MATHEMATICAL PRACTICES - 1 - Make sense of problems and persevere in solving them. Explain the meaning of a problem and look for entry points to its solution. Analyze givens, constraints, relationships, and goals. Make conjectures about the form and meaning of the solution, plan a solution pathway, and continually monitor progress asking, Does this make sense? Consider analogous problems, make connections between multiple representations, identify the correspondence between different approaches, look for trends, and transform algebraic expressions to highlight meaningful mathematics. Check answers to problems using a different method. 2 - Reason abstractly and quantitatively. Make sense of the quantities and their relationships in problem situations. Translate between context and algebraic representations by contextualizing and decontextualizing quantitative relationships. This includes the ability to decontextualize a given situation, representing it algebraically and manipulating symbols fluently as well as the ability to contextualize algebraic representations to make sense of the problem. 3 - Construct viable arguments and critique the reasoning of others. Understand and use stated assumptions, definitions, and previously established results in constructing arguments. Make conjectures and build a logical progression of state- ments to explore the truth of their conjectures. Justify conclusions and communicate them to others. Respond to the arguments of others by listening, asking clarifying questions, and critiquing the reasoning of others. 4 - Model with mathematics. Apply mathematics to solve problems aris- ing in everyday life, society, and the workplace. Make assumptions and approximations, identifying important quantities to construct a mathematical model. Routinely interpret mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 5 - Use appropriate tools strategically. Consider the available tools and be sufficiently familiar with them to make sound decisions about when each tool might be helpful, recognizing both the insight to be gained as well as the limitations. Identify relevant external mathematical resources and use them to pose or solve problems. Use tools to explore and deepen their understanding of concepts. 6 - Attend to precision. Communicate precisely to others. Use explicit definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose. Specify units of measure and label axes to clarify the correspondence with quantities in a This practice is evident in every lesson. Icons indicate which practice is emphasized in the lesson. Puzzle Brain Icon - Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM10-FM11. Example: On page M1-10, Activity 1.2 has icon in header. Puzzle Brain Icon - Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM10-FM11. Example: On page M1-10, Activity 1.2 has icon in header. Hand with Wrench Icon - Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM10-FM11. Example: On page M1-77, Activity 5.3 has icon in header. Hand with Wrench Icon - Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM10-FM11. Example: On page M1-77, Activity 5.3 has icon in header. Target Icon - Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM10-FM11. Page 1 of 16
problem. Calculate accurately and efficiently, and express numerical answers with a degree of precision appropriate for the problem context. 7 - Look for and make use of structure. Look closely at mathematical relationships to identify the underlying structure by recognizing a simple structure within a more complicated structure. See complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8 - Look for and express regularity in repeated reasoning. Notice if reasoning is repeated, and look for both generalizations and shortcuts. Evaluate the reasonableness of intermediate results by maintaining oversight of the process while attending to the details. Example: On page M1-28, Activity 2.4 has icon in header. Cube Icon - Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM10-FM11. Example: On page M1-41, Activity 3.1 has icon in header. Cube Icon - Activities that use this practice have an icon located throughout the book. Please reference Teachers Manual FM10-FM11. Example: On page M1-41, Activity 3.1 has icon in header. NC.8.NS - NUMBER SYSTEM - Know that there are numbers that are not rational, and approximate them by rational numbers (Standards 8.NS.1 3). NC.