1

Roosevelt School District

Curriculum Maps






Mathematics
8
th
Grade
2014-2015




2




INTRODUCTION


The Mathematics Curriculum Maps that follow have a two-fold purpose for educators in the Roosevelt
School District. First and foremost, the maps serve as a resource to help teachers and instructional
leaders develop an understanding of what it is students are expected to know and do as it relates to the
learning standards. Secondly, the maps serve as a guide for teachers to use when planning for
instruction that is purposefully designed to maximize student learning.


The implementation of new academic standards is occurring across the nation to help students become
college and career ready. The AZ College and Career Ready Standards cited in our curriculum maps are
designed to be more focused and coherent in order to improve mathematics achievement. The purpose
of the new standards, developed under the Common Core initiative, is to bring about greater clarity and
specificity in a learning progression aimed at developing students conceptual understanding of key
ideas.


Special thanks go out to educators in the Roosevelt School District who dedicated their time to
developing these district maps. The work of the team entailed poring over multiple documents shared
by the Arizona Department of Education and the Common Core initiative to unwrap the standards, to
determine what the essential understandings are for our students, to develop guiding questions, and to
cite examples or explanations for what the standards may look like in the classroom. Special
acknowledgement goes out to both ADE and the Common Core for the examples and explanations
included in each map. For additional information or ideas on the AZ College and Career Ready
Standards, visit the following links:

http://www.corestandards.org/the-standards/mathematics
http://www.ade.az.gov/standards/math/2010MathStandards
http://commoncoretools.wordpress.com/
http://math.arizona.edu/~ime/progressions/
Our goal is to support teachers and instructional leaders with the implementation of the standards. If
you ever have any questions regarding the standards or would like to send us your feedback, please call
or email we would love to hear from you!

Roosevelt School District
Curriculum and Assessment Department

Susan Iiguez, Director
602-304-3125
susan.iniguez@rsd.k12.az.us

Sabrina Hernandez, Math Specialist
602-243-2625
sabrina.hernandez@rsd.k12.az.us


3


Grade 8

Overview

The Number System (NS)
- Know that there are numbers that are
not rational, and approximate them by
rational numbers.

Expressions and Equations (EE)
Work with radicals and integer
exponents.
Understand the connections between
proportional relationships, lines, and
linear equations.
Analyze and solve linear equations and
pairs of simultaneous linear equations.

Functions (F)
Define, evaluate, and compare
functions.
Use functions to model relationships
between quantities.

Geometry (G)
Understand congruence and similarity
using physical models, transparencies,
or geometry software.
Understand and apply the Pythagorean
Theorem.
o Solve real-world and mathematical
problems involving volume of cylinders,
cones and spheres.

Statistics and Probability (SP)
- Investigate patterns of association in
bivariate data.
Mathematical Practices (MP)
1. Make sense of problems and
persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and
critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in
repeated reasoning.


KEY: Major
Cluster
- Supporting
Cluster
o Additional
Cluster


4



Critical Ideas in Eighth Grade

In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about
expressions and equations, including modeling an association in bivariate data with a linear equation,
and solving linear equations and systems of linear equations; (2) grasping the concept of a function and
using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space
and figures using distance, angle, similarity, and congruence, and understanding and applying the
Pythagorean Theorem.

(1) Students use linear equations and systems of linear equations to represent, analyze, and solve a
variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special linear
equations (y = mx + b), understanding that the constant of proportionality (m) is the slope, and the
graphs are lines through the origin. They understand that the slope (m) of a line is a constant rate of
change, so that if the input or x-coordinate changes by an amount A, the output or y-coordinate changes
by the amount mA. Students also use a linear equation to describe the association between two
quantities in bivariate data (such as arm span vs. height for students in a classroom). At this grade,
fitting the model, and assessing its fit to the data are done informally. Interpreting the model in the
context of the data requires students to express a relationship between the two quantities in question
and to interpret components of the relationship (such as slope and y-intercept) in terms of the situation.

Students strategically choose and efficiently implement procedures to solve linear equations in one
variable, understanding that when they use the properties of equality and the concept of logical
equivalence, they maintain the solutions of the original equation. Students solve systems of two linear
equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are
parallel, or are the same line. Students use linear equations, systems of linear equations, linear
functions, and their understanding of slope of a line to analyze situations and solve problems.

(2) Students grasp the concept of a function as a rule that assigns to each input exactly one output. They
understand that functions describe situations where one quantity determines another. They can
translate among representations and partial representations of functions (noting that tabular and
graphical representations may be partial representations), and they describe how aspects of the
function are reflected in the different representations.

(3) Students use ideas about distance and angles, how they behave under translations, rotations,
reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-
dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the
angle formed by a straight line, and that various configurations of lines give rise to similar triangles
because of the angles created when a transversal cuts parallel lines. Students understand the statement
of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for
example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find
distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students
complete their work on volume by solving problems involving cones, cylinders, and spheres.







5


Roosevelt School District
Quarterly Pacing


Quarter 1

Quarter 2 Quarter 3 Quarter 4
T
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e

N
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b
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r

S
y
s
t
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m

8.NS.A.1
8.NS.A.2




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&

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8.EE.A.2

8.EE.A.1
8.EE.A.3
8.EE.A.4
8.EE.C.7a
8.EE.C.7b




8.EE.B.5
8.EE.B.6

8.EE.C.8a
8.EE.C.8b
8.EE.C.8c


F
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8.F.A.1
8.F.A.2
8.F.A.3
8.F.B.4
8.F.B.5

G
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m
e
t
r
y


8.G.A.1
8.G.A.2
8.G.A.3
8.G.A.4
8.G.A.5

8.G.B.6
8.G.B.7
8.G.B.8
8.G.C.9

S
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t
i
s
t
i
c
s

&

P
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b
a
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8.SP.A.1
8.SP.A.2
8.SP.A.3
8.SP.A.4
M
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P
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8.MP.1
8.MP.2
8.MP.3
8.MP.4
8.MP.5
8.MP.6
8.MP.7
8.MP.8
8.MP.1
8.MP.2
8.MP.3
8.MP.4
8.MP.5
8.MP.6
8.MP.7
8.MP.8
8.MP.1
8.MP.2
8.MP.3
8.MP.4
8.MP.5
8.MP.6
8.MP.7
8.MP.8
8.MP.1
8.MP.2
8.MP.3
8.MP.4
8.MP.5
8.MP.6
8.MP.7
8.MP.8
Quarter 4 is an opportunity for teachers to ensure mastery of 8
th
grade math standards by all students. If mastery
is evident and time permits, teachers are encouraged to increase the rigor of targeted 8
th
grade standards and/or
begin introducing algebra content in preparation for their transition to high school.
6

8
th
Grade Units of Learning
Semester 1
Quarter 1 Quarter 2
Unit 1
Similarity,
Congruency, &
Transformations
Unit 2
Angle
Relationships
Unit 3
Numeration
Unit 4
Exponents and
Scientific
Notation
Unit 5
Linear Equations
in One Variable
Unit 6
Pythagorean
Theorem
Unit 7
3-Dimensional
Figures
Duration: 2 weeks
Location: page 10
Duration: 2 weeks
Location: page 14
Duration: 3 weeks
Location: page 17
Duration: 3 weeks
Location: page 20
Duration: 2 weeks
Location: page 22
Duration: 2 weeks
Location: page 24
Duration: 2 weeks
Location: page 26
8.G.A.1a 8.G.A.5 8.NS.A.1 8.EE.A.1 8.EE.C.7a 8.G.B.7 8.G.C.9
8.G.A.1b 8.NS.A.2 8.EE.A.3 8.EE.C.7b 8.G.B.8
8.G.A.1c 8.EE.A.2 8.EE.A.4 8.G.B.6
8.G.A.2
8.G.A.3
8.G.A.4

Semester 2
Quarter 3 Quarter 4
Unit 8
Functions
Unit 9
Linear Functions
Unit 10
Linear Models and
Tables
Unit 11
Systems of Linear
Equations
Unit 12
Data Analysis
Unit 13
Culiminating
Project

Duration: 2 weeks
Location: page 28
Duration: 3.5 weeks
Location: page 30
Duration: 3.5 weeks
Location: page 33
Duration: 2 weeks
Location: page 36
Duration: 2 weeks
Location: page 38
If time permits
8.F.A.1 8.EE.B.5 8.F.B.4 8.EE.C.8a 8.SP.A.1 ALL Standards
8.F.A.2 8.EE.B.6 8.F.B.5 8.EE.C.8b 8.SP.A.2 Introduce Algebra:
Graph Linear
Inequalities
8.F.A.3 8.EE.C.8c 8.SP.A.3
8.SP.A.4 Within/out context



7

Mathematical Practices Eighth Grade
Standards Explanations and Examples
Students are expected to:

8.MP.1.
Make sense of problems and
persevere in solving them.
In grade 8, students solve real world problems through the application of algebraic
and geometric concepts. Students seek the meaning of a problem and look for
efficient ways to represent and solve it. They may check their thinking by asking
themselves, What is the most efficient way to solve the problem?, Does this make
sense?, and Can I solve the problem in a different way?.

