusingphysicalmodels,transparencies,
orgeometrysoftware.
UnderstandandapplythePythagoreanTheorem.
Solverealworldandmathematicalproblemsinvolvingvolumeofcylinders,
conesandspheres.
StatisticsandProbability(SP)
Investigatepatternsofassociationinbivariatedata.
ArizonaDepartmentofEducationHighAcademicStandardsforStudentsArizonasCollegeandCareerReadyStandardsMathematicsStateBoardApprovedJune2010October2013PublicationPage2of31
Eighth Grade: Mathematics Standards Mathematical Practices Explanations and Examples

InGrade8,instructionaltimeshouldfocusonthreecriticalareas:(1)formulatingandreasoningaboutexpressionsandequations,includingmodelinganassociationinbivariate
datawithalinearequation,andsolvinglinearequationsandsystemsoflinearequations;(2)graspingtheconceptofafunctionandusingfunctionstodescribequantitative
relationships;(3)analyzingtwoandthreedimensionalspaceandfiguresusingdistance,angle,similarity,andcongruence,andunderstandingandapplyingthePythagorean
Theorem.
(1)Studentsuselinearequationsandsystemsoflinearequationstorepresent,analyze,andsolveavarietyofproblems.Studentsrecognizeequationsforproportions(y/x=mor
y=mx)asspeciallinearequations(y=mx+b),understandingthattheconstantofproportionality(m)istheslope,andthegraphsarelinesthroughtheorigin.Theyunderstand
thattheslope(m)ofalineisaconstantrateofchange,sothatiftheinputorxcoordinatechangesbyanamountA,theoutputorycoordinatechangesbytheamountmA.
Studentsalsousealinearequationtodescribetheassociationbetweentwoquantitiesinbivariatedata(suchasarmspanvs.heightforstudentsinaclassroom).Atthisgrade,
fittingthemodel,andassessingitsfittothedataaredoneinformally.Interpretingthemodelinthecontextofthedatarequiresstudentstoexpressarelationshipbetweenthe
twoquantitiesinquestionandtointerpretcomponentsoftherelationship(suchasslopeandyintercept)intermsofthesituation.
Studentsstrategicallychooseandefficientlyimplementprocedurestosolvelinearequationsinonevariable,understandingthatwhentheyusethepropertiesofequalityandthe
conceptoflogicalequivalence,theymaintainthesolutionsoftheoriginalequation.Studentssolvesystemsoftwolinearequationsintwovariablesandrelatethesystemsto
pairsoflinesintheplane;theseintersect,areparallel,orarethesameline.Studentsuselinearequations,systemsoflinearequations,linearfunctions,andtheirunderstanding
ofslopeofalinetoanalyzesituationsandsolveproblems.
(2)Studentsgrasptheconceptofafunctionasarulethatassignstoeachinputexactlyoneoutput.Theyunderstandthatfunctionsdescribesituationswhereonequantity
determinesanother.Theycantranslateamongrepresentationsandpartialrepresentationsoffunctions(notingthattabularandgraphicalrepresentationsmaybepartial
representations),andtheydescribehowaspectsofthefunctionarereflectedinthedifferentrepresentations.
(3)Studentsuseideasaboutdistanceandangles,howtheybehaveundertranslations,rotations,reflections,anddilations,andideasaboutcongruenceandsimilaritytodescribe
andanalyzetwodimensionalfiguresandtosolveproblems.Studentsshowthatthesumoftheanglesinatriangleistheangleformedbyastraightline,andthatvarious
configurationsoflinesgiverisetosimilartrianglesbecauseoftheanglescreatedwhenatransversalcutsparallellines.StudentsunderstandthestatementofthePythagorean
Theoremanditsconverse,andcanexplainwhythePythagoreanTheoremholds,forexample,bydecomposingasquareintwodifferentways.TheyapplythePythagorean
Theoremtofinddistancesbetweenpointsonthecoordinateplane,tofindlengths,andtoanalyzepolygons.Studentscompletetheirworkonvolumebysolvingproblems
involvingcones,cylinders,andspheres.InGrade6,instructionaltimeshouldfocusonfourcriticalareas:(1)connectingratioandratetowholenumbermultiplicationanddivision
andusingconceptsofratioandratetosolveproblems;(2)completingunderstandingofdivisionoffractionsandextendingthenotionofnumbertothesystemofrational
numbers,whichincludesnegativenumbers;(3)writing,interpreting,andusingexpressionsandequations;and(4)developingunderstandingofstatisticalthinking.
The Number System (NS)

Know that there are numbers that are not rational, and approximate them by rational numbers.
Standards MathematicalPractices ExplanationsandExamples
Studentsareexpectedto:
8.NS.A.1.Knowthatnumbers 8.MP.2.Reasonabstractlyand Studentscanusegraphicorganizerstoshowtherelationshipbetweenthesubsetsoftherealnumber
thatarenotrationalarecalled quantitatively. system.
irrational.Understand
8.MP.6.Attendtoprecision.
informallythateverynumber
hasadecimalexpansion;for 8.MP.7.Lookforandmakeuse
rationalnumbersshowthatthe ofstructure.
decimalexpansionrepeats
eventually,andconverta
decimalexpansionwhich
repeatseventuallyintoa
rationalnumber.
Connections:8.EE.4;8.EE.7b;
68.RST.4;68.RST.7
The Number System (NS)

