Getting Ready for the

2016 Florida Standards Assessment (FSA)

Grade 8 Mathematics
Educators Resource — FSA Mathematics

Equation Editor Item Tutorial [PDF]

FSA Scientific Calculator
Florida Computer-Based Testing Work Folder [PDF]

Spring 2016 Testing Times

Grade 6 Mathematics Test Item Specifications [PDF]
Grade 7 Mathematics Test Item Specifications [PDF]
Grade 8 Mathematics Test Item Specifications [PDF]
Mathematics Test Design Summary [PDF]

Florida Department of Education

http://www.fldoe.org/academics/standards/florida-standards/
 8th Grade Spiral Review Table of Content

MAFS.8.NS.1.1 ................................................................................................................................... 2
MAFS.8.NS.1.1 FSA PRACTICE ............................................................................................................. 3
MAFS.8.NS.1.2 ................................................................................................................................... 5
MAFS.8.NS.1.2 FSA PRACTICE ............................................................................................................ 7
MAFS.8.EE.1.1.................................................................................................................................... 9
MAFS.8.EE.1.1 FSA PRACTICE............................................................................................................ 10
MAFS.8.EE.1.2.................................................................................................................................. 12
MAFS.8.EE.1.2 FSA PRACTICE............................................................................................................ 14
MAFS.8.EE.1.3.................................................................................................................................. 16
MAFS.8.EE.1.3 FSA PRACTICE............................................................................................................ 18
MAFS.8.EE.1.4.................................................................................................................................. 21
MAFS.8.EE.1.4 FSA PRACTICE............................................................................................................ 23
MAFS.8.EE.2.5.................................................................................................................................. 25
MAFS.8.EE.2.5 FSA PRACTICE............................................................................................................ 28
MAFS.8.EE.2.6 FSA ........................................................................................................................... 32
MAFS.8.EE.2.6 FSA PRACTICE............................................................................................................ 34
MAFS.8.EE.3.7.................................................................................................................................. 37
MAFS.8.EE.3.7 FSA PRACTICE............................................................................................................ 39
MAFS.8.EE.3.8.................................................................................................................................. 41
MAFS.8.EE.3.8 FSA PRACTICE............................................................................................................ 45
MAFS.8.F.1.1.................................................................................................................................... 48
MAFS.8.F.1.1 FSA PRACTICE ............................................................................................................. 50
MAFS.8.F.1.2.................................................................................................................................... 53
MAFS.8.F.1.2 FSA PRACTICE ............................................................................................................. 55
MAFS.8.F.1.3.................................................................................................................................... 58
MAFS.8.F.1.3 FSA PRACTICE ............................................................................................................. 60
MAFS.8.F.2.4.................................................................................................................................... 61
MAFS.8.F.2.4 FSA PRACTICE ............................................................................................................. 63
MAFS.8.F.2.5.................................................................................................................................... 66
MAFS.8.F.2.5 FSA PRACTICE ............................................................................................................. 69
MAFS.8.G.1.1 ................................................................................................................................... 71
MAFS.8.G.1.1 FSA PRACTICE ............................................................................................................. 74
MAFS.8.G.1.2 ................................................................................................................................... 75
MAFS.8.G.1.2 FSA PRACTICE ............................................................................................................. 77
MAFS.8.G.1.3 ................................................................................................................................... 79
MAFS.8.G.1.3 FSA PRACTICE ............................................................................................................. 82
MAFS.8.G.1.4 ................................................................................................................................... 84
MAFS.8.G.1.4 FSA PRACTICE ............................................................................................................. 86
MAFS.8.G.1.5 ................................................................................................................................... 87
MAFS.8.G.1.5 FSA PRACTICE ............................................................................................................. 90
MAFS.8.G.2.6 ................................................................................................................................... 92
MAFS.8.G.2.6 FSA PRACTICE ............................................................................................................. 95
MAFS.8.G.2.7 ................................................................................................................................... 96
MAFS.8.G.2.7 FSA PRACTICE ............................................................................................................. 98
MAFS.8.G.2.8 ................................................................................................................................. 100
MAFS.8.G.2.8 FSA PRACTICE ........................................................................................................... 102
MAFS.8.G.3.9 ................................................................................................................................. 104
MAFS.8.G.3.9 FSA PRACTICE ........................................................................................................... 108
MAFS.8.SP.1.1 ............................................................................................................................... 109
MAFS.8.SP.1.1 FSA PRACTICE.......................................................................................................... 112
MAFS.8.SP.1.2 ............................................................................................................................... 116
MAFS.8.SP.1.2 FSA PRACTICE.......................................................................................................... 118
MAFS.8.SP.1.3 ............................................................................................................................... 123
MAFS.8.SP.1.3 FSA PRACTICE.......................................................................................................... 125
MAFS.8.SP.1.4 ............................................................................................................................... 126
MAFS.8.SP.1.4 FSA PRACTICE.......................................................................................................... 129
 Page |2

MAFS.8.NS.1.1

1. Select all of the numbers that are rational.

√9 √2 0. ̅̅̅̅̅
345

4.6 3.14 1.123123412345…

2 −1 22
−4
3 2 7

−12 𝜋

2. Explain how you can determine whether or not a number is rational in the Open Response Box.

3. To what number system do the numbers that are not rational belong?

5
4. Convert the fraction to a decimal, showing all work.
11

5
5. When is written as a decimal, does it repeat? Explain why or why not.
11
 Page |3

MAFS.8.NS.1.1 FSA PRACTICE

1.

Determine whether 0.12345 is rational or irrational and explain

why in the Open Response Box below.
2.

Select all of the numbers that are irrational.

2
−3

√144
3. √50

−√144

̅̅̅̅̅̅̅
−2. 3145

π
 Page |4

Select rational or irrational for each number shown.

Number Rational Irrational

√2
4.
−√11
16
√
9

0.3030030003

Write 0. 583̅ as a rational number in the Equation Response

Field.

5a.

5b. Draw the sequence of buttons you would click on the equation
editor to display the correct answer.
 Page |5

MAFS.8.NS.1.2

1. Graph √6 on the number line below and explain how you determined its location.

-1 0 1 2 3 4

2. Graph π on the number line below and explain how you determined its location.

3.0 3.1 3.2 3.3 3.4

3. Graph the approximate location of −3.428571 … on the number line below and explain how you
determined its location.

-3.44 -3.43 -3.42 -3.41 -3.40

 Page |6

4. Order the numbers in problems 1-3 from least to greatest.

5. Graph the approximate locations for the following numbers on the number line below.

√2 π 7√3 √6
5

1 2 3 4 5
 Page |7

MAFS.8.NS.1.2 FSA PRACTICE

Select whether each number is between 0 and 1, 1 and 2, or 4,5 and 4.9.

Number (n) 0 < n <1 1 < n <2 4.5 < n <4.9

π
√
1. 4
π
√
2
3π
2
√π

√23

Graph the approximate locations for the following numbers on the number line
below.

(1) 𝜋
1
(2) -(2 𝜋)
(3) 2√2
(4) √17
2.
 Page |8

For each pair of numbers, decide which is larger without using a calculator.
Insert < or > in the space below. Explain your choices.

Number Write < or > Number Explanation

𝜋2 9

3.
√50 √51

8
√50

-2𝜋 -6

Jessica evaluates √2 on her calculator which shows a value of

1.4142136. She then writes √2 = 1.4142136.Is Jessica correct? Explain.

4.

What is the approximate value of √20 ?

5.
5

10

4.5

5.4
 Page |9

MAFS.8.EE.1.1

1. Circle all expressions below that are equivalent to 7−2 . Show or explain how you determined
your choices.

1 1 1 1
(7)2 (−7)2 −(7)2 −49 −
49 72 49 7−2

25 15
2. Circle all expressions below that are equivalent to (50) . Show or explain how you determined
your choices.

3
2515 2515 50 −15 255
5015 50
(25) (0.5)15 215 (505 )

Anne packed expressions in boxes, but now the box is too heavy. She
is going to unpack the expressions and put them in solution boxes.
Match the expressions in the table with one of the correct solution from
the boxes below.
𝟏
𝐛 (𝒙+𝒚)
(𝒙) 𝐛 (𝒙∙𝒚) 𝐛 (𝒙−𝒚)
𝐛

(𝒙÷𝒚)
𝟏 𝐛 (𝒚) 𝒚
−𝐛 (𝒙∙𝒚) 𝐛 (𝒙 )
𝐛 𝐛 (𝒙)

3. Expression Matches Solution

𝐛𝐱 ∙ 𝐛 𝐲

𝐛𝐱 ÷ 𝐛 𝐲

𝐛−𝐱

(𝐛𝐱 )𝒚

4. What is the value of (24 ÷ 22 )3 ?

 P a g e | 10

MAFS.8.EE.1.1 FSA PRACTICE

1
Which expressions are equivalent to ? Select all that apply.
26

2−5 ∙ 2−1
2−3 ∙ 22

1. 2−2 ∙ 2−4
21 ∙ 25
21 ∙ 26
22 ∙ 2−8
22 ∙ 23

1 1 1 1 1
Choose the expressions that are not equivalent to ∙ ∙ ∙ ∙ ? Select all that
4 4 4 4 4
apply.

