Math 8 Scope and Sequence 2014-15 v2

Grade 8 Algebra Scope and Sequence Standards Trajectory
Course Name
Grade Level
Algebra
Grade 8 Common Core State Standards

Domain
Cluster/Essential Learning Goal
The Number System (8.NS)
ELG.8.1: Know that there are numbers that are not rational and approximate them by rational numbers. (Supporting)
ELG.8.2: Work with radicals and integer exponents. (Major)
Expressions and Equations (8.EE)
ELG.8.3: Understand connections between proportional relationships, lines, and linear equations. (Major)
ELG.8.4: Analyze and solve linear equations and pairs of simultaneous linear equations. (Major)
Functions (8.F)
ELG.8.5: Define, evaluate, and compare functions. (Major)

ELG.8.6: Use functions to model relationships between quantities. (Supporting)
ELG.8.7: Understand congruence and similarity using physical models, transparencies, or geometry software. (Major)
Geometry (8.G)
ELG.8.8: Understand and apply Pythagorean Theorem. (Major)

ELG.8.9: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. (Additional)
Statistics and Probability (8.SP)
ELG.8.10: Investigate patterns of association in bivariate data. (Supporting)
Major clusters require greater emphasis based on depth of ideas, time they take to master, and their importance to future mathematics. An intense focus on these clusters
allows in-depth learning carried out through the Standards for Mathematical Practice. Supporting clusters are closely connected to the major clusters and strengthen areas of
major emphasis. Additional clusters may not tightly or explicitly connect to the major work of the grade. All standards should be taught as all will be assessed.
Denver Public Schools
20142015
Grade 8 Algebra Scope and Sequence Standards Trajectory

Yearlong Focus Essential Learning Goals
ELG.8.4: Analyze and solve linear equations and pairs of simultaneous linear equations. (Major)
Functions (8.F)
ELG.8.5: Define, evaluate, and compare functions. (Major)
Colorado 21st Century Skills

Critical Thinking and Reasoning: Thinking Deeply,
Thinking Differently
Invention
Information Literacy: Untangling the Web

Collaboration: Working Together, Learning Together
Self-Direction: Own Your Learning
Invention: Creating Solutions
Mathematical Practices
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.
Construct viable arguments and critique others reasoning.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Unit of Study
Length of Unit*
Time Frame
1: Modeling Linear Relationships
19 days
August 25September 19, 2014
2: Exponential Relationships
25 days
September 22October 28, 2014
3: Solving Linear Equations
19 days
October 29December 3, 2014
4: Transformations
12 days
December 418, 2014
5: Pythagorean Theorem and Irrational Numbers
20 days
January 6February 3, 2015
6: Systems of Equations and Inequalities
30 days
February 4March 19, 2015
7: Quadratic Functions
23 days
March 20April 29, 2015
8: Solving Quadratic Equations
17 days
April 30May 22, 2015
9: Statistics
7 days
May 27June 4, 2015
*Number of days includes time for review, unit assessment, interim assessment, and PARCC tests.
End-of-Year Fluency Recommendations
Fluency solving general one-variable linear equations, involving cases with infinitely many solutions or no solutions, as well as cases requiring algebraic manipulation
using properties of equations. (8.EE.7)
Fluency working with geometric measurement (including area, surface area, and volume) combined with proportional reasoning and multistep numerical problem solving
to develop flexibility needed for modeling during high school. (8.G.9)
20142015
Grade 8, Unit 1: Modeling Linear Relationships

Unit of Study
1: Modeling Linear Relationships
Focusing Lens
Modeling
Focus Essential
Learning Goals
Length of Unit
19 days (August 25September 19, 2014)
Understand connections between proportional relationships, lines, and linear equations. (ELG.8.3)
Define, evaluate, and compare functions. (ELG.8.5)
Content Standards
Standards

Understand connections between proportional relationships, lines, and linear equations. (Major) [ELG.8.3]
8.EE.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).
8.EE.6: Use similar triangles to explain why 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 lines through the origin and the equation y = mx + b for lines intercepting the vertical axis at b.
Functions (8.F)
Define, evaluate, and compare functions. (Major) [ELG.8.5]
8.F.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.
8.F.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).
8.F.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
2
(for example, the function A = s 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).
Use functions to model relationships between quantities. (Supporting) [ELG.8.6]
8.F.4: Construct functions to model linear relationships between two quantities. Determine rates of change and initial values of functions from
descriptions of relationships or from two (x, y) values, including reading these from tables or graphs. Interpret rates of change and initial values of
linear functions in terms of situations they model and in terms of their graphs or tables of values.
8.F.5: Describe qualitatively the functional relationship between two quantities by analyzing graphs (for example, where functions are increasing or
decreasing, linear or nonlinear). Sketch graphs that exhibit qualitative features of functions that have been described verbally.
Investigate patterns of association in bivariate data. (Supporting) [ELG.8.10]
8.SP.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.
8.SP.2: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest linear
associations, informally fit a straight line and informally assess the model fit by judging the closeness of the data points to the line.
8.SP.3: Use equations of linear models to solve problems in context of bivariate measurement data, interpreting 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).
20142015

Standards for Mathematical Practice
2.
4.
5.

Fluency
Recommendations
N/A
Inquiry Questions
Concepts
Representations of linear relationships, proportional relationships, rate of change, line of fit
Why is the rate of change in linear relationships constant?

What do similar triangles have to do with the slope of a line?
How can we find rates of change in graphs, tables, situations, or equations?
Generalizations (Conceptual Understanding)
Guiding Questions to Build Conceptual Understanding
My students Understand that
Factual
Conceptual
Linear equations use y = mx to model proportional

relationships and y = mx + b to model relationships
in terms of rate of change and initial value. (8.EE.6)
How do we know when equations of lines will be in

the form y = mx versus y = mx + b?
What function properties make them proportional?
How would you determine if functions are not
linear?
Properties of any function, in multiple

representations, create opportunities for
comparisons across representations. (8.F.2)
What are different ways to represent functions?

What properties of functions make them linear
functions?
Using the different representations, how can you
tell if linear functions are proportional?
How are representations of functions interrelated?