Know that there are numbers that are not rational, and approximate them by rational numbers.
8.NS.A.2.Userational 8.MP.2.Reasonabstractlyand Studentscanapproximatesquarerootsbyiterativeprocesses.
approximationsofirrational quantitatively.
Examples:
numberstocomparethesizeof
8.MP.4.Modelwith Approximatethevalueof 5 tothenearesthundredth.
irrationalnumbers,locatethem
mathematics.
approximatelyonanumberline Solution:Studentsstartwitharoughestimatebaseduponperfectsquares. 5 fallsbetween
diagram,andestimatethevalue 8.MP.7.Lookforandmakeuse
2and3because5fallsbetween22=4and32=9.Thevaluewillbecloserto2thanto3.
ofexpressions(e.g.,2).For ofstructure.
example,bytruncatingthe Studentscontinuetheiterativeprocesswiththetenthsplacevalue. 5 fallsbetween2.2and
8.MP.8.Lookforandexpress
decimalexpansionof2,show 2.3because5fallsbetween2.22=4.84and2.32=5.29.Thevalueiscloserto2.2.Further
regularityinrepeated
that2isbetween1and2,then iterationshowsthatthevalueof 5 isbetween2.23and2.24since2.232is4.9729and2.242
reasoning.
between1.4and1.5,and is5.0176.
explainhowtocontinueonto
getbetterapproximations. Compare2and3byes ma ngtheirvalues,plottingthemonanumberline,andmaking
comparativestatements.
Connections:8.G.7;8.G.8;
68.RST.5;ET08S1C201

Solution:Statementsforthecomparisoncouldinclude:
o 2isapproximately0.3lessthan3
o 2isbetweenthewholenumbers1and2
o 3isbetween1.7and1.8
Expressions and Equations (EE)

Work with radicals and integer exponents.
8.EE.A.1.Knowandapplythe 8.MP.2.Reasonabstractlyand Examples:
propertiesofintegerexponents quantitatively. 43 64
togenerateequivalent 2

5 25
8.MP.5.Useappropriatetools
numericalexpressions.For
strategically.
example, 43 1 1
43 7 4 4
3235=33=1/33=1/27. 8.MP.6.Attendtoprecision. 47 44 256
8.MP.7.Lookforandmakeuse
43 1 1 1 1 1 1
ofstructure. 2
43 2 3 2
5 5 4 5 64 25 16, 000
8.EE.A.2.Usesquarerootand 8.MP.2.Reasonabstractlyand Examples:
cuberootsymbolstorepresent quantitatively.
solutionstoequationsofthe 3 2 9 and 9 3
formx2=pandx3=p,wherep
strategically. 13 1
3
isapositiverationalnumber. 1 1 3
1 1
Evaluatesquarerootsofsmall 8.MP.6.Attendtoprecision.
3 and 3
3 3 27 27 3
27 3
perfectsquaresandcuberoots
ofsmallperfectcubes.Know
Solve x 9
2
ofstructure.
that2isirra onal.
Solution: x 9
2
Connections:8.G.7;8.G.8;
68.RST.4
x2 9
x 3
Solve x 8
3

Solution: x 8
3

3
x3 3 8
x2

Work with radicals and integer exponents.
8.EE.A.3.Usenumbers 8.MP.2.Reasonabstractlyand
expressedintheformofasingle quantitatively.
digittimesanintegerpowerof
10toestimateverylargeorvery
strategically.
smallquantities,andtoexpress
howmanytimesasmuchoneis 8.MP.6.Attendtoprecision.
thantheother.Forexample,
estimatethepopulationofthe
UnitedStatesas3108andthe
populationoftheworldas
7109,anddeterminethatthe
worldpopulationismorethan
20timeslarger.
8.EE.A.4.Performoperations 8.MP.2.Reasonabstractlyand Studentscanconvertdecimalformstoscientificnotationandapplyrulesofexponentstosimplify
withnumbersexpressedin quantitatively. expressions.Inworkingwithcalculatorsorspreadsheets,itisimportantthatstudentsrecognize
scientificnotation,including scientificnotation.Studentsshouldrecognizethattheoutputof2.45E+23is2.45x1023and3.5E4is
problemswherebothdecimal 3.5x104.StudentsenterscientificnotationusingEorEE(scientificnotation),*(multiplication),and^
strategically.
andscientificnotationareused. (exponent)symbols.
Usescientificnotationand 8.MP.6.Attendtoprecision.
chooseunitsofappropriatesize
formeasurementsofverylarge
orverysmallquantities(e.g.,
usemillimetersperyearfor
seafloorspreading).Interpret
scientificnotationthathasbeen
generatedbytechnology.
Connections:8.NS.1;8.EE.1;
ET08S6C103

Understand the connections between proportional relationships, lines, and linear equations.
8.EE.B.5.Graphproportional 8.MP.1.Makesenseof Usinggraphsofexperiencesthatarefamiliartostudents increasesaccessibilityandsupports
relationships,interpretingthe problemsandperseverein understandingandinterpretationofproportionalrelationship.Studentsareexpectedtobothsketch
unitrateastheslopeofthe solvingthem. andinterpretgraphs.
graph.Comparetwodifferent
8.MP.2.Reasonabstractlyand Example:
proportionalrelationships
quantitatively.
representedindifferentways. Comparethescenariostodeterminewhichrepresentsagreaterspeed.Includeadescription
Forexample,comparea 8.MP.3.Constructviable ofeachscenarioincludingtheunitratesinyourexplanation.
distancetimegraphtoa argumentsandcritiquethe
Scenario1: Scenario2:
distancetimeequationto reasoningofothers.
determinewhichoftwomoving
8.MP.4.Modelwith y = 50x
objectshasgreaterspeed.
mathematics. x istimeinhours
Connections:8.F.2;8.F.3; y isdistanceinmiles
68.RST.7;68.WHST.2b;
strategically.
SC08S5C201;SC08S5C205
ofstructure.
reasoning.

Understand the connections between proportional relationships, lines, and linear equations.
8.EE.B.6.Usesimilartrianglesto 8.MP.2.Reasonabstractlyand Example:
explainwhytheslopemisthe quantitatively.
samebetweenanytwodistinct Explainwhy ACB issimilarto DFE ,anddeducethat AB hasthesameslopeas BE .
8.MP.3.Constructviable
pointsonanonverticallinein Expresseachlineasanequation.
argumentsandcritiquethe
thecoordinateplane;derivethe
reasoningofothers.
equationy=mxforaline
throughtheoriginandthe 8.MP.4.Modelwith
equationy=mx+bforaline mathematics.
interceptingtheverticalaxisat
b.
strategically.
Connections:8.F.3;8.G.4;
68.RST.3;68.WHST.1b;
ofstructure.
ET08S1C201;ET08S6C103
reasoning.

Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.C.7.Solvelinearequations 8.MP.2.Reasonabstractlyand Asstudentstransformlinearequationsinonevariableintosimplerforms,theydiscovertheequations
inonevariable. quantitatively. canhaveonesolution,infinitelymanysolutions,ornosolutions.
a. Giveexamplesoflinear 8.MP.5.Useappropriatetools Whentheequationhasonesolution,thevariablehasonevaluethatmakestheequationtrueasin
equationsinonevariable strategically. 124y=16.Theonlyvalueforythatmakesthisequationtrueis1.
withonesolution,infinitely
8.MP.6.Attendtoprecision. Whentheequationhasinfinitelymanysolutions,theequationistrueforallrealnumbersasin
manysolutions,orno
7x+14=7(x+2).Asthisequationissimplified,thevariabletermscancelleaving14=14or0=0.Since
solutions.Showwhichof 8.MP.7.Lookforandmakeuse
theexpressionsareequivalent,thevalueforthetwosidesoftheequationwillbethesameregardless
thesepossibilitiesisthecase ofstructure.
whichrealnumberisusedforthesubstitution.
bysuccessivelytransforming
thegivenequationinto Whenanequationhasnosolutionsitisalsocalledaninconsistentequation.Thisisthecasewhenthe
simplerforms,untilan twoexpressionsarenotequivalentasin5x2=5(x+1).Whensimplifyingthisequation,studentswill
equivalentequationofthe findthatthesolutionappearstobetwonumbersthatarenotequalor2=1.Inthiscase,regardless
formx=a,a=a,ora=b whichrealnumberisusedforthesubstitution,theequationisnottrueandthereforehasnosolution.
results(whereaandbare
Examples:
differentnumbers).
Solveforx:
b. Solvelinearequationswith
rationalnumbercoefficients, o 3( x 7) 4
includingequationswhose
solutionsrequireexpanding o 3x 8 4 x 8
expressionsusingthe
distributivepropertyand o 3( x 1) 5 3 x 2
collectingliketerms.
Solve:
Connections:8.F.3;8.NS.1;
68.RST.3;ET08S1C301 o 7( m 3) 7
1 2 3 1
o y y
4 3 4 3

Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.C.8.Analyzeandsolvepairs 8.MP.1.Makesenseof Systemsoflinearequationscanalsohaveonesolution,infinitelymanysolutionsornosolutions.
ofsimultaneouslinear problemsandperseverein Studentswilldiscoverthesecasesastheygraphsystemsoflinearequationsandsolvethem
equations. solvingthem. algebraically.
a. Understandthatsolutionsto 8.MP.2.Reasonabstractlyand Asystemoflinearequationswhosegraphsmeetatonepoint(intersectinglines)hasonlyonesolution,
asystemoftwolinear quantitatively. theorderedpairrepresentingthepointofintersection.Asystemoflinearequationswhosegraphsdo
equationsintwovariables notmeet(parallellines)hasnosolutionsandtheslopesoftheselinesarethesame.Asystemoflinear
correspondtopointsof equationswhosegraphsarecoincident(thesameline)hasinfinitelymanysolutions,thesetofordered
intersectionoftheirgraphs, pairsrepresentingallthepointsontheline.
reasoningofothers.
becausepointsof
Bymakingconnectionsbetweenalgebraicandgraphicalsolutionsandthecontextofthesystemof
intersectionsatisfyboth 8.MP.4.Modelwith
linearequations,studentsareabletomakesenseoftheirsolutions.Studentsneedopportunitiesto
equationssimultaneously. mathematics.
workwithequationsandcontextthatincludewholenumberand/ordecimals/fractions.
b. Solvesystemsoftwolinear 8.MP.5.Useappropriatetools
Examples:
equationsintwovariables strategically.
Findxandyusingeliminationandthenusingsubstitution.
algebraically,andestimate
solutionsbygraphingthe o 3x+4y=7
equations.Solvesimple 8.MP.7.Lookforandmakeuse
o 2x+8y=10
casesbyinspection.For ofstructure.
example,3x+2y=5and3x
8.MP.8.Lookforandexpress PlantAandPlantBareondifferentwateringschedules.Thisaffectstheirrateofgrowth.
+2y=6havenosolution Comparethegrowthofthetwoplantstodeterminewhentheirheightswillbethesame.
because3x+2ycannot
reasoning. LetW=numberofweeks
simultaneouslybe5and6.
LetH=heightoftheplantafterWweeks
PlantA PlantB
W H W H
0 4 (0,4) 0 2 (0,2)
1 6 (1,6) 1 6 (1,6)
2 8 (2,8) 2 10 (2,10)
3 10 (3,10) 3 14 (3,14)
Continuedonnextpage Continuedonnextpage

