8th Grade Math

1st Nine Weeks

TEXTBOOK: GLENCOE MATH

Lessons for Learning

UNIT 1 - Rational and Irrational Numbers (1.5 weeks)

Textbook Standard Instr. Tasks Resources

Rational Numbers

Irrational Numbers

Real Numbers and Their Properties Chapter 1 Lesson 1 Pages 7-14 Lesson 10 Pages 89-96

8.NS.A.1 Know that numbers that

are not rational are called irrational.

Understand informally that every

number has a decimal expansion;

for rational numbers show that the

decimal expansion repeats

eventually or terminates, and

convert a decimal expansion which

repeats eventually or terminates

into a rational number.

5.1 p 93

5.2 p 95

5.3 p 101

Lessons for

Learning

Real Number Race page 5

Order of Operations Rap Multiplying Dividing Integers Game Power Point for Rational vs. Irrational Numbers Mathematical Expressions Millionaire Rational and Irrational Numbers

Rational Numbers

8.NS.A.2 Use rational

approximations of irrational

5.1 p 93

Ordering Numbers

Irrational Numbers

Real Numbers and Their Properties Chapter 1 Lesson 9 IQL Pages 79-80 Lesson 9 Pages 81-88 Lesson 10 Pages 89-96

numbers to compare the size of

irrational numbers locating them

approximately on a number line

diagram. Estimate the value of

irrational expressions such as π2.

For example, by truncating the

decimal expansion of √2, show that

√2 is between 1 and 2, then between

1.4 and

1.5, and explain how to continue on to get better approximations

5.2 p 95

5.3 p 101

Lessons for

Learning

The Laundry Problem page 9

Comparing Decimals Adding Subtracting Integer Fun Rational Number Sheets Rational vs Irrational Sheets

Chapter 1 Lesson 8 Pages 71-78 Chapter 5 Lesson 5 Pages 411-418 Lesson 6 Pages 423-430 Lesson 7 Pages 431-438

8.EE.A.2 Use square root and

cube root symbols to represent

solutions to equations of the

form x2 = p and x3 = p, where p

is a positive rational number.

Evaluate square roots of small

perfect squares and cube roots

of small perfect cubes. Know

that √2 is irrational.

Multiple Solutions

Square Root Game Quantiles Square Root not Plant Root Square and Cube Root Worksheets

Powers and Exponents

Multiplying and Dividing

8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical

13.1 p 233

13.2 p 237

A Million Dollars

Powers

Zero and Negative Exponents Chapter 1 Lesson 2 Pages 15-22 Lesson 3 Pages 23-30 Lesson 4 Pages 31-38 Chapter 1 PSI Pages 39-41 Lesson 5 Pages 43-50

expressions. For example, 32

x 3–5 = 3–3 = 1/33 = 1/27 13.3 p 241 “Ponzi”

Pyramid Schemes

Evaluating Exponents Practice with Exponents Basic Exponent Skills

Scientific Notation Chapter 1 Lesson 7 Pages 59-66 Lesson 7 IQL Pages 67-70

8.EE.A.3 Use numbers

expressed in the form of a

single digit times an integer

power of 10 to estimate

very large or very small

quantities and to express

how many times as much

one is than the other. For

example, estimate the

population of the United

States as 3 x 108 and the

population of the world as 7

x 109, and determine that

the world population is

more than 20 times larger.

13.4 p 245 100 People

Giant Burger Scientific Notation Scientific Notation Lessons Scientific Notation Worksheets

Operations with 8.EE.A.4 Perform operations Scientific

Scientific Notation

Additional problems are needed for the addition and subtraction of scientific notation in the skills practice. Chapter 1 Lesson 6 Pages 51-58 Lesson 7 Pages 59-66 Lesson 7 IQL Pages 67-70

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.