8.MP.2.
Reason abstractly and
quantitatively.
In grade 8, students represent a wide variety of real world contexts through the use
of real numbers and variables in mathematical expressions, equations, and
inequalities. They examine patterns in data and assess the degree of linearity of
functions. Students contextualize to understand the meaning of the number or
variable as related to the problem and decontextualize to manipulate symbolic
representations by applying properties of operations.
8.MP.3.
Construct viable arguments
and critique the reasoning of
others.
In grade 8, students construct arguments using verbal or written explanations
accompanied by expressions, equations, inequalities, models, and graphs, tables, and
other data displays (i.e. box plots, dot plots, histograms, etc.). They further refine
their mathematical communication skills through mathematical discussions in which
they critically evaluate their own thinking and the thinking of other students. They
pose questions like How did you get that?, Why is that true? Does that always
work? They explain their thinking to others and respond to others thinking.
8.MP.4.
Model with mathematics.
In grade 8, students model problem situations symbolically, graphically, tabularly,
and contextually. Students form expressions, equations, or inequalities from real
world contexts and connect symbolic and graphical representations. Students solve
systems of linear equations and compare properties of functions provided in
different forms. Students use scatter plots to represent data and describe
associations between variables. Students need many opportunities to connect and
explain the connections between the different representations. They should be able
to use all of these representations as appropriate to a problem context.
8.MP.5.
Use appropriate tools
strategically.
Students consider available tools (including estimation and technology) when solving
a mathematical problem and decide when certain tools might be helpful. For
instance, students in grade 8 may translate a set of data given in tabular form to a
graphical representation to compare it to another data set. Students might draw
pictures, use applets, or write equations to show the relationships between the
angles created by a transversal.

8.MP.6.
Attend to precision.
In grade 8, students continue to refine their mathematical communication skills by
using clear and precise language in their discussions with others and in their own
reasoning. Students use appropriate terminology when referring to the number
system, functions, geometric figures, and data displays.

8.MP.7.
Look for and make use of
structure.
Students routinely seek patterns or structures to model and solve problems. In grade
8, students apply properties to generate equivalent expressions and solve equations.
Students examine patterns in tables and graphs to generate equations and describe
relationships. Additionally, students experimentally verify the effects of
transformations and describe them in terms of congruence and similarity.

8.MP.8.
Look for and express
regularity in repeated
reasoning.
In grade 8, students use repeated reasoning to understand algorithms and make
generalizations about patterns. Students use iterative processes to determine more
precise rational approximations for irrational numbers. During multiple opportunities
to solve and model problems, they notice that the slope of a line and rate of change
are the same value. Students flexibly make connections between covariance, rates,
and representations showing the relationships between quantities.


8

Using the Curriculum Maps
The Districts curriculum maps are designed to guide teachers through the instructional planning
process. Information in Stage 1 reflects desired learning outcomes for students within a particular topic
and time frame. In addition, the information in Stage 1 provides teachers background knowledge and
examples of student tasks.
In Stage 2, teachers develop an assessment plan to monitor student progress toward learning the
desired skills and concepts established in Stage 1. In addition, the plan outlines the evidence teachers
will collect to determine the depth of understanding their students have gained.
Stage 3 is designed for teachers to look ahead and plan student learning experiences over a specified
period of time. At this point, teachers analyze the desired results and the evidence that will be collected
to create a road map of daily learning objectives. Stage 3 is intended to serve as a catalyst to daily
lesson planning; however, it does not take the place of the traditional lesson plans created by teachers.
Daily lesson plans will be an extension of the work with curriculum maps. Daily plans include the details
necessary for successful instructional design and delivery (i.e., objectives, materials, strategies,
resources, etc.).

































Stage 1
Identify Desired Results
Enduring Understandings Big Ideas
Guiding Questions
Skills and Knowledge
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
9

Roosevelt School District
Curriculum Map Mathematics
Planning for Instruction

Topic Grade Level
Pacing Quarter

STAGE 2 Assessment Evidence
Summative Measures:
-












Formative Measures (both formal and/or informal)
-
















STAGE 3 Learning Plan
Daily Objectives and/or Tasks:
-

























10

Roosevelt School District
Eighth Grade Curriculum Map Mathematics

Topic Similarity, Congruence & Transformations Quarter 1
Pacing 2 weeks Sequence 1

STAGE 1 Desired Results
Standards:

8.G.A.1. Verify experimentally the 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.A.2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first
by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits
the congruence between them.
8.G.A.3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using
coordinates.
8.G.A.4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a
sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a
sequence that exhibits the similarity between them.

Mathematical Practices:
8.MP.1. Make sense of problems and persevere in solving them.
8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.6. Attend to precision.
8.MP.7. Look for and make use of structure.

Enduring Understandings:
- Symmetry and transformations are evident in
nature and man-made objects.

Guiding Questions:
- How do transformations affect the measures and
coordinates of a figure?
Students will know..
- A transformation is an operation that creates an image from a pre-image.
- Rigid transformations create congruent figures.
- A translation is a rigid transformation that moves every point on a figure a given distance in a given direction.
- A reflection is a rigid transformation that creates a mirror image of the original figure.
- A rotation is a rigid transformation that turns an image about a point inside or outside the figure.
- Non-rigid transformations create similar figures.
- A dilation is a non-rigid transformation that enlarges or reduces a figure by a scale factor.
o Scale factors greater than one produce enlargements
o Scale factors less than one produce reductions.

Students will be able to
- Identify translations, reflections, and rotations.
- Verify experimentally that rotated, reflected, and translated figures/images are congruent to the pre-image.
- Model translations, reflections, and rotations on the coordinate grid following given conditions.
- Use coordinates to describe the effect of translations and reflections on two-dimensional figures on the coordinate
plane.
- Use coordinates to describe the effect of 90, 180, and 270 clockwise and counter-clockwise rotations on two-
dimensional figures on the coordinate plane.
- Describe the relationship between the transformation and the coordinates.
- Given two congruent figures, describe a sequence that exhibits the congruence between them.
- Identify dilations.
- Verify experimentally that dilated images/figures are similar to the pre-image.
11

- Model dilations on the coordinate grid following given conditions.
- Use coordinates to describe the effect of dilations on two-dimensional figures on the coordinate plane.
- Describe the relationship between the coordinates of the pre-image, the image, and the scale factor following a
dilation from the origin.
- Given two similar figures, describe a sequence that exhibits the similarity between them.

Skills/Knowledge from Previous Years to Support this Cluster:
- Congruent figures are the same shape and size; their sides and angles have the same measure.
- Similar figures are the same shape but necessarily the same size. Their angle measures are the same, but their sides
are proportional.

Instructional Resources:
- Holt Course 3
5-7 Transformations
5-8 Tessellations & Symmetry
- CMP2: Kaleidoscopes, Hubcaps,
and Mirrors, Stretching &
Shrinking
Academic Vocabulary:
- degree
- axis
- origin
- congruent
- similar
- rigid transformation
- non-rigid transformation
- clockwise
- counter-clockwise
- translation
- reflection
- rotation
- dilation

Common Errors / Misconceptions:

Students often confuse situations that require adding with multiplicative situations in regard to scale factor. Providing
experiences with geometric figures and coordinate grids may help students visualize the difference.
Examples and/or Explanations:

8.G.A.1 Students need multiple opportunities to explore the transformations of figures. Students use compasses,
protractors, and rulers or technology to explore figures created from translations, reflections, and rotations.
Characteristics such as lengths of line segments, angle measures, and parallel lines are explored before the
transformation (pre-image) and after the transformation (image). Students understand that these transformations
produce congruent images and are known as rigid transformations.

8.G.A.2 this standard is the students introduction to congruency. Congruent figures have the same size and shape.
Translations, reflections, and rotations are examples of rigid transformations. A rigid transformation is one in which the
pre-image and the image are congruent. Students examine two figures to determine congruency by identifying the rigid
transformation(s) that produced the figures. Students recognize the symbol for congruency () and write statements of
congruency.

Examples:
- Is Figure A congruent to Figure A? Explain how you know.








- Describe the sequence of transformations that results in the transformation of Figure A to Figure A.











12

8.G.A.3 Students identify resulting coordinates from translations, reflections, and rotations (90, 180, and 270 both
clockwise and counterclockwise), recognizing the relationship between the coordinates and the transformation.

Translation: A translation is a transformation of an object that moves the object so that every point of the object moves
in the same direction as well as the same distance. In a translation, the translated object is congruent to its pre-image.
- has been translated 7 units to the right and 3 units up. To get from A (1,5) to A (8,8), move A 7 units to
the right (from x = 1 to x = 8) and 3 units up (from y = 5 to y = 8). Points B + C also move in the same direction (7
units to the right and 3 units up).


Reflection: A reflection is a transformation that flips an object across a line of reflection (in a coordinate grid the line of
reflection may be the x or y axis). In a reflection, the rotated object is congruent to its pre-image. When an object is
reflected across the y axis, the reflected x coordinate is the opposite of the pre-image x coordinate.

Rotation: A rotated figure is a figure that has been turned about a fixed point. This is called the center of rotation. A
figure can be rotated up to 360. Rotated figures are congruent to their pre-image figures.
- Consider when is rotated 180 clockwise about the origin. The coordinates of are D(2,5), E(2,1),
and F(8,1). When rotated 180, has new coordinates D(-2,-5), E(-2,-1) and F(-8,-1). Each coordinate
is the opposite of its pre-image.