Why is it helpful to compare functions in multiple
representations?
What are four ways to represent linear

relationships?
What do m and b represent in linear
representations?
How does the context of the linear relationship
help to interpret rate of change and initial value of
the linear function?
How can rates of change and initial values be
determined from graphs, tables, and equations?
How can we write linear equations from graphs,
tables, or context?
How do different representations of linear

relationships represent the same data?
Why do we represent linear relationships using
different representations?
Why are patterns and relationships represented in
multiple ways?
How are ratio tables of proportional functions
different from x/y tables of other linear functions?
Why?
Rates of change and intercepts exist in all

representations of linear relationships. (8.EE.5,
8.EE.6, 8.SP.3)
20142015
How does rate of change relate to the slope of a

line?
How does changing the y-intercept value change
the structure of your linear equation?
Right triangles created between any two distinct

points on a non-vertical line in a coordinate plane
form similar triangles with the ratio of proportional
sides equivalent to the slope of the line. (8.EE.6)
What is slope?
How can we calculate slope by creating a right
triangle from any two distinct points on a nonvertical line?
A function is a rule that assigns to each input

exactly one output. (8.F.1)
What is a function?
How can we determine if relationships are functions
by looking at graphs, tables, or equations?
Why can we use any two points on a line to find the

slope?
How are unit rate and slope related?
How do we determine if relationships are
functions?
Key Knowledge and Skills (Procedural Skill and Application)

My students will be able to (Do)
Graph proportional relationships, interpreting unit rate as the slope of the graph. (8.EE.5)
Compare two different proportional relationships represented in different ways. (8.EE.5)
Use similar triangles to explain why slope m is the same between any two distinct points on a non-vertical line in the coordinate plane. (8.EE.6)
Write equations in the form y = mx for lines through the origin and equations in the form y = mx + b for lines intercepting the vertical axis at b to model linear situations.
(8.EE.6, 8.F.2)
Interpret rates of change and initial values of linear functions in terms of situations they model and in terms of their graphs or tables of values. (8.F.4)
Distinguish linear and non-linear functions from context, tables, graphs, and equations.(8.F.3)
Make connections among context, tables, graphs, and equations for linear functions. (8.F.2)
Use lines of fit to model linear relationships to solve problems and to make predictions. (8.SP.3)
WIDA English Language Development (ELD) Standards
1: English language learners communicate for social and instructional purposes within the school setting.
3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of mathematics.
Use WIDA Can-Do Descriptors to determine appropriate supports and scaffolds and differentiate appropriate outputs based on English proficiency levels.
Critical Language: Academic and technical vocabulary to be used in oral and written classroom discourse
Grade 8 students demonstrate ability
to apply and comprehend critical language
through the following examples.
The y-intercept of linear functions is found where x = 0. You can find the slope by using a slope triangle or by taking the
difference of two y-values divided by the difference of the corresponding x-values.
Cross-Content Academic Words
Technical Words Specific to Content
Approximate, calculate, compare, construct, decreasing function, equivalence,

function, graph, increasing function, intercept, interpret, origin, relationship,
representation, slope, solution, solve, variable
Algebraic equation, linear association, linear equation, linear relationship, positive or

negative association, positive or negative trend, proportional relationship, rate of
change, right triangle, scale factor, similar triangles, slope triangle, unit rate
20142015

Resources
Thinking With Mathematical Models
Core Lessons
Investigation 1: Exploring Data Patterns

Lesson 1.1: Testing Bridge Thickness
Lesson 1.2: Testing Bridge Lengths
Lesson 1.3: Custom Construction Parts
Investigation 2: Linear Models and Equations
Lesson 2.1: Linear Models
Instructional Task: Linear Graphs (use any time after Lesson 2.1)
Lesson 2.2: Equations for Linear Relationships
Lesson 2.2a: Line of Fit (new lesson)
Lesson 2.3: Solving Linear Equations
Lesson 2.4: Intersecting Linear Models
Common Core Additional Investigations
Investigation 2: Functions
Problem 2.1
Problem 2.2
Problem 2.3
Problem 2.4
Suggested
Performance/
Learning Tasks
Scatter Diagram
Coffee by the Pound
Technology
Advanced Data Grapher (create scatter plot)

Line of Best Fit
Students do not understand variables, think different variables must stand for different numbers, or think variables stand for objects not
numbers.
Students think graphs are pictures of situations rather than representing relationships between variables.
Students think of straight lines as horizontal or vertical only.
Students think slope will change if they test different points.
Students do not pay attention to scale on graphs.
Students have difficulty defining and identifying positive and negative slopes.
Students confuse values in tables as scales of graphs.
Misconceptions
Essentials for
Standards
Implementation
During this first unit, establish rituals, routines, and expectations.

Investigations provide opportunities to enact Standards for Mathematical Practice.
For more information about the progression of algebraic understanding and eighth grade algebra expectations, see Progressions for the
Common Core Standards in Mathematics 68 Expressions and Equations.
In Investigation 1, students use a graph to make predictions. You might return to these same problems later in the unit to write and use equations.
To support standard 8.F.5, assign Thinking with Mathematical Models problem 54 (page 42).
20142015
Additional practice with proportional relationships: Similar Shapes may be included after Lesson 2.2.
Students studied all necessary material in grades 6 and 7 to meet end-of-year fluency recommendations in geometric measurement.
Throughout the year, intentionally select ACE problems during each unit to review and reinforce this fluency expectation. Appropriate
problems will be listed for each unit.
Suggested review for geometric measurement: Thinking with Mathematical Models problems 3031 (pages 1920), problem 34 (page 22),
problems 5961 (page 44), and problem 40 (page 59).
20142015
Grade 8, Unit 2: Exponential Relationships

Unit of Study
2: Exponential Relationships
Focusing Lenses
Efficiency and Flexibility
Focus Essential
Learning Goals
Length of Unit
25 days (September 22October 28, 2014)
Work with radicals and integer exponents. (ELG.8.2)

Define, evaluate, and compare functions. (ELG.8.5)
Content Standards
Standards

Work with radicals and integer exponents. (Major) [ELG.8.2]
2
5
3
3
8.EE.1: Know and apply properties of integer exponents to generate equivalent numerical expressions (for example, 3 3 = 3 = 1/3 = 1/27).
2
3
8.EE.2: Use square root and cube root symbols to represent solutions to equations of the form x = p and x = 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.
8.EE.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
8
how many times as much one is than the other (for example, estimate the population of the United States as 3 10 and the population of the
9
world as 7 10 and determine that the world population is more than 20 times larger).
8.EE.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 (for example, use millimeters
per year for seafloor spreading). Interpret scientific notation generated by technology.
Functions (8.F)
2
Linear, Quadratic, and Exponential Models (F-LE)
Construct and compare linear, quadratic, and exponential models and solve problems. (Supporting) [ELG.HS.F.6]
F-LE.1: Distinguish between situations that can be modeled with linear and exponential functions.
a. Prove that linear functions grow by equal differences over equal intervals and that exponential functions grow by equal factors over equal
intervals.
b. Recognize situations in which one quantity changes at a constant rate per unit-interval relative to another.
c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit-interval relative to another.
5.
7.
8.

Look for and express regularity in repeated reasoning.
20142015

Fluency
Recommendations
N/A
Inquiry Questions
Concepts
Properties of integer exponents, exponential functions
How can we multiply and divide when numbers are really large or really small (for example, distance to sun or size of an atom)?
Would you rather receive $1.00 per day for a month or start with $.01 and have the amount you receive double each day for a month?
Factual
Conceptual
What are properties of exponents?