1
45
1 −5
2. ( )
4
4 ∙ 4−2
−3

45
1
256
1
20

What is the value of (36 ÷ 35 )2 ?

1
3.
3

27
 P a g e | 11

Evaluate the following expressions. Show work

Evaluated
Expression Work
Expression

(4−3 )(46 )

4. 6−3 ÷ 61

32
3−2

4−3 × 2−3
 P a g e | 12

MAFS.8.EE.1.2

Evaluate the following expressions.

Expression Evaluated Expression

√121

4
√
9

3
1. √512

√4
√9
4
√9
3 1
√
27

The square tile below has an area of 324 square inches. What is the perimeter of the
square tile in inches?

2.
 P a g e | 13

3. The volume of the large cube is 125 cubic inches. The volume of the small cube is
27 cubic inches. What is the difference between the length of one side of the large
cube and the length of one side of the small cube? Show your work.
 P a g e | 14

MAFS.8.EE.1.2 FSA PRACTICE

1. Which equation has 4 as a possible value of y?

𝐲𝟐 =𝟖
𝐲𝟑 =𝟖
𝐲𝟐 = 𝟏𝟔
𝐲𝟑 = 𝟏𝟔

2. Which of the following statements best describe the positive

solution of the equation x 2 = 2? Select all that apply.

The solution is 1
The solution is a rational number
The solution is an irrational number
The solution is greater than 0 but less than 1
The solution is a repeating decimal
The solution is greater than 1 but less than 2

3. Tammy wants to grow cube watermelons like

the ones that are sold in Japan. She found
the following directions on the internet:

“You will need 6, square, sheets of

polycarbonate plastic. The volume of the
cube when assembled will be 512in𝟑 . See
picture below”

What is the length of the side of the cube?

 P a g e | 15

Jenny’s grandmother is making a quilt for

her 18th birthday. When she ran out of
material she asked Jenny to go to the
store and pick up more patches.

She only had one square cut in half at the

4. diagonal, creating 2 equal triangles left.
Each triangle has an area of 0.18 units.

What is the length of the side of the square?

Solve for q when

5.
q𝟑 = 27
 P a g e | 16

MAFS.8.EE.1.3

1. The distance in kilometers to Proxima Centauri, the closest star to earth is

39,900,000,000,000

Estimate the distance in kilometers to Proxima Centauri by writing it in the form of a

single digit times an integer power of 10.

2. The Bohr radius of a hydrogen atom is 0.0000000000529

Estimate the Bohr radius of a hydrogen atom by writing it in the form of a single digit
times an integer power of 10.

3. Complete the table by using >, =, or <. Explain how you made each choice.

Number 1 >, =, or < Number 2 Explanation

6 × 1016 𝟒 × 𝟏𝟎𝟏𝟕

−𝟓 × 𝟏𝟎𝟏𝟐 𝟑 × 𝟏𝟎−𝟏𝟐

−5 × 1012 𝟗 × 𝟏𝟎−𝟏𝟗

𝟕 × 𝟏𝟎−𝟏𝟒 𝟕 × 𝟏𝟎−𝟏𝟏

−𝟐 × 𝟏𝟎𝟏𝟓 −𝟐 × 𝟏𝟎𝟏𝟑
 P a g e | 17

4.
The diameter of fishing line varies. Fishing lines can have a
diameter as small as 2 x 10−2 inch and as large as 6 x 10−2
inch. How many times larger is the thick line compared to the
thin line?
 P a g e | 18

MAFS.8.EE.1.3 FSA PRACTICE

1. A mustard seed weighs approximately 0.000004409 pounds.

Estimate the weight of a mustard seed in pounds by writing it in the

form of a single digit times an integer power of 10.

2. The Earth is said to be 4,540,000,000 years old.

Estimate the age of the earth by writing it in the form

of a single digit times an integer power of 10.
 P a g e | 19

3. The average weight of a blue whale is 4 × 105 pounds. The average weight of
an elephant is 1 × 104 pounds.

Approximately how many times heavier is a blue whale than an elephant in

pounds?

4. Determine which of the following numbers below has the same values
−5
as 8.67 × 10 ?

86.7 × 10−6
8.67 × 105
0.00000867
867000

5a. Determine which of the following numbers below has the larger value.

2 × 10−2
3 × 10−1
3.2 × 10−1
2.5 × 10−1

5b. What is the largest value from problem 5a in standard form?

 P a g e | 20

6.
Comparing the minimum mole fractions
NITROGEN only, estimate the minimum mole fractions
to a single digit times an integer power of 10
in the spaces below.

Nitrogen

Iron
IRON
Approximately, how many times larger is Iron
than Nitrogen?
 P a g e | 21

MAFS.8.EE.1.4

1.
After Tyree completed a calculation on his scietific calculator, the display showed:

4.22 E 5

Write this number in both scientific notation and in standard form.

2.
After Grace completed a calculation on her scietific calculator, the display showed:

8.04 E -6

Write this number in both scientific notation and in standard form.

3.
Measures of population density indicate how crowded a place is by
giving the approximate number of people per square unit of area. In
2009, the population of Puerto Rico was approximately 3.98 ×
106 people and the population density was about 1000 people per
square mile. What is the approximate area of Puerto Rico in square
miles? Write your answer in scientific notation.
 P a g e | 22

4. A collection of meteorites includes three meteorites that weigh 1.1 × 102 grams,
6.8 × 100 grams, and 8.4 × 10−2 grams. What is the difference between the mass of
the heaviest meteorite and the mass of the lightest meteorite? Show work and write
your answer in standard notation.

5. Write the expression shown as one scientific number.

(6 x 10−2 )(1.5 x 10−3 + 2.5 x 10−3 )

1.5 x 103
 P a g e | 23

MAFS.8.EE.1.4 FSA PRACTICE

1. The erosion rate along a section of the coast is approximately 3 feet per year.
Which of these best approximates this rate of erosion?

𝟗. 𝟗 × 𝟏𝟎−𝟐 𝐢𝐧𝐜𝐡𝐞𝐬 𝐩𝐞𝐫 𝐝𝐚𝐲

𝟗. 𝟗 × 𝟏𝟎−𝟐 𝐢𝐧𝐜𝐡𝐞𝐬 𝐩𝐞𝐫 𝐦𝐨𝐧𝐭𝐡
𝟗. 𝟗 × 𝟏𝟎−𝟐 𝐟𝐞𝐞𝐭 𝐩𝐞𝐫 𝐝𝐚𝐲
𝟗. 𝟗 × 𝟏𝟎−𝟐 𝐟𝐞𝐞𝐭 𝐩𝐞𝐫 𝐦𝐨𝐧𝐭𝐡

2. Write the expression shown as one scientific number.

(8 x 102 )(7.5 x 104 )

5 x 102

3.
The Amazon River releases 5.5 × 107 gallons of water into the Atlantic Ocean
every second. There are about 3.2 × 109 seconds in a year. How many
gallons are released into the ocean in one year? Show all work, and give your
answer in scientific notation.
 P a g e | 24

4. What is the sum of 7 x 10−8 and 2 x 10−8 ?

5. Match the expressions in the table below with one of the scientific numbers
below.

𝟕 𝐱 𝟏𝟎𝟐 𝟕 𝐱 𝟏𝟎𝟑 𝟕 𝐱 𝟏𝟎𝟒

𝟖 𝐱 𝟏𝟎𝟒 𝟖 𝐱 𝟏𝟎𝟑 𝟖 𝐱 𝟏𝟎𝟐

Expression Matches Scientific number

14000 − (6 x 103 )

𝟐𝟖, 𝟎𝟎𝟎, 𝟎𝟎𝟎

(𝟒 𝐱 𝟏𝟎𝟑 )

(3 x 104 ) + (4 x 104 )

(𝟒 𝐱 𝟏𝟎𝟐 ) (𝟐 𝐱 𝟏𝟎𝟐 )
 P a g e | 25

MAFS.8.EE.2.5

1. Rodnika has a saltwater fish tank. She knows the water in the tank must have
the right amount of salt in order for the fish to survive. To get the proper
salinity, Rodnika mixes the water and salt according to the measurements
shown in the table.

