Download 8th Pacing Guide

1
Inman Middle School
Weeks 1-6
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.EE.5 Graph proportional relationships, interpreting the unit rate
as the slope of the graph. Compare two different proportional
relationships represented in different ways. For example, compare a
distance-time graph to a distance-time equation to determine which of
two objects has greater speed.
TEXT and VOCABULARY
Vocabulary: cluster,
equivalent equations, like
terms, linear equation, rate of
change, slope, slope-intercept
form, y-intercept
RESOURCES and ACTIVITIES
CCCoach Lesson 7, p. 40
IXL I.1, I.2
Probe PZPTQ452227
Learning Targets:
 I can graph proportional relationships
 I can compare two different proportional relationships
represented in different ways.
 I can interpret the unit rate of a proportional relationship as the
slope of a graph
8.EE.7 Solve linear equations in one variable.
8.EE.7a 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).
Math 11.5, p. 562
Skills Bank p. 687
Learnzillion.com 8.EE.5
Hands-On Activity
Algebra 3.5, p. 149
Learning Targets:
 I can give an example of alinear equation which has one
solution by transforming into an equivalent equation of the form
x = a.
 I can give an example of a linear equation which ahs no solution
by transforming into an equivalent equation of the form b = a.
 I can give an example of a linear equation which has infinitely
many solutions by transforming into an equivalent equation of
the form a = a.

8.EE.7 Solve linear equations in one variable.
8.EE.7b Analyze and solve linear equations and pairs of
Algebra 3.3 – 3.5, p.135-149
simultaneous linear equations. Solve linear equations with rational
number coefficients, including equations whose solutions require
expanding expressions using the distributive property and collecting
CCCoach Lesson 9, p. 52
Probe PZPGW414751
Learnzillion.com 8.EE.7a
Hands-On Activity
CCCoach Lesson 9, p. 52
Learnzillion.com 8.EE.7b
2
th
Inman Middle School
Weeks 1-6
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
TEXT and VOCABULARY
RESOURCES and ACTIVITIES
like terms.
Hands-On Activity
Learning Targets:
 I can solve linear equations with rational number coefficients.
 I can solve linear equations whose solutions require expanding
expressions using the distributive property.
 I can analyze and solve pairs of simultaneous linear equations.
 I can solve linear equations whose solutions require collecting
like terms.
8.EE.8 Analyze and solve pairs of simultaneous linear equations
8.EE.8a 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.
Math 10.6, p. 523-525
Algebra 7.1-7.4, p. 369-390
CCCoach Lesson 10
IXL Algebra U.2, U.6
Probe PZPJV002554
Learning Targets:
 I can identify the solution(s) to a system of two linear equations
in two variables as the point(s) of intersection of their graphs.
 I can describe the point(s) of intersection between two linear
equations as points which satisfy both equations
simultaneously.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
8.EE.8b 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 by 5 and 6.
Learning Targets:
 I can solve a system of two linear equations with two variables
algebraically.
 I can solve simple cases of systems of two linear equations in
two variables by inspection.
 I can estimate the points of intersection for a system of two
equations with two variables by graphing the equations.
Learnzillion.com 8.EE.8a
Hands-On Activity
CCCoach Lesson 11
IXL Algebra U.8, U.10, U.14
Learnzillion.com 8.EE.8b
Hands-On Activity
3
th
Inman Middle School
2013-2014 8 Grade Curriculum Pacing Guide
Weeks 1-6
STANDARD
TEXT and VOCABULARY
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
8.EE.8c Solve real-world and mathematical problems leading to Math 10.6, p. 523-525
two linear equations in two variables. For example given coordinates
for two pairs of points, determine whether the line through the first pair Algebra 7.1-7.4, p. 369-390
of points intersects the line through the second pair.
RESOURCES and ACTIVITIES
CCCoach Lesson 12
IXL Algebra U.15, U.9, U.11
Learnzillion.com 8.EE.8c
Learning Target:
 I can solve real-world problems which result in two linear
equations with two variables.
