Download Common Core Learning Targets based on Units Unit 1

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Common Core Learning Targets based on Units
Target
CCSS
Learning Target Description
Unit 1 – Introducing Transformations
1-1
1-2
1-3
8.G.1
8.G.1
8.G.1
I can define and identify rotations
I can define and identify reflections
I can define and identify translations
1-4
8.G.1
1-5
8.G.1
1-6
8.G.1
I can identify corresponding sides and
corresponding angles of similar figures
I can identify direction and degree of
rotation
I can identify line of reflection
Unit 2 – Understanding Congruence through
Transformations
2-1
8.G.2
2-2
2-3
8.G.3
8.G.3
2-4
8.G.3
2-5
8.G.3
2-6
8.G.3
I can explain how transformations can be
used to prove that two figures are
congruent
I can identify scale factor of the dilation
I can describe the changes occurring to the
x and y coordinates of a figure after a
translation
I can describe the changes occurring to the
x and y coordinates of a figure after a
reflection
I can describe the changes occurring to the
x and y coordinates of a figure after a
rotation
I can describe the changes occurring to the
x and y coordinates of a figure after a
dilation
Unit 3 – Understanding Similarity
3-1
8.G.4
3-2
8.G.4
I can define similar figures as
corresponding angles are congruent and
corresponding sides are proportional
I can explain how transformation can be
used to prove or disprove that two similar
are similar
I’VE GOT IT
I can do
this
without
help, and I
can help
others.
I’M GETTING IT
I’m beginning
to understand,
and I can do it
with a little
help from my
teacher or
friends
I’M
STUCK
I don’t
get it
3-3
(13-1)
8.G.5
I can identify angles created when a
parallel line is cut by transversal (alternate
interior, alternate exterior, corresponding,
vertical, adjacent, etc.)
Unit 4 – Rational and Irrational Numbers
4-1
4-2
8.NS.1
8.NS.1
4-3
8.NS.1
4-4
8.NS.2
4-5
8.NS.2
4-6
8.NS.2
4-7
8.NS.2
4-8
8.EE.2
4-9
8.EE.2
4-10
8.EE.2
4-11
8.EE.2
4-12
8.EE.2
4-13
8.EE.2
4-14
8.EE.2
I can define rational and irrational numbers
I can show that the decimal form of
rational numbers eventually terminates or
repeats
I can covert a repeating decimal into a
fraction
I can find rational approximations of
irrational numbers
I can compare rational and irrational
numbers on a number line
I can locate the approximate location of
irrational numbers on a number line
I can estimate the value of an irrational
expression
I can use square root symbols to represent
solution to equations in the form of x2=p
where p is a positive number
I can use cube root symbols to represent
solution to equations in the form of x2=p
where p is a positive number
I can recognize that squaring a number and
taking the square root of a number are
inverse operations
I can recognize that cubing a number and
taking the cube root of a number are
inverse operations
I can evaluate square root of small perfect
squares
I can evaluate the cube roots of small
perfect cubes
I can justify that the square root of a nonperfect square is irrational
Unit 5 – Pythagorean Theorem
5-1
8.G.6
5-2
8.G.7
5-3
8.G.7
I can explain a proof of the Pythagorean
Theorem and its converse
I can apply the Pythagorean Theorem to
find an unknown side length of a right
triangle
I can draw a diagram and use the
Pythagorean Theorem to solve real-world
problems involving right triangles
5-4
8.G.8
5-5
8.G.8
I can determine how to create a right
triangle from two points on a coordinate
plane
I can use the Pythagorean Theorem to
solve for the distance between two points
Unit 6 – Functions
6-1
8.F.1
6-2
8.F.2
6-3
8.F.3
(part 1)
6-4
8.F.5
6-5
8.F.5
6-6
8.F.5
I can distinguish between functions and
non-functions using equations, graphs,
and/or tables
I can compare properties of two functions
each represented algebraically, graphically,
numerically in tables, or by verbal
description
I can identify the equation y=mx+b as
defining a linear function who graph is a
straight line
I can interpret the relationship between x
and y values by analyzing a graph
I can create a graph of function that
describes the relationship between two
variables
I can identify a scenario that describes the
relationships between two variables
depicted on a graph
Unit 7 – Introduction to Linearity
7-1
7-2
8.EE.5
8.EE.5
7-3
8.EE.5
7-4
8.EE.6
7-5
8.EE.6
7-6
8.EE.6
7-7
8.EE.6
7-8
8.F.4
7-9
8.F.4
7-10
8.F.4
I can graph proportional relationships