How can properties of exponents create equivalent
expressions?
How does rewriting quantities using properties of
exponents help to compare numbers?
When the distance between two quantities is

relatively large, why is it important to compare the
two quantities multiplicatively?
How do we write numbers in scientific notation?

How do we compare, multiply, and divide numbers
written in scientific notation?
What does scientific notation look like on a
calculator?
How does scientific notation expedite the

mathematical processes of calculation and
comparison?
Why does the common base of 10 in scientific
notation facilitate comparing and calculating
quantities?
Properties of integer exponents can generate

equivalent expressions to allow for easier
comparisons of quantities. (8.EE.1)
Scientific notation expedites calculations of very

large and very small quantities. (8.EE.3, 8.EE.4)
Exponential functions increase (or decrease) much

faster than linear functions as values in the
independent variables increase. (8.EE.5,
ELG.HS.F.5)
How can we tell from looking at tables of values

(graphs, equations, or situations) if functions are
linear or exponential?
Why do you earn more money in the long run with

compound interest vs. simple interest?
Exponential growth has a scale factor greater than

one; exponential decay has a scale factor between
0 and 1. (ELG.HS.F.6)
How do we determine if the exponential relation is

growth or decay?
Why does a scale factor between 0 and 1 cause

exponential decay?

Know and apply properties of integer exponents to generate equivalent numerical expressions. (8.EE.1)
Use scientific notation to estimate problems involving very large and very small numbers. (8.EE.3)
Perform operations with numbers expressed in scientific notation. (8.EE.4)
Interpret scientific notation generated by technology. (8.EE.4)
Make connections among context, tables, graphs, and equations for exponential functions. (8.5, ELG.HS.F.5)
Write and graph exponential equations to solve problems. (ELG.HS.F.5)
20142015

Scientific notation uses place value and powers of 10 to write very large and very small numbers.
Exponential functions cause values to get larger (or smaller) much faster than linear functions.
Apply, base, compare, compound interest, estimate, expression, power, simple

interest
Equivalent expressions, exponent, exponential function, growth and decay factor,

growth and decay rate, integer, power of 10, properties of integer exponents,
scientific notation
Resources
Growing, Growing, Growing
Core Lessons
Investigation 1: Exponential Growth

Lesson 1.1: Making Ballots
Lesson 1.2: Requesting a Reward
Lesson 1.3: Making a New Offer
Lesson 1.4: Getting Costs in Line
Lesson 1.4a: Scientific Notation (new lessoncoming soon)
Investigation 2: Examining Growth Patterns
Lesson 2.1: Killer Plant Strikes Lake Victoria
Lesson 2.2: Growing Mold
Lesson 2.3: Studying Snake Populations
Investigation 3: Growth Factors and Growth Rates
Lesson 3.1: Reproducing Rabbits
Lesson 3.2: Investing for the Future
Lesson 3.3: Making a Difference
Investigation 4: Exponential Decay
Lesson 4.1: Making Smaller Ballots
Lesson 4.2: Fighting Fleas
Lesson 4.3: Cooling Water
Investigation 5: Patterns with Exponents
Lesson 5.2: Operating with Exponents
Instructional Task: Exploring Exponents (use any time after Lesson 5.2)
20142015
10

Investigation 1: Exponents
Problem 1.1
Problem 1.2
Suggested
Performance/
Learning Tasks
100 People (scientific notation)

Giantburgers (scientific notation)
Ants versus Humans (scientific notation)
Linear or Exponential?
Exponential Growth vs. Linear Growth
Technology
Modeling (scroll down to application)
Misconceptions
Students do not understand that with compound interest, the amount changes each compounding period.
Students mix up the product of powers property with the power raised to a power property.
Students multiply base times exponent when evaluating exponential expressions.
Students think negative exponents make the product negative.
Students think that any function that is not linear must be exponential.
Students think that the growth factor is the same as the growth rate.
Working with exponential functions helps students solidify their understanding of linear functions as they compare and contrast the two types.
Continue to review linear functions by making comparisons to exponential functions and by intentionally selecting ACE problems. Exponential
functions are important for students who plan to accelerate to ninth grade geometry. When comparing functions, discuss properties, such as
increasing, decreasing, and constant.
Assign problems to address scientific notation (8.EE.3, 8.EE.4): Growing, Growing, Growing problems 3941 (page 17), problems 1517 (page
28), problem 8 (page 55), problems 4445 (page 66), and problems 5560 (pages 7071).
Students engage in their first instructional task of the year during this unit. The purpose of instructional tasks is to help students learn to
engage in more rigorous, non-routine problems and to help us learn how to support them without actually doing the work for them.
Suggested review for geometric measurement: Growing, Growing, Growing problem 23 (page 29) and problems 4647 (page 67)
Essentials for
Standards
Implementation
20142015
11
Grade 8, Unit 3: Solving Linear Equations

Unit of Study
3: Solving Linear Equations
Focusing Lens
Equivalence
Focus Essential
Learning Goals
Length of Unit
19 days (October 29December 3, 2014)
Analyze and solve linear equations and pairs of simultaneous linear equations. (ELG.8.4)
Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. (ELG.8.9)
Content Standards
Standards

Analyze and solve linear equations and pairs of simultaneous linear equations. (Major) [ELG.8.4]
8.EE.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 possibility is the
case by successively transforming given equations 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).
b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the
distributive property and collecting like terms.
Geometry (8.G)
Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. (Additional) [ELG.8.9]
8.G.9: Know formulas for volumes of cones, cylinders, and spheres and use to solve real-world and mathematical problems.
2.
Fluency
Recommendation
Fluency solving general one-variable linear equations involving cases with infinitely many solutions or no solutions as well as cases requiring
algebraic manipulation using properties of equations. (8.EE.7)
Inquiry Question
Can linear equations have more than one solution? Can they ever have no solutions?
Concepts
Solving linear equations, geometric formulas
Factual
Conceptual
Creating equivalent algebraic equations provides

the necessary foundation to solve linear equations
in one variable. (8.EE.7)
Formulas for volumes of cones, cylinders, and

spheres represent algebraic descriptions of shape
and quantify the space inside. (8.G.9)
What are examples of linear one-variable equations

with no solutions?
What are examples of linear one-variable equations
with infinite solutions?
How does creating equivalent expressions lead to
the solution of one-variable linear equations?
What is the formula for the volume of cones?
What is the formula for the volume of cylinders?
What is the formula for the volume of spheres?
20142015
Why can one-variable linear equations have no

solutions or infinite solutions?
How does the context of problems affect the
reasonableness of solutions?
How are volume formulas for cones, cylinders, and

sphere interrelated?
12

Solve linear equations in one variable with one solution, no solutions, and an infinite number of solutions. (8.EE.7a)
Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting
like terms. (8.EE.7b)
Know and apply formulas for volumes of cones, cylinders, and spheres and use to solve real-world and mathematical problems. (8.G.9)
If equations can be simplified to statements, such as 3 = 1, that are never true, then the equations have no solutions. If
equations can be simplified to statements that are always true, such as x = x or 3 = 3, then the equations have an infinite
number of solutions.
Cone, evaluate, infinite, interpret, simplify, solution, solve
Commutative property, cylinder, distributive property, equation, equivalent

expression, inverse operation, properties of equality, properties of operations,
sphere, volume
Resources
Say It With Symbols
Core Lessons
Investigation 1: Equivalent Expressions