Analyze and solve linear equations and pairs of simultaneous linear equations. continued
8.EE.C.8.continued Giveneachsetofcoordinates,graphtheircorrespondinglines.
c. Solverealworldand Solution:
mathematicalproblems
leadingtotwolinear
equationsintwovariables.
Forexample,given
coordinatesfortwopairsof
points,determinewhether
thelinethroughthefirstpair
ofpointsintersectstheline
throughthesecondpair.
Connections:68.RST.7;
ET08S1C201;ET08S1C202
WriteanequationthatrepresentthegrowthrateofPlantAandPlantB.
Solution:
PlantAH=2W+4
PlantBH=4W+2
Atwhichweekwilltheplantshavethesameheight?
Solution:
Theplantshavethesameheightafteroneweek.
PlantA:H=2W+4PlantB:H=4W+2
PlantA:H=2(1)+4PlantB:H=4(1)+2
PlantA:H=6PlantB:H=6
Afteroneweek,theheightofPlantAandPlantBareboth6inches.
Functions (F)
Define, evaluate, and compare functions.
8.F.A.1.Understandthata 8.MP.2.Reasonabstractlyand Example:
functionisarulethatassignsto quantitatively.
Therulethattakesxasinputandgivesx2+5x+4asoutputisafunction.Usingytostandforthe
eachinputexactlyoneoutput.
8.MP.6.Attendtoprecision. outputwecanrepresentthisfunctionwiththeequationy=x2+5x+4,andthegraphofthe
Thegraphofafunctionisthe
equationisthegraphofthefunction.Studentsarenotyetexpectedusefunctionnotation
setoforderedpairsconsisting
suchasf(x)=x2+5x+4.
ofaninputandthe
correspondingoutput.(Function
notationisnotrequiredin
Grade8.)
Connection:SC08S5C205
Functions (F)
Define, evaluate, and compare functions.
8.F.A.2.Comparepropertiesof 8.MP.1.Makesenseof Examples:
twofunctionseachrepresented problemsandperseverein Comparethetwolinearfunctionslistedbelowanddeterminewhichequationrepresentsa
inadifferentway(algebraically, solvingthem. greaterrateofchange.
graphically,numericallyin
8.MP.2.Reasonabstractlyand Function1: Function2:
tables,orbyverbal
quantitatively. Thefunctionwhoseinputxandoutputyare
descriptions).Forexample,
8.MP.3.Constructviable relatedby
givenalinearfunction
representedbyatableofvalues argumentsandcritiquethe y = 3x + 7
andalinearfunction reasoningofothers.
representedbyanalgebraic
8.MP.4.Modelwith
expression,determinewhich
mathematics.
functionhasthegreaterrateof
change. 8.MP.5.Useappropriatetools
strategically.
Connections:8.EE.5;8.F.2;
68.RST.7;68.WHST.1b; 8.MP.6.Attendtoprecision. Comparethetwolinearfunctionslistedbelowanddeterminewhichhasanegativeslope.
ET08S1C301 Function1:GiftCard
ofstructure. Samanthastartswith$20onagiftcardforthebookstore.Shespends$3.50perweektobuy
8.MP.8.Lookforandexpress amagazine.Letybetheamountremainingasafunctionofthenumberofweeks,x.
regularityinrepeated x y
reasoning.
0 20
1 16.50
2 13.00
3 9.50
4 6.00
Function2:CalculatorRental
Theschoolbookstorerentsgraphingcalculatorsfor$5permonth.Italsocollectsanon
refundablefeeof$10.00fortheschoolyear.Writetheruleforthetotalcost(c)ofrentinga
calculatorasafunctionofthenumberofmonths(m).
Continuedonnextpage
Functions (F)
Define, evaluate, and compare functions. continued
8.F.A.2.continued Solution:
Function1isanexampleofafunctionwhosegraphhasnegativeslope.Samanthastartswith
$20andspendsmoneyeachweek.Theamountofmoneyleftonthegiftcarddecreaseseach
week.Thegraphhasanegativeslopeof3.5,whichistheamountthegiftcardbalance
decreaseswithSamanthasweeklymagazinepurchase.Function2isanexampleofafunction
whosegraphhaspositiveslope.Studentspayayearlynonrefundablefeeforrentingthe
calculatorandpay$5foreachmonththeyrentthecalculator.Thisfunctionhasapositive
slopeof5whichistheamountofthemonthlyrentalfee.AnequationforExample2couldbe
c=5m+10.
8.F.A.3.Interprettheequationy 8.MP.2.Reasonabstractlyand Example:
=mx+basdefiningalinear quantitatively.
Determinewhichofthefunctionslistedbelowarelinearandwhicharenotlinearandexplain
function,whosegraphisa
8.MP.4.Modelwith yourreasoning.
straightline;giveexamplesof
mathematics.
functionsthatarenotlinear.For o y=2x2+3 nonlinear
example,thefunctionA=s2 8.MP.5.Useappropriatetools
o y=2x linear
givingtheareaofasquareasa strategically.
functionofitssidelengthisnot o A=r2
nonlinear
linearbecauseitsgraph
o y=0.25+0.5(x2)linear
containsthepoints(1,1),(2,4) 8.MP.7.Lookforandmakeuse
and(3,9),whicharenotona ofstructure.
straightline.
Connections:8.EE.5;8.EE.7a;
68.WHST.1b;ET08S6C103
Functions (F)
Use functions to model relationships between quantities.
8.F.B.4.Constructafunctionto 8.MP.1.Makesenseof Examples:
modelalinearrelationship problemsandperseverein
Thetablebelowshowsthecostofrentingacar.Thecompanycharges$45adayforthecaras
betweentwoquantities. solvingthem.
wellaschargingaonetime$25feeforthecarsnavigationsystem(GPS).Writeanexpression
Determinetherateofchange