I can interpret the unit rate as the slope of
the graph
I can compare two different proportional
relationships represented in different ways
I can create similar right triangles using the
definition of slope
I can 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
I can derive the equation y=mx+b for a line
through the origin
I can derive the equation y=mx+b for a line
intercepting the vertical axis at b
I can define the rate of change (slope) in
relation to the situation
I can determine the rate of change (slope)
from (x,y) two values, a verbal description,
values in a table or a graph
I can determine the initial value (yintercept) from two (x,y) value, a verbal
description, values in a table or graph
Unit 8 – Patterns of Association of Bivariate
Data
8-1
8.SP.1
I can plot ordered pairs on a coordinate
grid representing the relationship between
two data sets
8-2
8.SP.1
8-3
8.SP.2
8-4
8.SP.3
8-5
8.SP.4
8-6
8.SP.4
I can derive patterns in the plotted points
such as clustering, outliers, positive, or
negative association, and linear or
nonlinear association and describe the
pattern in the context of the measurement
data
I can informally fit a straight line to fit data
and informally assess the model fit by
judging the closeness of the data points to
the line
I can find the slope and intercept of a linear
equation in the context of bivariate (graph,
table, equation, etc.) measurement data
I can construct and interpret a two0way
table summarizing data on two categorical
variables collected from the dame subjects
I can use a relative frequency calculated for
rows or columns to describe possible
associations between the two variables
Unit 9 – Nonlinear Functions
9-1
8.F.3
(Part 2)
I can give examples of functions that are
not linear
Unit 10 – Solving Linear Equations
10-1
8.EE.7a
10-2
8.EE.7a
10-3
8.EE.7a
10-4
8.EE.7b
10-5
8.EE.7b
10-6
8.EE.7b
I can give examples of linear equations in
one variable with no solution, one solution
or infinitely many solutions
I can use inverse operations and the
problems of equality to solve linear
equations in one variable
I can interpret the number of solutions to a
linear equation
I can solve linear equation with rational
number coefficients and variables on both
sides of the equation
I can solve linear equations using the
distributive property
I can solve linear equations combining like
terms
Unit 11 – Systems of Linear Equations
11-1
8.EE.8a
11-2
8.EE.8a
11-3
8.EE.8b
11-4
8.EE.8b
11-5
8.EE.8b
11-6
8.EE.8b
11-7
8.EE.8b
11-8
8.EE.8c
I can define the solution to a system of
equations as the intersection of their lines
I can explain that a line represents an infinite
number of solutions to a linear equation in
two variables
I can solve systems of two linear equations in
two variables algebraically
I can estimate the solution of two linear
equation by graphing the equations
I can solve simple cases of a system of two
linear equations by inspection
I can recognize that parallel lines have no
solution and the same slope but different yintercepts
I can recognize that two equations with the
same slope and same y-intercept have
infinite solutions
I can solve real world problems leading to
two linear equations in two variables
Unit 12 – Exponents and Scientific Notation
12-1
8.EE.1
12-2
8.EE.1
12-3
8.EE.3,
8.EE.4
8.EE.3,
8.EE.4
12-4
12-5
8.EE.3,
8.EE.4
12-6
8.EE.3,
8.EE.4
I can add, subtract, multiply and divide
exponents of the same base
I can use the laws of exponent to generate
equivalent numerical expressions
I can perform operations with numbers
expressed in scientific notation
I can perform operations with numbers
expressed in both decimal form and scientific
notation
I can use scientific notation to choose units
of appropriate size for measurement of very
large or very small quantities
I can identify and interpret the various ways
scientific notation that is displayed on
calculates and computer software
Unit 13 – Geometric Relationships
13-1
8.G.5
I can identify angles created when a parallel
line is cut by transversal (alternate interior,
alternate exterior, corresponding, vertical,
adjacent, etc.)
Unit 14 – Volume of Cones, Spheres & Cylinders
14-1
8.G.9
14-2
8.G.9
I can determine and apply appropriate
volume formulas in order to solve
mathematical and real-world problems for
the given shape
I can identify and define vocabulary: cone,
cylinder, sphere, radius, diameter,
circumference, area, volume, pi, base, height