Lesson 1.1: Tiling Pools
Lesson 1.2: Thinking in Different Ways
Lesson 1.3: The Community Pool Problem
Lesson 1.4: Diving In (introduced in grade 6)
Investigation 2: Combining Expressions
Lesson 2.1: Walking Together
Lesson 2.2: Predicting Profit
Lesson 2.3: Area and ProfitWhats the Connection?
Investigation 3: Solving Equations
Lesson 3.1: Solving Linear Equations (review from grades 6 and 7)
Lesson 3.2: Comparing Costs
Instructional Task: Exploring Solutions (use any time after Lesson 3.2)
20142015
13

Investigation 4: Geometry Topics
Problem 4.4
Suggested
Performance/
Learning Tasks
The Signs of Solutions (positive, negative, zero, or no solution)

Same Solutions (equivalent equations)
Technology
Solving Equations with Balance Strategy Game

Algebra Tiles
Misconceptions
Students think the equal sign is a connector and do not understand it means both sides of the equation are equal.
Students do not understand the difference between combining terms in expressions and using inverses to solve equations.
Students think that only the letters x and y can be used for variables.
Students think that variables are always on the left side of equations.
Students confuse one-variable and two-variable equations.
Students do not see the connection between the distributive property and area model.
For more practice writing and solving linear equations, see Additional Practice and Skills Workbook Solving Linear Equations (pages 128129).
Suggested extension: Students solve linear equations with more than one variable, solving for one variable in terms of the others (for example,
1
A = bh, solve for h, or force = mass x acceleration).
Essentials for
Standards
Implementation
Suggested review for geometric measurement: Say It With Symbols problem 24 (page 16), problem 50 (page 17), problem 55 (page 19),
problem 37 (page 34), and problems 3640 (pages 5051).
20142015
14
Grade 8, Unit 4: Transformations

Unit of Study
4: Transformations
Focusing Lens
Change
Focus Essential
Learning Goal
Length of Unit
12 days (December 418, 2014)
Understand congruence and similarity using physical models, transparencies, or geometry software. (ELG.8.7)
Content Standards
Standards
Geometry (8.G)
Understand congruence and similarity using physical models, transparencies, or geometry software. (Major) [ELG.8.7]
8.G.1: Verify experimentally properties of rotations, reflections, and translations.
a. Lines are taken to lines and line segments to line segments of the same length.
b. Angles are taken to angles of the same measure.
c. Parallel lines are taken to parallel lines.
8.G.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 congruence between them.
8.G.3: Describe effects of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
8.G.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 similarity between them.
8.G.5: Use informal arguments to establish facts about triangles angle sums and exterior angles, about angles created when transversals cut parallel
lines, and angle-angle criterion for similarity of triangles (for example, arrange three copies of the same triangle so the sum of the three angles
appears to form a line, and give an argument in terms of transversals why it is so).
6.
Attend to precision.
Fluency
Recommendations
N/A
Inquiry Questions
Concepts
Transformations, congruence, similarity, angle relationships
How do patterns in floor or wall tiles use transformations?

What transformations are displayed in architecture and art?
20142015
15

Factual
Conceptual
What are the names of the angle relationships

formed when a transversal intersects two parallel
lines?
How can we use what we know about angles and
parallel lines to informally prove that the sum of
the angles of triangles is 180?
Transversals intersect parallel lines to create

various known angle relationships. (8.G.5)
How do the angle relationships formed when a

transversal intersects parallel lines provide a
method to indirectly determine measures of
unknown angles?
How could we use a transversal and angle
measurements to determine if two lines are
parallel?
A sequence of rotations, reflections, and

translations can be used to determine congruence
of two shapes. (8.G.1, 8.G.2)
How can we use a sequence of transformations to

determine that two shapes are congruent?
Why are rotations, reflections, and translations

called rigid transformations?
A sequence of dilations, rotations, reflections, and

translations can be used to determine similarity of
two shapes. (8.G.3, 8.G.4)
How can we determine if dilations enlarge or shrink

pictures?
What are properties of similar figures?
When determining if two triangles are similar, is it
sufficient to compare corresponding angles?
Why are angles of similar figures congruent?

Why is dilation not a rigid transformation?
Coordinates can represent symbolically effects of

dilations, translations, rotations, and reflections on
two-dimensional figures. (8.G.1)
What patterns in the coordinates of a point do we

notice when we dilate, reflect, rotate, or translate a
point?
Why is it helpful to represent transformations

performed on a coordinate grid symbolically?

Verify experimentally properties of rotations, reflections, and translations. (8.G.1)

Show that two figures are congruent by describing a sequence of rotations, reflections, and translations. (8.G.2)
Describe effects of dilations, translations, rotations, and reflections on figures using coordinates. (8.G.3)
Show that two figures are similar by describing a sequence of rotations, reflections, translations, and dilations. (8.G.4)
Informally establish facts about the angle sum and exterior angle of triangles, about angles created when parallel lines are cut by a transversal, and about angle-angle
criterion for similarity of triangles. (8.G.5)
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Rotations, reflections, and translations are transformations that create congruent figures.
A dilation is a transformation that creates similar figures.
Clockwise, counter-clockwise, describe, relationship, represent, solve,

transformation, translation, triangle, verify
Alternate exterior angles, alternate interior angles, angle, angle sum, congruence,
coordinates, corresponding angles, dilation, exterior angle, interior angle, line,
parallel lines, proportional, reflection, rotation, similarity, supplementary angles,
transversal, vertical angles
Resources
Core Lessons
Investigation 3: Transformations
Problem 3.1
Problem 3.2
Problem 3.3
Problem 3.4
Problem 3.5
Problem 3.6
Problem 3.7
Investigation 4: Geometry Topics
Problem 4.1 (review from grade 7)
Suggested
Performance/
Learning Tasks
Congruent Triangles (using transformations to show triangle congruence)