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 a decimal expansion which repeats eventually into a rational number. NC.8.NS.2 - Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., Π 2). 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. TEXTBOOK Module 4 T1L1: Number Sort T1L2: Rational and Irrational Numbers M4-7 thru M4-16 M4-17 thru M4-30 SKILLS PRACTICE - Module 4 - Expanding Number Systems Topic 1 Real Number System pgs. 109-111 MATHIA - Expanding Number Systems Unit Rational and Irrational Numbers Workspace - Introduction to Irrational Numbers TEXTBOOK Module 4 T1L3: The Real Numbers M4-31 thru M4-50 SKILLS PRACTICE - Module 4 - Expanding Number Systems Topic 1 Real Number System pgs. 109-111 MATHIA Module - Expanding Number Systems Unit Rational and Irrational Numbers Workspace - Graphing Real Numbers on a Number Line Workspace - Ordering Rational and Irrational Numbers Page 2 of 16
NC.8.NS.3 - Understand how to perform operations and simplify radicals with emphasis on square roots. MATHIA Module - Quadratics Unit Simplification and Operations with Radicals Workspace - Simplifying Radicals Workspace - Adding and Subtracting Radicals Workspace - Multiplying Radicals NC.8.EE - EXPRESSIONS AND EQUATIONS (8.EE) - Work with radical and integer exponents (Standards 8.EE.1 4). Understand the connections between proportional relationships, lines, and linear relationships (Standards 8.EE.5 6). Analyze and solve linear equations and inequalities and pairs of simultaneous linear equations (Standards 8.EE.7 8). NC.8.EE.1 - Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 3 5 = 3 3 = 1/33 = 1/27. NC.8.EE.2 - Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. TEXTBOOK Module 5 T1L1: Properties of Powers with Integer Exponents T1L2: Analyzing Properties of Powers M5-7 thru M5-28 M5-29 thru M5-42 SKILLS PRACTICE - Module 5 Applying Powers Topic 1 Exponents and Scientific Notation pgs. 123-126 MATHia Module Applying Powers Unit - Properties of Whole Number Exponents Workspace - Using the Product Rule and the Quotient Rule Workspace - Using the Power to a Power Rule Workspace - Using the Product to a Power Rule and the Quotient to a Power Rule Workspace - Simplifying Expressions with Negative and Zero Exponents TEXTBOOK Module 4 T1L3: The Real Numbers T2L1: The Pythagorean Theorem T2L2: The Converse of the Pythagorean Theorem T2L4: Side Lengths in Two and Three Dimensions M4-31 thru M4-45 M4-55 thru M4-74 M4-75 thru M4-86 M4-99 thru M4-112 SKILLS PRACTICE - Module 4 Expanding Number Systems Topic 1 Real Number System pgs. 109-111 Page 3 of 16
NC.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 how many times as much one is than the other. For example, estimate the population of the United States as 3 108 and the population of the world as 7 109, and determine that the world population is more than 20 times larger. NC.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 (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. NC.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 Topic 2 The Pythagorean Theorem pgs. 112-122 MATHia Module Expanding Number Systems Unit - The Pythagorean Theorem Workspace - Applying the Pythagorean Theorem Workspace - Problem Solving Using the Pythagorean Theorem TEXTBOOK Module 5 T1L3: Scientific Notation T1L4: Operations with Scientific Notation M5-43 thru M5-60 M5-61 thru M5-84 SKILLS PRACTICE - Module 5 Applying Powers Topic 1 Exponents and Scientific Notation pgs. 123-126 MATHia Module Applying Powers Unit - Scientific Notation Workspace - Using Scientific Notation Workspace - Comparing Numbers Using Scientific Notation TEXTBOOK Module 5 T1L3: Scientific Notation T1L4: Operations with Scientific Notation M5-43 thru M5-60 M5-61 thru M5-84 SKILLS PRACTICE - Module 5 Applying Powers Topic 1 Exponents and Scientific Notation pgs. 123-126 MATHia Module Applying Powers Unit - Scientific Notation Workspace - Using Scientific Notation Workspace - Comparing Numbers Using Scientific Notation T1L1: Representations of Proportional Relationships T1L2: Using Similar Triangles to Describe the Steepness of a Line M2-7 thru M2-22 M2-23 thru M2-42 SKILLS PRACTICE - Module 2 Developing Functions Foundations Page 4 of 16