13.5 p 247 Notation Fact Monster Convert Scientific Notation Scientific Notation Question Set Ditchdiggers

Solving Problems Using Equations

Equations with Infinite or No Solutions

Solving Linear Equations

Solving More Linear Equations Chapter 2 Lesson 1 Pages 111-118 Lesson 2 IQL Pages 119-120 Lesson 2 Pages 121-128

8.EE.C.7 Solve linear equations in one variable.

a. Give examples of

linear equations

in one variable

with one solution,

infinitely many

solutions, or no

solutions. Show

which of these

possibilities is

the case by

successively

transforming the

given equation

into simpler

forms, until an

1.1 p 1

1.2 p 3

1.3 p 7

1.4 p 11

Algebra Tiles Combining Like Terms Combining Like Terms 2 Combining Like Terms 3 Balancing with Balloons One Step Equation Game

Other Resources

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Lesson 3 Pages 129-136 Lesson 4 IQL Pages 141-144 Lesson 4 Pages 145-152 Lesson 5 Pages 153-160 PSI Pages 137-139

equivalent

equation of the

form x = a, a = a,

or a = b results

(where a and b

are different

numbers).

b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

8th Grade Math

2nd Nine Weeks

TEXTBOOK: GLENCO MATH

Lessons for Learning

Determining Rate of Change from a Graph

Determining y-intercepts from Various Representations Chapter 3 Lesson 1 IQL Pages 179-180 Lesson 3 Pages 189-198

8.EE.B.5 Graph

proportional relationships,

interpreting the unit rate as

the slope of the graph.

Compare two different

proportional relationships

represented in different

ways. For example,

compare a distance-time

graph to a distance-time

equation to determine

which of two moving

objects has greater speed.

3.1 p 45

3.5 p 59

Lessons for

Learning

Perplexing Puzzle Page 16

Shelves

Coordinate Plane Game Travel Agents Working with Linear Functions Constant of Proportionality Slope Intercept Form Math Expressions and Equations

Chapter 3

Lesson 3

Pages 189-198

Lesson 4

Pages 199-206

Lesson 4 IQL

Pages 207-208

Chapter 7

Lesson 6

Pages 561-568.

8.EE.B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; know and 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.

3 ways to find slope Definitions of Slope Slope Worksheets Slope Derived from Similar Triangles

Using a Graph to Solve a Linear System

Graphs and Solutions of Linear Systems

Using Substitution to Solve a Linear System Chapter 3 Lesson 7 IQL Pages 231-232 Lesson 7 Pages 233-242 Lesson 8 IQL Pages 251-252

Using Linear Combinations to Solve a Linear System

8.EE.C.8 Analyze and solve systems of two linear equations.

a. Understand

that

solutions to

a system of

two linear

equations in

two

variables

correspond

to points of

intersection

of their

graphs,

because

points of

intersection

satisfy both

equations

Lessons for

Learning

Cookie Calorie Conundrum Page 23

Hot Under The Collar

11.1 p 197

11.2 p 203

11.3 p 207

11.4 p 209

12.1 p 213

12.2 p 217

Buying Chips and Candy

Hikers Solving Through Multiple Representations Simultaneous Equations Systems of Equations Game Solve Systems of Equations Simultaneous Equations Worksheet

Solving More Systems Chapter 3 Lesson 8 Pages 243-250

simultaneou

sly.

b. Solve systems

of two linear

equations in

two variables

algebraically,

and estimate

solutions by

graphing the

equations.

Solve simple

cases by

inspection. For

example, 3x +

2y = 5 and 3x

+ 2y = 6 have

no solution

because 3x +

2y cannot

simultaneously

be 5 and 6.

c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

Playing Catch Up

Developing Sequences of Numbers from

8.F.A.1 Understand that

a function is a rule that

Function Machine

Diagrams and Contexts

Describing Characteristics of Graphs

Defining and Recognizing Functions

Linear Functions Chapter 4 Lesson 3 IQL Pages 285-286 Lesson 3 Pages 287-294 Lesson 4 Pages 295-304 Lesson 7 Pages 327-334

assigns to each input

exactly one output. The

graph of a function is the

set of ordered pairs

consisting of an input and

the corresponding output.

(Function notation is not

required in 8th grade.)