Graph the line that represents the relationship shown in the table.
Saltwater Mixture
Distilled
Sea Salt
Water
(in cups)
(in gallons)
0 0

Sea Salt (in cups)

1
1 2

2 1
4 2

Part A
What is the slope of the line?

Distilled Water (in gallons)

Part B

What does the slope mean in this situation?

 P a g e | 26

2. A solution is 20% bleach.

Create a graph that represents all possible combinations of the number of liters
of bleach, contained in number of liters of solution.

3.
Two utility companies sell electricity in units of kilowatt-hours. The cost of
electricity for company P is shown in the table below. The cost of electricity for
company M can be found by using the equation shown belwo, where y
represents the total cost in dollars for x kilowatt-hours of electricity.

Electricity Costs

Company P Company M
Number of
Total Cost y = 0.15x
Kilowatt-
(dollars)
hours

1,250 150.00

1,650 198.00

 Use this information provided to find the unit rate, in dollars per kilowatt-
hour, for each company. Show your work or explain your answers.
 Find the total cost, in dollars, of buying 2,375 kilowatt-hours of electricity
from the least exprensive company.
 P a g e | 27

4.
Jack and Jill are selling pails that carry water. The cost of Jack’s pail is
5
represented by the equation 𝑝 = 4 𝑤 where p is the price of the pail in dollars
and w is the volume of the pail, in gallons.

Jill’s pail prices can be modeled with this graph:

Price of Pail
(in dollars)

Volume of Pail (in gallons)

Part A
Suppose Jack graphed his equation. Identify the slope of his graph and explain
what it means.

Part B
Identify the slope of Jill’s graph and explain what it means.

Part C
How do the slopes of the graphs compare? Explain.
 P a g e | 28

MAFS.8.EE.2.5 FSA PRACTICE

1. Two different proportional relationships are represented by the equation and

the table.

Proportion A Proportion B

y = 9x x y

0 0

3 34.5

5 57.5

8 92

Circle the correct answer from the drop-down menus to complete the sentence,
comparing the rates of change of the proportional relationships.

The rate of change in Proportion A is

than the rate of change in Proportion B.

 P a g e | 29

2. The number of bottles a machine fills is proportional to the number of minutes

the machine operates. The machine fills 250 bottles every 20 minutes. Create
a graph that shows the number of bottles, y, the machine fills in x minutes.
 P a g e | 30

3. Antwan is painting all the rooms in his house this year. Below is a graph
representing the relationship between quantity of paint and the area covered
by the paint.
Paint Coverage

Area (in square feet)

Paint (in gallons)

Part A
Determine a unit rate for this relationship and describe it in words.

Part B
Determine the slope of the graph and describe it in words.
 P a g e | 31

4. The gasoline mileage for two cars can be compared by finding the distance
each car traveled and the amount of gasoline used. The table shows the
distance that car M traveled using, x, gallons of gasoline. The graph shows the
distance, y, that car P traveled using x gallons of gasoline.

Car M Car P
Amount of
Distance
Gasoline
(miles)
(gallons)

2 50.4

3 80.5

7 181.3

5 137.5

Based on the information in the table and the graph, compare the approximatte
miles per gallon of car M to car P. Show your work or explain your answer.

Enter your answer and your work or explanation in the space provided.
 P a g e | 32

MAFS.8.EE.2.6 FSA

1. Line k contains points A,B,C, and D. EA represents the difference between the y-
coordinates and EC represents the difference between the x-coordinates of points A and C.
Likewise, FB represents the difference between the y-coordinates and FD represents the
difference between the x-coordinates of points B and D.

Use similar triangles to explain why the slope of line k is the same whether the slope is
calculated using points A and C or points B and D.
 P a g e | 33

Line j passes through the origin and some point (x, y). Derive the equation of line j.
2.
y

(x, y)

(0, 0) x

3.
Line k passes through (0, b) and some point (x, y). Derive the equation of line j.

y
k

(x, y)

(0, b)
x
 P a g e | 34

MAFS.8.EE.2.6 FSA PRACTICE

1. Line t and ∆𝐸𝐶𝐴 and ∆𝐹𝐷𝐵 are shown on the coordinate plane.

Which statements are true? Select all that apply.

The slope of ̅̅̅̅ ̅̅̅̅ .

𝐴𝐶 is equal to the slope of 𝐵𝐶

̅̅̅̅ is equal to the slope of 𝐵𝐷

The slope of 𝐴𝐶 ̅̅̅̅.

The slope of ̅̅̅̅

𝐴𝐶 is equal to the slope of line 𝑡.
𝐸𝐶
The slope of line 𝑡 is equal to .
𝐴𝐸

𝐹𝐵
The slope of line 𝑡 is equal to .
𝐹𝐷

𝐴𝐸
The slope of line 𝑡 is equal to .
𝐹𝐷

2. Points A, B, C, and D are collinear. Which of the following must be true?

𝑨𝑩 and ̅̅̅̅
̅̅̅̅ 𝑪𝑫 have the same slope
̅̅̅̅ = 𝑪𝑫
̅̅̅̅ + 𝑩𝑪
𝑨𝑩 ̅̅̅̅
𝑨𝑩 is congruent to ̅̅̅̅
̅̅̅̅ 𝑪𝑫
̅̅̅̅ ̅̅̅̅
𝑨𝑩 is parallel to 𝑩𝑪
 P a g e | 35

3. What is the equation of the line below?

 P a g e | 36

4. What is the equation of the line below?

 P a g e | 37

MAFS.8.EE.3.7

1. Solve the equation shown for x.

2 1
𝑥 − 42 = −8
3

2. For each equation, state whether there is no solution, one solution, or infinitely
many solutions. Explain your reasoning.

No solution,
One Solution,
Equation Infinitely many Explanation
solutions, or
None

3x – 6 = 3(x – 1) – 3

2x + 7 = –2x + 7

2x + 7 = 2x
 P a g e | 38

3. Solve the equation shown for x.

−3.5(10𝑥 − 2) = −176.75

4. Solve the equation shown for x.

1 1
(2x − 10) + 4x = −3 ( x + 4)
5 5
 P a g e | 39

MAFS.8.EE.3.7 FSA PRACTICE

1. Solve the equation shown for x.

9(3 − 2x) = 2(10 − 8x)

2 Solve the equation shown for x.

−4(2𝑥 + 9) + 3𝑥 = 6 − 4(𝑥 − 3)

3. Select whether each equation has no solution, one solution, or infinitely many
solutions.

Equations No Exactly 1 Infinitely Many

Solution Solution Solutions
9 = 4𝑥 + 7
𝑥+5=𝑥+8
𝑥
𝑦 =
2
3𝑥 + 6𝑦 − 9 = 0

𝑦 = 3𝑦 + 5
 P a g e | 40

4. An equation is shown.

2j + 7 = 2j + 7

How many solutions does the equation have? Explain your reasoning.

5. An equation is shown

3x + 10 = 4x + 10

How many solutions does the equation have?

𝐍𝐨 𝐬𝐨𝐥𝐮𝐭𝐢𝐨𝐧
𝟏 𝐒𝐨𝐥𝐮𝐭𝐢𝐨𝐧
𝐈𝐧𝐟𝐢𝐧𝐢𝐭𝐞𝐥𝐲 𝐦𝐚𝐧𝐲 𝐬𝐨𝐥𝐮𝐭𝐢𝐨𝐧𝐬
 P a g e | 41

MAFS.8.EE.3.8

1. For each graph, identify the solution of the graphed system of equations and explain
how you know it is the solution.

Graph Solution & Explanation

 P a g e | 42

2. Solve each system of linear equations algebraically. Check your solution. Show your work.

𝑦 = 𝑥+5 −2𝑦 = −𝑥 + 7 𝑦 = −3𝑥

𝑦 = 3𝑥 − 3 8𝑦 = 4𝑥 + 10 𝑥 + 𝑦 = 16
 P a g e | 43

3. Solve the system of linear equations by graphing.

2
𝑦 = −3𝑥 + 5

𝑦 = −4𝑥 − 5

Write the solution as an ordered pair and explain why it is a solution.

 P a g e | 44

4. A school is selling t-shirts and sweatshirts for a fund-raiser. The table shows the
number of t-shirts and the number of sweatshirts in each of three recent orders. The
total cost of orders A and B are given. Each t-shirt has the same cost, and each
sweatshirt has the same cost.