A Triangles Interior Angles (informal proof of triangle sum using angle conjectures)
Technology
Congruent Triangles
Understanding Congruence, Similarity, and Symmetry Using Transformations and Interactive Figures
Misconceptions
Students think they can prove figures are similar if they can show some common features where they are alike.
Students do not understand the importance of the location of the line of reflection or the center of dilation or rotation.
Students try to find angles by measurement rather than angle properties.
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Essentials for
Standards
Implementation
Problem 4.1 reviews angle relationships given parallel lines cut by a transversal.
As you look at figures, discuss their symmetry.
Suggested extension: Kaleidoscopes, Hubcaps, and Mirrors, Investigations 35
Suggested review for geometric measurement: Common Core Additional Investigations Investigation 4: Geometry Topics, problems 3541
(page 35).
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Grade 8, Unit 5: Pythagorean Theorem and Irrational Numbers

Unit of Study
5: Pythagorean Theorem and Irrational Numbers
Focusing Lens
Relationships
Focus Essential
Learning Goals
Length of Unit
20 days (January 6February 3, 2015)
Work with radicals and integer exponents. (ELG.8.2)

Understand and apply Pythagorean Theorem. (ELG.8.8)
Content Standards
Standards
The Number System (8.NS)

Know that there are numbers that are not rational and approximate them by rational numbers. (Supporting) [ELG.8.1]
8.NS.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 decimal expansions that repeat eventually into rational numbers.
8.NS.2: Use rational approximations of irrational numbers to compare sizes of irrational numbers, locate them approximately on a number line
2
diagram, and estimate values of expressions (for example, ) (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).
Work with radicals and integer exponents. (Major) [ELG.8.2]
2
3
8.EE.2: Use square root and cube root symbols to represent solutions to equations of the form x = p and x = 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.
Geometry (8.G)
Understand and apply Pythagorean Theorem. (Major) [ELG.8.8]
8.G.6: Explain a proof of the Pythagorean Theorem and its converse.
8.G.7: Apply Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three
dimensions.
8.G.8: Apply Pythagorean Theorem to find the distance between two points in a coordinate system.
2.
5.
7.

Fluency
Recommendations
N/A
Inquiry Questions
Concepts
Pythagorean Theorem, rational and irrational numbers
How can we determine distances that are not easily measured?

Are there more rational or more irrational numbers?
20142015
19

Factual
Conceptual
The Pythagorean Theorem communicates the

relationship among the sides of right triangles.
(8.G.6)
What is the Pythagorean Theorem?

How can we use the Pythagorean Theorem to
prove that triangles are right triangles?
The Pythagorean Theorem facilitates indirectly

finding lengths of measurements of right triangles.
(8.G.7)
How can we use the Pythagorean Theorem to find

unknown side lengths in right triangles?
How can we use the Pythagorean Theorem to find
hard-to-measure distances (using indirect
measurement)?
How can we apply the Pythagorean Theorem to
determine the distance between two points on the
coordinate system?
What are examples of two integers whose quotient

results in terminating decimals?
What are examples of two integers whose quotient
results in repeating decimals?
What are some examples of irrational numbers?

What is the difference between rational and
irrational numbers?
Rational numbers, written as the division of two

integers, result in terminating or repeating
decimals. (8.NS.1)
Irrational numbers require decimal approximation

for representation on a number line. (8.NS.2)
What is the connection between the Pythagorean

Theorem and similar triangles?
How can we prove the Pythagorean Theorem and
its converse?
How are the Pythagorean Theorem and distance
formula equivalent equations of the same
relationship?
Why is solving square root and cube root equations
similar and different to solving linear equations?
Can we always find another rational number

between any two rational numbers? How?
Can we always find another irrational number
between any two irrational numbers? How?
Can we locate irrational numbers on a number
line? How?
Why is 2 an irrational number?
Identify rational and irrational numbers. (8.NS.1)

Write rational numbers as decimals. (8.NS.1)
Locate rational and irrational numbers (including square roots) approximately on number line diagrams. (8.NS.2)
Use square root and cube root symbols to represent solutions to equations. (8.EE.2)
Evaluate square roots of small perfect squares and cube roots of small perfect cubes. (8.EE.2)
Explain a proof of the Pythagorean Theorem and its converse. (8.G.6)
Use the Pythagorean Theorem to find unknown side lengths in right triangles. (8.G.7)
Use the Pythagorean Theorem to find the distance between two points in a coordinate system. (8.G.8)
Determine if triangles are right triangles using the Pythagorean Theorem. (8.G.6)
Apply formulas for volumes of cones, cylinders, and spheres to solve problems. (8.G.9)
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We can use the Pythagorean Theorem to determine missing side lengths of right triangles and calculate distances on a
coordinate plane.
One-seventh is a rational number because it is the division of two integers, even though calculators do not show how it
repeats as a decimal.
Apply, compare, convert, distance, estimate, explain, leg, locate, proof, prove,
unknown
Converse, coordinate system, cube root, hypotenuse, indirect measurement,

irrational number, perfect cube, perfect square, Pythagorean Theorem, rational
number, repeating decimal, right angle, right triangle, square root, terminating
decimal
Resources
Looking for Pythagoras
Core Lessons
Investigation 2: Squaring Off

Lesson 2.1: Looking for Squares
Lesson 2.2: Square Roots
Lesson 2.3: Using Squares to Find Lengths
Investigation 3: The Pythagorean Theorem
Lesson 3.1: The Pythagorean Theorem
Instructional Task: Patterns in Prague (use any time after Lesson 3.1)
Lesson 3.2: A Proof of the Pythagorean Theorem
Lesson 3.3: Finding Distances
Lesson 3.4: Measuring the Egyptian Way
Investigation 4: Using the Pythagorean Theorem
Lesson 4.1: Analyzing the Wheel of Theodorus
Lesson 4.2: Stopping Sneaky Sally
Lesson 4.3: Analyzing Triangles
Lesson 4.4: Finding the Perimeter
Suggested
Performance/
Learning Tasks
A Rectangle in the Coordinate Plane (using Pythagorean Theorem)

Flower Vases (volume of vases of different shapes)
Technology
How Irrational!
Understanding the Pythagorean Relationship
20142015
21
Misconceptions
Essentials for
Standards
Implementation
Students do not realize the Pythagorean Theorem only applies to right triangles.
Students do not realize that c in the Pythagorean Theorem must be the hypotenuse of a right triangle and that it is always across from the right
angle, is always the longest side, and might be rotated.
Students do not realize that calculators round repeating decimals.
Students are surprised that the decimal representation of pi does not repeat.
Students believe that if only we keep looking at digits farther and farther to the right, eventually a pattern emerges.
A few irrational numbers are given special names and/or attention (pi, e and 2 ). Because we name so few irrational numbers, students
sometimes conclude that irrational numbers are unusual and rare. In fact, irrational numbers are much more plentiful than rational numbers,
in the sense that they are denser in the real line.
Students do not realize that the square root form of irrational numbers is an exact answer; converting to decimals is an approximation.
Students are confused about when to apply Pythagorean Theorem versus using strategies for similar triangles.
To find distance between points, students just count the dots.
For more information about developing numbers, see Progressions for the Common Core Standards in Mathematics The Number System, 68.
To address 8.G.7 (using Pythagorean Theorem in three dimensions), assign Looking for Pythagoras problems 2526 (page 42) and problems
4748 (page 60).
To address 8.G.8 (distance between two points), assign Looking for Pythagoras, problem 44 (page 27), problems 811 (page 39), and problem
35 (page 44).
Suggested extension: Looking for Pythagoras problem 54 (page 62) (changing repeating decimals into fractions).
Suggested review for geometric measurement: Looking for Pythagoras problem 33 (page 16), problems 1822 (pages 4041), problems 2526
(page 42), and problems 5758 (page 63).
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22
Grade 8, Unit 6: Systems of Equations and Inequalities