Additionally, students recognize the relationship between the coordinates of the pre-image, the image, and the scale
factor following a dilation from the origin. Dilations are non-rigid transformations that enlarge or reduce the size of a
figure using a scale factor. A dilation is a transformation that moves each point along a ray emanating from a fixed
center, and multiplies distances from the center by a common scale factor. In dilated figures, the dilated figure is similar
to its pre-image.

8.G.A.4 This is the students introduction to similarity and similar figures. Students understand similar figures have
angles with the same measure and sides that are proportional. Similar figures are produced from dilations. Students
describe the sequence that would produce similar figures, including the scale factor. Students understand that a scale
factor greater than one will produce an enlargement, while a scale factor less than one will produce a reduction in size.







ABC A
DEF A DEF A
' ' ' F E D A
13

Examples:
- Is Figure A similar to Figure A? Explain how you know.



- Describe the sequence of transformations that results in the transformation of Figure A to Figure A.















14

Roosevelt School District
Grade - Curriculum Map Mathematics

Topic Angle Relationships Quarter 1
Pacing 2 weeks Sequence 2

STAGE 1 Desired Results
Standards:

8.G.A.5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles
created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. 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.

Mathematical Practices:

8.MP.2. Reason abstractly and quantitatively.
8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.7. Look for and make use of structure.

Enduring Understandings:
- Geometric properties make it possible to use known
measures to determine unknown measures.

Guiding Questions:
- What are the relationships between the angles
created by parallel lines and a transversal?
- How can the relationships created by parallel lines and
a transversal help determine missing measures?
- How can the properties of the angles of a triangle be
modeled?
- How can angle measures help determine if triangles
are similar?
Students will know..
- A transversal intersects a system of lines.
- There are relationships between the angles created by intersecting lines.
- Alternate exterior and alternate interior angles are congruent.
- Corresponding angles are congruent.
- The sum of consecutive angles is 180.
- The sum of the measures of the interior angles of a triangle is 180.
- The angle-angle criterion states that if the two angles of one triangle are the same measure as the corresponding
two angles of another triangle, then the triangles are similar.
- The measure of an exterior angle of a triangle is equal to the sum of the measures of the two non-adjacent interior
angles.

Students will be able to..
- Identify alternate interior, alternate exterior, and corresponding angles.
- Measure angles created by parallel lines cut by a transversal.
- Form conjectures about the relationship between these angles.
- Test conjectures by measuring different sets of angles created by parallel lines cut by a transversal and comparing
the results.
- Use informal verbal and written arguments to establish facts about the angles created by parallel lines cut by a
transversal.
- Use these relationships to find the measure of missing angles.
- Identify interior and exterior angles of triangles.
- Measure and manipulate triangles to determine that the sum of the interior angles is 180.
- Use informal verbal and written arguments to establish that the sum of the interior angles of a triangle is 180
(Triangle Sum Theorem).
- Use the Triangle Sum Theorem to find the measure of missing angles.
15

- Measure and manipulate triangles to determine that if the two angles of one triangle are the same measure as the
corresponding two angles of another triangle, then the triangles are similar (angle-angle criterion for similarity of
triangles).
- Use informal verbal and written arguments to establish the angle-angle criterion for similarity of triangles
- Use the angle-angle criterion to determine if triangles are similar.
- Measure and manipulate triangles to determine that the measure of an exterior angle of a triangle is equal to the
sum of the measures of the two non-adjacent interior angles.
- Use informal verbal and written arguments to establish that the measure of an exterior angle of a triangle is equal to
the sum of the measures of the two non-adjacent interior angles.
- Use the relationship between the exterior and interior angles of a triangle to find missing angle measures.

Skills/Knowledge from Previous Years to Support this Cluster:
- Parallel lines never intersect.
- Identify supplementary, complementary, adjacent and vertical angles.
- Solve multi-step problems involving supplementary, complementary, vertical and adjacent angles by writing and
solving equations for an unknown angle in a figure.

Instructional Resources:
- Holt Course 3: 5-2 Parallel and Perpendicular Lines
5-3 Triangles

Additional resources needed for angle-angle criterion for
similarity of triangles
Academic Vocabulary:
- angle-sum theorem
- interior angles
- exterior angles
- angle-angle criterion for
similarity
- parallel lines
- transversal
- alternate interior angles
- alternate exterior angles
- corresponding angles
- consecutive angles
Examples and/or Explanations:

8.G.A.5 Students use exploration and deductive reasoning to determine relationships that exist between angle sums and
exterior angle sums of triangles, angles created when parallel lines are cut by a transversal, and the angle-angle criterion
for similarity of triangles. Students make conjectures about the relationship between the measure of an exterior angle
and the other two angles of a triangle. Using these relationships, students use deductive reasoning to find the measure
of missing angles.

Students construct parallel lines and a transversal to examine the relationship between the created angles. Students
recognize vertical angles, adjacent angles, and supplementary angles from 7
th
grade and build on these relationships to
identify other pairs of congruent angles. Using these relationships, students find the measure of missing angles.

Students construct various triangles having line segments of different lengths but with two corresponding congruent
angles. Comparing ratios of sides will produce a constant scale factor, meaning the triangles are similar.

Examples: Students can informally prove relationships with transversals.
- Show that m + m + m = 180 if l and m are parallel lines and t
1
& t
2
are transversals.
+ + = 180. Angle 1 and Angle 5 are congruent because they are corresponding angles ( ).
can be substituted for .
: because alternate interior angles are congruent.
can be substituted for
.

Therefore m + m + m = 180



3 Z 4 Z 5 Z
1 Z 2 Z 3 Z 1 5 Z ~ Z
1 Z 5 Z
2 4 Z ~ Z
4 Z 2 Z
3 Z 4 Z 5 Z
16

Students can informally conclude that the sum of a triangle is 180
o
(the angle-sum theorem) by applying their
understanding of lines and alternate interior angles.
- In the figure below, line x is parallel to line yz:

Angle a is 35
o
because it alternates with the angle inside the triangle that measures 35
o
. Angle c is 80
o
because it
alternates with the angle inside the triangle that measures 80
o
. Because lines have a measure of 180
o
, and angles a + b
+ c form a straight line, then angle b must be 65
o
(180 35 + 80 = 65). Therefore, the sum of the angles of the triangle is
35
o
+ 65
o
+ 80
o
= 180.



17

Roosevelt School District
Eighth Grade Curriculum Map Mathematics

Topic Numeration Quarter 1
Pacing 3 weeks Sequence 3

STAGE 1 Desired Results
Standards:

8.NS.A.1. Know that numbers that are not rational are called irrational. Understand informally that every number has a
decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal
expansion which repeats eventually into a rational number.
8.NS.A.2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them
approximately on a number line diagram, and estimate the value of expressions (e.g., t
2
).
8.EE.A.2. Use square root and cube root symbols to represent solutions to equations of the form x
2
= p and x
3
= 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.

Mathematical Practices:
8.MP.1. Make sense of problems and persevere in solving them.
8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.6. Attend to precision.
8.MP.8. Look for and express regularity in repeated reasoning.
Enduring Understandings:
- The real number system is composed of rational and
irrational numbers. Irrational numbers can be
approximated by rational numbers.
- Fractions and decimals are different ways to represent
part/whole relationships.
Guiding Questions:
- What are the differences between rational and
irrational numbers?

Students will know..
- Rational numbers are numbers that can be written as a fraction.
- A rational numbers decimal representation eventually terminates or repeats.
- Irrational numbers cannot be written as a fraction.
- An irrational numbers decimal representation does not end and does not repeat.
- Common irrational numbers (, , )
- Real numbers consist of all rational and irrational numbers.
- The square root of a number is one of its two equal factors and is not always a whole number.
- The cube root of a number is one of its three equal factors and is not always a whole number.
- Non-perfect square roots and cube roots are irrational.
Students will be able to..
- Convert non-terminating repeating decimals to fractions.
- Evaluate square roots of small perfect squares.
- Evaluate cube roots of small perfect cubes.
- Solve equations of the form x
2
= p and x
3
= p, where p is a positive rational number using square root and cube root
symbols.
- Estimate the square root of a number that is not a perfect square by using perfect squares as benchmarks.
- Estimate the value of irrational numbers using rational approximations.
- Compare real numbers including very large and small rational and irrational numbers.
- Locate real numbers on a number line.
- Order a set of four real numbers including very large and small integers, and decimals and fractions close to zero.
Skills/Knowledge from Previous Years to Support this Cluster:
- Convert a rational number to a decimal using long division.
- Compare rational numbers using benchmarks and various models and representations.
- Order at least three rational numbers using benchmarks, and various models and representations.
- Estimate the square root of a number that is not a perfect square by using perfect squares and consecutive whole
numbers as benchmarks.

18

Instructional Resources:
- Holt Course 3 TE 650 SE 670 Factors and Multiples,
TE 650 SE 671 Prime and Composite, TE 651 SE 672
GCF & LCM, 3-10 The Real Numbers, 3-1 Rational
Numbers, 3-8 Squares and Square Roots, 3-9 Finding
Square Roots, Lab 3B Explore Cubes and Cube Roots
8-1 Relating Decimals, Fractions, and Percents; TE
652 SE 678 Compare and Order Rational Numbers

SE = Student Edition TE= Teacher Edition
Academic Vocabulary:

- rational number
- irrational number
- real number
- terminating decimal
- non-terminating decimal
- repeating decimal
- square root
- cube root
- perfect square
- perfect cube
- base
- exponent
Common Errors / Misconceptions:

Some students are surprised that the decimal representation of pi does not repeat. Some students believe that if we
keep looking at digits farther and farther to the right, eventually a pattern will emerge.