Number of Number of Total Cost of Order

Order
T-shirts Sweatshirts (dollars)
A 2 2 38
B 3 1 35
C 1 2 ?

A system of two equations is shown.

2x + 2y = 38
{
3𝑥 + 𝑦 = 35
Part A
What is the cost of 1 t-shirt and 1 sweatshirt?

Part B
Select a choice from each drop-down menu to correctly complete the statement.

In the system of equations, x represents

and y represents

Part C
If the system of equations is graphed in a coordinate plane, what are the coordinates
(x, y) of the intersection of the two lines? ( , )
Part D

What is the total cost, in dollars, of order C? $

 P a g e | 45

MAFS.8.EE.3.8 FSA PRACTICE

1. Select whether each equation has no solution, one solution, or infinitely many
solutions.

System of Equations No Exactly 1 Infinitely Many

Solution Solution Solutions
x=y
1.25x = 1.25y

9.9 = 6x + 8y
9x = 2.5y − 8.8

11x − 2y = 1.5
11x − 2y = 2.5

y = −x
8y = −8x

y = (3x + 1)
y = −4

2. Two lines are graphed on the same coordinate plane. The lines intersect at the point
(3, 6). Which of these systems of linear equations could represent the two lines?

Select all that apply.

x=3
{
y=6

x =6+y
{
y=3+x

y = 3x − 3
{
y =x−1

x =3+y
{
y=6+x

y=x+3
{
y = 2x
 P a g e | 46

3. A system of two equations is shown.

1
y= x−3
3
y = −x + 5

Graph the two lines below and identify the solution of the system on the graph.

4. A graph of a system of two equations is shown.

What is the approximate solution of the system?

x =

y =
 P a g e | 47

5. A system of two equations is shown.

x = 10
{
3x + 5y = 20

What is the solution of the system?

x =

y =

Cedro bought five games and eight songs for a total cost of $22.87. Benita bought
6. seven songs and four games for a total cost of $18.89. The cost of their purchases
can be represented by the following equations:

5g + 8s = 22.87
7s + 4g = 18.89

Where g is the cost of each game and s is the cost of each song purchased. What was
the cost of each game and each song purchased?
 P a g e | 48

MAFS.8.F.1.1

1. Define the term function as completely and precisely as you can.

2. Three relations are described algebraically. In each, x represents an input (the

independent variable) and y represents the output (the dependent variable). Decide
whether each is a function or is not a function. Explain why or why not.

Function –Yes
Relations Explanation
Function –No

–3x + 8 = y

y = x2 + 3

y2 = x
 P a g e | 49

3. A relation is shown in the table below. In each, x represents an input (the independent
variable) and y represents the output (the dependent variable). Decide whether the
table can represent a function or cannot represent a function. Explain why or why not.

Function –Yes
Table Explanation
Function –No

x y
3 –2
1 –1.8
5 –2.2
–4 3
–2 0
1 1.8
–6 3.8

4. The graph of a relation is shown below. In each, x represents an input (the

independent variable) and y represents the output (the dependent variable). Decide
whether the graph represents a function or does not represent a function and justify
your decision. If you reference the vertical line test in your justification, explain how
and why the vertical line test works.

Function –Yes
Graph Explanation
Function –No
 P a g e | 50

MAFS.8.F.1.1 FSA PRACTICE

1. When the input to a function is −2, the output is 4.

Which statement about this function must be true?

An input of −𝟐 has infinitely many possible

outputs.
An input of −𝟐 has exactly one possible output.
An output of 4 has infinitely many inputs.
An output of 4 has exactly one input.

2. The graph of a function is shown on the coordinate plane. In the graph, y is a function
of x.

When the input of the function is −4 , what is the output of the function?

−𝟓
−𝟏
𝟏
𝟓
 P a g e | 51

3. A table that shows the relationship of the values of x and y is shown.

Place the correct number into the correct Input or Output box.

1 5 8 10

Input Output

1 4

4. The graph of a relation is shown below. In each, x represents an input (the

independent variable) and y represents the output (the dependent variable). Decide
whether the graph represents a function or does not represent a function and justify
your decision.

Function –Yes
Graph Explanation
Function –No
 P a g e | 52

5. A relation is shown in the table below. In each, x represents an input (the independent
variable) and y represents the output (the dependent variable). Decide whether the
table can represent a function or cannot represent a function. Explain why or why not.
Function –Yes
Table Explanation
Function –No

x y
4 12
–1 –3
0 –4
–5 –21
1 –3
4 12
–2 0
 P a g e | 53

MAFS.8.F.1.2

1. Jordan and Alyssa find out they are reading the same book.
Although they will be starting on different page numbers, they
decide to record their progress to determine who is the faster
reader. Using the results below, determine who is reading at a
faster rate. Explain your reasoning.

Jordan’s Reading Rate

Reading Time Page
(in hours) Number
2 215
3 260
5 350

Alyssa’s Reading Rate

Page
Number

Reading Time (in hours)

 P a g e | 54

2. Elizabeth and Daniel are starting competing coffee roasting businesses. They each
first buy a large coffee roasting machine and then spend money to buy coffee beans
as they need them.

For Daniel, these costs can be described by the equation y = 7x + 55 where y is total
cost in thousands of dollars and x is the number of tons of coffee beans roasted.

For Elizabeth, these costs are given in the graph below.

Elizabeth’s Coffee Bean Costs

Total Cost (in $1000s)

Coffee Beans Purchased (in tons)

Use the information provided to determine who paid the least for their coffee roasting
machine. Explain how you determined this.
 P a g e | 55

MAFS.8.F.1.2 FSA PRACTICE

1. Functions A, B, and C are linear functions.

Function A
Some values of Function A are shown in the table.
x y

3 3

5 7

6 9

The graph of Function B has a y –intercept of (0, 3) and an x –intercept of (-5, 0).

Function C is defined by the equation y = (3x + 1).

Order the linear functions based on rate of change, from least to greatest.

Least Rate of Change Greatest Rate of Change

Function A Function B Function C

 P a g e | 56

2. Functions W and Z are both linear functions of x.

Function Z

x y

−2 −2.5

0 −2

2 −1.5

4 −1

Which statement comparing the functions are true? Select all that apply.
The slope of Function W is less than the slope of Function Z.

The slope of Function W is greater than the slope of Function Z.

The y-intercept of Function W is equal to the y-intercept of Function Z.

The y-intercept of Function W is less than the y-intercept of Function Z.

The y-value when x = −4 for Function W is greater than the y-value when
x = −4 for Function Z.

The y-value when x = −4 for Function W is greater than the y-value when
x = −4 for Function Z.
 P a g e | 57

3. Frank and Francis are building houses in a computer game. Frank started with 630
bricks and is using his bricks at a rate of 15 bricks per minute.

The graph shows the number of bricks that Francis has remaining as a function of
time.

Francis’s Brick Supply

Number of
Bricks
Remaining

Time (in minutes)

Who will have the fewest bricks left after twenty minutes? Explain your reasoning.
 P a g e | 58

MAFS.8.F.1.3

Describe as many defining properties of linear functions as you can. List only
1. properties that are unique to linear functions.

2. Give an example of a nonlinear function. You can describe this function in one or more of
the following ways: with a table, graph, or equation. Be sure to specify what are the inputs
(the independent variable) and what are the outputs (the dependent variable). Then explain
how you know your example is nonlinear.

3. The area, A, of an isosceles right triangle is a function of the length of its legs, s, and
is represented by the equation: 𝐴 = 12 𝑠 2 . Is this function linear or nonlinear? Explain
and justify your answer.
 P a g e | 59

Select whether each function is linear or nonlinear.

4.
Function Linear Nonlinear
𝑥
𝑦=
2

𝑦 = 2𝑥 3 + 1
 P a g e | 60

MAFS.8.F.1.3 FSA PRACTICE

Select whether each function is linear or nonlinear.

1. Function Linear Nonlinear
𝑦 = 7 ∙ 4𝑥

𝑦 = (2𝑥 + 5)2

𝑦 = 10𝑥 2

𝑦 = 5𝑥 − 3

4 1
2. A relationship between x and y is defined by the equation, 𝑦 = − 𝑥 + where x is
3 3
the input and y is the output. Which statements about the relationship are true?
Select all that apply.

y is a function of x.

The graph of the relationship is a line.

When the input is −3, the output is 4.

When the input is −2, the output is 3.

The y-intercept of the relationship is (0,1)

3. The equation y = 32 x + 5 represents a function where x is the independent variable

(the inputs) and y is the dependent variable (the outputs).