Hands-On Activity
4
Inman Middle School
Weeks 7-12
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARDS
8.F.1 Understand that a function is a rule that assigns to each input
exactly one output. The graph of a function is the set of ordered
pairs consisting of an input and the corresponding output.
Learning Targets:
 I can define a function as a rule that assigns to each input
exactly one output.
 I can identify a graph of a function with a set of ordered pairs
consisting of an input and the corresponding output.
8.F.2 Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or by
verbal descriptions). For example, given a linear function represented
by a table of values and a linear function represented by an algebraic
expression, determine which function has the greater rate of change.
TEXT and VOCABULARY
RESOURCES and ACTIVITIES
Vocabulary: function,
functional relationship, input, CCCoach Lesson 13
line of best fit, linear function,
negative association, nonIXL Algebra Q.7, Q.8, Q.9
linear function, output,
outlier, positive association
Probe PZPUP659002
Math 12.4, p. 608-610
Learnzillion.com 8.F.1
Hands-On Activity
Math 12.5, p. 613-614
CCCoach Lesson 14
Probe PZPUB050350
Learnzillion.com 8.F.2
Learning Target:
 I can compare properties of two functions represented in
different ways (algebraically, graphically, numerically in tables,
verbally).
8.F.3 Interpret the equation y = mx + b as defining a linear function,
whose graph is a straight line; give examples of functions that are not Math 12.5-12.7, p. 613-623
linear. For example, the function A = s³ giving the area of a square as
a function of its side length is not linear because its graph contains the
points (1,1), (2,4) and (3,9), which are not on a straight line.
Hands-On Activity
CCCoach Lesson 15
IXL Algebra Q.4, Q.5
IXL W.1, V.1-V.7
Learning Targets:
 I can identify that a linear function on a graph is a straight line.
 I can interpret y= mx + b is the equation of a linear function..
 I can give examples of functions that are not linear functions
Probe PZPNV255946
Learnzillion.com 8.F.3
Hands-On Activity
5
Inman Middle School
Weeks 7-12
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.F.4 Construct a function to model a linear relationship between
two quantities. Determine the rate of change and initial value of the
function from a description of a relationship or from two (x,y) values,
including reading these from a table or from a graph. Interpret the
rate of change and initial value of a linear function in terms of the
situation it models, and in terms of its graph or a table of values.
Learning Targets:
 I can determine the rate of change and initial value from two
(x,y) values.
 I can determine the rate of change and initial value from a
description of a relationship.
 I can determine the rate of change and initial value from values
in a table and a graph.
 I can construct a function to model a linear relationship between
two quantities.
 I can interpret the rate of change and initial value of a linear
function in terms of the situation, graph or table of values.
8.F.5 Describe qualitatively the functional relationship between two
quantities by analyzing a graph (e.g., where the function if increasing
or decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.
Learning Targets:
 I can analyze a graph and describe in words the functional
relationship between two quantities.
 I can sketch a graph given a verbal description of its qualitative
features.
TEXT and VOCABULARY
Math 12.5, p. 613-614
RESOURCES and ACTIVITIES
CCCoach Lesson 16
Probe PZPBH178987
Learnzillion.com 8.F.4
Hands-On Activity
CCCoach Lesson 17
Probe PZPHY383765
Learnzillion.com 8.F.5
Domain Review—CCCoach p. 98
Rich Task
Mathematics Assessment Project
A16: Sorting Functions
6
Inman Middle School
Weeks 7-12
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.SP.1 Construct and interpret scatter plots for bivariate
measurement data to investigate patterns of association between two
quantities. Describe patterns such as clustering, outliers, positive or
negative association, linear association, and nonlinear association.
TEXT and VOCABULARY
Math 4.7, p. 204-205
RESOURCES and ACTIVITIES
CCCoach Lesson 29
Probe PZPWT968906
Learnzillion.com 8.SP.1
Learning Targets:
 I can describe clusters and outliers in patters of data.
 I can describe positive or negative associations in patters of data
 I can describe linear and non-linear associations in patterns of
data.
 I can construct scatter plots for bivariate measurement data.
 I can interpret scatter plots for bivariate measurement data for
patterns between two quantitites.
8.SP.2 Know that straight lines are widely used to model relationship
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.