8.MP.2.Reasonabstractlyand forthecostindollars,c,asafunctionofthenumberofdays,d.
andinitialvalueofthefunction
quantitatively.
fromadescriptionofa Studentsmightwritetheequationc=45d+25usingtheverbaldescriptionorbyfirstmaking
relationshiporfromtwo(x,y) 8.MP.3.Constructviable atable.
values,includingreadingthese argumentsandcritiquethe Days(d) Cost(c)indollars
fromatableorfromagraph. reasoningofothers. 1 70
Interprettherateofchangeand 2 115
8.MP.4.Modelwith
initialvalueofalinearfunction 3 160
mathematics.
intermsofthesituationit 4 205
models,andintermsofits 8.MP.5.Useappropriatetools
graphoratableofvalues. strategically. Studentsshouldrecognizethattherateofchangeis45(thecostofrentingthecar)andthat
initialcost(thefirstdaycharge)alsoincludespayingforthenavigationsystem.Classroom
Connections:8.EE.5;8.SP2; 8.MP.6.Attendtoprecision. discussionaboutonetimefeesvs.recurrentfeeswillhelpstudentsmodelcontextual
8.SP.3;ET08S1C201; situations.
SC08S5C201;SC08S1C302
ofstructure. Whenscubadiverscomebacktothesurfaceofthewater,theyneedtobecarefulnotto
8.MP.8.Lookforandexpress ascendtooquickly.Diversshouldnotcometothesurfacemorequicklythanarateof0.75ft
regularityinrepeated persecond.Ifthediversstartatadepthof100feet,theequationd=0.75t100showsthe
reasoning. relationshipbetweenthetimeoftheascentinseconds(t)andthedistancefromthesurfacein
feet(d).
o Willtheybeatthesurfacein5minutes?Howlongwillittakethediverstosurfacefrom
theirdive?
o Makeatableofvaluesshowingseveraltimesandthecorrespondingdistanceofthe
diversfromthesurface.Explainwhatyourtableshows.Howdothevaluesinthetable
relatetoyourequation?
Functions (F)
Use functions to model relationships between quantities.
8.F.B.5.Describequalitatively 8.MP.2.Reasonabstractlyand Example:
thefunctionalrelationship quantitatively.
Thegraphbelowshowsastudentstriptoschool.Thisstudentwalkstohisfriendshouseand,
betweentwoquantitiesby
8.MP.3.Constructviable together,theyrideabustoschool.Thebusstopsoncebeforearrivingatschool.
analyzingagraph(e.g.,where
thefunctionisincreasingor DescribehoweachpartAEofthegraphrelatestothestory.
reasoningofothers.
decreasing,linearornonlinear).
Sketchagraphthatexhibitsthe 8.MP.4.Modelwith
qualitativefeaturesofa mathematics.
functionthathasbeen
describedverbally.
strategically.
Connections:68.WHST.2af;
ET08S1C201;SC08S5C205
ofstructure.
Geometry (G)
Understand congruence and similarity using physical models, transparencies, or geometry software.
8.G.A.1.Verifyexperimentally 8.MP.4.Modelwith Studentsneedmultipleopportunitiestoexplorethetransformationoffiguressothattheycan
thepropertiesofrotations, mathematics. appreciatethatpointsstaythesamedistanceapartandlinesstayatthesameangleaftertheyhave
reflections,andtranslations: 8.MP.5.Useappropriatetools beenrotated,reflected,and/ortranslated.
a. Linesaretakentolines,and strategically. Studentsarenotexpectedtoworkformallywithpropertiesofdilationsuntilhighschool.
linesegmentstoline 8.MP.6.Attendtoprecision.
segmentsofthesame 8.MP.7.Lookforandmakeuse
length. ofstructure.
b. Anglesaretakentoanglesof 8.MP.8.Lookforandexpress
thesamemeasure. regularityinrepeated
reasoning.
c. Parallellinesaretakento
parallellines.
8.G.A.2.Understandthatatwo 8.MP.2.Reasonabstractlyand Examples:
dimensionalfigureiscongruent quantitatively. IsFigureAcongruenttoFigureA?Explainhowyouknow.
toanotherifthesecondcanbe
8.MP.4.Modelwith
obtainedfromthefirstbya
mathematics.
sequenceofrotations,
reflections,andtranslations; 8.MP.6.Attendtoprecision.
giventwocongruentfigures,
describeasequencethat
ofstructure.
exhibitsthecongruence
betweenthem. DescribethesequenceoftransformationsthatresultsinthetransformationofFigureAto
Connections:68.WHST.2b,f; FigureA.
ET08S6C103
Geometry (G)
8.G.A.3.Describetheeffectof 8.MP.3.Constructviable Dilation:Adilationisatransformationthatmoveseachpointalongarayemanatingfromafixed
dilations,translations,rotations, argumentsandcritiquethe center,andmultipliesdistancesfromthecenterbyacommonscalefactor.Indilatedfigures,the
andreflectionsontwo reasoningofothers. dilatedfigureissimilartoitspreimage.
dimensionalfiguresusing
8.MP.4.Modelwith Translation:Atranslationisatransformationofanobjectthatmovestheobjectsothateverypointof
coordinates.
mathematics. theobjectmovesinthesamedirectionaswellasthesamedistance.Inatranslation,thetranslated
Connections:68.WHST.2b,f; objectiscongruenttoitspreimage.
ET08S6C103
strategically. ABC hasbeentranslated7unitstotherightand3unitsup.TogetfromA(1,5)toA(8,8),
8.MP.6.Attendtoprecision. moveA7unitstotheright(fromx=1tox=8)and3unitsup(fromy=5toy=8).PointsB+C
alsomoveinthesamedirection(7unitstotherightand3unitsup).
ofstructure.