Part A

What kind of function does this equation represent? Explain.

Part B

Describe the general shape of its graph.

 P a g e | 61

MAFS.8.F.2.4

A pool cleaning service drained a full pool. The following table shows the number of hours
it drained and the amount of water remaining in the pool at that time.
1. Pool Draining
Time (hours) 3 5 7 9 11
Water Remaining
13,200 12,000 10,800 9,600 8,400
(gallons)

Part A

Plot the points that show the relationship

between the numbers of hours elapsed and
the number of gallons of water left in the
pool.

Select a place on the grid to plot each

point.

Part B

The data suggests a linear relationship

between the number of hours the pool has been draining and the number of gallons of
water remaining in the pool. Assuming the relationship is linear, what does the rate of
change represent in the context of this relationship?

A. The number of gallons of water in the pool after 1 hour.

B. The number of hours it took to drain 1 gallon of water.
C. The number of gallons drained each hour
D. The number of gallons of water in the pool when it is full.
Part C
What does the y –intercept of the linear function represent in the context of this
relationship?
A. The number of gallons of water in the pool after 1 hour.
B. The number of hours it took to drain 1 gallon of water.
C. The number of gallons drained each hour
D. The number of gallons of water in the pool when it is full.
Part D
Which equation describes the relationship between the time elapsed and the number of
gallons of water remaining in the pool?
A. 𝑦 = −600𝑥 + 15,000
B. 𝑦 = −600𝑥 + 13,200
C. 𝑦 = −1,200𝑥 + 13,200
D. 𝑦 = −1,200𝑥 + 15,000
 P a g e | 62

2. A construction supply store sells steel bars for a certain price per kilogram. No
matter how much steel is ordered, the company adds on the same delivery charge.

The cost for an order of 100 kilograms of steel bars is $230. The cost for an order of
150 kilograms of steel bars is $320.

Write an equation for the cost of an order of steel bars (y) in terms of the weight of
steel bars ordered (x). Show or explain how you found your equation.

3. Taro and Jiro climbed a mountain and hiked back down. At the summit and at every
station along the way back down, they recorded their altitude and the amount of time
they had been travelling.

Hiking Data
Time
Altitude
Travelled
(in meters)
(in minutes)
0 3776
1
29 3600
3
126 3020
1
179 2700
3
231 2390

Write an equation that models Taro’s and Jiro’s altitude in terms of the amount of
time they had travelled. Explain how you found your equation.
 P a g e | 63

MAFS.8.F.2.4 FSA PRACTICE

Victoria owns a store that sells board games. She made the following graph to relate
1. the number of board games she sells to her overall profits.

Board Game Profits

Profits (in dollars)

Board Games Sold

Write an equation to describe this relation. Explain how you found your equation.
 P a g e | 64

2. Brent wants to buy a 60” LED Smart TV, so he opened a savings account and added
money to it every month. The chart below shows the relationship between the
number of months Brent has been saving and the total amount of money in his
account.

Savings Account
Number of Total
Months Savings
1 $160

4 $415

6 $585

9 $840

12 $1,095

Part A

Determine the rate of change for this relationship and explain what it means in terms
of Brent’s savings account.

Part B

Determine the initial value for this relationship and explain what it means in terms of
Brent’s savings account.
 P a g e | 65

3. Mr. Elliot needs to drain his above ground pool before the winter. The graph below
represents the relationship between the number of gallons of water remaining in the
pool and the number of hours that the pool has drained.

Pool Water Level

11,520
10,080

Water (in gallons) 8,640

7,200
5,760
4,320
2,880
1,440
0
0 2 4 6 8 10
Time (in hours)

Part A

Determine the rate of change for this relationship and explain what it means in this
situation.

Part B

Determine the initial value for this relationship and explain what it means in this
situation.
 P a g e | 66

MAFS.8.F.2.5

1. The graph models the volume of fuel in a jet’s tank as it flies over the Atlantic Ocean.

Jet Fuel Volume

Fuel (in gallons)

Time (in hours)

Part A

Use the graph to describe the relationship between the volume of fuel in the jet’s
tank over time.

Part B

Suppose the graph intersected the time-axis. What would this indicate with regard to
the variables in this context?
 P a g e | 67

2. Sophia gets on her bike and accelerates until she reaches a constant speed, which
she maintains for 10 minutes. She then reaches a large hill where her rate slows
considerably. She maintains this slower rate for five minutes until she gets to the top
of the hill where she stops.

Sketch a graph that models the relationship between Sophia’s rate and the passage
of time (from getting on her bike until stopping at the top of the hill). Be sure to label
each axis with the appropriate variable.
 P a g e | 68

3. The graph describes the number of bacteria in a culture over time.

Bacteria Population

Number of
Bacteria

Time (in days)

Describe in detail the relationship between the number of bacteria in the culture and
time.
 P a g e | 69

MAFS.8.F.2.5 FSA PRACTICE

1. Madison is studying the growth of bacteria in food and learned it has four phases.
Label the axes and show a graph of the four stages, assuming an initial bacteria
count of 50.
 Lag Phase: Bacteria are introduced to the food, causing biochemical activity
but no growth in the number of cells for the first hour.
 Log Phase: Rapid exponential growth in the number of bacteria for the next
two hours.
 Stationary Phase: Growth stops for one hour as nutrients are used up and
waste accumulates.
 Death Phase: All bacteria gradually die off during the final four hour phase.
 P a g e | 70

2.
The graph shows 𝑦 as a function of 𝑥.

For each interval in the table, indicate whether the function is increasing,
decreasing or neither increasing nor decreasing over the interval.

Interval Increasing Decreasing Neither Increasing not Decreasing

−7 < x < −3
−3 < x < 1
−1 < x < 1
1<x<3
3<x<5
5<x<7
 P a g e | 71

MAFS.8.G.1.1

1.
A
B

̅̅̅̅ is translated in some way.

1. Suppose 𝐴𝐵
̅̅̅̅ also be a segment? Is it possible to translate 𝐴𝐵
a. Will the image of 𝐴𝐵 ̅̅̅̅ in a way that
results in a figure that is not a segment?

b. How will the lengths of ̅̅̅̅

𝐴𝐵 and its image compare?

2. Suppose ̅̅̅̅
𝐴𝐵 is rotated in some way.
a. Will the image of ̅̅̅̅
𝐴𝐵 also be a segment? Is it possible to rotate ̅̅̅̅
𝐴𝐵 in a way that
results in a figure that is not a segment?

b. How will the lengths of ̅̅̅̅

𝐴𝐵 and its image compare?

̅̅̅̅ is reflected in some way.

3. Suppose 𝐴𝐵
̅̅̅̅ also be a segment? Is it possible to reflect 𝐴𝐵
a. Will the image of 𝐴𝐵 ̅̅̅̅ in a way that
results in a figure that is not a segment?

b. How will the lengths of ̅̅̅̅

𝐴𝐵 and its image compare?

4. Suppose that ̅̅̅̅

𝐴𝐵 is a line instead of a segment. Will the image of ⃡𝐴𝐵 also be a line? Is it
possible to translate, reflect, or rotate ⃡𝐴𝐵 in a way that results in a figure that is not a
line? Explain.
 P a g e | 72

2. A

1. Suppose ∠ A is translated in some way.

a. Will the image of ∠ A also be an angle? Is it possible to translate ∠ A in a way that results
in a figure that is not an angle?

b. How will the measures of ∠ A and its image compare?

2. Suppose ∠ A is rotated in some way.

a. Will the image of ∠ A also be an angle? Is it possible to rotate ∠ A in a way that results in
a figure that is not an angle?

b. How will the measures of ∠ A and its image compare?

3. Suppose ∠ A is reflected in some way.

a. Will the image of ∠ A also be an angle? Is it possible to reflect ∠ A in a way that results in
a figure that is not an angle?

b. How will the measures of ∠ A and its image compare?

Lines m and n are parallel on a coordinate plane. Lines m and n are transformed by the
3. same rotation‚ resulting in image lines s and t. Which statement describes the relationship
between lines s and t?

Lines s and t are parallel

Lines s and t are perpendicular.
Lines s and t are intersecting but not perpendicular.
The relationship between lines s and t cannot be
determined without knowing the angle of the rotation.
 P a g e | 73

4.
a

1. Suppose lines a and b are translated in some way.

a. Will the images of lines a and b also be parallel lines? Is it possible to translate lines
a and b in a way that does not result in a pair of parallel lines?

b. How will the distance between lines a and b compare to the distance between their
images?