Learning Targets:
 I can use a straight line to model relationships between two
quantitative variables.
 I can informally fit a straight line within the plotted data that
suggests a linear association.
 I can informally assess the closeness of the data points to the
straight line
Hands-On Activity
Rich Task
Mathematics Assessment Project
A09: Sugar Prices
CCCoach Lesson 30
Probe PZPPP088389
Learnzillion.com 8.SP.2
Hands-On Activity
7
th
Inman Middle School
2013-2014 8 Grade Curriculum Pacing Guide
Weeks 13-18 Unit 2: Irrational Number, Radicals and Exponents
STANDARD
TEXT and VOCABULARY
Vocabulary: converse, cube
8.NS.1 Know that there are numbers that are not rational, and
approximate them by rational numbers. Know that numbers that are root, hypotenuse, integer
exponent, irrational number,
not rational are called irrational. Understand informally that every
number has a decimal expansion; for rational numbers show that the leg, perfect square,
Pythagorean Theorem,
decimal expansion repeats eventually, convert a decimal expansion
properties of integer
which repeats eventually into a rational number.
exponents, radical, repeating
decimal, square root,
Learning Targets:
terminating decimal
 I can define irrational numbers
 I can demonstrate that the decimal expansion of rational
numbers repeats eventually.
Math 3.10, p. 156-157
 I can convert a decimal expansion which repeats into a rational
number.
 I can generalize that every number has a decimal expansion.
8.NS.2 Use rational approximations of irrational numbers to
compare the size of irrational numbers, locate them approximately on
a number line diagram, and estimate the value of expressions (e.g.,
n³). For example, by truncating the decimal expansion of ò2, show
that ò2 is between 1 and 2, then between 1.4 and 1.5, and explain
how to continue on to get better approximations.
Learning Targets:
 I can approximate an irrational number as a rational number.
 I can approximately locate irrational numbers on a number line.
 I can estimate the value of expressions involving irrational
numbers using rational approximations.
 I can compare the value of irrational numbers using
rational approximations.
RESOURCES and ACTIVITIES
CCCoach Lesson 1
IXL D.1
Probe PZPDF152563
Learnzillion.com 8.NS.1
Hands-On Activity
CCCoach Lesson 2
Probe PZPXN396978
Learnzillion.com 8.NS.2
Hands-On Activity
Domain 1 Review CCCoach p. 16
8
Inman Middle School
Weeks 13-18
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.EE.2 Work with radicals and integer exponents. Use square root
and cube root symbols to represent solutions to equations of the form
x³ = p and x´ = p, where p is a positive rational number. Evaluate
square roots of small perfect squares and cube roots of small perfect
cubes. Know that ò2 is irrational.
TEXT and VOCABULARY
Math 3.8, p. 146-147
p. 154-155
RESOURCES and ACTIVITIES
CCCoach Lesson 4, p. 26
IXL F.1-F.19
Probe PZPAY536712
Learning Targets:
 I can use a square root symbol to represent solutions to
equations of the form x³ = p.
 I can evaluate square roots of small perfect squares.
 I know that the square root of 2 as an irrational number.
8.G.6 Explain a proof of the Pythagorean Theorem and its converse
Learning Targets:
 I can define the Pythagorean Theorem
 I can explain a proof of the Pythagorean Theorem
 I can explain a proof of the converse of the Pythagorean
Theorem.
8.G.7 Apply the Pythagorean Theorem to determine unknown side
lengths in right triangles in real-world and mathematical prlbems in
two and three dimensions.
Learnzillion.com 8.EE.2
Hands-On Activity
Math 6.3, p. 290-291
CCCoach Lesson 25, p. 136
Probe PZPWW396991
Learnzillion.com 8.G.6
Hands-On Activity
CCCoach Lesson 26, p. 142
Probe PZPRE630886
Learning Targets:
 I can solve real-world and mathematical problems using the
Pythagorean Theorem to find a missing side of a right triangle.
 I can solve real-world and mathematical problems using the
Pythagorean Theorem to find a missing side of a right triangular
cross-section of a three-dimensional object.