A few irrational numbers are given special names ( and ), and much attention is given to . Because we name so few
irrational numbers, student 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.
Examples and/or Explanations:

8.NS.A.1 Students distinguish between rational and irrational numbers. Students can use graphic organizers to show the
relationship between the subsets of the real number system.



Students recognize that the decimal equivalent of a fraction will either terminate or repeat. This understanding builds on
work in 7
th
grade when students use long division to distinguish between repeating and terminating decimals. Students
convert repeating decimals into their fraction equivalent using patterns or algebraic reasoning.
- Change 0.4 to a fraction. Let x = 0.4444

10x = 4.4444
x = 0.4444
9x = 4
x =

Additionally, students can investigate repeating patterns that occur when fractions have a denominator of 9, 99, or 11.
-

= 0.

= 0.

8.NS.A.2 Students locate rational and irrational numbers on the number line. Students compare and order rational and
irrational numbers. Additionally, students understand that the value of a square root can be approximated between
integers and that non-perfect square roots are irrational. Students also recognize that square roots may be negative.
Common irrational numbers that students should be able to estimate include , , and .
- Approximate the value of to the nearest hundredth.

Solution: Students start with a rough estimate based upon perfect squares. falls between 2 and 3 because 5
falls between 2
2
= 4 and 3
2
= 9. The value will be closer to 2 than to 3. Students continue the iterative process
with the tenths place value. falls between 2.2 and 2.3 because 5 falls between 2.2
2
= 4.84 and 2.3
2
= 5.29.
The value is closer to 2.2. Further iteration shows that the value of is between 2.23 and 2.24 since 2.23
2
is
t 2 3
5
5
5
5
19

4.9729 and 2.24
2
is 5.0176.

- Compare 2 and 3 by estimating their values, plotting them on a number line, and making comparative
statements.


Solution: Statements for the comparison could include:
2 is approximately 0.3 less than 3
2 is between the whole numbers 1 and 2
3 is between 1.7 and 1.8

- Which list of numbers is in order from greatest to least?
- 7/2, 7.68,

8.EE.A.2 Students recognize that squaring a number and taking the square root of a number are inverse operations.
Likewise, cubing a number and taking the cube root are inverse operations. This understanding is used to solve
equations containing square or cube numbers. Equations may include rational numbers such as x =

. Note, both the

numerator and denominator are perfect squares or cubes.

Students recognize perfect squares and cubes, understanding that non-perfect squares and non-perfect cubes are
irrational. Students understand that in geometry, a square root is the length of the side of a square and a cube root is
the length of the side of a cube. The value of p for square root and cube root equations must be positive.
- and
- and
- Solve
Solution:


- Solve
Solution:






9 3
2
= 3 9 =
27
1
3
1
3
1
3
3
3
=
|
|
.
|

\
|
= |
.
|

\
|
3
1
27
1
27
1
3
3
3
= =
9
2
= x
9
2
= x
x
2
= 9
3 = x
8
3
= x
8
3
= x
3 3 3
8 = x
2 = x
20

Roosevelt School District
Eighth Grade Curriculum Map Mathematics

Topic Exponents and Scientific Notation Quarter 2
Pacing 3 weeks Sequence 1

STAGE 1 Desired Results
Standards:
8.EE.A.1. Know and apply the properties of integer exponents to generate equivalent numerical expressions.
8.EE.A.3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very
small quantities, and to express how many times as much one is than the other. For example, estimate the population of
the United States as 310
8
and the population of the world as 710
9
, and determine that the world population is more
than 20 times larger.
8.EE.A.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and
scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large
or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been
generated by technology.

Mathematical Practices:
8.MP.1. Make sense of problems and persevere in solving them.
8.MP.2. Reason abstractly and quantitatively.
8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.6. Attend to precision.
8.MP.7. Look for and make use of structure.
8.MP.8. Look for and express regularity in repeated reasoning.

Enduring Understandings:
- The properties of the real number system and the
order of operations aid in carrying out calculations.
Guiding Questions:
- What is the effect of multiplying/dividing a rational
number by a number less than zero, a number between
zero and one, and a number greater than one?
- What is the relationship between a base and its
exponent?
- Why do the laws of exponents make sense?
- How is scientific notation useful?
- How do you know if your answer makes sense?
Students will know..
- Any non-zero number raised to the zero power is 1.
- Any number raised to a negative power is 1 divided by that number raised to the positive power.
- When multiplying expressions with the same base, the exponents are added.
- When dividing expressions with the same base, the exponents are subtracted.
- When raising a power to a power, the exponents are multiplied.
- When a product of quotient is raised to a power, each factor is raised to that power.
- Scientific notation is a way to write very small or very large numbers, using powers of 10.

Students will be able to..
- Use the order of operations and mathematical properties to simplify numerical expressions, which include integers,
fractions, decimals, absolute value, powers, and square roots of perfect squares and cube roots of perfect cubes.
- Apply the properties of integer exponents when multiplying, dividing, and raising a power to a power, to generate
equivalent expressions.
- Identify the scientific notation of a number given in standard form.
- Identify the standard form of a number given in scientific notation.
- Convert between standard form and scientific notation including positive and negative exponents in context.
- Given quantities written in scientific notation, express how many times larger or smaller one is than the other.
- Enter scientific notation into calculators or other technology using E or EE, *, and ^ symbols.
- Recognize scientific notation as generated on calculators or other technology.
21

- Use multiplication properties of exponents and scientific notation to simplify expressions.
- Use division properties of exponents and scientific notation to simplify expressions.

Skills/Knowledge from Previous Years to Support this Cluster:
- Use the order of operations and mathematical properties to simplify numeric expressions involving integers,
fractions, and decimals.
- Convert between standard form and scientific notation involving positive exponents.

Instructional Resources:
- Holt Course 3: TE 652 SE 676 Order of Operations, TE 652
SE 679 Absolute Value, 2-1 Add Integers, 2-2 Subtract
Integers, 2-3 Multiply and Divide Integers, 2-9 Scientific
Notation, 2-6 Evaluate Expressions with Exponents
- Holt Algebra: 7-1 Integer Exponents, 7-2 Powers of 10 and
Scientific Notation, 7-3 Lab Explore Properties of
Exponents, 7-3 Multiplication Properties of Exponents, 7-4
Division Properties of Exponents

SE = Student Edition TE= Teacher Edition
Academic Vocabulary:
- absolute value
- square root
- cube root
- base
- exponent
- product of powers property
- power of a power property
- quotient of powers property
- scientific notation
- standard form
Common Errors / Misconceptions:

Students may make the relationship that in scientific notation, when a number contains only 1 digit and a positive
exponent, that the number of zeros is the same as the exponent. This pattern may incorrectly be applied to scientific
notation values with negative values of with more than one nonzero digit.

Students may mix up the product of powers property and the power of a power property.
Examples and/or Explanations:
Students are expected to simplify expressions containing absolute value and exponents, including zero.

-
-
8.EE.A.1 Integer (positive and negative) exponents are used to generate equivalent numerical expressions when
multiplying, dividing, or raising a power to a power. Using numerical bases and the laws of exponents, students generate
equivalent expressions.
-
-
-
8.EE.A.3 Student express numbers in scientific notation. Students compare and interpret scientific notation quantities in
the context of the situation. If the exponent increases by one, the value increases 10 times. Students understand the
magnitude of the number being expressed in scientific notation and choose an appropriate corresponding unit. For
example, 3 x 10
8
is equivalent to 30 million, which represents a large quantity. Therefore this value will affect the unit
chosen.

8.EE.A.4 Students can convert decimal forms to scientific notation and use laws of exponents to simplify expressions.
Additionally, students understand scientific notation as generated on various calculators or other technology. In working
with calculators or spreadsheets, it is important that students recognize scientific notation. Students should recognize
that the output of 2.45E+23 is 2.45 x 10
23
and 3.5E-4 is 3.5 x 10
-4
. Students enter scientific notation using E or EE
(scientific notation), * (multiplication), and ^ (exponent) symbols.


13 ) 7 5 (
0
+ +
35 84 ) 7 2 (
3
1
2
+ +
25
64
5
4
2
3
=
256
1
4
1
4 4
4
4
4
4 7 3
7
3
= = = =

4
3
5
2
= 4
3

1
5
2
=
1
4
3

1
5
2
=
1
64

1
25
=
1
16, 000
22

Roosevelt School District
Eighth Grade Curriculum Map Mathematics

Topic Linear Equations in One Variable Quarter 2
Pacing 2 weeks Sequence 2

STAGE 1 Desired Results
Standards:
8.EE.C.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 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).
b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding
expressions using the distributive property and collecting like terms.
Mathematical Practices:
8.MP.1. Make sense of problems and persevere in solving them.
8.MP.2. Reason abstractly and quantitatively.
8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.6. Attend to precision.
8.MP.7. Look for and make use of structure.
8.MP.8. Look for and express regularity in repeated reasoning.
Enduring Understandings:
- Equations and inequalities can represent and be
used to solve some real-world problems.