Reflection:Areflectionisatransformationthatflipsanobjectacrossalineofreflection(ina
coordinategridthelineofreflectionmaybethexoryaxis).Inarotation,therotatedobjectis
congruenttoitspreimage.

Continuedonnextpage
Geometry (G)
Understand congruence and similarity using physical models, transparencies, or geometry software. continued
8.G.A.3.continued Whenanobjectisreflectedacrosstheyaxis,thereflectedxcoordinateistheoppositeofthepre
imagexcoordinate.

Rotation:Arotatedfigureisafigurethathasbeenturnedaboutafixedpoint.Thisiscalledthecenter
ofrotation.Afigurecanberotatedupto360.Rotatedfiguresarecongruenttotheirpreimage
figures.
Considerwhen DEF isrotated180clockwiseabouttheorigin.Thecoordinatesof DEF
areD(2,5),E(2,1),andF(8,1).Whenrotated180, D ' E ' F ' hasnewcoordinatesD(2,5),
E(2,1)andF(8,1).Eachcoordinateistheoppositeofitspreimage.
Geometry (G)
8.G.A.4.Understandthatatwo 8.MP.2.Reasonabstractlyand Examples:
dimensionalfigureissimilarto quantitatively.
IsFigureAsimilartoFigureA?Explainhowyouknow.
anotherifthesecondcanbe
8.MP.4.Modelwith
obtainedfromthefirstbya
mathematics.
sequenceofrotations,
reflections,translations,and 8.MP.5.Useappropriatetools
dilations;giventwosimilartwo strategically.
dimensionalfigures,describea
sequencethatexhibitsthe
similaritybetweenthem. 8.MP.7.Lookforandmakeuse
ofstructure.
Connections:8.EE.6;
68.WHST.2b,f;ET08S6C103;
ET08S1C101
DescribethesequenceoftransformationsthatresultsinthetransformationofFigureAto
FigureA.
Geometry (G)
8.G.A.5.Useinformal 8.MP.3.Constructviable Studentscaninformallyproverelationshipswithtransversals.
argumentstoestablishfacts argumentsandcritiquethe Example:
abouttheanglesumand reasoningofothers.
Showthatm 3 +m 4 +m 5 =180iflandmareparallellinesandt1&t2aretransversals.
exteriorangleoftriangles,
abouttheanglescreatedwhen
8.MP.4.Modelwith 1 + 2 + 3 =180.Angle1andAngle5arecongruentbecausetheyarecorresponding
mathematics.
parallellinesarecutbya angles( 5 1 ). 1 canbesubstitutedfor 5 .
transversal,andtheangleangle 8.MP.5.Useappropriatetools 4 2 becausealternateinterioranglesarecongruent.
criterionforsimilarityof strategically. 4 canbesubstitutedfor 2 .
triangles.Forexample,arrange
threecopiesofthesame
8.MP.6.Attendtoprecision. Thereforem 3 +m 4 +m 5 =180
trianglesothatthesumofthe 8.MP.7.Lookforandmakeuse
threeanglesappearstoforma ofstructure.
line,andgiveanargumentin
termsoftransversalswhythisis
so.
Connections:68.WHST.2b,f;
68.WHST.1b;ET08S6C103;
ET08S1C101;ET08S1C303 Studentscaninformallyconcludethatthesumofatriangleis180o(theanglesumtheorem)by
applyingtheirunderstandingoflinesandalternateinteriorangles.
Examples:
Inthefigurebelow,linexisparalleltolineyz:

Angleais35obecauseitalternateswiththeangleinsidethetrianglethatmeasures35o.
Anglecis80obecauseitalternateswiththeangleinsidethetrianglethatmeasures80o.
Becauselineshaveameasureof180o,andanglesa+b+cformastraightline,thenangleb
mustbe65o(18035+80=65).Therefore,thesumoftheanglesofthetriangleare
35o+65o+80o.
Geometry (G)
Understand and apply the Pythagorean Theorem.
8.G.B.6.Explainaproofofthe 8.MP.3.Constructviable Studentsshouldverify,usingamodel,thatthesumofthesquaresofthelegsisequaltothesquareof
PythagoreanTheoremandits argumentsandcritiquethe thehypotenuseinarighttriangle.Studentsshouldalsounderstandthatifthesumofthesquaresof
converse. reasoningofothers. the2smallerlegsofatriangleisequaltothesquareofthethirdleg,thenthetriangleisarighttriangle.
Connections:68.WHST.2af; 8.MP.4.Modelwith
ET08S1C201 mathematics.
ofstructure.
8.G.B.7.ApplythePythagorean 8.MP.1.Makesenseof Throughauthenticexperiencesandexploration,studentsshouldusethePythagoreanTheoremto
Theoremtodetermine problemsandperseverein solveproblems.Problemscanincludeworkinginbothtwoandthreedimensions.Studentsshouldbe
unknownsidelengthsinright solvingthem. familiarwiththecommonPythagoreantriplets.
trianglesinrealworldand
8.MP.2.Reasonabstractlyand
mathematicalproblemsintwo
quantitatively.
andthreedimensions.
8.MP.4.Modelwith
Connections:8.NS.2;
mathematics.
ET08S2C201
strategically.
ofstructure.
Geometry (G)
Understand and apply the Pythagorean Theorem.
8.G.B.8.ApplythePythagorean 8.MP.1.Makesenseof Example:
Theoremtofindthedistance problemsandperseverein
Studentswillcreatearighttrianglefromthetwopointsgiven(asshowninthediagrambelow)
betweentwopointsina solvingthem.
andthenusethePythagoreanTheoremtofindthedistancebetweenthetwogivenpoints.
coordinatesystem.
8.MP.2.Reasonabstractlyand
Connections:8.NS.2; quantitatively.
ET08S6C103
8.MP.4.Modelwith
mathematics.
strategically.
ofstructure.
Geometry (G)
Solve realworld and mathematical problems involving volume of cylinders, cones, and spheres.
8.G.C.9.Knowtheformulasfor 8.MP.1.Makesenseof Example:
thevolumesofcones,cylinders, problemsandperseverein
Jameswantedtoplantpansiesinhisnewplanter.Hewonderedhowmuchpottingsoilhe
andspheresandusethemto solvingthem.
shouldbuytofillit.Usethemeasurementsinthediagrambelowtodeterminetheplanters
solverealworldand
8.MP.2.Reasonabstractlyand volume.
mathematicalproblems.
quantitatively.
Connections:68.RST.3;
68.RST.7;ET08S2C201;
ET08S1C401
reasoningofothers.
8.MP.4.Modelwith
mathematics.
strategically.
ofstructure.

reasoning.
Statistics and Probability (SP)