Unit of Study
6: Systems of Equations and Inequalities
Focusing Lens
Relationships
Focus Essential
Learning Goals
Length of Unit
30 days (February 4March 19, 2015)
Analyze and solve linear equations and pairs of simultaneous linear equations. (ELG.8.4)
Create equations that describe numbers or relationships. (ELG.HS.A.7)
Solve equations and inequalities in one variable. (ELG.HS.A.9)
Represent and solve equations and inequalities graphically. (ELG.HS.A.10)
Content Standards
Standards

Analyze and solve linear equations and pairs of simultaneous linear equations. (Major) [ELG.8.4]
8.EE.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 given equations 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).
b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using
distributive property and collecting like terms.
8.EE.8: Analyze and solve pairs of simultaneous linear equations.
a. Understand that solutions to systems 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).
Creating Equations (A-CED)
Create equations that describe numbers or relationships. (Major) [ELG.HS.A.7]
A-CED.1: Create equations and inequalities in one variable and use to solve problems. Include equations arising from linear and quadratic functions
and simple rational and exponential functions.
A-CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels
and scales.
A-CED.3: Represent constraints by equations or inequalities and by systems of equations and/or inequalities and interpret solutions as viable or
nonviable options in a modeling context (for example, represent inequalities describing nutritional and cost constraints on combinations of
different foods).
Reasoning with Equations and Inequalities (A-REI)
Solve equations and inequalities in one variable. (Major) [ELG.HS.A.9]
A-REI.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Represent and solve equations and inequalities graphically. (Major) [ELG.HS.A.10]
A-REI.12: Graph solutions to linear inequalities in two variables as a half-plane (excluding the boundary in the case of a strict inequality) and graph
solution sets to systems of linear inequalities in two variables as the intersection of the corresponding half-planes.
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23

1.
2.
3.
Make sense of problems and persevere in solving them.

Construct viable arguments and critique others reasoning.
Fluency
Recommendations
N/A
Inquiry Question
Concepts
Systems of linear equations, systems of linear inequalities
How are geometry and algebra connected when using systems of equations to model problems?
Factual
Conceptual
Mathematicians solve systems of two linear

equations in different ways based on the methods
appropriateness. (8.EE.8)
In what ways can we solve systems of equations?

How can you use a calculator to determine
solutions to systems of equations?
Solutions to systems of linear equations correspond

to points of intersection on graphs. (8.EE.8a)
What does it mean when there is no point of

intersection for system-of-linear-equations
problems?
If two linear equations graph to the same line, what
is the solution to the system of equations?
How do we know which side of linear inequalities

to shade?
How can we graph systems of linear inequalities?
Linear inequalities can be represented on a

coordinate graph by a half-plane. (A-REI.12)
Why are there multiple ways to solve problems

involving systems of equations?
How do you decide which method to use when
given a system of equations?
Why does the point of intersection of a system of
equations represent the solution to the system?
Why can two equations be added together to get
another true equation?
How could we use graphs of systems of linear
inequalities to find solutions for the systems?

Solve linear equations in one variable (8.EE.7)

Use graphs to solve systems of two linear equations. (8.EE.8a, 8.EE.8b)
Solve systems of two linear equations algebraically. (8.EE.8b)
Use algebra or graphs to determine if systems of two linear equations have one solution, no solution, or an infinite number of solutions. (8.EE.8b)
Write and use systems of linear equations to solve real-world problems. (8.EE.8c)
Solve linear inequalities. (A-REI.3)
Graph linear inequalities in the coordinate plane. (A-REI.12)
Solve systems of two linear inequalities graphically by locating the feasible region. (A-REI.12)
20142015
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The point where two linear equations intersect is the solution to the system since that point works in both equations. Sometimes they do not intersect so no solution exists. Sometimes they are really the same line so every point works for both.
Compare, construct, describe, determine, function, graph, inequality, input, interpret,

intersect, justify, output, reasonableness, simultaneous, solution, solve, substitution,
system
Algebraic expression, coordinate graph, function, functional relationship, linear

equation in standard form, linear inequality, slope-intercept form, system of (linear)
equations, system of (linear) inequalities
Resources
The Shapes of Algebra
Core Lessons
Suggested
Performance/
Learning Task
Investigation 2: Linear Equations and Inequalities

Lesson 2.1: Graphs of Linear Systems
Lesson 2.2: Linear Inequalities
Lesson 2.3: Solving Linear Inequalities (review from grade 6)
Investigation 3: Equations With Two or More Variables
Lesson 3.1: Many Ways to Reach a Goal
Lesson 3.2: Connecting y = mx + b and ax + by = c
Lesson 3.3: Intersections of Lines
Instructional Task: Classifying Solutions to Systems of Equations (use any time after Lesson 3.3)
Investigation 4: Solving Systems of Linear Equations Symbolically
Lesson 4.1: The y = mx + b Case
Lesson 4.2: The ax = by = x Case
Lesson 4.3: Solving Systems by Substitution
Lesson 4.4: Solving Systems by Combination
Investigation 5: Linear Inequalities
Lesson 5.1: Limiting Driving Miles
Lesson 5.2: Limiting Carbon Dioxide Emissions
Lesson 5.3: Graphs of Linear Inequalities
Lesson 5.4: Systems of Linear Inequalities
Supply and Demand
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Technology
Linear Programming
Misconceptions
Students do not realize that every point in the feasible region shown on the graph of a system of linear inequalities is a solution of that system.
Students do not understand how systems of equations can have no solution or can have more than one solution.
Students confuse x = 0 with no solution.
Students do not realize that in systems of equations, both equations must use the same variables.
As students use algebra to solve systems of equations in The Shapes of Algebra, they revisit solving linear equations in one variable. This unit
provides an opportunity to solidify their understanding of solutions of linear equations.
Working with systems of inequalities is essential for students who will accelerate into ninth grade geometry.
Suggested extension: The Shapes of Algebra Investigation 1: Equations for Circles and Polygons
Suggested review for geometric measurement: The Shapes of Algebra problem 47 (page 61).
Essentials for
Standards
Implementation
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Grade 8, Unit 7: Quadratic Functions