Learnzillion.com 8.G.7
Hands-On Activity
9
Inman Middle School
Weeks 13-18
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.G.8 Apply the Pythagorean Theorem to find the distance between
two points in a coordinate system.
Learning Targets:
 I can determine how to create a right triangle from two points
on a coordinate graph.
 I can use the Pythagorean Theorem to solve for the distance
between two points in the coordinate plane.
8.EE.1 Know and apply the properties of integer exponents to
generate equivalent numerical expressions. For example, 3³ x 3ý¶ =
3ý´ = 1/3´ = 1/27
TEXT and VOCABULARY
RESOURCES and ACTIVITIES
CCCoach Lesson 27, p. 146
Probe PZPZK577416
Learnzillion.com 8.G.8
Hands-On Activity
Math 2.6-2.8, p. 84-93
CCCoach Lesson 3, p. 22
Probe PZPEQ411418
Learning Targets:
 I can explain the properties of integer exponents to generate
equivalent numerical expressions.
 I can apply the properties of integer exponents to generate
equivalent numerical expressions.
8.EE.3 Use numbers expressed in the form of a single digit times an
Math 2.9, p. 96-97
integer power of 10 to estimate very large or very small quantities,
and to express how many times as much one is than the other. For
example, estimate the population of the United States as 3 x 10¹ and the Algebra 8.3, p. 425-427
population of the world as 7 x 10º, and determine that the world
population is more than 20 times larger.
Learning Targets:
 I can use numbers expressed as a single digit times an integer
power of 10 to estimate very large and/or small quantities
 I can use numbers expressed as a single digit times an integer
power of 10 to express how many times as much one is than the
other.
Learnzillion.com 8.EE.1
Hands-On Activity
CCCoach Lesson 5, p. 30
IXL G.1-G.4
Probe PZPJH618344
Learnzillion.com 8.EE.3
Hands-On Activity
Rich Task
Mathematics Assessment Project
A18: Giantburgers
10
Inman Middle School
Weeks 13-18
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.EE.4 Perform operations with numbers expressed in scientific
notation, including problems where both decimal and scientific
notation are used. Use scientific notation and choose units of
appropriate size for measurements of very large or very small
quantities (e.g., use millimeters per year for seafloor spreading).
Interpret scientific notation that has been generated by technology.
Learning Targets:
 I can perform operations using number expressed in both
decimal and scientific notation.
 I can use scientific notation to express very large and very small
quantities.
 I can interpret scientific
8.F.2 Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or by
verbal descriptions). For example, given a linear function represented
by a table of values and a linear function represented by an algebraic
expression, determine which function has the greater rate of change.
TEXT and VOCABULARY
RESOURCES and ACTIVITIES
Math 2.9, p. 96-97
CCCoach Lesson 6, p. 34
Algebra 8.3, p. 425-427
IXL G.1-G.4
Probe PZPXB413464
Learnzillion.com 8.EE.4
Hands-On Activity
CCCoach Lesson 14, p. 82
IXL V.1-V.6
Probe PZPUB050350
Learning Target:
 I can compare properties of two functions represented in
different ways (algebraically, graphically, numerically in tables,
verbally).
8.F.3 Interpret the equation y = mx + b as defining a linear function,
whose graph is a straight line; give examples of functions that are not
linear. For example, the function A = s³ giving the area of a square as
a function of its side length is not linear because its graph contains the
points (1,1), (2,4) and (3,9), which are not on a straight line.
Learnzillion.com 8.F.2
Hands-On Activity
CCCoach Lesson 15, p. 86
IXL W.1; V.1-V.7
Probe PZPNV255946
Learning Targets:
 I can identify that a linear function on a graph is a straight line.
 I can interpret y= mx + b is the equation of a linear function..
 I can give examples of functions that are not linear functions
Learnzillion.com 8.F.3
Hands-On Activity
11
Inman Middle School
Weeks 19-24



th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
in a table and a graph.
I can construct a function to model a linear relationship between
two quantities.
I can interpret the rate of change and initial value of a linear
function in terms of the situation, graph or table of values.
TEXT and VOCABULARY
8.F.5 Describe qualitatively the functional relationship between two
quantities by analyzing a graph (e.g., where the function if increasing
or decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.