2.1 p 15

2.2 p 19

2.3 p 23

2.4 p 29

Coordinate Plane Spinner Game Input Output Game Input Output Lesson Graph Linear Equations Lesson

Defining and Recognizing Functions

Linear Functions Chapter 3 Lesson 3 Pages 189-198 Chapter 4 Lesson 5 Pages 309-318

8.F.A.1 8.F.A.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

another linear function

represented by an

2.3 p 23

2.4 p 29

algebraic expression,

determine which function

has the greater rate of

change.

Defining and Recognizing Functions

Linear Functions Chapter 3 Lesson 4 Pages 199-206 Chapter 4 Lesson 4 Pages 295-304 Lesson 7 Pages 327-334 Lesson 8 Pages 335-342 Lesson 8 IQL Pages 343-346

8.F.A.1 8.F.A.3 Know and

interpret the equation y

= mx + b as defining a

linear function, whose

graph is a straight line;

give examples of

functions that are not

linear. For example,

the function A = s2

giving the area of a

square as a function of

its side length is not

linear because its graph

contains the points

(1,1), (2,4) and (3,9),

which are not on a

straight line.

2.3 p 23

2.4 p 29

Lessons for

Learning

Nonlinear Functions page 36

Slope Intercept Game Linear or Nonlinear? Flocabulary Linear Equations

Linear Functions Chapter 3 Lesson 3 Pages 189-198 Lesson 6 IQL Pages 229-230 Chapter 4 Lesson 1

8.F.B.4 Construct a

function to model a linear

relationship between two

quantities. Determine the

rate of change and initial

value of the function from

a description of a

relationship or from two

2.4 p 29

Lessons for

Learning

Bow Wow Barkley page 29 Sandy’s Candy Corporation

Baseball Jerseys

Travel Agents Working with Linear Equations Linear

Pages 267-276 Lesson 3 Pages 287-294 Lesson 4 Pages 295-304 Chapter 4 PSI Pages 305-307 Lesson 5 Pages 309-318 Lesson 6 Pages 319-326

(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.

page 45 Functions Using Linear Equations 25 Billion Apps

Describing Characteristics of Graphs

Defining and Recognizing Functions

Linear Functions Chapter 3 Lesson 6 IQL Pages 229-230 Chapter 4 Lesson 7 Pages 327-334 Lesson 8 Pages 335-342 Lesson 8 IQL Pages 343-346 Lesson 9 Pages 347-354

8.F.B.4 8.F.B.5 Describe

qualitatively the functional

relationship between two

quantities by analyzing a

graph (e.g., where the

function is increasing or

decreasing, linear or

nonlinear). Sketch a

graph that exhibits the

qualitative features of a

function that has been

described verbally.

2.2 p 19

2.3 p 23

2.4 p 29

Lessons for

Learning

The Case of the Vase Page 50

Mellow Yellow Interpreting Graphs Distance Time Graph Activity Three Acts Joulies

Using Tables, Graphs, and Equations

Introduction to Non-Linear Functions Revisit Chapter 4

8.F.A.1 8.F.A.1 Understand that

a function is a rule that

assigns to each input

exactly one output. The

graph of a function is the

set of ordered pairs

consisting of an input and

the corresponding output.

(Function notation is not

required in 8th grade.)

2.5 p 31

2.6 p 35

2.7 p 39

Using Tables, Graphs, and Equations

Introduction to Non-Linear Functions Revisit Chapters 3,4

8.F.A.1 8.F.A.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

another linear function

represented by an

algebraic expression,

determine which function

has the greater rate of

change.

2.5 p 31

2.6 p 35

2.7 p 39

Using Tables, Graphs, and Equations

8.F.A.1 8.F.A.3 Know and

interpret the equation y

= mx + b as defining a

2.5 p 31

2.6 p 35

Revisit Chapters 3,4

linear function, whose

graph is a straight line;

give examples of

functions that are not

linear. For example,

the function A = s2

giving the area of a

square as a function of

its side length is not

linear because its graph

contains the points

(1,1), (2,4) and (3,9),

which are not on a

straight line.