has greater speed. NC.8.EE.6 - Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. NC.8.EE.7 - Solve linear equations and inequalities in one variable. NC.8.EE.7 a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). NC.8.EE.7 b. Solve single-variable linear equations and inequalities with rational number coefficients, including equations and inequalities whose solutions require expanding expressions using the distributive property and collecting like terms. Topic 1 From Proportions to Linear Relationships pgs.19-31 Unit - Linear Models Workspace - Graphing Given an Integer Slope and y-intercept Workspace - Graphing Given a Decimal Slope and y-intercept T1L2: Using Similar Triangles to Describe the Steepness of a Line T1L3: Exploring Slopes Using Similar Triangles T1L4: Transformations of Lines M2-23 thru M2-42 M2-43 thru M2-52 M2-53 thru M2-80 Unit - Linear Models Workspace - Graphing Given an Integer Slope and y-intercept Workspace - Graphing Given a Decimal Slope and y-intercept TEXTBOOK Module 3 T1L2: Analyzing and Solving Linear Equations T1L3: Creating Linear Equations M3-17 thru M3-30 M3-31 thru M3-46 SKILLS PRACTICE - Module 3 Modeling Linear Equations Topic 1 Solving Linear Equations pgs. 90-92 MATHia Module Modeling Linear Equations Unit - Linear Equations with Variables on Both Sides Workspace - Solving Equations with One Solution, Infinite, and No Solutions Workspace - Soring Equations by Number of Solutions TEXTBOOK Module 3 T1L1: Equations with Variables on Both Sides T1L3: Creating Linear Equations M3-7 thru M3-15 M3-31 thru M3-46 Page 5 of 16
NC.8.EE.7 c. Solve single-variable absolute value equations. NC.8.EE.8 - Analyze and solve parts of simultaneous linear equations NC.8.EE.8 a. - Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. NC.8.EE.8 b. Solve systems of two linear equations in two variables graphically, approximating when solutions are not integers and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + SKILLS PRACTICE - Module 3 Modeling Linear Equations Topic 1 Solving Linear Equations pgs. 90-92 MATHia Module Modeling Linear Equations Unit - Solving Linear Equations Workspace - Exploring Two-Step Equations Workspace - Solving Multi-Step Equations Unit - Linear Equations with Variables on Both Sides Workspace - Solving with Integers (No Type In) Workspace - Solving with Integers (Type In) MATHia Module Relating Quantities and Reasoning with Equations Unit - Absolute Value Equations Workspace - Graphing Simple Absolute Value Equations Using Number Lines Workspace - Solving Absolute Value Equations TEXTBOOK Module 3 T2L1: Point of Intersection of Linear Graphs T2L3: Using Substitution to Solve Linear Systems T2L4: Choosing a Method to Solve Linear System M3-47 thru M3-60 M3-75 thru M3-92 M3-93 thru M3-104 SKILLS PRACTICE - Module 3 Modeling Linear Equations Topic 2 Systems of Linear Equations pgs. 93-108 MATHia Module Modeling Linear Equations Unit - Systems of Linear Equations Workspace - Modeling Linear Systems Involving Integers Workspace - Modeling Linear Systems Involving Decimals Workspace - Solving Linear Systems Using Substitution TEXTBOOK Module 3 T2L2: Systems of Linear Equations T2L3: Using Substitution to Solve Linear Systems T2L4: Choosing a Method to Solve Linear System M3-61 thru M3-74 Page 6 of 16