2. Suppose lines a and b are rotated in some way.

a. Will the images of lines a and b also be parallel lines? Is it possible to rotate lines a
and b in a way that does not result in a pair of parallel lines?

b. How will the distance between lines a and b compare to the distance between their
images?

3. Suppose lines a and b are reflected in some way.

a. Will the images of lines a and b also be parallel lines? Is it possible to reflect lines a
and b in a way that does not result in a pair of parallel lines?

b. How will the distance between lines a and b compare to the distance between their
images?
 P a g e | 74

MAFS.8.G.1.1 FSA PRACTICE

1. Line symmetry exists as the result of which kind of a transformation?

Translation
Transformation
Reflection
Rotation

2. A horizontal line is translated seven units to the right. Which of the following is true?

The new line and the original line are the same
The new line has a different y-intercept than the original line
The new line has a different slope than the original line
The new line is a line a segment

3. When an angle is reflected across a line, what happens to its measure?

It remains the same

It doubles
It halves
Not enough information

4. Two parallel lines are separated by a distance of 5 units. If one is translated 3 units
to the right, will the lines remain parallel?

It depends on the y-intercepts of the lines

Yes, they will remain parallel
It depends on the slopes of the lines
No, they will not remain parallel
 P a g e | 75

MAFS.8.G.1.2

1.
Pentagon ABCDE and its transformation Pentagon FGHIJ are shown. What
transformation produced Pentagon FGHIJ? Justify your answer.

2.
Triangle ABC and its transformation Triangle DEF are shown. What transformation
produced Triangle DEF? Justify your answer.
 P a g e | 76

3.
Triangle ABC and its transformation Triangle DEF are shown. What transformation
produced Triangle DEF? Justify your answer.
 P a g e | 77

MAFS.8.G.1.2 FSA PRACTICE

1.
What choice is a possible transformation of the triangle shown below:
 P a g e | 78

2. Figure 1 and Figure 2 are shown. What transformation produced Figure 2? Justify
your answer.

Figure 1 Figure 2

____________________

3. Figure 1 and Figure 2 are shown. What transformation produced Figure 2? Justify
your answer.

Figure 1 Figure 2

Translation
Dilation
Reflection

None of these
 P a g e | 79

MAFS.8.G.1.3

1.
Find the coordinates of the vertices of the image of triangle IJK after it is dilated by a
scale factor of 14 using the origin as the center of dilation. Graph the dilated image on
the graph below.

I´ _____________

J´ _____________

K´ _____________
 P a g e | 80

2.
Find the coordinates of the vertices of the image of triangle IJK after the translation
T(x,y)→ T(x−3, y +5). Graph the translated image on the graph below.

I´ ___________

J´ ___________

K´ ___________

3.
Find the coordinates of the vertices of the image of triangle CAT after a 270°
counterclockwise rotation about the origin. Graph the rotated image on the graph
below.

C´ ___________

A´ ___________

T´ ___________
 P a g e | 81

4.
Find the coordinates of the vertices of the image of ΔABC after a reflection across
line m. Graph the reflected image on the graph below.

A´ ___________

B´ ___________

C´ ___________

5.
ΔABC has the points A (4, 3), B (9, 4), and C (7, 9). If it's reflected across the
line x = 1, which of the following is a point on the new triangle?

(9, -2)
(4, -1)
(-7, 4)
(0,3)
 P a g e | 82

MAFS.8.G.1.3 FSA PRACTICE

1.
Triangle ABC and its transformation Triangle A’B’C’ are shown. Describe the
transformation.

Describe the transformation.

2.
Triangle ABC is shown. Translate Triangle ABC 5 left and 4 up and reflect it over
the x-axis.
 P a g e | 83

3.
Part A

Draw the shaded triangle after:

  It has been translated −7 horizontally and +1 vertically. Label your

answer A
  It has been reflected over the x-axis. Label your answer B.
  It has been rotated 90° clockwise around the origin. Label your
answer C.
  It has been reflected over the line y = x. Label your answer D.

Part B

Describe fully the single transformation that:

  Takes the shaded triangle onto the triangle labeled E.

  Takes the shaded triangle onto the triangle labeled F
  It has been rotated 90° clockwise around the origin. Label your
answer C.
  Describe a single transformation that has the same effect as
rotating a shape 90° clockwise around the origin, then reflecting
the result over the x-axis.
 P a g e | 84

MAFS.8.G.1.4

1.
Describe a sequence of transformations in detail to show that trapezoid ABCD is
similar to trapezoid 𝐴′𝐵′𝐶′𝐷′.

A B

D C

D’ C’

A’ B’
 P a g e | 85

2. Describe a sequence of transformations in detail to show that triangle ABC is similar to triangle
𝐴′𝐵′𝐶′.

B A

A’ B’

3.
Which of the following transformations will result in a similar figure?

(3x, 2y)
(-x + 2, y-2)
(5x, y + 5)
(3x, x + y)
 P a g e | 86

MAFS.8.G.1.4 FSA PRACTICE

1.
Describe a sequence of transformations in detail to show that parallelogram ABCD is
similar to parallelogram 𝐴′𝐵′𝐶𝐷′.

A B

C
D
C’

D’

A’

2.
Which of the following is true about two squares of different sizes ABCD and WXYZ?

ABCD can be carried onto WXYZ using only translation

ABCD can be carried onto WXYZ using only dilation
ABCD can be carried onto WXYZ using only rotation
There is no transformation that can carry ABCD onto WXYZ
 P a g e | 87

MAFS.8.G.1.5

1.
In the diagram below, lines m and n are parallel.

Describe the relationship between the measures of ∠1and ∠2.

Provide an informal justification for your answer to question 1.

 P a g e | 88

2. The Exterior Angle of a Triangle Theorem states that the measure of an exterior
angle of a triangle is equal to the sum of the measures of the nonadjacent interior
angles.

A B

Using the triangle above:

Extend ̅̅̅̅
𝐴𝐵 to show an exterior angle of ∆𝐴𝐵𝐶 at vertex B. Label this angle in the
diagram as ∠1.

Apply the Exterior Angle of a Triangle Theorem and write an equation that describes
the measure of ∠1.

Provide an informal justification of this theorem.

 P a g e | 89

3. The Triangle Sum Theorem states that the sum of the measures of the interior
angles of a triangle is 180°. Using the triangle shown below, provide an informal
justification of this theorem. You may add to the diagram if you want, or use tracing
paper or other supplies to support your explanation.

C
 P a g e | 90

MAFS.8.G.1.5 FSA PRACTICE

1. Given the figure below and knowledge of parallel lines and vertical angles, which of
the following can be proved to be true?

.
m∠1 + m∠6 + m∠2 =180°
m∠1 + m∠3 + m∠4 =180°
m∠1 + m∠2 + m∠3 =180°
None of the above

2. If we know that m∠1 + m∠2 + m∠3 = 180 and m∠3 + m∠4 = 180, what can we prove
about the diagram below? Justify your answer.

m∠1 = m∠2
m∠3 = m∠4
m∠1 + m∠2 = m∠4
m∠1 + m∠2 + m∠4 =180°
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3. Which statement is illogical given the fact that the angles of a triangle add up to
180°? Justify your answer.

A right triangle has 2 acute angles

An equilateral triangle has three 60° angles
All pentagons have a total of 540°

An obtuse triangle has 3 obtuse angles

4. The figure shows line RS parallel to line UV. The lines are intersected by 2
transversals. All lines are in the same plane.

Part A

Explain why triangle RTS is similar to triangle VTU. Enter your explanation in the
space provided.

Part A

Given that m∠STU = 108°, determine m∠SRT + m∠TUV. Show your work or
explain your answer. Enter your answer and your work or explanation in the space
provided.
 P a g e | 92

MAFS.8.G.2.6

1. Explain how Figure 1 demonstrates the Pythagorean Theorem. The shaded triangle
is a right triangle.

Figure 1

3 5
4

2. Which of the following three numbers are also the sides of a right triangle?

1, 1, 2
3, 3, 4
1, 1 √2
6, 6, 3√3

3. Why is the Converse of the Pythagorean Theorem equally as important as the

Pythagorean Theorem itself?

It allows us to identify right triangles

It allows us to calculate side lengths of right triangles
It allows us to calculate angle measures or right triangles
It isn’t as important as the Pythagorean Theorem itself
 P a g e | 93

4. The converse of the Pythagorean Theorem states: If a triangle has side lengths of a, b,
and c, and 𝑎2 + 𝑏 2 = 𝑐 2 , then the triangle is a right triangle. Mr. Lopez presented the
following proof of the theorem to his math students and asked them to interpret the
meaning.