Learning Targets:
 I can analyze a graph and describe in words the functional
relationship between two quantities.
I can sketch a graph given a verbal description of its qualitative
features.
8.EE.5 Graph proportional relationships, interpreting the unit rate
as the slope of the graph. Compare two different proportional
relationships represented in different ways. For example, compare a
distance-time graph to a distance-time equation to determine which of
two objects has greater speed.
RESOURCES and ACTIVITIES
CCCoach Lesson 17, p. 94
Probe PZPHY383765
Learnzillion.com 8.F.5
Hands-On Activity
Math 11.5, p. 562
Skills Bank, p. 687
CCCoach Lesson 7, p. 40
IXL I.1-I.2
Probe PZPTQ452227
Learning Targets:
 I can graph proportional relationships
 I can compare two different proportional relationships
represented in different ways.
 I can interpret the unit rate of a proportional relationship as the
slope of a graph
Learnzillion.com 8.EE.5
Hands-On Activity
12
Inman Middle School
Weeks 19-24
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.EE.6 Use similar triangles to explain why the slope m is the same
between any two distinct points on a non-vertical line in the
coordinate plane; derive the equation y = mx for a line through the
origin and the equation y= mx + b for a line intercepting the vertical
axis at b.
TEXT and VOCABULARY
RESOURCES and ACTIVITIES
CCCoach Lesson 8, p. 46
Probe PZPND093681
Learnzillion.com 8.EE.6
Learning Targets:
 I can write an equation of the form y = mx for a line
through the origin.
 I can write an equation of the form y = mx + b for a line
intercepting the vertical axis at b.
 I can use similar triangles to explain why the slope is the
same between two distinct oints on a non-vertical line in the
coordinate plane.
8.EE.7 Solve linear equations in one variable.
8.EE.7a 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).
Learning Targets:
 I can give an example of alinear equation which has one
solution by transforming into an equivalent equation of the form
x = a.
 I can give an example of a linear equation which ahs no solution
by transforming into an equivalent equation of the form b = a.
 I can give an example of a linear equation which has infinitely
many solutions by transforming into an equivalent equation of
the form a = a.
Hands-On Activity
Algebra 3.5, p. 149
CCCoach Lesson 9, p. 52
Probe PZPGW414751
Learnzillion.com 8.EE.7a
Hands-On Activity
13
Inman Middle School
Weeks 19-24
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD (Review)
8.EE.7 Solve linear equations in one variable.
8.EE.7b Analyze and solve linear equations and pairs of
simultaneous linear equations. Solve linear equations with rational
number coefficients, including equations whose solutions require
expanding expressions using the distributive property and collecting
like terms.
Learning Targets:
 I can solve linear equations with rational number coefficients.
 I can solve linear equations whose solutions require expanding
expressions using the distributive property.
 I can analyze and solve pairs of simultaneous linear equations.
I can solve linear equations whose solutions require collecting like
terms.
TEXT and VOCABULARY
Algebra 3.3-3.5, p. 135-149
RESOURCES and ACTIVITIES
CCCoach Lesson 9, p. 52
Learnzillion.com 8.EE.7b
Hands-On Activity
14
Inman Middle School
Weeks 25-30
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.G.9 Know the formulas for the volumes of cones, cylinders, and
spheres and use them to solve real-world and mathematical problems.
Learning Targets:
 I can recall and apply the formula for volume of cones to solve
real-world and mathematical problems.
 I can recall and apply the formula for volume of cylinders to
solve real-world and mathematical problems.
 I can recall and apply the formula for volume of spheres to
solve real-world and mathematical problems.
 I can determine and apply the appropriate cones, cylinder, and
sphere volume formula in order to solve real-world and
mathematical problems.
8.G.1 Verify experimentally the properties of rotations, reflections,
and translations
8.G.1a Lines are taken to lines, and line segments to line
segments of the same length
Learning Targets:
 I can use physical models, transparencies or geometry software
to verify properties of lines and line segments in
transformations (rotations, reflections, or translations).