2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. NC.8.EE.8 c. Solve real-world and mathematical problems leading to two linear equations in two variables graphically. 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. M3-75 thru M3-92 M3-93 thru M3-104 SKILLS PRACTICE - Module 3 Modeling Linear Equations Topic 2 Systems of Linear Equations pgs. 93-108 MATHia Module Modeling Linear Equations Unit - Systems of Linear Equations Workspace - Modeling Linear Systems Involving Integers Workspace - Modeling Linear Systems Involving Decimals Workspace - Solving Linear Systems Using Substitution TEXTBOOK Module 3 T2L3: Using Substitution to Solve Linear Systems T2L4: Choosing a Method to Solve Linear System M3-75 thru M3-92 M3-93 thru M3-104 SKILLS PRACTICE - Module 3 Modeling Linear Equations Topic 2 Systems of Linear Equations pgs. 93-108 MATHia Module Modeling Linear Equations Unit - Systems of Linear Equations Workspace - Modeling Linear Systems Involving Integers Workspace - Modeling Linear Systems Involving Decimals Workspace - Solving Linear Systems Using Substitution NC.8.F FUNCTIONS - Define, evaluate, and compare functions (Standards 8.F.1 3). Use functions to model relationships between quantities (Standards 8.F.4 5). NC.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. (Function notation is not required in grade 8.) T3L1: Analyzing Sequences as Rules T3L3: Defining Functional Relationships M3-179 thru M3-188 M3-205 thru M3-222 SKILLS PRACTICE - Module 2 Developing Functions Foundations Topic 3 Introduction to Functions pgs. 70-83 Unit Relations and Functions Page 7 of 16
NC.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. NC.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. For example, the function A = s2, 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. NC.8.F.4 - Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. Workspace - Exploring Functions Workspace - Exploring Graphs of Functions Workspace - Classifying Relations and Functions T3L5: Comparing Functions Using Different Representations M3-241 thru M3-266 T3L4: Describing Functions M3-223 thru M2-240 SKILLS PRACTICE - Module 2 Developing Function Foundations Topic 3 Introduction to Functions pgs. 70-83 Unit Relations and Functions Workspace - Exploring Functions Workspace - Exploring Graphs of Functions Workspace - Classifying Relations and Functions Workspace - Identifying Key Characteristics of Graphs of Functions T2 L1: Using Tables, Graphs, and Equations T2 L2: Linear Relationships in Tables T2 L3: Linear Relationships in Context T2 L4: Slope-Intercept Form of a Line T2 L5: Point-Slope Form of a Line T2 L6: Using Linear Equations T3 L4: Describing Functions M2-81 thru M2-92 M2-93 thru M2-108 M2-109 thru M2-118 Page 8 of 16
NC.8.F.5 - Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. M2-119 thru M2-134 M2-135 thru M2-150 M2-151 thru M2-178 M3-223 thru M3-240 SKILLS PRACTICE - Module 2 Developing Function Foundations Topic 2 Linear Relationships pgs. 32-70 Topic 3 Introduction to Functions pgs. 70-83 Unit Linear Models and the Distributive Property Unit - Graphs of Linear Equations in Two Variables Unit - Writing Equations of a Line Workspace - Modeling with Integer Rates of Change Workspace - Modeling with Fractional Rates of Change Workspace - Modeling using the Distributive Property over Division Workspace - Graphing Linear Equations Using a Given Method Workspace - Graphing Linear Equations Using a Chosen Method Workspace - Modeling Given Slope and a Point Workspace - Calculating Slopes Workspace - Modeling Given Two Points Workspace - Modeling Given an Initial Point Workspace - Modeling Linear Function Using Multiple Representations T3 L2: Analyzing the Characteristics of Graphs of Relationships T3 L4: Describing Functions M3-189 thru M3-204 M3-223 thru M3-240 SKILLS PRACTICE Module 2 Developing Function Foundations Topic 3 Introduction to Functions pgs. 70-83 Unit Relations and Functions Workspace - Identifying Key Characteristics of Graphs of Functions NC.8.G GEOMETRY - Understand congruence and similarity using physical models, transparencies, or geometry software (Standards 8.G.1 5). Page 9 of 16