Investigate patterns of association in bivariate data.
8.SP.A.1.Constructand 8.MP.2.Reasonabstractlyand Studentsbuildontheirpreviousknowledgeofscatterplotsexaminerelationshipsbetweenvariables.
interpretscatterplotsfor quantitatively. Theyanalyzescatterplotstodeterminepositiveandnegativeassociations,thedegreeofassociation,
bivariatemeasurementdatato andtypeofassociation.Studentsexamineoutlierstodetermineifdatapointsarevalidorrepresenta
8.MP.4.Modelwith
investigatepatternsof recordingormeasurementerror.StudentscanusetoolssuchasthoseattheNationalCenterfor
mathematics.
associationbetweentwo EducationalStatisticstocreateagraphorgeneratedatasets.
quantities.Describepatterns 8.MP.5.Useappropriatetools (http://nces.ed.gov/nceskids/createagraph/default.aspx)
suchasclustering,outliers, strategically.
Examples:
positiveornegativeassociation,
8.MP.6.Attendtoprecision. Datafor10studentsMathandSciencescoresareprovidedinthetablebelow.Describethe
linearassociation,andnonlinear
associationbetweentheMathandSciencescores.
association. 8.MP.7.Lookforandmakeuse
ofstructure. Student 1 2 3 4 5 6 7 8 9 10
Connections:68.WHST.2b,f; Math 64 50 85 34 56 24 72 63 42 93
ET08S1C301;ET08S1C302; Science 68 70 83 33 60 27 74 63 40 96
ET08S6C103;SS08S4C101;
SS08S4C203;SS08S4C105; Datafor10studentsMathscoresandthedistancetheylivefromschoolareprovidedinthe
SC08S1C302;SC08S1C303 tablebelow.DescribetheassociationbetweentheMathscoresandthedistancestudentslive
fromschool.
Student 1 2 3 4 5 6 7 8 9 10
Mathscore 64 50 85 34 56 24 72 63 42 93
Distfromschool(miles) 0.5 1.8 1 2.3 3.4 0.2 2.5 1.6 0.8 2.5
Datafromalocalfastfoodrestaurantshowingthenumberofstaffmembersandtheaverage
timeforfillinganorderareprovidedinthetablebelow.Describetheassociationbetweenthe
numberofstaffandtheaveragetimeforfillinganorder.
Numberofstaff 3 4 5 6 7 8
Averagetimetofillorder(seconds) 180 138 120 108 96 84
ThetablebelowliststhelifeexpectancyinyearsforpeopleintheUnitedStateseveryfive
yearsfrom1970to2005.WhatwouldyouexpectthelifeexpectancyofapersonintheUnited
Statestobein2010,2015,and2020baseduponthisdata?Explainhowyoudeterminedyour
values.
Date 1970 1975 1980 1985 1990 1995 2000 2005
LifeExpectancy(inyears) 70.8 72.6 73.7 74.7 75.4 75.8 76.8 77.4

8.SP.A.2.Knowthatstraight 8.MP.2.Reasonabstractlyand Examples:
linesarewidelyusedtomodel quantitatively.
Thecapacityofthefueltankinacaris13.5gallons.Thetablebelowshowsthenumberof
relationshipsbetweentwo
8.MP.4.Modelwith milestraveledandhowmanygallonsofgashavebeenused.Describetherelationship
quantitativevariables.For
mathematics. betweenthevariables.Ifthedataislinear,determinealineofbestfit.Doyouthinktheline
scatterplotsthatsuggesta
representsagoodfitforthedataset?Whyorwhynot?Whatistheaveragefuelefficiencyof
linearassociation,informallyfit 8.MP.5.Useappropriatetools
thecarinmilespergallon?
astraightline,andinformally strategically.
assessthemodelfitbyjudging MilesTraveled 0 75 120 160 250 300
theclosenessofthedatapoints
GallonsUsed 0 2.3 4.5 5.7 9.7 10.7
totheline. 8.MP.7.Lookforandmakeuse
ofstructure.
Connections:8.EE.5;8.F.3;
ET08S1C301;ET08S6C103;
SS08S4C105
8.SP.A.3.Usetheequationofa 8.MP.2.Reasonabstractlyand Examples:
linearmodeltosolveproblems quantitatively. Givendatafromstudentsmathscoresandabsences,makeascatterplot.
inthecontextofbivariate
8.MP.4.Modelwith
measurementdata,interpreting
mathematics.
theslopeandintercept.For
example,inalinearmodelfora 8.MP.5.Useappropriatetools
biologyexperiment,interpreta strategically.
slopeof1.5cm/hrasmeaning
thatanadditionalhourof
sunlighteachdayisassociated 8.MP.7.Lookforandmakeuse
withanadditional1.5cmin ofstructure.
matureplantheight.
Connections:8.EE.5;8.F.3;8.F.4;
ET08S1C303;ET08S2C201

Continuedonnextpage

Investigate patterns of association in bivariate data. continued
8.SP.A.3.continued
o Drawalineofbestfit,payingattentiontotheclosenessofthedatapointsoneitherside
oftheline.

o Fromthelineofbestfit,determineanapproximatelinearequationthatmodelsthegiven
data(abouty= 25 x 95)
3
o Studentsshouldrecognizethat95representstheyinterceptand 25 representsthe
3
slopeoftheline.
o Studentscanusethislinearmodeltosolveproblems.Forexample,throughsubstitution,
theycanusetheequationtodeterminethatastudentwith4absencesshouldexpectto
receiveamathscoreofabout62.Theycanthencomparethisvaluetotheirline.

8.SP.A.4.Understandthat 8.MP.2.Reasonabstractlyand Example:
patternsofassociationcanalso quantitatively.
Thetableillustratestheresultswhen100studentswereaskedthesurveyquestions:Doyou
beseeninbivariatecategorical
8.MP.3.Constructviable haveacurfew?andDoyouhaveassignedchores?Isthereevidencethatthosewhohavea
databydisplayingfrequencies
argumentsandcritiquethe curfewalsotendtohavechores?
andrelativefrequenciesina
reasoningofothers.
twowaytable.Constructand
interpretatwowaytable 8.MP.4.Modelwith
summarizingdataontwo mathematics.
categoricalvariablescollected
fromthesamesubjects.Use
strategically.
relativefrequenciescalculated
forrowsorcolumnstodescribe 8.MP.6.Attendtoprecision.
possibleassociationbetween Solution:Ofthestudentswhoansweredthattheyhadacurfew,40hadchoresand10didnot.
thetwovariables.Forexample, Ofthestudentswhoansweredtheydidnothaveacurfew,10hadchoresand40didnot.
ofstructure.
collectdatafromstudentsin Fromthissample,thereappearstobeapositivecorrelationbetweenhavingacurfewand
yourclassonwhetherornot havingchores.
theyhaveacurfewonschool
nightsandwhetherornotthey
haveassignedchoresathome.
Isthereevidencethatthosewho
haveacurfewalsotendtohave
chores?
Connections:68.WHST.2b,f;
ET08S1C101;ET08S1C302;
ET08S1C303;SS08S4C203;
SS08S4C105;C08S1C302
Standards for Mathematical Practice (MP)