Guiding Questions:
- How can algebraic equations help you represent and solve
problems?
- What kinds of problems can be represented and solved by
using inequalities?
- How do you read the graph of an inequality?
Students will know..
- Inverse operations are opposite operations that can be used to solve equations.
- Equations can have infinitely many solutions, one solution, or no solutions.
- An inequality is a number sentence that shows the relationship between quantities that are not equal.
- The solution(s) to an equation is/are the value(s) that make the equation true.
Students will be able to..
- Combine like terms
- Write one-variable equations to represent contextual situations.
- Use the distributive, associative, commutative, identity, zero, reflexive, and transitive property to solve equations in
one variable involving integers, fractions, and decimals.
- Determine if a linear equation in one variable has one, infinitely many, or no solutions by transforming a given
equation into simpler forms.
- Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions.
- Write one-variable inequalities to represent contextual situations.
- Solve one-variable inequalities in and out of context.

Instructional Resources: Holt Course 3
One-Step Equations
1-3 Solving Equations by Adding or Subtracting, 1-4 Solving Equations by Multiplying
and Dividing, 2-4 Solving Equations Containing Integers, 3-6 Solving Equations with
Rational Numbers

Two-Step and Multi-Step Equations and Inequalities
10-1 Solving Two-Step Equations, 10-2 Solving Multi-Step Equations, 10-3 Solving
Equations with Variables on Both Sides

CMP2: Thinking with Mathematical Models, Say It With Symbols
Academic Vocabulary:

- equation
- solve
- inverse operation
- transitive property
- reflexive property

23

Common Errors / Misconceptions:
Students may think that solutions always need to be a variable = a constant and/or that the variable is always on the left
side of an equation.
Examples and/or Explanations:
8.EE.C.7 Students solve one-variable equations with the variables being on both sides of the equal sign. Students
recognize that the solution to the equation is the value(s) of the variable which make a true equality when substituted
back into the equation. Equations shall include rational numbers, distributive property and combining like terms.

As students transform linear equations in one variable into simpler forms, they discover the equations can have one
solution, infinitely many solutions, or no solutions.

When the equation has one solution, the variable has one value that makes the equation true as in 12-4y=16. The only
value for y that makes this equation true is -1.

When the equation has infinitely many solutions, the equation is true for all real numbers as in 7x + 14 = 7 (x+2). As this
equation is simplified, the variable terms cancel leaving 14 = 14 or 0 = 0. Since the expressions are equivalent, the value
for the two sides of the equation will be the same regardless which real number is used for the substitution.

When an equation has no solutions it is also called an inconsistent equation. This is the case when the two expressions
are not equivalent as in 5x - 2 = 5(x+1). When simplifying this equation, students will find that the solution appears to be
two numbers that are not equal or -2 = 1. In this case, regardless which real number is used for the substitution, the
equation is not true and therefore has no solution.

Examples:
- Solve for x:
o
o
o
- Solve:
o
o







4 ) 7 ( 3 = + x
8 4 8 3 = x x
2 3 5 ) 1 ( 3 = + x x
7 ) 3 ( 7 = m
y y
3
1
4
3
3
2
4
1
=
24

Roosevelt School District
Eighth Grade Curriculum Map Mathematics

Topic Pythagorean Theorem Quarter 2
Pacing 2 weeks Sequence 3

STAGE 1 Desired Results
Standards:

8.G.B.7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and
mathematical problems in two and three dimensions.
8.G.B.8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
8.G.B.6. Explain a proof of the Pythagorean Theorem and its converse.

Mathematical Practices:
8.MP.1. Make sense of problems and persevere in solving them.
8.MP.2. Reason abstractly and quantitatively.
8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.6. Attend to precision.
8.MP.7. Look for and make use of structure.
8.MP.8. Look for and express regularity in repeated reasoning.

Enduring Understandings:
- All right triangles share common characteristics and
have parts that relate to one another in the same way.
Guiding Questions:
- What is the Pythagorean Theorem and how can you
prove it?
- How can the Pythagorean Theorem be applied in real
life situations?
Students will know.
- The Pythagorean Theorem states that in a right triangle the square of the hypotenuse is equal to the sum of the
squares of the legs (a
2
+b
2
=c
2
).
- Pythagorean Triples consists of three positive integers a, b, and c such that a
2
+b
2
=c
2
.
- The midpoint is a point exactly in the middle of a line segment that divides a line segment into two congruent line
segments.
Students will be able to..
- Identify the legs and hypotenuse of right triangles.
- Explain a proof of the Pythagorean Theorem.
- Explain the converse of the Pythagorean Theorem.
- Apply the Pythagorean Theorem to determine unknown side lengths in mathematical problems.
- Apply the Pythagorean Theorem to determine unknown side lengths in real-world situations.
- Apply the Pythagorean Theorem to find the distance between two points on the coordinate plane.
- Make and test a conjecture about how to find the midpoint between any two points on the coordinate plane.

Instructional Resources:
- Holt Course 3 Hands on Lab 6A Explore Right
Triangles 6-3 The Pythagorean Theorem
- CMP2: Looking for Pythagoras
Academic Vocabulary:
- right triangle
- legs
- hypotenuse
- Pythagorean Theorem
- Pythagorean Triplets
- proof
- converse


Common Errors / Misconceptions:

When finding the square root of a number, students may mistakenly divide the number by 2.
25

Examples and/or Explanations:

8.G.B.6 Students explain the Pythagorean Theorem as it relates to the area of the squares coming off of all sides of a
right triangle. Students also understand that given three side lengths with this relationship forms a right triangle.

Students should verify, using a model, that the sum of the squares of the legs is equal to the square of the hypotenuse in
a right triangle. Students should also understand that if the sum of the squares of the 2 smaller legs of a triangle is equal
to the square of the third leg, then the triangle is a right triangle.

8.G.B.7 Through authentic experiences and exploration, students should use the Pythagorean Theorem to solve
problems. Problems can include working in both two and three dimensions. Students should be familiar with the
common Pythagorean triplets.

8.G.B.8 One application of the Pythagorean Theorem is finding the distance between two points on the coordinate
plane. Students build on work from 6
th
grade (finding vertical and horizontal distances on the coordinate plane) to
determine the lengths of the legs of the right triangle drawn connecting the points. Students understand that the line
segment between the two points is the length of the hypotenuse. The use of the distance formula is not an expectation.

Example:
- Students will create a right triangle from the two points given (as shown in the diagram below) and then use the
Pythagorean Theorem to find the distance between the two given points.





26

Roosevelt School District
Eighth Grade Curriculum Map Mathematics

Topic 3-Dimensional Figures Quarter 2
Pacing 2 weeks Sequence 4

STAGE 1 Desired Results
Standards:
8.G.C.9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and
mathematical problems.

Mathematical Practices:
8.MP.1. Make sense of problems and persevere in solving them.
8.MP.2. Reason abstractly and quantitatively.
8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.6. Attend to precision.
8.MP.7. Look for and make use of structure.
8.MP.8. Look for and express regularity in repeated reasoning.

Enduring Understandings:
- Three-dimensional figures are composed of two-
dimensional figures.
- Volume is a three-dimensional measure of capacity.

Guiding Questions:
- What is the relationship between the formulas for the
volume of cylinders and the volume of cones?
- What is the relationship between the formulas for the
volume of cylinders and the volume of spheres?

Students will know..
- Volume is the measure of the capacity of a 3-D shape in cubic units.
- Formula for the volume of cylinders
- Formula for the volume of cones
- Formula for the volume of spheres

Students will be able to..
- Use the formula for the volume of cylinders to solve real-world and mathematical problems.
- Determine and explain the relationship between the volume of cylinders and the volume of cones.
- Use the formula for the volume of cones to solve real-world and mathematical problems.
- Determine and explain the relationship between the volume of cylinders and the volume of spheres.
- Use the formula for the volume of spheres to solve real-world and mathematical problems.
- Predict the result of increasing or decreasing various measurements in cones, cylinders, and spheres.

Skills/Knowledge from Previous Years to Support this Cluster:
- Names of common two-dimensional shapes
- Identify cylinders, cones, and spheres
- Calculate area of circles
- Calculate volume of rectangular prisms

Instructional Resources:
- Holt Course 3: 6-6 Volume of Cylinders 6-7
Volume of Cones, 6-10 Spheres
- CMP2: Filling and Wrapping

Academic Vocabulary:

- three-dimensional
- cross-section
- cylinder
- cone
- sphere
- area
- volume
- cubic units
- base
- height
- pi ()

27

Common Errors / Misconceptions:

A common misconception is that volume is a number that results from substituting other numbers into a formula.
For these students, there is no recognition that volume is a measure related to the amount of space occupied. If
students do not have an understanding of volume as a measure, it is important to provide opportunities for hands on
experiences where students fill three-dimensional objects. Beginning with right rectangular prisms and filling them
with cubes will help students understand why the units for volume are cubed.

Examples and/or Explanations:

To connect to the later units focusing on ratios and proportions, students need multiple opportunities to engage in
reducing or increasing various measurements in solids and analyzing the impact on surface area and volume.

8.G.C.9 Students build on understandings of circles and volume from 7
th
grade to find volume of cylinders, cones, and
spheres. Students understand the relationship between the volume of cylinders and cones, and cylinders and spheres to
the corresponding formulas.