Understand and apply the Pythagorean Theorem and its converse (Standards 8.G.6 8). Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres (Standard 8.G.9). NC.8.G.1 - Verify experimentally the properties of rotations, reflections, and translations: NC.8.G.1a. - Lines are taken to lines, and line segments to line segments of the same length. NC.8.G.1b. - Angles are taken to angles of the same measure. TEXTBOOK Module 1 & 2 M1T1L1: Introduction to Congruent Figures M1T1L2: Introduction to Rigid Motions M2T1L4: Transformations of Lines M1-7 thru M1-16 M1-17 thru M1-38 M2-53 thru M2-80 SKILLS PRACTICE - Module 1 Transforming Geometric Objects Topic 1 Rigid Motion Transformations pgs. 1-5 MATHia Module Transforming Geometric Objects Unit Rigid Motion Transformations Workspace - Translating Plane Figures Workspace - Rotating Plane Figures Workspace - Reflecting Plane Figures TEXTBOOK Module 1 M1T1L1: Introduction to Congruent Figures M1T1L2: Introduction to Rigid Motions M1-7 thru M1-16 M1-17 thru M1-38 SKILLS PRACTICE - Module 1 Transforming Geometric Objects Topic 1 Rigid Motion Transformations pgs. 1-5 MATHia Module Transforming Geometric Objects Unit - Rigid Motion Transformations Workspace - Translating Plane Figures Workspace - Rotating Plane Figures Workspace - Reflecting Plane Figure NC.8.G.1c. Parallel lines are taken to parallel lines. TEXTBOOK Module 1 & 2 M1T1L1: Introduction to Congruent Figures M1T1L2: Introduction to Rigid Motions M2T1L4: Transformations of Lines Page 10 of 16
NC.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 the congruence between them. NC.8.G.3- Observe that orientation of the plane is TEXTBOOK Module 1 M1-7 thru M1-16 M1-17 thru M1-38 M2-53 thru M2-80 SKILLS PRACTICE - Module 1 Transforming Geometric Objects Topic 1 Rigid Motion Transformations pgs. 1-5 MATHia Module Transforming Geometric Objects Unit - Rigid Motion Transformations Workspace - Translating Plane Figures Workspace - Rotating Plane Figures Workspace - Reflecting Plane Figures TEXTBOOK Module 1 T1L1: Introduction to Congruent Figures T1L2: Introduction to Rigid Motions T1L3: Translations of Figures on the Coordinate Plane T1L4: Reflections of Figures on Coordinate Plane T1L5: Rotations of Figures on Coordinate Plane T1L6: Combining Rigid Motions M1-7 thru M1-16 M1-17 thru M1-38 M1-39 thru M1-52 M1-53 thru M1-66 M1-67 thru M1-82 M1-83 thru M1-108 SKILLS PRACTICE - Module 1 Transforming Geometric Objects Topic 1 Rigid Motion Transformations pgs. 1-5 MATHia Module Transforming Geometric Objects Unit - Rigid Motion Transformations Workspace - Translating Plane Figures Workspace - Rotating Plane Figures Workspace - Reflecting Plane Figures Workspace - Performing One Transformation Workspace - Performing Multiple Transformations Page 11 of 16
preserved in rotations and translations, but not with reflections. Describe the effect of dilations, translations, rotations, and reflections on twodimensional figures using coordinates. NC.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 twodimensional figures, describe a sequence that exhibits the similarity between them. T1L3: Translations of Figures on Coordinate Plane T1L4: Reflections of Figures on Coordinate Plane T1L5: Rotations of Figures on Coordinate Plane T1L6: Combining Rigid Motions T2L2: Dilating Figures on the Coordinate Plane M1-39 thru M1-52 M1-53 thru M1-66 M1-67 thru M1-82 M1-83 thru M1-108 M1-125 thru M166 SKILLS PRACTICE - Module 1 Transforming Geometric Objects Topic 1 Rigid Motion Transformations pgs. 1-5 Topic 2 Similarity pgs. 6-11 MATHia Module Transforming Geometric Objects Unit Rigid Motion Transformations Workspace - Translating Plane Figures Workspace - Rotating Plane Figures Workspace - Reflecting Plane Figures Workspace - Dilating Plane Figures Workspace - Performing One Transformation Workspace - Performing Multiple Transformations TEXTBOOK Module 1 T2L1: Dilations of Figures T2L2: Dilating Figures on the Coordinate Plane T2L3: Mapping Similar Figures with Transformations M1-109 thru M1-124 M1-125 thru M1-140 M1-141 thru M1-166 SKILLS PRACTICE - Module 1 Transforming Geometric Objects Topic 2 Similarity pgs. 6-11 MATHia Module Transforming Geometric Objects Unit Rigid Motion Transformations Workspace - Dilating Plane Figures Page 12 of 16