Studentsareexpectedto: arelistedthroughoutthegrade
leveldocumentinthe2ndcolumn
toreflecttheneedtoconnectthe
mathematicalpracticesto
mathematicalcontentin
instruction.
8.MP.1.Makesenseof InGrade8,studentssolverealworldproblemsthroughtheapplicationofalgebraicandgeometricconcepts.
problemsandperseverein Studentsseekthemeaningofaproblemandlookforefficientwaystorepresentandsolveit.Theymay
solvingthem. checktheirthinkingbyaskingthemselves,Whatisthemostefficientwaytosolvetheproblem?,Doesthis
makesense?,andCanIsolvetheprobleminadifferentway?
8.MP.2.Reasonabstractlyand InGrade8,studentsrepresentawidevarietyofrealworldcontextsthroughtheuseofrealnumbersand
quantitatively. variablesinmathematicalexpressions,equations,andinequalities.Theyexaminepatternsindataandassess
thedegreeoflinearityoffunctions.Studentscontextualizetounderstandthemeaningofthenumberor
variableasrelatedtotheproblemanddecontextualizetomanipulatesymbolicrepresentationsbyapplying
propertiesofoperations.
8.MP.3.Constructviable InGrade8,studentsconstructargumentsusingverbalorwrittenexplanationsaccompaniedbyexpressions,
argumentsandcritiquethe equations,inequalities,models,andgraphs,tables,andotherdatadisplays(e.g.,boxplots,dotplots,
reasoningofothers. histograms).Theyfurtherrefinetheirmathematicalcommunicationskillsthroughmathematicaldiscussions
inwhichtheycriticallyevaluatetheirownthinkingandthethinkingofotherstudents.Theyposequestions
likeHowdidyougetthat?,Whyisthattrue?,andDoesthatalwayswork?Theyexplaintheirthinking
toothersandrespondtoothersthinking.
8.MP.4.Modelwith InGrade8,studentsmodelproblemsituationssymbolically,graphically, tabularly,andcontextually.Students
mathematics. formexpressions,equations,orinequalitiesfromrealworldcontextsandconnectsymbolicandgraphical
representations.Studentssolvesystemsoflinearequationsandcomparepropertiesoffunctionsprovidedin
differentforms.Studentsusescatterplotstorepresentdataanddescribeassociationsbetweenvariables.
Studentsneedmanyopportunitiestoconnectandexplaintheconnectionsbetweenthedifferent
representations.Theyshouldbeabletousealloftheserepresentationsasappropriatetoaproblemcontext.
Standards for Mathematical Practice (MP)

Studentsareexpectedto: arelistedthroughoutthegrade
leveldocumentinthe2ndcolumn
toreflecttheneedtoconnectthe
mathematicalpracticesto
mathematicalcontentin
instruction.
8.MP.5.Useappropriatetools Studentsconsideravailabletools(includingestimationandtechnology)whensolvingamathematical
strategically. problemanddecidewhencertaintoolsmightbehelpful.Forinstance,studentsingrade8maytranslatea
setofdatagivenintabularformtoagraphicalrepresentationtocompareittoanotherdataset.Students
mightdrawpictures,useapplets,orwriteequationstoshowtherelationshipsbetweentheanglescreated
byatransversal.
8.MP.6.Attendtoprecision. InGrade8,studentscontinuetorefinetheirmathematicalcommunicationskillsbyusingclearandprecise
languageintheirdiscussionswithothersandintheirownreasoning.Studentsuseappropriateterminology
whenreferringtothenumbersystem,functions,geometricfigures,anddatadisplays.
8.MP.7.Lookforandmakeuse Studentsroutinelyseekpatternsorstructurestomodelandsolveproblems.Ingrade8,studentsapply
ofstructure. propertiestogenerateequivalentexpressionsandsolveequations.Studentsexaminepatternsintablesand
graphstogenerateequationsanddescriberelationships.Additionally,studentsexperimentallyverifythe
effectsoftransformationsanddescribethemintermsofcongruenceandsimilarity.
8.MP.8.Lookforandexpress InGrade8,studentsuserepeatedreasoningtounderstandalgorithmsandmakegeneralizationsabout
regularityinrepeated patterns.Studentsuseiterativeprocessestodeterminemorepreciserationalapproximationsforirrational
reasoning. numbers.Duringmultipleopportunitiestosolveandmodelproblems,theynoticethattheslopeofalineand
rateofchangearethesamevalue.Studentsflexiblymakeconnectionsbetweencovariance,rates,and
representationsshowingtherelationshipsbetweenquantities.

Язык

Добро пожаловать в Scribd!

8th grade math standards

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Описание:

Авторское право:

Доступные форматы

8th grade math standards

Загружено:

Описание:

Авторское право:

Доступные форматы

Похожие издания

Arizonas

College and Career Ready Standards

Standards Mathematical Practices Explanations and Examples

Eighth Grade Overview

TheNumberSystem(NS) MathematicalPractices (MP)

Eighth Grade: Mathematics Standards Mathematical Practices Explanations and Examples

The Number System (NS)

The Number System (NS)

Expressions and Equations (EE)

Expressions and Equations (EE)

Expressions and Equations (EE)

Expressions and Equations (EE)

Expressions and Equations (EE)

Expressions and Equations (EE)

Expressions and Equations (EE)

Statistics and Probability (SP)

Statistics and Probability (SP)

Statistics and Probability (SP)

Statistics and Probability (SP)

Standards for Mathematical Practice (MP)

Standards for Mathematical Practice (MP)

Похожие интересы

Документы, похожие на «8th grade math standards»

Похожие издания

Оценить

Поделиться