Example:

- James wanted to plant pansies in his new planter. He wondered how much potting soil he should buy to fill
it. Use the measurements in the diagram below to determine the planters volume.





28

Roosevelt School District
Eighth Grade Curriculum Map Mathematics

Topic Functions Quarter 3
Pacing 2 weeks Sequence 1

STAGE 1 Desired Results
Standards:
8.F.A.1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the
set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
8.F.A.2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically
in tables, or by verbal descriptions).

Mathematical Practices:
8.MP.1. Make sense of problems and persevere in solving them.
8.MP.2. Reason abstractly and quantitatively.
8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.6. Attend to precision.
8.MP.7. Look for and make use of structure.
8.MP.8. Look for and express regularity in repeated reasoning.

Enduring Understandings:
- Relationships can be represented using equations,
graphs, tables, and words.
- Some representations make relationships easier to
identify and interpret.

Guiding Questions:
- How do the different terms in an equation affect its
graphical representation?
- How do you know if a function is linear?
- What is the relationship between proportional
relationships, linear equations, and functions?
Students will know..
- A function is a rule that defines a relationship between two sets of numbers in which each input has exactly one
output.
- A functions domain is the set of all possible inputs.
- A functions range is all possible outputs.
- The ordered pairs for a graph of a function consist of an input and the corresponding output.
- In the graph of a proportional relationship, the unit rate is the slope of the line (rise/run).
- The intercepts are the points where the graph of an equation crosses the x- and/or y- axis.

Students will be able to..
- Identify if a graph, table, or equation is a function and justify the reason.
- Describe the functional relationship between two quantities by analyzing a graph.
- Match a graph to function that has been described verbally
- Determine the rate of change (slope) and y-intercept from a description of a linear relationship, a table, a graph, or
from two points.
- Interpret the slope and y-intercept in terms of the situation and in terms of its graph or its table of values.
- Compare the properties of two functions represented in different ways (algebraically, graphically, verbally, or
numerically in a table).

Skills/Knowledge from Previous Years to Support this Cluster:
- A proportion is a statement of equality between two ratios.
- In a proportional relationship there are an infinite number of ratios equal to the lowest terms or constant ratio.
- On the graph of a proportional relationship, the point (1, r) is the unit rate.
- Write simple algebraic equations to represent real-world and mathematical problems.
- Translate between graphs and tables that represent a linear equation.

29

Instructional Resources:
Holt Course 3 1-9 Interpreting Graphs and Tables, 11-1
Graphing Linear Equations, 11-2 Slope of a Line, 11-3 Using
Slopes and Intercepts, 11-4 Point-Slope Form, 12-4
Functions, 12-5 Linear Functions

Academic Vocabulary:

- term
- intercept
- slope (rate of change)
- similar triangles
- input
- output
- linear function
- non-linear function
- growth(increasing,
decreasing, constant)
Common Errors / Misconceptions:

Students often confuse a recursive rule with an explicit formula for a function. For example, after identifying that a
linear function shows an increase of 2 in the values of the output for every change in 1 in the input, some students will
represent the equation as y = x + 2 instead of realizing that this means y = 2x + b. When tables are constructed with
increasing consecutive integers for input values, then the distinction between the recursive and explicit formulas is
whether you are reasoning vertically or horizontally in the table. Both types of reasoning and both types of formulas
are important for developing proficiency with functions.

When input values are not increasing consecutive integers, some students have more difficulty indentifying the pattern
and calculating the slope. It is important that all students have experiences with such tables, so as to be sure that they
do not over-generalize from the easier examples.

Students may not pay attention to the scale on a graph, assuming that the scale units are always one. When making
axes for a graph, some students may not use equal intervals to create the scale.

Some students graph incorrectly because they dont understand that x usually represents the independent variable and
is plotted first and y represents the dependent variable and is plotted second. It should be emphasized that this is
merely a convention that makes it easier to communicate.
Examples and/or Explanations:
8.F.A.1 Students distinguish between functions and non-functions, using equations, graphs, and tables.
- The rule that takes x as input and gives x
2
+5x+4 as output is a function. Using y to stand for the output we can
represent this function with the equation y = x
2
+5x+4, and the graph of the equation is the graph of the
function. Students are not yet expected use function notation such as f(x) = x
2
+5x+4.
8.F.A.2 Students compare functions from different representations.
- Compare the two linear functions listed below and determine which equation represents a greater rate of
change.
Function 1: Function 2:


- Function 1: y= 2x +4 Function 2:
x y
-1 -6
0 -3
2 3








The function whose
input x and output y
are related by
y = 3x + 7

30

Roosevelt School District
Eighth Grade Curriculum Map Mathematics

Topic Linear Functions Quarter 3
Pacing 3.5 weeks Sequence 2

STAGE 1 Desired Results
Standards:
8.EE.B.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different
proportional relationships represented in different ways.
8.EE.B.6. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical
line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line
intercepting the vertical axis at b.
8.F.A.3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of
functions that are not linear.

Mathematical Practices:
8.MP.1. Make sense of problems and persevere in solving them.
8.MP.2. Reason abstractly and quantitatively.
8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.6. Attend to precision.
8.MP.7. Look for and make use of structure.
8.MP.8. Look for and express regularity in repeated reasoning.

Enduring Understandings:
- Relationships can be represented using equations,
graphs, tables, and words.
- Some representations make relationships easier to
identify and interpret.

Guiding Questions:
- How do the different terms in an equation affect its
graphical representation?
- How do you know if a function is linear?
- What is the relationship between proportional
relationships, linear equations, and functions?
Students will know..
- Equations of the form y = mx and y = mx + b are linear functions.
- The graph of a linear function forms a straight line.
- A nonlinear functions graph will not be a straight line.
- In the graph of a proportional relationship, the unit rate is the slope of the line (rise/run).
- The intercepts are the points where the graph of an equation crosses the x- and/or y- axis.
- The y-intercept is the value of y when x is equal to 0.
- The x-intercept is the value of x when y is equal to 0.
- Similar triangles have proportional corresponding side lengths.

Students will be able to..
- Give examples of functions that are not linear.
- Describe the functional relationship between two quantities by analyzing a graph.
- Match a graph to function that has been described verbally
- Sketch a graph to represent a function that has been described verbally.
- Using a graph, construct triangles between two points on a line to compare the ratio of the sides (ratio of rise to
run).
- Use the similar triangles to explain why the slope is the same between any two points on a line.
- Derive the equation y = mx for a line that passes through the origin (proportional relationship).
- Graph proportional relationships, interpreting the unit rate as the slope of the graph.
- Compare two proportional relationships represented in different ways (algebraically, graphically, verbally, or
numerically in a table).
- Derive the equation y = mx + b for a line intersecting the vertical axis at b.
- Determine the rate of change (slope) and y-intercept from a description of a linear relationship, a table, a graph, or
from two points.
31

- Use the slope and y-intercept to write a linear function in the form y=mx+b.
- Interpret the slope and y-intercept in terms of the situation and in terms of its graph or its table of values.
- Compare two different proportional relationships represented in different ways (algebraically, graphically, verbally,
or numerically in a table).

Skills/Knowledge from Previous Years to Support this Cluster:
- A proportion is a statement of equality between two ratios.
- In a proportional relationship there are an infinite number of ratios equal to the lowest terms or constant ratio.
- On the graph of a proportional relationship, the point (1, r) is the unit rate.
- Write simple algebraic equations to represent real-world and mathematical problems.
- Translate between graphs and tables that represent a linear equation.

Instructional Resources:
Holt Course 3 1-9 Interpreting Graphs and Tables, 11-1
Graphing Linear Equations, 11-2 Slope of a Line, 11-3 Using
Slopes and Intercepts, 11-4 Point-Slope Form, 12-4
Functions, 12-5 Linear Functions

Academic Vocabulary:

- term
- intercept
- slope (rate of change)
- similar triangles
- input
- output
- linear function
- non-linear function
- growth(increasing,
decreasing, constant)
Common Errors / Misconceptions:

Students often confuse a recursive rule with an explicit formula for a function. For example, after identifying that a
linear function shows an increase of 2 in the values of the output for every change in 1 in the input, some students will
represent the equation as y = x + 2 instead of realizing that this means y = 2x + b. When tables are constructed with
increasing consecutive integers for input values, then the distinction between the recursive and explicit formulas is
whether you are reasoning vertically or horizontally in the table. Both types of reasoning and both types of formulas
are important for developing proficiency with functions.

When input values are not increasing consecutive integers, some students have more difficulty in identifying the pattern
and calculating the slope. It is important that all students have experiences with such tables, so as to be sure that they
do not over-generalize from the easier examples.

Students may not pay attention to the scale on a graph, assuming that the scale units are always one. When making
axes for a graph, some students may not use equal intervals to create the scale.

Some students graph incorrectly because they dont understand that x usually represents the independent variable and
is plotted first and y represents the dependent variable and is plotted second. It should be emphasized that this is
merely a convention that makes it easier to communicate.
Examples and/or Explanations:
8.EE.B.5 Students build on their work with unit rates from grade 6 and proportional relationships in grade 7 to compare
graphs, tables, and equations of proportional relationships. Students identify the unit rate (or slope) in graphs, tables,
and equations to compare two or more proportional relationships.