Using Tables, Graphs, and Equations Revisit Chapters 3,4

8.F.B.4 8.F.B.4 Construct a

function to model a linear

relationship between two

quantities. Determine the

rate of change and initial

value of the function from

a description of a

relationship or from two

(x, y) values, including

reading these from a table

or from a graph. Interpret

the rate of change and

initial value of a linear

function in terms of the

situation it models and in

terms of its graph or a

table of values.

2.5 p 31

2.6 p 35

Baseball Jerseys

Using Tables, Graphs, and Equations

Introduction to Non-Linear Functions Revisit Chapters 3,4

8.F.B.4 8.F.B.5 Describe

qualitatively the functional

relationship between two

quantities by analyzing a

graph (e.g., where the

function is increasing or

decreasing, linear or

nonlinear). Sketch a

graph that exhibits the

qualitative features of a

function that has been

described verbally.

2.5 p 31

2.6 p 35

2.7 p 39

Determining Rate of Change from a Graph

Determining Rate of Change from a Context

Determining Rate of Change from an Equation

Determining y-intercepts from Various Representations

8.F.A.1 8.F.A.1 Understand that

a function is a rule that

assigns to each input

exactly one output. The

graph of a function is the

set of ordered pairs

consisting of an input and

the corresponding output.

(Function notation is not

required in 8th grade.)

3.1 p 45

3.3 p 53

3.4 p 57

3.5 p 59

3.6 p 63

Determining the Rate of Change and y-intercept

Determining Rate of Change from a Graph

Determining Rate of Change from a Table

8.F.A.1 8.F.A.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 another linear

function represented by

an algebraic expression,

determine which function

has the greater rate of

change.

3.1 p 45

3.2 p 49

Determining Rate of Change from a Graph

Determining Rate of Change from a Context

Determining Rate of Change from an Equation

Determining y-

8.F.A.1 8.F.A.3 Know and

interpret the equation y

= mx + b as defining a

linear function, whose

graph is a straight line;

give examples of

functions that are not

linear. For example,

the function A = s2

giving the area of a

square as a function of

3.1 p 45

3.3 p 53

3.4 p 57

3.5 p 59

3.6 p 63

intercepts from Various Representations

Determining the Rate of Change and y-intercept

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.

Determining Rate of Change from a Graph

Determining Rate of Change from a Table

Determining Rate of Change from a Context Determining Rate of Change from an Equation

Determining y-intercepts from Various Representations

Determining the Rate of Change and y-intercept

8.F.B.4 8.F.B.4 Construct a

function to model a linear

relationship between two

quantities. Determine the

rate of change and initial

value of the function from

a description of a

relationship or from two

(x, y) values, including

reading these from a table

or from a graph. Interpret

the rate of change and

initial value of a linear

function in terms of the

situation it models and in

terms of its graph or a

table of values.

3.1 p 45

3.3 p 53

3.4 p 57

3.5 p 59

3.6 p 63

Baseball Jerseys

Determining Rate of Change from a Table

8.F.B.4 8.F.B.5 D Describe

qualitatively the functional

relationship between two

quantities by analyzing a

graph (e.g., where the

function is increasing or

3.1 p 45

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decreasing, linear or

nonlinear). Sketch a

graph that exhibits the

qualitative features of a

function that has been

described verbally.

Slopes of Parallel and Perpendicular Lines Chapter 3 PSI Pages 217-219

8.F.A.1 8.F.A.3 Know and

interpret the equation

y = mx + b as defining

a linear function,

whose graph is a

straight line; give

examples of functions

that are not linear. For

example, the function

A = s2 giving the area

of a square as a

function of its side

length is not linear

because its graph

contains the points

(1,1), (2,4) and (3,9),

which are not on a

straight line.