 I can describe and explain how lines are mapped to lines in a
transformation using definitions and properties of
transformations.
 I can describe and explain how line segments are mapped to line
segments n a transformation using definitions and properties of
transformations.
TEXT and VOCABULARY
Vocabulary: angle-angle
criterion, cone, congruent,
corresponding angles,
cylinder, dilation, exterior
angle, interior angle,
reflection, rotation, sphere,
transformation, translation,
transversal
RESOURCES and ACTIVITIES
CCCoach Lesson 28, p. 150
IXL Geometry S.4, S.5
Probe PZPRG525109
Learnzillion.com 8.G.9
Hands-On Activity
Math 6.7, p, 312
Math 6.10, p. 324
CCCoach Lesson 18, p. 104
Probe PZPKU934353
Learnzillion.com 8.G.1a
Hands-On Activity
15
Inman Middle School
Weeks 25-30
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.G.1 Verify experimentally the properties of rotations, reflections,
and translations
8.G.1b Angles are taken to angles of the same measure
Learning Targets:
 I can use physical models, transparencies or geometry software
to verify properties of angles in transformations (rotations,
reflections, or translations).
 I can describe and explain how angles are mapped to angles of
the same measure in a transformation using definitions and
properties of transformations.
8.G.1 Verify experimentally the properties of rotations, reflections,
and translations
8.G.1c Parallel lines are taken to parallel lines.
Learning Targets:
 I can use physical models, transparencies or geometry software
to verify properties of parallel lines in transformations
(rotations, reflections, or translations).
 I can describe and explain how parallel lines are mapped to
parallel lines in a transformation using definitions and
properties of transformations.
8.G.2 Understand that a two-dimensional figure is congruent to
another if the second can be obtained from the first by a sequence of
rotations, reflections, and translations; given two congruent figures,
describe a sequence that exhibits the congruence between them.
Learning Targets:
 I can justify that a 2-D figure is congruent to another if the
second can be obtained by a sequence of transformations.
 I can describe the sequence of rotations, reflections, and
translations that exhibits the congruence between 2-D figures.
TEXT and VOCABULARY
RESOURCES and ACTIVITIES
Math 5.7, p. 254-255
CCCoach Lesson 18, p. 104
Algebra 4.2, p. 197-200
IXL R.1-R.10
Learnzillion.com 8.G.1b
Hands-On Activity
CCCoach Lesson 19, p. 110
Probe PZPNJ307036
Learnzillion.com 8.G.2
Hands-On Activity
16
Inman Middle School
th
2013-2014 8 Grade Curriculum Pacing Guide
Weeks 25-30
STANDARD
8G.3 Describe the effect of dilations, translations, rotations, and
reflections on two-dimensional figures using coordinates.
Learning Targets:
 I can describe the effects of dilations on 2-D figures using
coordinates.
 I can describe the effects of translations on 2-D figures using
coordinates.
 I can describe the effects of rotations on 2-D figures using
coordinates.
 I can describe the effects of reflections on 2-D figures using
coordinates.
8.G.4 Understand that a two-dimensional figure is similar to another
if the second can be obtained from the first by a sequence of
rotations, reflections, translations, and dilations; given two similar
two dimensional figures, describe a sequence that exhibits the
similarity between them.
TEXT and VOCABULARY
Math 7.5, p. 362-363
(Dilations)
RESOURCES and ACTIVITIES
CCCoach Lesson 21, p. 120
IXL R.1-R.10
Algebra 4.2, p. 197
Probe PZPME430777
Learnzillion.com 8.G.3
Hands-on Activity
CCCoach Lesson 22, p. 124
Probe PZPYS715746
Learnzillion.com 8.G.4
Learning Targets:
 I can justify that a 3-D figure is similar to another if the second
can be obtained by a sequence of rotations, reflections,
translations, or dilations.
 I can describe the sequence of rotations, reflections,
translations, or dilations that exhibit the similarity between 2-D
figures using words and /or symbols.
8.G.5 Use informal arguments to establish facts about the angle sum
and exterior angle of triangles, about the angles created when
parallel lines are cut by a transversal, and the angle-angle criterion
for similarity of triangles. For example, arrange three copies of the
same triangle so that the sum of the three angles appears to form a line,
and give an argument in terms of transversals why this is so.