Given: ΔABC where 𝑎2 + 𝑏 2 = 𝑐 2

Prove: ΔABC is a right triangle

Construct a right triangle, RST, where r = a, s = b, and 𝑚∠𝑇 = 90°

𝑟2 + 𝑠2 = 𝑡2
1. The first thing
Therefore, 𝑎2 +Mr.
𝑏 2 Lopez
= 𝑡 2 did was draw a right triangle, triangle RST, with legs the same
length as those of triangle ABC (see above). Why can Mr. Lopez say that 𝑟 + 𝑠 2 = 𝑡 2 ?
2

𝑡2 = 𝑐2

t=c
2. Since 𝑟 2 + 𝑠 2 = 𝑡 2 , he claimed that 𝑎2 + 𝑏 2 = 𝑡 2 ? Why can a and b be substituted for r
and s?
Therefore, ΔABC is a right triangle.

3. He then stated that 𝑡 2 = 𝑐 2 . Explain why this must be true.

4. He finally stated that t = c and explained that if the three sides of one triangle are
congruent to the three sides of another triangle, then the triangles must be congruent.
What can be said now of the measure of angle C? What does this mean about triangle
ABC?
 P a g e | 94

5. Tammy attempted to prove Pythagorean theorem. Look carefully at her attempt.

Determine if she is correct. Justify your answer.

Suppose a right triangle has sides of length a, b and c

Draw squares on the three sides as shown.
Divide these squares into smaller squares.
You can see that the number of squares on the two shorter
sides add up to make the number of squares on the longest side.

So: 𝑎2 +𝑏 2 =𝑐 2
 P a g e | 95

MAFS.8.G.2.6 FSA PRACTICE

1. Is the shaded triangle of Figure 2 a right triangle? Explain how you know.

Figure 2

2. We've found that the equation 82 +152 = 172 is true. What does this mean?

If the sides of a right triangle are of length 8 and 15, its hypotenuse is
17
The Pythagorean Theorem works only when the hypotenuse is a prime
number
If the sides of a right triangle are 15 and 17, the hypotenuse is 8
The sum of the angles of a right triangle is 180°.

3. Which of the following are possible side lengths for a right triangle? Justify your
answer.

1 , 2, 3
3, 5, 7
6, 8, 10
10, 15, 20
 P a g e | 96

MAFS.8.G.2.7

1. Lily and Matthew are walking from home to school. Matthew has to return a library book
on the way and follows the sidewalk. Lily walks directly to school. Assume the path from
home to the library is perpendicular to the path from the library to school. Use the lengths
in the diagram to determine how far Lily walks. Show your work and explain how you
determined your answer.

Home

1
mile
2
Library
School

3
mile
4
 P a g e | 97

2. Find the length of ̅̅̅̅

𝐴𝐶 given a right rectangular prism that has measurements in
centimeters as shown in the diagram. Show your work and explain how you determined
your answer.

3. After deciding to remodel his house a little, Mr. Feeney bought a 15-foot handrail for his
new staircase. If the second story of the house is 12 feet above the first floor, how long
(horizontally) should Mr. Feeney's staircase be?
 P a g e | 98

MAFS.8.G.2.7 FSA PRACTICE

1.

53 in.
28 in.

Television sizes are given by the length of the screen’s diagonal. Tyrone wants a
new 53 inch television for his bedroom. He plans to put the TV in a space that is 42
inches wide, but he is not sure it will fit. Tyrone knows the new television is
rectangular and has a height of 28 inches. Determine whether the TV will fit in the
available space. Show your work and explain how you determined your answer.

2. A right triangle has a hypotenuse of length 12 and a leg of length 8. What is the
length of the other leg?
 P a g e | 99

3.
Twins James and Jamie, age 5, are getting bunk beds. Their parents picked up the
box from Ruth and found that it has dimensions of 6 feet by 2 feet by 3 feet. Their
minivan can only hold a box with a diagonal of 6.8 feet at most. Will the bunk bed fit
in their trunk? Justify your answer.
 P a g e | 100

MAFS.8.G.2.8

1. Find the distance between the points J and K shown on the coordinate plane. Show
work to justify your answer.

2. What is the distance between (-1, 1) and (5,9)?

 P a g e | 101

3. Graph and label triangle PQR whose vertices are located at P(-5, 2), Q(7, -3), R(7, 2). Determine the
length of each side and show work to justify your answers.

List the length of each side of the

triangle:

̅̅̅̅ ________
𝑃𝑄

̅̅̅̅
𝑄𝑅 ________

̅̅̅̅ ________
𝑅𝑃
 P a g e | 102

MAFS.8.G.2.8 FSA PRACTICE

1. Find the distance between points A and B in the coordinate plane. Show work to
justify your answer.

2. What is the distance between (1,4) and (4,8)?

 P a g e | 103

3. Which two points are separated by a distance of 17 units?

(1, -2) and (13, 14)

(-2, -4) and (6, 9)
(-3, 11) and (5, -4)
(2, 5) and (13, -3)
 P a g e | 104

MAFS.8.G.3.9

1. State the formula for finding the volume of a sphere.

Explain what each variable in the formula represents.

On the diagram, draw and label the dimensions represented by the variables in the
formula.

A science teacher fills a spherical bubble with hydrogen gas. The bubble has a
diameter of 8 centimeters. Find the volume of hydrogen gas in terms of π, and
explain or show how you found your answer.
 P a g e | 105

2. State the formula for finding the volume of a cone.

Explain what each variable in the formula represents.

On the diagram, draw and label the dimensions represented by the variables in the
formula.

Sugar was traditionally produced and sold as sugarloaves, which are cones of sugar
wrapped in paper. Find the volume of a cone-shaped sugarloaf with a base diameter
of 8 centimeters and a height of 22 centimeters. Explain or carefully show how you
calculated the volume.
 P a g e | 106

3. State the formula for finding the volume of a cylinder.

Explain what each variable in the formula represents.

On the diagram, draw and label the dimensions represented by the variables in the
formula.

Until 2014, the mass of a kilogram was defined as exactly equal to the mass of a
special platinum-iridium cylinder kept in Sèvres, France. The cylinder’s diameter and
height are both 39.2 millimeters.

What is the volume of this cylinder? Explain how you found your answer.
 P a g e | 107

4. A basketball has a circumference of 29.5 inches. Using 3.14 as an approximation for

π, what is the basketball's volume to the nearest cubic inch?

5. What is the volume of a cylinder with a radius of 4m and a height of 5m?

40π m3
80π m3
100π m3
400π m3
 P a g e | 108

MAFS.8.G.3.9 FSA PRACTICE

1.
The figure shows a right-circular cylinder and a right-circular cone. The cylinder and
the cone have the same base and the same height.

Part A
What is the volume of the cone, in cubic feet?

A. 12𝜋 B. 16𝜋 C. 36𝜋 D. 48𝜋

Part B
What is the ratio of the cone’s volume to the cylinder’s volume?
Enter your answer in the space provided. Enter only your fraction.

2. What is the volume of a cylinder with base radius 4 and height 7?

 P a g e | 109

MAFS.8.SP.1.1
1.
Scientists at the new company, BunG, tested their bungee cords using weights from
10 to 200 pounds. They identified a random sample of cords and measured the
length that each cord stretched when different weights were applied. The table
displays the average stretch length for the sample of cords for each weight.

Bungee Cord Length

Weight
10 30 50 70 100 125 150 175 200
(pounds)
Length
11 12 13 14 15 17 19 20 21
(feet)

Construct a scatterplot for this set of data.

Use the scatterplot to describe the relationship between the weights applied to a
bungee cord and the length the cord stretches.
 P a g e | 110

2. The scatterplot below compares middle school students’ scores on the Epworth
Sleepiness Scale (ESS) to their scores on a recent math test. The Epworth
Sleepiness Scale measures excessive daytime sleepiness with zero being least
sleepy.
Middle School Student Scores on
Epworth Sleepiness Scale and Math Test

100%

80%
Math Test Score

60%

40%

20%

0 2 4 6 8 10 12 14
ESS Score

Describe the association between scores on the Epworth Sleepiness Scale and scores on
the math test.
 P a g e | 111

3. The plot shown describes the relationship between the area (in thousands of square
kilometers) and population (in thousands of people) of all European countries.

Which of the marked points are outliers? Select all that apply.