10.4 p 191

8th Grade Math

3rd Nine Weeks

TEXTBOOK: GLENCO MATH

Lessons for Learning

Translations Using Geometric Figures

Translations of Linear Functions

Rotations of Geometric Figures on the Coordinate Plane

Reflections of Geometric Figures on the Coordinate Plane Chapter 6 Lesson 1 IQL Pages 449-452

8.G.A.1 Verify

experimentally

the properties of

rotations,

reflections, and

translations:

a. Lines are taken

to lines, and line

segments to line

segments of the

same length.

b. Angles are taken to angles of the same measure.

Parallel lines are taken to parallel lines.

7.1 p 127

7.2 p 131

7.3 p 135

7.4 p 141

Affine Transformations

Textbook Standard Instr. Tasks Assess.Tasks

Chapter 7 Lesson 1 Pages 509-516

Translations Using Geometric Figures

Rotations of Geometric Figures on the Coordinate Plane

Reflections of Geometric Figures on the Coordinate Plane Chapter 7 Lesson 1 IQL Pages 505-508 Lesson 2 IQL Pages 517-520 Lesson 2 Pages 521-528 Lesson 2 IQL Pages 529-530

8.G.A.2 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

7.1 p 127

7.3 p 135

7.4 p 141

Translations Using Geometric Figures

Rotations of Geometric Figures on the Coordinate Plane

8.G.A.2 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates

7.1 p 127

Exploring Translations

7.3 p 135

Exploring Rotations

Transformations Quiz

Reflections of Geometric Figures on the Coordinate Plane

Dilations of Triangles Chapter 6 Lesson 1 Pages 453-460 Lesson 2 Pages 461-468 PSI Pages 469-471 Lesson 3 Pages 475-482 Lesson 4 Pages 487-494

7.4 p 141

Exploring Reflections

9.1 p 163

Exploring Dilations

Dilations of Triangles Chapter 6 Lesson 4 IQL Pages 483-486 Chapter 7 Lesson 3 Pages 537-544 Lesson 4 Pages 545-552

8.G.A.3 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.

9.1 p 163

Aaron’s Designs

Congruent Triangles

8.G.A.1 8.G.A.1 Verify

experimentally

8.2 p 151

SSS and SAS Congruence

ASA and AAS Congruence

the properties of

rotations,

reflections, and

translations:

a. Lines are taken

to lines, and line

segments to line

segments of the

same length.

b. Angles are taken to angles of the same measure.

Parallel lines are taken to parallel lines.

8.3 p 155

8.4 p 8.4

Congruent Triangles

SSS and SAS Congruence

ASA and AAS Congruence

8.G.A.3 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.Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

8.2 p 151

8.3 p 155

8.4 p 8.4

Transformations Proving Congruence

Congruent Triangles

Similar Triangles

AA, SAS, and SSS Similarity Theorems

8.G.A.2 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

8.2 p 151

9.2 p 167

9.3 p 171

Aaron’s Designs

Similar Triangles

AA, SAS, and SSS Similarity Theorems

8.G.A.3 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.

9.2 p 167

9.3 p 171

Aaron’s Designs

Congruent Triangles Chapter 5 Lesson 7 Pages 431-438

8.G.B.6 Apply the

Pythagorean Theorem to find the distance between two points in a coordinate system.

8.2 p 151

Pythagorean Triplets

Volume of a Cylinder

Volume of a Cone

8.G.C.7 Know and understand the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems.

14.1 p 253

14.2 p 259

Matchsticks

Glasses

Volume of a Sphere

Volume Problems Chapter 8 Lesson 1 Pages 589-596 Lesson 2 Pages 597-604 Lesson 3 Pages 605-612 Chapter 8 PSI Pages 613-615 Lesson 6 IQL Pages 639-640 Lesson 6 Pages 641-648

14.3 p 263

14.4 p 265

Cubed Cans

Cylinder Problem

Lessons for

Learning

Gift Box Dilemma Page 55 Meltdown page 63

Using Tables, Graphs, and Equations

Introduction to Non-Linear

8.F.B.5 Describe qualitatively the

functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of

2.5 p 31

2.6 p 35

2.7 p 39

Functions Revisit Chapters 3,4

a function that has been described verbally

Angle Relationships Formed by Two Intersecting Lines

Angle Relationships Formed by Two Lines Intersected by a Transversal Chapter 5 Lesson 1 IQL Pages 369-370 Lesson 1 Pages 371-378 Lesson 3 IQL Pages 387-388 Lesson 3 Pages 389-396 Chapter 5 PSI Pages 405-407 Chapter 7 PSI Pages 531-533 Lesson 5 Pages 553-560

8.G.A.3 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.