Hands-on Activity
Math 5.2, p. 228-229
CCCoach Lesson 24, p. 132
IXL Geometry D.2, D.3
Probe PZPZD875975
Learnzillion.com 8.G.5
17
Inman Middle School
Weeks 25-30
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
Learning Targets:
 I can use informal arguments to establish facts about the angle
sum (i.e. the sum of the interior angles equals 180±).
 I can use informal arguments to establish facts about the
exterior angles of a triangle (i.e. they are equal to the sum of the
two remote interior angles).
 I can use Angle-Angle Criterion to prove similarity among
triangles.
 I can use informal arguments to establish facts about angles
(alternate interior, alternate exterior, corresponding, vertical,
adjacent, etc.) created when parallel lines are cut by a
transversal.
TEXT and VOCABULARY
RESOURCES and ACTIVITIES
Hands-on Activity
Domain 4 Review CCCoach, p. 156
18
Inman Middle School
Weeks 31-36
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.EE.8 Analyze and solve pairs of simultaneous linear equations
8.EE.8a 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.
TEXT and VOCABULARY
RESOURCES and ACTIVITIES
Math 10.6, p. 523-525
CCCoach Lesson 10, p. 56
Algebra 7.1-7.4, p. 369-390
Learnzillion.com 8.EE.8a
Hands-on Activity
Learning Targets:
 I can identify the solution(s) to a system of two linear equations
in two variables as the point(s) of intersection of their graphs.
 I can describe the point(s) of intersection between two linear
equations as points which satisfy both equations
simultaneously.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
8.EE.8b 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 by 5 and 6.
CCCoach Lesson 11, p. 62
Learnzillion.com 8.EE.8b
Hands-on Activity
Learning Targets:
 I can solve a system fo two linear equations with two variables
algebraically.
 I can solve simple cases of systems of two linear equations in
two variables by inspection.
 I can estimate the points of intersection for a system of two
equations with two variables by graphing the equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
8.EE.8c Solve real-world and mathematical problems leading to
two linear equations in two variables. For example given coordinates
for two paris of points, determine whether the line through the first pair
of points intersects the line through the second pair.
CCCoach Lesson 12, p. 68
Probe PZPJV002554
Learnzillion.com 8.EE.8c
Learning Target:
 I can solve real-world problems which result in two linear
equations with two variables.
Hands-on Activity
Domain 2 Review CCCoach p. 72
19
Inman Middle School
Weeks 31-36
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.F.1 Understand that a function is a rule that assigns to each input
exactly one output. The graph of a function is the set of ordered
pairs consisting of an input and the corresponding output.
TEXT and VOCABULARY
RESOURCES and ACTIVITIES
Math 12.4, p. 608-610
CCCoach Lesson 13, p. 78
Algebra 4.6, p. 226-228
Probe PZPUP659002
Learning Targets:
 I can define a function as a rule that assigns to each input
exactly one output.
I can identify a graph of a function with a set of ordered pairs
consisting of an input and the corresponding output.
8.F.2 Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or by
verbal descriptions). For example, given a linear function represented
by a table of values and a linear function represented by an algebraic
expression, determine which function has the greater rate of change.
Learn Zillion.com 8.F.1
Hands-on Activity
CCCoach Lesson 14, p. 82
Probe PZPUB050350
Learn Zillion.com 8.F.2
Learning Target:
 I can compare properties of two functions represented in
different ways (algebraically, graphically, numerically in tables,
verbally).
8.F.3 Interpret the equation y = mx + b as defining a linear function,
whose graph is a straight line; give examples of functions that are not Math 12.5-12.7, p. 613-623
linear. For example, the function A = s³ giving the area of a square
as a function of its side length is not linear because its graph contains
the points (1,1), (2,4) and (3,9), which are not on a straight line.
Hands-on Activity
CCCoach Lesson 15, p. 86
Probe PZPNV255946
Learnzillion.com 8.F.3
Learning Targets:
 I can identify that a linear function on a graph is a straight line.
