Teacher’sGuideAlignedtoall8thgradeCCSSObjective• Studentswillreviewallmajoreighthgradetopics.Materials• Setof60TaskCards• CopiesofTaskCardsWorkspaceProcedure• Myfavoritewaytousetaskcardsistoleavetheminabinatthefrontof
theroom.Eachstudentbeginswithone.Theycompletetheproblemintheirworkspace,thenreturntothebintocomparetheiranswerwiththeanswerkey.Iftheyarecorrect,theytradeforanewcard.Iftheyareincorrect,theyreturntotheirseattodeterminetheirmistake.
• Thereareavarietyofotherwaystousetaskcards,includingbutnotlimitedto:– Setup5stationswith6cardsateachstation.– Placeeachcardatadifferentlocationaroundtheroomandhave
studentsmovearoundtocompleteall30.– GiveeachstudentadifferentcardtocompleteasaProblemofthe
DayorExitTicket.Havestudentstradewithotherssotheycomplete3-5problems.
– Projectsomecardsonthefrontboardtodiscussasawholeclass.– Printoutandusethemasworksheetsorapacket.
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
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© Free to Discover (Amanda Nix) – 2016
Convert to a decimal:
Estimate to the nearest tenth:
23
999
Convert to a decimal:
8
11
Convert to a fraction in simplest form:
0.24 119
Estimate to the nearest tenth:
− 258
Simplify with positive exponents only:
a 8b−3 ⋅a −2b−2
CCSS 8.NS.A.1! CCSS 8.NS.A.1!
CCSS 8.NS.A.1! CCSS 8.NS.A.2!
CCSS 8.NS.A.2! CCSS 8.EE.A.1!
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
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Simplify with positive exponents only:
x 3( )−4
CCSS 8.EE.A.1! CCSS 8.EE.A.1!
CCSS 8.EE.A.1! CCSS 8.EE.A.2!
CCSS 8.EE.A.2! CCSS 8.EE.A.3!
Simplify with positive exponents only:
56
53
Simplify with positive exponents only:
2x 2
3y −5
⎛
⎝⎜
⎞
⎠⎟
3
Solve. Leave your final answer in radical form.
x 2 = 220
Solve:
x 3 = 64
Determine how many times greater 3x104 is than 6x102.
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
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CCSS 8.EE.A.3! CCSS 8.EE.A.4!
CCSS 8.EE.A.4! CCSS 8.EE.A.4!
CCSS 8.EE.B.5! CCSS 8.EE.B.5!
Which of the following numbers would best represent the speed
of a snail in miles per hour?
a) 3x102 b) 3x10-2 c) -3x102 d) -3x10-2
!
Find the product:
4×103( ) 3.1×10−8( )
Find the quotient:
1.2×104
6×10−7
Find the sum:
3.5×109( ) + 8.4×109( )
Graph:
y = −3
4x
Determine who traveled faster:
John: d=30t Jess: t d
2 50
4 100
6 150
t=hours d=miles
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
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State the slope and y-intercept of the linear equation:
y =3
4x −6
CCSS 8.EE.B.6! CCSS 8.EE.B.6!
CCSS 8.EE.C.7! CCSS 8.EE.C.7!
CCSS 8.EE.C.8! CCSS 8.EE.C.8!
Write the slope-intercept form of the equation of the line that passes through the given point
with the indicated slope:
m = −3
2 −4, 5( )
Solve:
3 2x + 8( ) = 4 2x +6( ) − 2x
Solve:
3
4x +
1
2= −
2
3x +9
Solve:
y =3
2x + 3
x + 2y = 2
Solve:
2x + 5y = 3
4x +10y = 3
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CCSS 8.F.A.1! CCSS 8.F.A.1!
CCSS 8.F.A.2! CCSS 8.F.A.3!
CCSS 8.F.B.4! CCSS 8.F.B.4!