Unit of Study
7: Quadratic Functions
Focusing Lens
Rates of Change
Focus Essential
Learning Goals
Length of Unit
23 days (March 20April 29, 2015)
Use functions to model relationships between quantities. (ELG.8.6)

Analyze functions using different representations. (ELG.HS.F.3)
Content Standards
Standards
Functions (8.F)
2
Interpreting Functions (F-IF)
Analyze functions using different representations. (Major) [ELG.HS.F.3]
F-IF.7. Graph functions expressed symbolically and show key features of the graphs, by hand in simple cases and using technology for more
complicated cases.
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
F-IF.8. Write functions defined by expressions in different but equivalent forms to reveal and explain different properties of the functions.
a. Use the processes of factoring and completing the square in quadratic functions to show zeros, extreme values, and symmetry of graphs and
interpret these in terms of context.
F-LE.3. Observe using graphs and tables that quantities increasing exponentially eventually exceed quantities increasing linearly, quadratically, or
(more generally) as polynomial functions.
2.
4.

Fluency
Recommendations
N/A
Inquiry Questions
Concepts
Quadratic functions and equations
How does a containers shape affect its maximum volume?

What kind of a function can be used to model the path of a ball thrown into the air?
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Factual
Conceptual
Graphs of functions qualitatively represent the

relationship between two quantities. (8.F.5)
How do graphs show qualitative features of

functions, such as whether the functions are
increasing or decreasing?
How can we sketch graphs from verbal descriptions

of functions?
Quadratic functions can be recognized by

identifying patterns of change in tables, situations,
or graphs. (F-LE.3)
How can we tell if values in tables represent

quadratic functions?
How can we identify equations of lines of
symmetry given graphs of quadratic functions?
What is the meaning of the first difference in a

table representing the path of a baseball hit into
the air?
What is the meaning of the second difference in a
table representing the path of a baseball hit into
the air?
Equivalent forms for quadratic equations can give

useful information to graph and solve equations.
(F-IF.8a)
Without graphing,
How would we identify x- and y-intercepts for
graphs given quadratic equations?
How would we find coordinates of maximum or
minimum values of quadratic equations?
How would we find equations of lines of symmetry?
What are important features of graphs of quadratic

equations?
What is a real-world situation that can be modeled
by a quadratic equation? What are questions that
the equation will help us answer?

Write equations for quadratic relationships represented in tables, graphs, and problem situations. (F-IF.8a)
Identify important features from graphs and equations of quadratic relationships, including maximums or minimums, x- and y-intercepts, and lines of symmetry. (8.F.5)
Write equivalent quadratic expressions in factored and expanded forms and use to solve problems. (F-IF.7a)
Compare properties of quadratic, linear, and exponential relationships (in all representations). (HS.F.6)
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When the second difference for a table is constant, the table represents a quadratic relationship.
Dimensions, equivalent, expanded, factor, function, justify, patterns of change, term
Area model, constant term, dependent variable, distributive property, equivalent

expressions, factored form, first difference, independent variable, like terms, line of
symmetry, maximum, minimum, parabola, quadratic, second difference, symmetry,
x-intercept, y-intercept
Resources
Frogs, Fleas, and Painted Cubes
Core Lessons
Suggested
Performance/
Learning Task
Investigation 1: Introduction to Quadratic Relationship

Lesson 1.0: Qualitative Graphs (new lesson)
Lesson 1.1: Staking a Claim
Lesson 1.2: Reading Graphs and Tables
Lesson 1.3: Writing an Equation
Investigation 2: Quadratic Expressions
Lesson 2.1: Trading Land
Lesson 2.2: Changing One Dimension
Lesson 2.3: Changing Both Dimensions
Lesson 2.4: Factoring Quadratic Expressions
Lesson 2.5: A Closer Look at Parabolas
Investigation 3: Quadratic Patterns of Change
Lesson 3.2: Counting Handshakes
Lesson 3.3: Examining Patterns of Change
Investigation 4: What Is a Quadratic Function?
Lesson 4.1: Tracking a Ball
Lesson 4.2: Measuring Jumps
Lesson 4.3: Putting It All Together
Quadratic
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Technology
Algebra Tiles (manipulative tiles to visualize multiplying and factoring algebraic expressions)
Misconceptions
Students think that if the second difference in a quadratic function is constant, it would mean the relationship is linear.
Students think that any function that is not linear or exponential must be quadratic.
Students think that they can square binomials by squaring each term.
Students think that graphs give a picture of the situation rather than showing the relationship between two variables.
2
Students are confused when adding or multiplying variables, often making the mistakes x + x = x and x x = 2x.
Working with quadratic functions is necessary for students who will accelerate into ninth grade geometry and helps all students better
understand functional relationships.
Students can build understanding of factoring by using the area models they used when learning to multiply polynomials. This model will
continue into high school mathematics.
Suggested enrichment: Frogs, Fleas, and Painted Cubes, Lessons 3.1 and 4.4
Suggested review for geometric measurement: Frogs, Fleas, and Painted Cubes problem 55 (page 37), problems 3940 (page 50), problem 41
(page 72), and problem 43 (page 73).
Essentials for
Standards
Implementation
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Grade 8, Unit 8: Solving Quadratic Equations

Unit of Study
8: Solving Quadratic Equations
Focusing Lens
Equivalence
Focus Essential
Learning Goals
Length of Unit
17 days (April 30May 22, 2015)
Solve equations and inequalities in one variable. (ELG.HS.A.9)

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. (ELG.8.9)
Content Standards
Standards
Seeing Structure in Expressions (A-SSE)

Write expressions in equivalent forms to solve problems. (Major) [ELG.HS.A.2]
A-SSE.3: Choose and produce equivalent forms of expressions to reveal and explain properties of quantities the expressions represent.
a. Factor quadratic expressions to reveal the zeros of the functions they define.
b. Complete the square in quadratic expressions to reveal maximum or minimum values of functions they define.
Reasoning with Equations and Inequalities (A-REI)
Solve equations and inequalities in one variable. (Major) [ELG.HS.A.9]
A-REI.4: Solve quadratic equations in one variable.
F-LE.3. Observe using graphs and tables that quantities increasing exponentially eventually exceed quantities increasing linearly, quadratically, or
(more generally) as polynomial functions.
Geometry (8.G)
2.
Fluency
Recommendation
Fluency working with geometric measurement (including area, surface area, and volume) combined with proportional reasoning and multistep
numerical problem solving to develop flexibility needed for modeling during high school. (8.G.9)
Inquiry Question
Can an equation have more than one solution?
Concepts
Quadratic equations, geometry
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Factual
Conceptual
Equivalent expressions can be useful to solve

equations. (A-SSE.3)
How can we use factoring to help graph quadratic

equations?
How does factoring help solve quadratic
equations?
Formulas for volumes of cones, cylinders, and

spheres represent algebraic descriptions of shape
and quantify the space inside. (8.G.9)
What is the formula of the volume of cones?