 I can interpret y= mx + b is the equation of a linear function..
 I can give examples of functions that are not linear functions
Hands-on Activity
20
Inman Middle School
Weeks 31-36
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
8.F.4 Construct a function to model a linear relationship between
two quantities. Determine the rate of change and initial value of the
function from a description of a relationship or from two (x,y) values,
including reading these from a table or from a graph. Interpret the
rate of change and initial value of a linear function in terms of the
situation it models, and in terms of its graph or a table of values.
TEXT and VOCABULARY
Math 12.5, p. 613-614
RESOURCES and ACTIVITIES
CCCoach Lesson 16, p. 90
Probe PZPBH178987
Learnzillion.com 8.F.4
Learning Targets:
 I can determine the rate of change and initial value from two
(x,y) values.
 I can determine the rate of change and initial value from a
description of a relationship.
 I can determine the rate of change and initial value from values
in a table and a graph.
 I can construct a function to model a linear relationship between
two quantities.
 I can interpret the rate of change and initial value of a linear
function in terms of the situation, graph or table of values.
8.F.5 Describe qualitatively the functional relationship between two
quantities by analyzing a graph (e.g., where the function if increasing
or decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.
Hands-on Activity
Learning Targets:
 I can analyze a graph and describe in words the functional
relationship between two quantities.
 I can sketch a graph given a verbal description of its qualitative
features.
8.SP.1 Construct and interpret scatter plots for bivariate
measurement data to investigate patterns of association between two
quantities. Describe patterns such as clustering, outliers, positive or
negative association, linear association, and nonlinear association.
Learnzillion.com 8.F.5
Learning Targets:
 I can describe clusters and outliers in patterns of data.
CCCoach Lesson 17, p. 94
Probe PZPHY383765
Hands-on Activity
Domain 3 Review CCCoach, p. 98
Math 4.7, p. 204-205
CCCoach Lesson 29, p. 162
Probe PZPWT968906
Learnzillion.com 8.SP.1
21
Inman Middle School
Weeks 31-36
th
2013-2014 8 Grade Curriculum Pacing Guide
STANDARD
 I can describe positive or negative associations in patters of data
 I can describe linear and non-linear associations in patterns of
data.
 I can construct scatter plots for bivariate measurement data.
 I can interpret scatter plots for bivariate measurement data for
patterns between two quantities.
8.SP.2 Know that straight lines are widely used to model relationship
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.
TEXT and VOCABULARY
RESOURCES and ACTIVITIES
Hands-on Activity
Math 4.7, p. 204-205
CCCoach Lesson 31, p. 170
Probe PZPSZ857860
Learning Targets:
 I can use a straight line to model relationships between two
quantitative variables.
 I can informally fit a straight line within the plotted data that
suggests a linear association.
 I can informally assess the closeness of the data points to the
straight line
8.SP.3 Use the equation of a linear model to solve problems in the
context of bivariate measurement data, interpreting the slope and
intercept. For example, in a linear model for a biology experiment,
interpret a slope of 1.5 cm/hr as meaning that an additional hour of
sunlight each day is associated with an additional 1.5 cm in mature
plant height.
Learnzillion.com 8.SP.2
Learning Targets:
 I can use a linear model to interpret the slope and y-intercept.
 I can solve problems using the equation of a linear model.
Hands-on Activity
Hands-on Activity
CCCoach Lesson 31, p. 170
Probe PZPSZ857860
Learnzillion.com 8.SP.3
22
th
Inman Middle School
2013-2014 8 Grade Curriculum Pacing Guide
Weeks 31-36
STANDARDS
TEXT and VOCABULARY
8.SP.4 Understand that patterns of association can also be seen in
Math 4.5, p. 196-197
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?
Learning Targets:
 I can identify patterns of association in bivariate categorical
data using frequencies and relative frequencies.
 I can construct and display bivariate categorical data in a twoway table.
 I can interpret and summarize data represented in a two-way
table using relative frequencies.
RESOURCES and ACTIVITIES
CCCoach Lesson 32, p. 174
Learnzillion.com 8.SP.4
Hands-on Activity
Domain 5 Review CCCoach p. 178