Determine the output:
f(x)=8-2x
x f(x)
-2
0
5
Determine if this relation is a function:
x y
-4 6
-1 2
3 2
Determine which function has the greater rate of change:
A: B: y =3
4x + 3
Which of the following functions is non-linear?
a) y=x b) 2x+3y=6 c) x2+y=1 d) y=-5
!
Write an equation of the line that passes through these
points:
3, -5( ) −3, -1( )
Determine the initial value of the function:
x y
2 4
3 7
5 13
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CCSS 8.F.B.4! CCSS 8.F.B.4!
CCSS 8.F.B.5! CCSS 8.F.B.5!
CCSS 8.G.A.1! CCSS 8.G.A.1!
Determine the rate of change:
The function f(x)=8x-100 represents Meghan’s profit
from selling t-shirts as part of a fundraiser.
x = # t-shirts f(x) = profit
State the meaning of the rate
of change.
Describe what is happening in the graph:
Patrick’s Bike Ride
Time (Minutes)
Dist
ance
(M
iles)
Sketch a speed-time graph to model what is
happening in the scenario:
Ryan leaves his house at a jogging pace, slows to walk,
stops to talk to a friend, then returns home matching his
original pace.
Determine whether the following statement is always,
sometimes, or never true:
When a line segment is reflected across the x-axis, it will remain the same length.
Determine whether the following statement is always,
sometimes, or never true:
When a pair of parallel lines is rotated 90o counterclockwise
about the origin, they will become perpendicular lines.
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
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CCSS 8.G.A.2! CCSS 8.G.A.2!
CCSS 8.G.A.3! CCSS 8.G.A.3!
CCSS 8.G.A.4! CCSS 8.G.A.5!
Describe the transformation: A
B
C
A’
B’
C’
Describe the transformation: A
B
C
A’
B’
C’
Describe the transformation represented:
(x, y) à (x, -y)
Write a general rule using coordinates to describe the
sequence of transformations:
Rotation 180o counterclockwise about the origin and dilation by a scale
factor of 2
Describe the transformation:
A
BC
A’
B’ C’
2x+4
2x-16
Solve for x:
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
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CCSS 8.G.A.5! CCSS 8.G.A.5!
CCSS 8.G.B.6! CCSS 8.G.B.7!
CCSS 8.G.B.7! CCSS 8.G.B.7!
Solve for x:
48o
31o
x
Prove that these isosceles triangles are similar.
Explain to a classmate the meaning of the
Pythagorean Theorem.
Two cars leave from the same location at the same time. One
travels due north at 25 mph and the other travels due west at 60 miles per hour. How far apart will the cars be after 2
hours?
Solve for x. Round to the nearest tenth, if necessary.
8 cm 17 cm
Find the measure of the radius of the cone:
8 in 10 in
A
B C
D
E F
x
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
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CCSS 8.G.B.8! CCSS 8.G.C.9!
CCSS 8.G.C.9! CCSS 8.G.C.9!
CCSS 8.SP.A.1! CCSS 8.SP.A.1!
Find the distance between (5, 2) and (-2, 9).
Round to the nearest tenth, if necessary.
Determine the height of a cylinder given:
radius = 3 cm
volume = 72π cm3
Determine the volume of a cone given:
radius = 2 cm
height = 9 cm
Leave your answer in terms of pi.
A grapefruit has a radius of 3 inches. Determine the
approximate volume to the whole number.
Determine whether there is a positive, negative,
or no correlation.
Weight Lifted (lbs)
Repe
titio
ns C
ompl
ete
d (#
)
Determine whether there is a linear or nonlinear
association.
Time (years)
Popu
latio
n (t
hous
ands
)
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
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CCSS 8.SP.A.2! CCSS 8.SP.A.3!
CCSS 8.SP.A.3! CCSS 8.SP.A.4!
CCSS 8.SP.A.4! CCSS 8.SP.A.4!
Explain whether or not the trend line drawn below
appropriately models the data.
Weight Lifted (lbs)
Repe
titio
ns C
ompl
ete
d (#
)
Ben conducted an experiment for math class. He found that there was a positive
correlation between time exercising and heart rate.
