8th Grade Math

Course Description

In Grade 8, instructional time focuses on three main areas:

formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations;
introducing the concept of a function and exploring how it relates to linear equations;
analyzing two- and three-dimensional space and figures using distance; angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

MS. FRANCIS

MS. GARGUILO

MS. PARSLEY, AIS

Quarter 1

I can apply the properties of integer exponents to generate equivalent numerical expressions. (8.EE.1)
I can 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. (8.EE.2)
I can calculate square roots of perfect squares up to 225 and cube roots of perfect cubes up to 125. (8.EE.2)
I can determine if the square root of a number (up to 225) is rational or irrational. (8.EE.2)

I can apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real world and mathematical problems in two and three dimensions. (8.G.7)

Quarter 2

I can describe a sequence of rigid motions (translations, reflections, and rotations) that proves two figures are congruent. (8.G.2)
I can apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real world and mathematical problems in two and three dimensions. (8.G.7)
I can describe a sequence of a dilation and a basic rigid motion that proves two figures are similar. (8.G.4)
I can justify whether or not triangles are similar by using the angle-angle (AA) criterion and by comparing corresponding sides. (8.G.4)

Quarter 3

I can solve linear equations with rational number coefficients, including equations whose solutions require expanding expression using the distributive property and combining like terms. (8.EE.7)
I can determine if a linear equation has one solution, no solution, or infinitely many solutions. (8.EE.7)
I can graph proportional relationships, interpreting the unit rate as the slope of the graph. (8.EE.5)
I can analyze two proportional relationships that are represented in different ways (graphs, tables, equations) and compare their unit rates. (8.EE.5)
I can explain why the slope is the same between any two points on a non-vertical line in the coordinate plane by using similar triangles and the slope formula. (8.EE.6)
I can identify information about slope and y-intercept to graph equations in the form y=mx+b, where m is the slope and b is the y-intercept. (8.EE.6)
I can identify the slope and y-intercept of a line and use that information to write the equation of a line. (8.EE.6)

Quarter 4

I can determine if a relation represents a function where each input has exactly one output. (8.F.1)
I can analyze two functions that are represented in different ways (graphs, tables, equations, verbal descriptions) and compare their properties. (8.F.2)
I can construct a function to model a linear relationship between two quantities. (8.F.4)
I can determine the rate of change and initial value of a function from various representations (graphs, tables, equations, verbal descriptions). (8.F.4)
I can interpret the rate of change and initial value of a linear function in terms of the situation it models. (8.F.4)

I can use the equation of a linear model to solve problems in the context of bivariate measurement data. (8.SP.3)

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