Using graphs of experiences that are familiar to students increases accessibility and supports understanding and
interpretation of proportional relationships. Students are expected to both sketch and interpret graphs.

- Compare the scenarios to determine which represents a greater speed. Include a description of each scenario
including the unit rates in your explanation.
Scenario 1: Scenario 2:


y = 50x
x is time in hours
y is distance in miles
32

8.EE.B.6 Triangles are similar when there is a constant rate of proportion between them. Using a graph, students
construct triangles between two points on a line and compare the sides to understand that the slope (ratio of rise to run)
is equivalent between any two points on a line.
- Explain why is similar to , and deduce that has the same slope as . Express each line
as an equation.


8.F.A.3 Students use equations, graphs, and tables to categorize functions as linear or non-linear. Students recognize
that points on a straight line will have the same rate of change between any two points.

- Determine which of the functions listed below are linear and which are not linear and explain your reasoning.

o y = -2x
2
+ 3 non linear
o y = 2x linear
o A = r
2
non linear
o y = 0.25 + 0.5(x 2) linear





ACB A
DFE A AB BE
33

Roosevelt School District
Eighth Grade Curriculum Map Mathematics

Topic Linear Models and Tables Quarter 3
Pacing 3.5 weeks Sequence 3

STAGE 1 Desired Results
Standards:
8.F.B.4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and
initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a
table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models,
and in terms of its graph or a table of values.
8.F.B.5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the
function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a
function that has been described verbally.

Mathematical Practices:
8.MP.1. Make sense of problems and persevere in solving them.
8.MP.2. Reason abstractly and quantitatively.
8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.6. Attend to precision.
8.MP.7. Look for and make use of structure.
8.MP.8. Look for and express regularity in repeated reasoning.

Enduring Understandings:
- Relationships can be represented using equations,
graphs, tables, and words.
- Some representations make relationships easier to
identify and interpret.

Guiding Questions:
- How do the different terms in an equation affect its
graphical representation?
- How do you know if a function is linear?
- What is the relationship between proportional
relationships, linear equations, and functions?
Students will know..
- Equations of the form y = mx and y = mx + b are linear functions.
- The graph of a linear function forms a straight line.
- A nonlinear functions graph will not be a straight line.
- In the graph of a proportional relationship, the unit rate is the slope of the line (rise/run).
- The intercepts are the points where the graph of an equation crosses the x- and/or y- axis.
- The y-intercept is the value of y when x is equal to 0.
- The x-intercept is the value of x when y is equal to 0.
- Similar triangles have proportional corresponding side lengths.

Students will be able to..
- Identify if a graph, table, or equation is a function and justify the reason.
- Give examples of functions that are not linear.
- Describe the functional relationship between two quantities by analyzing a graph.
- Match a graph to function that has been described verbally
- Sketch a graph to represent a function that has been described verbally.
- Using a graph, construct triangles between two points on a line to compare the ratio of the sides (ratio of rise to
run).
- Use the similar triangles to explain why the slope is the same between any two points on a line.
- Derive the equation y = mx for a line that passes through the origin (proportional relationship).
- Graph proportional relationships, interpreting the unit rate as the slope of the graph.
- Compare two proportional relationships represented in different ways (algebraically, graphically, verbally, or
numerically in a table).
- Derive the equation y = mx + b for a line intersecting the vertical axis at b.
- Determine the rate of change (slope) and y-intercept from a description of a linear relationship, a table, a graph, or
34

from two points.
- Use the slope and y-intercept to write a linear function in the form y = mx + b.
- Interpret the slope and y-intercept in terms of the situation and in terms of its graph or its table of values.
- Compare the properties of two functions represented in different ways (algebraically, graphically, verbally, or
numerically in a table).

Skills/Knowledge from Previous Years to Support this Cluster:
- A proportion is a statement of equality between two ratios.
- In a proportional relationship there are an infinite number of ratios equal to the lowest terms or constant ratio.
- On the graph of a proportional relationship, the point (1, r) is the unit rate.
- Write simple algebraic equations to represent real-world and mathematical problems.
- Translate between graphs and tables that represent a linear equation.

Instructional Resources:
Holt Course 3 1-9 Interpreting Graphs and Tables, 11-1
Graphing Linear Equations, 11-2 Slope of a Line, 11-3 Using
Slopes and Intercepts, 11-4 Point-Slope Form, 12-4
Functions, 12-5 Linear Functions

Academic Vocabulary:

- term
- intercept
- slope (rate of change)
- similar triangles
- input
- output
- linear function
- non-linear function
- growth (increasing,
decreasing, constant)
Common Errors / Misconceptions:

Students often confuse a recursive rule with an explicit formula for a function. For example, after identifying that a
linear function shows an increase of 2 in the values of the output for every change in 1 in the input, some students will
represent the equation as y = x + 2 instead of realizing that this means y = 2x + b. When tables are constructed with
increasing consecutive integers for input values, then the distinction between the recursive and explicit formulas is
whether you are reasoning vertically or horizontally in the table. Both types of reasoning and both types of formulas
are important for developing proficiency with functions.

When input values are not increasing consecutive integers, some students have more difficulty in identifying the pattern
and calculating the slope. It is important that all students have experiences with such tables, so as to be sure that they
do not over-generalize from the easier examples.

Students may not pay attention to the scale on a graph, assuming that the scale units are always one. When making
axes for a graph, some students may not use equal intervals to create the scale.

Some students graph incorrectly because they dont understand that x usually represents the independent variable and
is plotted first and y represents the dependent variable and is plotted second. It should be emphasized that this is
merely a convention that makes it easier to communicate.

Examples and/or Explanations:

8.F.B.4 Students identify the rate of change (slope) and initial value (y-intercept) from tables, graphs, equations, and
verbal descriptions. Students use the slope and y-intercept to write a linear function in the form y = mx + b. Situations
may be given as a verbal description, two ordered pairs, a table, a graph, or rate of change and a point on the line.
Students interpret slope and y-intercept in the context of the situation.

- The table below shows the cost of renting a car. The company charges $45 a day for the car as well as charging a
one-time $25 fee for the cars navigation system (GPS). Write an expression for the cost in dollars, c, as a
function of the number of days, d.

Students might write the equation c = 45d + 25 using the verbal description or by first making a table.

Days (d) Cost (c) in dollars
1 70
2 115
3 160
4 205
35


Students should recognize that the rate of change is 45 (the cost of renting the car) and that initial cost (the first day
charge) also includes paying for the navigation system. Classroom discussion about one time fees vs. recurrent fees will
help students model contextual situations.

- When scuba divers come back to the surface of the water, they need to be careful not to ascend too quickly.
Divers should not come to the surface more quickly than a rate of 0.75 ft per second. If the divers start at a
depth of 100 feet, the equation d = 0.75t 100 shows the relationship between the time of the ascent in
seconds (t) and the distance from the surface in feet (d).
o Will they be at the surface in 5 minutes? How long will it take the divers to surface from their dive?
Make a table of values showing several times and the corresponding distance of the divers from the surface. Explain
what your table shows. How do the values in the table relate to your equation?

8.F.B.5 Given verbal descriptions of a situation, students sketch a graph to model that situation. Given a graph of a
situation, students provide a verbal description of the situation.

- The graph below shows a students trip to school. This student walks to his friends house and, together, they
ride a bus to school. The bus stops once before arriving at school.

Describe how each part A-E of the graph relates to the story.






36

Roosevelt School District
Grade - Curriculum Map Mathematics

Topic Systems of Linear Equations Quarter 4
Pacing 2 weeks Sequence 1

STAGE 1 Desired Results
Standards:
8.EE.C.8. Analyze and solve pairs of simultaneous linear equations.
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.
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.
Mathematical Practices:
8.MP.2. Reason abstractly and quantitatively.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.7. Look for and make use of structure.
Enduring Understandings:
- Systems of equations can be used to model and solve
problems.
- There are multiple ways to solve systems of equations
including graphing, elimination, and substitution.
Guiding Questions:
- How can systems of equations be used to represent
and solve problems?
- What does the number of solutions (none, one, or
infinite) of a system of linear equations represent?
- What are the advantages and disadvantages of solving
a system of equations graphically versus algebraically?
Students will know..
- Solution(s) to a system of linear equations are the values (ordered pair(s)) that simultaneously make both equations
true.
- A system of linear equations can have one, infinitely many, or no solutions.
- A system of linear equations whose graphs meet at one point (intersecting lines) has only one solution.
- A system of linear equations whose graphs are the same line has infinitely many solutions.
- Systems of equations that have at least one solution are consistent systems.
- A system of linear equations whose graphs do not meet (parallel lines) has no solutions.
- Systems of equations that do not have a solution are inconsistent systems.
- The slopes of parallel lines are the same.
Students will be able to..
- Solve simple pairs of linear equations by inspection.
- Estimate solutions to pairs of simultaneous linear equations in two variables by graphing the equations.
- Solve pairs of simultaneous linear equations in two variables by elimination.
- Solve pairs of simultaneous linear equations in two variables by substitution.
- Write pairs of linear equations in two variables to solve real-world and mathematical problems.
Skills/Knowledge from Previous Years to Support this Cluster:
- Parallel lines never intersect.
- The solution(s) to an equation is the value(s) that make the equation true.
- Write simple algebraic equations to represent and solve real-world and mathematical problems.
- Write and graph equations to represent proportional relationships.
Instructional Resources:
- Holt Course 3: 10-6 Systems of Equations, Chapter 11
Extension Systems of Equations
- Algebra: 6-1 Solving Systems by Graphing, 6-2 Solving
Systems by Substitution, 6-3 Solving Systems by
Elimination, 6-4 Solving Special Systems
Academic Vocabulary:
- y-intercept - inconsistent system
- slope (rate of change) - solution
- coefficient - elimination
- system of equations - substitution
- consistent system - point of intersection
37