Greenland
Germany
Austria
Russia
 P a g e | 112

MAFS.8.SP.1.1 FSA PRACTICE

1.
A company that manufactures cheese crackers decides to test their new advertising
campaign on 36 groups of people before paying for their advertisements to be run
nationwide. They compared the amount of time each group watched television ads
to their willingness to buy the company’s crackers.
Television Ad Results
Percent Willing to Buy Crackers

Time Spent Watching Advertisements (in minutes)

Describe the association between time spent watching advertisements and the
percent of each group willing to buy the company’s cheese crackers.
 P a g e | 113

2. A group of scientists wanted to measure the growth pattern of a particular kind of

bacteria. They started 50 colonies of 100 bacteria each and recorded the number of
bacteria in each colony throughout a two-hour period. The results are shown below.
Bacteria Growth
Number of Bacteria (in hundreds)

Growth Time (in minutes)

Describe the association between the passage of time and the number of bacteria.
 P a g e | 114

3. Population density measures are approximations of the number of people per

square unit of area. The following scatterplot represents data from each of the 50
states comparing population (in millions) to land area (in 10,000 square miles) in
2012.

Land Area (in 10,000 square miles) U.S. Population Density by State (2012)

Population (in millions)

Describe the relationship between population and land area. Include in your
description any evidence of clustering or outliers.
 P a g e | 115

4. The graphs below show the test grades of the students in Dexter's class. The first
graph shows the relationship between test grades and the amount of time the
students spent studying, and the second graph shows the relationship between test
grades and shoe size.

Choose the best description of the relationships suggested by the graphs.

There is a negative linear relationship between study time and score,

and a positive linear relationship between shoe size and score.
There is a negative linear relationship between study time and score,
and a positive linear relationship between shoe size and score.

There is a positive linear relationship between study time and score,

and no relationship between shoe size and score.

There is a positive linear relationship between study time and score,

and no relationship between shoe size and score.
 P a g e | 116

MAFS.8.SP.1.2

1. The scatterplot below shows the relationship between the ages and weights of
50 female infants.

Female Infant Age and Weight

Weight (in kilograms)

Age (in weeks)

Draw a line on the scatterplot that fits the data.

Assess how well the line you drew fits this data.
 P a g e | 117

2. Each graph shows a set of data and a line that has been fitted to that data.

Graph A

Graph B

Compare how well each line fits its set of data. Explain your reasoning.
 P a g e | 118

MAFS.8.SP.1.2 FSA PRACTICE

1. Each graph shows the same set of data and a line that has been fitted to the
data.

Graph A

Graph B

Graph C

Determine which line, a, b, or c is a best fit for the data and explain why.
 P a g e | 119

2. A scatter plot is shown. Fit a line to the data, or write that no line fits the data
well.
 P a g e | 120

3. A scatter plot is shown. Fit a line to the data, or write that no line fits the data
well.
 P a g e | 121

4. A scatter plot is shown in the coordinate plane.

Which graph most closely approximates a line of best fit for the data in the
scatter plot?
 P a g e | 122

5. Eric planted a seedling in his garden and recorded it height each week. The
equation shown can be used to estimate the height, h , in inches, of the
seedling after w , weeks since Eric planted the seedling.

3 9
ℎ= 𝑤+
4 4

Part A
3 9
What does the slope of the graph of the equation ℎ = 4 𝑤 + 4 represent?

the height, in inches, of the seedling after w weeks

the height, in inches, of the seedling when Eric first planted it
the increase in the height, in inches, of the seedling each week
the total increase in the height, in inches, of the seedling after w weeks

Part B
3 9
The equation ℎ = 4 𝑤 + 4 estimates the height of the seedling to be 8.25
inches after how many weeks? Enter your answer in the box.
 P a g e | 123

MAFS.8.SP.1.3

1. The graph below shows a scatterplot and its line of best fit for data collected on the height
and foot length of a sample of ten male students.

Height vs. Foot Length Sample

Foot Length (in mm)

Height (in cm)

What does the graph indicate about the relationship between foot length and height?

The equation of the line of best fit is F = (1.52) h – 4.35, where F is foot length in
millimeters and h is height in centimeters. Explain the meaning of the slope and the y-
intercept of this equation in the context of the data.
 P a g e | 124

2.
Rani went around the laboratory where she works and measured her coworkers' ear
circumference(in millimeters). Then she matched her results with each coworkers' age
and created the following scatter plot and trend line.

Assuming the line correctly models the trend in the data, what does this line's slope
of 0.48 mean?
.

The average age was 48 years old

On average, each 1 year increase in age was associated with a 0.48
millimeter increase in ear circumference.
The average ear circumference was 0.48 millimeters
On average, each 1 millimeter increase in ear circumference was
associated with a 0.48 year increase in age.
 P a g e | 125

MAFS.8.SP.1.3 FSA PRACTICE

1.
A developmental psychologist conducted an experiment to measure the amount of time
per day infants younger than 12 months old spent sleeping. The equation that best fits the
data collected is m = -7.5a + 930, where m is the number of minutes per day spent
sleeping and a is the age of the infant in months.

Explain the significance of the slope of the equation in terms of the problem’s context.

2.
Scientists at the new company, BunG, tested their bungee cords using weights from 0 to
200 pounds. They identified a random sample of cords and measured the length that each
cord stretched when different weights were applied. Using the data from testing, they
modeled the relationship between the weight on the bungee cord and the length of the
cord with the formula y = 0.05x + 10, where x is the weight on the cord (in pounds) and y
is the length of the cord (in feet).

Explain the significance of the point (20, 11) in terms of the problem’s context.

Explain the significance of the y-intercept of the equation in terms of the problem’s
context.
 P a g e | 126

MAFS.8.SP.1.4

1. Students at Beach Middle School were surveyed regarding their preference for school start
times. Responses were recorded by grade level.

Relative frequencies are shown in the two-way table below:

School Start Time Preference by Grade Level

6th grade 7th grade 8th grade
Prefer earlier start time 55% 75% 90%
Prefer later start time 45% 25% 10%

Explain any association between grade level and preference of school start time. Use data
from the table to support your answer.

What does the 25% in the second row of the table mean in the context of this problem?
 P a g e | 127

2. A sample of students in middle school was randomly selected. Each student was asked
whether he or she played a team sport and played a musical instrument. The following are
the results:

Playing Sports and Playing Musical Instruments

Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Plays y y n n n n y y n y y y n n y n y n n y
Team
Sport
Plays y n n n y n y y n y n y n y y n y n y y
Instrument
Note: y = yes; n = no

Construct a two-way table to summarize the data given in the table above.

3. Students at Westside Middle School were surveyed regarding their preference for team
sports (such as basketball) versus individual sports (such as swimming) and their
preference for mathematics versus science.

The results are shown in the two-way table below:

Student Preference for Sport and Subject

Prefer Math Prefer Science
Prefer Team Sports 80 25
Prefer Individual Sports 40 45

In the table below, record the relative frequencies by row.

Student Preference for Sport and Subject – Relative Frequency Table

Prefer Math Prefer Science Total
Prefer Team Sports
Prefer Individual Sports
 P a g e | 128

In the table below, record the relative frequencies by column.

Student Preference for Sport and Subject – Relative Frequency Table

Prefer Math Prefer Science
Prefer Team Sports
Prefer Individual Sports
Total
 P a g e | 129

MAFS.8.SP.1.4 FSA PRACTICE

1. Students at Beach Middle School were surveyed regarding whether they have a sibling
and whether they have a pet.

Relative frequencies are shown in the two-way table below:

Beach Middle School Siblings and Pets

Have a pet Have no pet
10 80
Have a sibling 90 90

70 5
Have no sibling 75 75

Explain any association between having a pet and having a sibling. Use data from
the table to support your answer.

5
What does the 75 mean in the context of this problem?
 P a g e | 130

The table shows the results of a random survey of students in grade 7 and grade 8.
2. Every student surveyed gave a response. Each student was asked if he or she
exercised less than 5 hours last week or 5 or more hours last week.

Less than 5 hours 5 or more hours

Grade 7 Students 49 63
Grade 8 Students 58 51

Based on the results of the survey, which statements are true?

Select each correct statement.

More grade 8 students were surveyed than grade 7

students.
A total of 221 students were surveyed.
Less than 50% of the grade 8 students surveyed exercised
5 or more hours last week.
More than 50% of the students surveyed exercised less
than 5 hours last week.
A total of 107 grade 7 students were surveyed.

3. Ikeoluwa collected data on whether 65 professional golfers have PRACTICEd for at

least 10,000hours in their career and whether they have won a major championship. The
Venn diagram below shows her data.

Have PRACTICEd for a Have not PRACTICEd for

least 10,000 hours a least 10,000 hours

Have won a major

Have not won a

major

Total