Initially, his heart rate was 60 bpm. After 3 minutes, it was up to 90 bpm. Write an equation to
model the relationship.
One morning, Christine measured the temperature outside every hour. She
determined that the equation T=3h+55 can model the
temperature (T) at each hour (h). State the meaning of the
slope and the y-intercept.
Complete the two-way table:
Learning French
Not Learning French
Total
Taking Honors Math
Not Taking Honors Math
Total
Determine what percent of students surveyed play an
instrument and like video games. Play an
Instrument No
Instrument Total
Like Video Games
Do Not Like Video Games
Total
Determine what percent of students who do not like video
games do play an instrument. Play an
Instrument No
Instrument Total
Like Video Games
Do Not Like Video Games
Total
10 10 20
18 12 30
28 22 50
10 10 20
18 12 30
28 22 50
24 30
45 80
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
TaskCardsAnswerKey
1 – 2 – 3 – !
4 – ! 5 – 6 –
7 – 8 – 9 –
10 – 11 – 12 –
13 – 14 – 15 –
16 – 17 – 18 –
19 –
20 – 21 –
22 – 23 – 24 –
25 – 26 – 27 –
28 – 29 – 30 –
© Free to Discover (Amanda Nix) – 2016
0.023 0.728
33
≈10.9 ≈ −16.1a 6
b5
1
x12 53 =1258x 6y15
27
x = ± 220 x = 4 50 times greater
b 1.24×10−4 2×1010
1.19×1010 John
m =3
4 0,−6( ) y = −
3
2x −1 All Real Numbers
x = 6 −1,3
2
⎛
⎝⎜
⎞
⎠⎟ No Solution
Output = 12,8,−2}{ Yes, it is a function. A
c y = −2
3x − 3 0,−2( )
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
TaskCardsAnswerKey
31 – 32 – 33 – !
34 – ! 35 – 36 –
37 – 38 – 39 –
40 – 41 – 42 –
43 – 44 – 45 –
46 – 47 – 48 –
49 –
50 – 51 –
52 – 53 – 54 –
55 – 56 – 57 –
58 – 59 – 60 –
© Free to Discover (Amanda Nix) – 2016
−3
2She charges $8 per shirt.
Patrick rides at a steady pace,
takes a short break,
then continues at a slower pace.
Time
Spe
ed
Always True Never True
Reflection across the y-axis
x,y( )→ −2x,−2y( )
Translation down 6 units
and right 4 unitsReflection across the x-axis
Dilation centered at the origin
by a scale factor of 1
2
x = 48
x = 79°
Because the triangles are isosceles,
∠B ≅ ∠C and ∠E ≅ ∠F.
Since we know ∠B ≅ ∠E, then ∠C ≅ ∠F.
Therefore, by the A-A Criterion
ΔABC ~ ΔDEF .
Answers will vary. Sample Answer:
Given a right triangle, the sum of the squares
of the legs will equal the square
of the hypotenuse.
130 miles apart 15 cm 6 in
≈ 9.9 units 8 cm 12π cm3
≈113 in3 Negative Correlation Nonlinear Association
No, the slope is appropriate,
but the line is too low.
y =10x +60
x = time (minutes)
y = heartrate (bpm)
Slope: The temperature increases
3 degrees per hour.
Y-Intercept: The original reading
was 55°.
24 6 30
11 39 50
35 45 80
10
50= 20%
18
30= 60%
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
Name:________________________________________________________________Class:__________Date:____________________
TaskCardsWorkspace
1 2 3
4 5 6
7 8 9
10 11 12
13 14 15
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22 23 24
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28 29 30
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f(x)=8-2x
x f(x)
-2
0
5
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34 35 36
37 38 39
40 41 42
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Time
Spe
ed
© Free to Discover the Common Core – Grade 8 – Expressions and Equations – 2015
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49 50 51
52 53 54
55 56 57
58 59 60
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Learning French
Not Learning French
Total
Honors Math
Not Honors Math
Total
24 30
45 80
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