10.2 p 183

10.3 p 187

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8th Grade Math

4th Nine Weeks

TEXTBOOK: GLENCO MATH

Lessons for Learning

UNIT 12 - Volume of Cones, Cylinders, and Spheres (2 weeks)

Textbook Standard Instr.Tasks Assess.Tasks

The Pythagorean Theorem

Converse of the Pythagorean Theorem Chapter 5 Lesson 5 IQL Pages 409-410

8.G.B.4 Explain a proof of the Pythagorean Theorem and its converse.

6.1 p 105

6.2 p 109

Proofs of the Pythagorean Theorem

Lesson 5 IQL Pages 419-422

The Pythagorean Theorem

Converse of the Pythagorean Theorem

Solving for Unknown Lengths

Distance Between Two Points in a Coordinate System

Diagonals in Two Dimensions

Diagonals in Three Dimensions Chapter 5 Lesson 5

8.G.B.4 8.G.B.5 Apply the Pythagorean

Theorem to determine unknown

side lengths in right triangles in

real-world and mathematical

problems in two and three

dimensions.

6.1 p 105

Jane’s TV

6.2 p 109

6.3 p 113

Hopewell Geometry

6.4 p 115

6.5 p 119

6.6 p 123

Pages 423-430 Lesson 6 Pages 411-418

Converse of the Pythagorean Theorem

Distance Between Two Points in a Coordinate System

Diagonals in Two Dimensions

Diagonals in Three Dimensions Chapter 5 Lesson 7 Pages 431-438

8.G.B.6 Apply the Pythagorean

Theorem to find the distance between two points in a coordinate system.

Pythagorean Triplets

6.2 p 109

6.4 p 115

6.5 p 119

6.6 p 123

Two-Variable Using Scatter Plots to Display and Analyze Two-Variable Relationships

Interpreting Patterns in Scatter Plots

Drawing Lines of Best Fit

Analyzing the Line of Best Fit

Using Two-Way Tables to Display Two-Variable Data Sets

Using Bar Graphs to Display Frequencies and Relative Frequencies for Two-Variable

8.SP.A.1 Construct and

interpret scatter plots for

bivariate measurement data to

investigate patterns of

association between two

quantities. Describe patterns

such as clustering, outliers,

positive or negative association,

linear association, and

nonlinear association.

15.1 p 269

15.2 p 273

16.1 p 281

16.2 p 285

17.2 p 305

17.3 p 311

Birds Eggs

Sugar Prices

Categorical Data Chapter 9 Lesson 1 IQL Pages 663-664 Lesson 1 Pages 665-674 Lesson 2 Pages 677-684 Lesson 2 IQL Pages 685-688 Chapter 9 PSI Pages 697-699

Drawing Lines of Best Fit

Analyzing the Line of Best Fit Chapter 9 Lesson 2 IQL Pages 675-676

8.SP.A.2 Know that straight

lines are widely used to model

relationships between two

quantitative variables. For

scatter plots that suggest a

linear association, informally fit

a straight line and informally

assess the model fit by judging

the closeness of the data

points to the line.

16.1 p 281

16.2 p 285

Scatter Diagram

Drawing Lines of Best Fit

Analyzing the Line of Best Fit Revisit Pages 677-684 685-688

8.SP.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. 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.

16.1 p 281

Barbie Bungee

16.2 p 285

Fun And Sun Rent A Car

Using Two-Way Tables to Display Two-Variable Data Sets

Using Bar Graphs to Display Frequencies and Relative Frequencies for Two-Variable Categorical Data Chapter 9 Lesson 3

8.SP.B.4 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event

17.2 p 305

17.3 p 311

Pages 689-696

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