Examples and/or Explanations:

Systems of linear equations can have one solution, infinitely many solutions or no solutions. Students will discover these
cases as they graph systems of linear equations and solve them algebraically.
A system of linear equations whose graphs meet at one point (intersecting lines) has only one solution, the ordered pair
representing the point of intersection. A system of linear equations whose graphs do not meet (parallel lines) has no
solutions and the slopes of these lines are the same. A system of linear equations whose graphs are coincident (the same
line) has infinitely many solutions, the set of ordered pairs representing all the points on the line.
By making connections between algebraic and graphical solutions and the context of the system of linear equations,
students are able to make sense of their solutions. Students need opportunities to work with equations and context that
include whole numbers, decimals, and/or fractions.
Examples:
- Find x and y using elimination and then using substitution.
3x + 4y = 7
-2x + 8y = 10

- Plant A and Plant B are on different watering schedules. This affects their rate of growth. Compare the growth of
the two plants to determine when their heights will be the same.
Let W = number of weeks
Let H = height of the plant after W weeks

Plant A Plant B
W H W H
0 4 (0,4) 0 2 (0,2)
1 6 (1,6) 1 6 (1,6)
2 8 (2,8) 2 10 (2,10)
3 10 (3,10) 3 14 (3,14)

- Given each set of coordinates, graph their corresponding lines.
Solution:

- Write an equation that represent the growth rate of Plant A and Plant B.
Solution:
Plant A H = 2W + 4
Plant B H = 4W + 2

- At which week will the plants have the same height?
Solution:
The plants have the same height after one week.
Plant A: H = 2W + 4 Plant B: H = 4W + 2
Plant A: H = 2(1) + 4 Plant B: H = 4(1) + 2
Plant A: H = 6 Plant B: H = 6

After one week, the height of Plant A and Plant B are both 6 inches.

38

Roosevelt School District
Eighth Grade Curriculum Map Mathematics

Topic Data Analysis Quarter 4
Pacing 2 weeks Sequence 2

STAGE 1 Desired Results
Standards:

8.SP.A.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association
between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear
association, and nonlinear association.
8.SP.A.2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter
plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the
closeness of the data points to the line.
8.SP.A.3. Use the equation of a linear model to solve problems in the context of bivariate measurement data,
interpreting the slope and intercept.
8.SP.A.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?

Mathematical Practices:
8.MP.2. Reason abstractly and quantitatively.
8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.6. Attend to precision.
8.MP.7. Look for and make use of structure.

Enduring Understandings:
- Data can be displayed in multiple ways and described
using summary statistics.
- The appearance of a display can be manipulated to
influence the interpretation.
Guiding Questions:
- How can graphs be misleading?
- How is the distribution of data on a graph related to
summary statistics?
- Why is identifying the line of best fit important?

Students will know..
- Summary statistics are used to summarize a set of observations in order to communicate as much as possible as
simply as possible.
- Observations can be described in three ways:
o A measure of center, like the mean, median and mode
o A measure of statistical dispersion; like standard deviation, IQR and range
o How the data is distributed
- Scatter plots are used to determine if there is a relationship between two sets of data (bivariate measurement data).
- Correlation is a linear association between two sets of data. Correlation can be positive, negative or none.
- In a linear association, a change in one variable is associated with a proportional change in the other variable.
- In a scatter plot, a linear association can be represented with a straight line.
- Bivariate categorical data is quantitative data collected for two categories.
- Bivariate categorical data can be displayed in two-way tables to make patterns of association visible.

Students will be able to..
- Given a graph or set of data, determine whether information is represented appropriately by identifying sources of
bias.
- Compare and contrast the effectiveness of different representations of data.
- Construct scatter-plots to investigate patterns of association between two quantities.
- Describe patterns such as clustering, outliers, positive and negative association, linear association, and non-linear
39

association.
- Approximate lines of best fit for scatter plots and analyze the correlation between the variables.
- Informally assess the line of best fit by judging the closeness of the data points to the line.
- Use the equation of a linear model (line of best fit) to solve problems in the context of the data, interpreting the
slope and intercept.
- Calculate mean, median, mode, range, quartiles, and inter quartile ranges.
- Describe how summary statistics relate to the shape of the distribution of a data display.
- Collect data for two categorical variables from the same subjects.
- Construct a two-way table summarizing data on two categorical variables collected from the same subjects.
- Interpret the two-way table describing possible association between the two variables.

Instructional Resources:
- Holt Course 3 4-1 Samples and
Surveys, 4-2 Organizing Data
(stem-and-leaf), 4-3 Central
Tendency, 4-4 Variability (box-
and-whisker), 4-6 Misleading
Graphs and Statistics, 4-7
Scatter Plots, 11-7 Best Fit
Academic Vocabulary:

- bivariate measurement data
- bivariate categorical data
- two-way tables
- box-and-whisker plot
- inter-quartile range

- scatter plot
- line of best fit
- association
- correlation
- quartiles

- extremes
- outliers
- mean
- median
- mode
- range
Common Errors / Misconceptions:

Students may believe that bivariate data is only displayed in scatter plots. This cluster provides the opportunity to
display bivariate, categorical data in a table.

In general, students think there is only one correct answer in mathematics. Students may mistakenly think their lines of
best for the same set of data should be exactly the same.
Examples and/or Explanations:

8.SP.A.1 Bivariate data refers to two variable data, one to be graphed on the x-axis and the other on the y-axis.
Students represent measurement (numerical) data on a scatter plot, recognizing patterns of association. These patterns
may be linear (positive, negative or no association) or non-linear.

Students build on their previous knowledge of scatter plots examine relationships between variables. They analyze
scatter plots to determine positive and negative associations, the degree of association, and type of association. Students
examine outliers to determine if data points are valid or represent a recording or measurement error. Students can use
tools such as those at the National Center for Educational Statistics to create a graph or generate data sets.
(http://nces.ed.gov/nceskids/createagraph/default.aspx)

- Data for 10 students Math and Science scores are provided in the chart. Describe the association between
the Math and Science scores.

Student 1 2 3 4 5 6 7 8 9 10
Math 64 50 85 34 56 24 72 63 42 93
Science 68 70 83 33 60 27 74 63 40 96

- Data for 10 students Math scores and the distance they live from school are provided in the table below.
Describe the association between the Math scores and the distance they live from school.

Student 1 2 3 4 5 6 7 8 9 10
Math score 64 50 85 34 56 24 72 63 42 93
Dist from school (mi) 0.5 1.8 1 2.3 3.4 0.2 2.5 1.6 0.8 2.5

8.SP.A.2 Students understand that a straight line can represent a scatter plot with linear association. The most
appropriate linear model is the line that comes closest to most data points. The use of linear regression is not expected.
- The capacity of the fuel tank in a car is 13.5 gallons. The table below shows the number of miles traveled
and how many gallons of gas are left in the tank. Describe the relationship between the variables. If the
data is linear, determine a line of best fit. Do you think the line represents a good fit for the data set? Why
or why not? What is the average fuel efficiency of the car in miles per gallon?

40

Miles Traveled 0 75 120 160 250 300
Gallons Used 0 2.3 4.5 5.7 9.7 10.7

8.SP.A.3 Linear models can be represented with a linear equation. Students interpret the slope and y-intercept of the
line in the context of the problem.

- Given data from students math scores and absences, make a scatter plot.


- Draw a line of best fit, paying attention to the closeness of the data points on either side of the line.

- From the line of best fit, determine an approximate linear equation that models the given data (about y = )
- Students should recognize that 95 represents the y intercept and represents the slope of the line.
- Students can use this linear model to solve problems. For example, through substitution, they can use the equation
to determine that a student with 4 absences should expect to receive a math score of about 62. They can then
compare this value to their line.

8.SP.A.4 Students recognize that categorical data can also be described numerically through the use of a two-way table.
A two-way table is a table that shows categorical data classified in two different ways. The frequency of the occurrences
are used to identify possible associations between the two variables.
Example:
- The table illustrates the results when 100 students were asked the survey questions: Do you have a curfew? and
Do you have assigned chores? Is there evidence that those who have a curfew also tend to have chores?

Solution: Of the students who answered that they had a curfew, 40 had chores and 10 did not. Of the students who
answered they did not have a curfew, 10 had chores and 40 did not. From this sample, there appears to be a positive
correlation between having a curfew and having chores.
95
3
25
+ x
3
25

41

Roosevelt School District
Curriculum Map Mathematics
Planning for Instruction

Topic Grade Level
Pacing Quarter

STAGE 2 Assessment Evidence
Summative Measures:
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Formative Measures (both formal and/or informal)
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STAGE 3 Learning Plan
Daily Objectives and/or Tasks:
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