NC.8.G.5 - Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. NC.8.G.6 - Explore and explain proofs of the Pythagorean Theorem and its converse. NC.8.G.7 - Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. Workspace - Performing One Transformation Workspace - Performing Multiple Transformation TEXTBOOK Module 1 T3L1: Triangle Sum and Exterior Angle Theorem T3L2: Angle Relationships Formed by Lines Intersected by a Transversal T3L3: The Angle-Angle Similarity Theorem M1-167 thru M1-180 M1-181 thru M1-202 M1-203 thru M1-212 SKILLS PRACTICE - Module 1 Transforming Geometric Objects Topic 3 Line and Angle Relationships pgs. 12-18 MATHia Module Transforming Geometric Objects Unit Lines Cut by a Transversal Workspace - Classifying Angles Formed by Transversals Workspace - Reasoning about Angles Formed by Transversals Workspace - Calculating Angles Formed by Transversals TEXTBOOK Module 4 T2L1: The Pythagorean Theorem T2L2: Converse of Pythagorean Theorem M4-55 thru M4-74 M4-75 thru M4-86 MATHia Module Expanding Number Systems Unit The Pythagorean Theorem Workspace - Exploring the Pythagorean Theorem Workspace - Applying the Pythagorean Theorem Workspace - Problem Solving Using the Pythagorean Theorem TEXTBOOK Module 4 T2L1: The Pythagorean Theorem T2L2: Converse of Pythagorean Theorem T2L4: Side Lengths in Two and Three Dimensions M4-55 thru M4-74 M4-75 thru M4-86 M4-99 thru M4-112 Page 13 of 16
NC.8.G.8 - Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. NC.8.G.9 - Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems. SKILLS PRACTICE - Module 4 Expanding Number Systems Topic 2 The Pythagorean Theorem pgs. 112-122 MATHia Module Expanding Number Systems Unit The Pythagorean Theorem Workspace - Applying the Pythagorean Theorem Workspace - Problem Solving Using the Pythagorean Theorem TEXTBOOK Module 4 T2L3: Distances in a Coordinate System M4-87 thru M4-98 SKILLS PRACTICE - Module 4 Expanding Number Systems Topic 2 The Pythagorean Theorem pgs. 112-122 MATHia Module Expanding Number Systems Unit The Pythagorean Theorem Workspace - Calculating Distances on the Coordinate Plane TEXTBOOK Module 5 T2L1: Volume of a Cylinder T2L2: Volume of a Cone T2L3: Volume of a Sphere T2L4: Volume Problems with Cylinders, Cones, and Spheres M5-85 thru M5-98 M5-99 thru M5-112 M5-113 thru M5-122 M5-123 thru M5-132 SKILLS PRACTICE - Module 5 Applying Powers Topic 2 Volume of Curved Figures pgs. 127-139 MATHia Module Applying Powers Unit Volume Workspace - Calculation Volume of Cylinders Workspace - Using Volume of Cylinders Workspace - Calculating Volume of Cones Workspace - Using Volume of Cones Workspace - Calculating Volume of Spheres Workspace - Using Volume of Spheres Page 14 of 16
NC.8.SP STATISTICS AND PROBABILITY - Investigate patterns of association in bivariate data (Standards 8.SP.1 4). NC.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. NC.8.SP.2 - Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. NC.8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the 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. (Calculating equations for a linear model is not expected in grade 8.) T4L1: Analyzing Patterns in Scatter Plots M2-267 thru M2-288 SKILLS PRACTICE - Module 2 Developing Function Foundations Topic 4 Patterns in Bivariate Data pgs. 84-89 Unit Lines of Best Fit Workspace - Estimating Lines of Best Fit T4L2: Drawing Line of Best Fit T4L3: Analyzing Line of Best Fit M2-289 thru M2-304 M2-305 thru M2-318 SKILLS PRACTICE Module 2 Developing Function Foundations Topic 4 Patterns in Bivariate Data pgs. 84-89 Unit Lines of Best Fit Workspace - Estimating Lines of Best Fit Workspace - Using Lines of Best Fit T4L2: Drawing Line of Best Fit T4L3: Analyzing Line of Best Fit T4L4: Comparing Slopes and Intercepts of Data from Experiments M2-289 thru M2-304 M2-305 thru M2-318 M2-319 thru M2-328 SKILLS PRACTICE Module 2 Developing Function Foundations Topic 4 Patterns in Bivariate Data pgs. 84-89 Unit Lines of Best Fit Workspace - Estimating Lines of Best Fit Page 15 of 16
NC.8.SP.4 - Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table 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? Workspace - Using Lines of Best Fit T4L5: Patterns of Association in Two-Way Tables M2-329 thru M2-349 Page 16 of 16