What is the formula of the volume of cylinders?
What is the formula of the volume of spheres?
Why do x-intercepts of graphs of quadratic

equations provide solutions to the equations?
What does it mean if functions are not factorable?
How are volume formulas for cones, cylinders, and
sphere interrelated?

Know formulas for volumes of cones, cylinders, and spheres and use to solve real-world and mathematical problems. (8.G.9)
Write equivalent expressions, including quadratic. (A-SSE.3a)
Solve quadratic equations both graphically and algebraically (factoring and completing the square). (A-REI.4)
Solve equations and formulas for given variables in terms of other variables. (8.G.9)
Putting a quadratic equation into factored form helps solve the equation.
Describe, estimate, explain, roots, solve, term
Distributive property, equivalent expressions, expanded form, exponential, factored

form, linear, parabola, quadratic
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Resources
Say It With Symbols
Core Lessons
Investigation 3: Solving Equations

Lesson 3.3: Factoring Quadratic Expressions
Lesson 3.4: Solving Quadratic Equations
Lesson 3.4a: Applying Square Roots (new lessoncoming soon)
Lesson 3.4b: Completing the Square (new lessoncoming soon)
Investigation 4: Looking Back at Functions
Lesson 4.1: Pumping Water
Lesson 4.2: Generating Patterns
Lesson 4.3: Sorting Functions
Suggested
Performance/
Learning Task
Say It With Symbols, problem 5 (page 61)
Technology
Algebra Tiles (manipulative tiles to visualize multiplying and factoring algebraic expressions)
Misconceptions
Students do not understand they have to set quadratic equations equal to zero before factoring will let them solve the equations.
Students are confused about the difference between expanded form and factored form.
Students do not see the connection between solving equations with numerical solutions and solving for variables in terms of other variables.
Investigation 3 lessons address Algebra 1 standards and are essential for students to accelerate to ninth grade geometry. Investigation 4
reviews linear, exponential, and quadratic functions to help students consolidate learning.
Suggested enrichment: Say It With Symbols Did You Know? (page 44), problem 55 (quadratic formula) (page 54), and Investigation 5: Reasoning
With Symbols (algebraic proof)
Suggested review for geometric measurement: Say It With Symbols problems 3640 (pages 5051), problems 2021 (pages 6566), and
problem 39 (page 68).
Essentials for
Standards
Implementation
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Grade 8, Unit 9: Statistics

Unit of Study
9: Statistics
Focusing Lens
Analysis
Focus Essential
Learning Goal
Length of Unit
7 days (May 27June 4, 2015)
Investigate patterns of association in bivariate data. (ELG.8.10)

Content Standards
Standards

Investigate patterns of association in bivariate data. (Supporting) [ELG.8.10]
8.SP.4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in
two-way tables. Construct and interpret two-way tables 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?).
2.
Fluency
Recommendations
N/A
Inquiry Question
Concepts
Bivariate data, categorical data
Who do you think enjoys volleyball more, boys or girls? How could you find the answer to that question?
Factual
Conceptual
Patterns of bivariate categorical data can be seen

by displaying frequencies and relative frequencies
in two-way tables. (8.SP.4)
What makes data sets categorical? Bivariate?

How do we construct two-way tables summarizing
bivariate categorical data?
How do we find relative frequencies for data values
in two-way tables?
When are relative frequency tables most helpful in

describing sets of bivariate categorical data?

Construct and analyze two-way tables for bivariate categorical data, including tables using relative frequencies. (8.SP.4)
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Grade 8, Unit 9: Statistics

Two-way tables help organize and make predictions for categorical data comparing two distinct groups.
Compare, data, frequency
Bivariate, categorical, relative frequency, two-way table
Resources
Core Lessons
Investigation 5: Bivariate Data

Problem 5.1
Problem 5.2
Suggested
Performance/
Learning Tasks
Technology
N/A
Misconceptions
Students think that bivariate data is only displayed in scatter plots.

Students do not understand the difference between frequency and relative frequency.
Essentials for
Standards
Implementation
This unit provides students with an opportunity to analyze categorical data.
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Math 8 Scope and Sequence 2014-15 v2

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Grade 8 Algebra Scope and Sequence Standards Trajectory

Grade 8 Common Core State Standards

Cluster/Essential Learning Goal

The Number System (8.NS)

Expressions and Equations (8.EE)

ELG.8.5: Define, evaluate, and compare functions. (Major)

ELG.8.8: Understand and apply Pythagorean Theorem. (Major)

Statistics and Probability (8.SP)

ELG.8.10: Investigate patterns of association in bivariate data. (Supporting)

Denver Public Schools

Grade 8 Algebra Scope and Sequence Standards Trajectory

ELG.8.5: Define, evaluate, and compare functions. (Major)

Colorado 21st Century Skills

Information Literacy: Untangling the Web

Make sense of problems and persevere in solving them.

1: Modeling Linear Relationships

August 25September 19, 2014

September 22October 28, 2014

3: Solving Linear Equations

October 29December 3, 2014

December 418, 2014

5: Pythagorean Theorem and Irrational Numbers

January 6February 3, 2015

6: Systems of Equations and Inequalities

February 4March 19, 2015

March 20April 29, 2015

8: Solving Quadratic Equations

April 30May 22, 2015

May 27June 4, 2015

Denver Public Schools

Grade 8, Unit 1: Modeling Linear Relationships

1: Modeling Linear Relationships

19 days (August 25September 19, 2014)

Denver Public Schools

Expressions and Equations (8.EE)

Grade 8, Unit 1: Modeling Linear Relationships

Reason abstractly and quantitatively.

Representations of linear relationships, proportional relationships, rate of change, line of fit

Why is the rate of change in linear relationships constant?

Generalizations (Conceptual Understanding)

Guiding Questions to Build Conceptual Understanding

My students Understand that

Linear equations use y = mx to model proportional

How do we know when equations of lines will be in

Properties of any function, in multiple

What are different ways to represent functions?

How are representations of functions interrelated?

What are four ways to represent linear

How do different representations of linear

Rates of change and intercepts exist in all

Denver Public Schools

How does rate of change relate to the slope of a

Grade 8, Unit 1: Modeling Linear Relationships

Right triangles created between any two distinct

A function is a rule that assigns to each input

Why can we use any two points on a line to find the

Key Knowledge and Skills (Procedural Skill and Application)

WIDA English Language Development (ELD) Standards

Cross-Content Academic Words

Technical Words Specific to Content

Approximate, calculate, compare, construct, decreasing function, equivalence,

Algebraic equation, linear association, linear equation, linear relationship, positive or