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G r a d e 8

Prentice HallConnected Mathematics 2, 8th Grade Units © 2009

C O R R E L A T E D T O

Idaho Content Standards, Grade 8 Mathematics

Prentice Hall Connected Mathematics 2, Grade 8 © 2009 Correlated to:

Idaho Content Standards, Grade 8 Mathematics (Feb 2007)

1 SE = Student Edition - TG = Teacher’s Guide

Introduction The Correlation of Connected Mathematics 2 (CMP2), 8th Grade Units ©2009 to the Idaho Content Standards, Grade 8 Mathematics, demonstrates the alignment of content between CMP2 and the Idaho Content Standards. This document contains references from the Teacher Guides (TG) and Student Editions (SE) to the relevant standards in Grade 8 Mathematics. Additional Topics that will be available on Pearson SuccessNet were added to this correlation to further enhance the alignment of CMP2 to the Idaho Content Standards.

As part of the CMP2 program, teachers also have these resources to draw from for professional development, support for parents and students, assessment, and practice.

• Additional CMP2 Teacher Resources include: Implementing and Teaching Guide, Strategies for English Language Learners, Parent Guide, Special Needs Handbook, Teaching Transparencies, Grade 8 Additional Practice and Skills Workbook, Grade 8 Assessment Resources

• Additional CMP2Technology Resources include: StudentEXPRESS CD-ROM, ExamView 6.0 Test Bank CD-ROM, TeacherSTATION (includes Teacher Express, MindPoint QuizShow and Presentation Resources), Teaching Middle Grades with TI Technology, Success Tracker, and pearsonschool.com

The National Science Foundation funded Connected Mathematics Project between 1991 and 1997 to develop a middle school mathematics program. That program, Connected Mathematics, was a complete mathematics curriculum to help students develop understanding of important concepts, skills, procedures, and ways of thinking and reasoning in number, geometry, measurement, algebra, probability, and statistics.

The National Science Foundation funded a revision of Connected Mathematics in 2000. This revision, CMP2 took advantage of lessons learned in the six years that the first edition was used in classrooms. With the introduction of CMP2, it is important to note that for more than five years, the authors worked to build on the solid foundation already established by the first CMP and the research supporting the program.

Research has been the central, guiding force in the product development process. Authors and product developers relied on the efficacy data for making improvements in design and content, resulting in an even more effective program. Fifteen sites, with varying characteristics that are representative of schools across the nation, participated in three rounds of revisions for each grade level. Input from more than 15,000 students and 300 teachers was integrated into CMP2.

CMP2 has already proven to support student learning, helps students to develop and maintain their skills, and enhances their mathematical thinking and reasoning.

Connected Mathematics 2 provides 24 Student Units (8 per grade level). Every unit develops a “big mathematical idea,” important clusters of related concepts, skills, procedures, and ways of thinking. Students develop understanding of algorithms and strategies for computing and estimating in a variety of ways. They learn to recognize when an algorithm or strategy applies to a new context and when they can build on the skills and strategies they know in order to develop new strategies. In these processes, students practice skills as an ongoing activity throughout the curriculum.

In addition, Connected Mathematics 2 helps students develop algebraic reasoning. The program aims to expand student views of algebra beyond symbolic manipulation and offers opportunities for students to apply algebraic reasoning to problems in many different contexts throughout the course of the curriculum.




IDAHO CONTENT STANDARDS, GRADE 8 MATHEMATICS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite

appropriate location(s)) Standard 1: Number and Operation

Goal 1.1: Understand and use numbers.

Objective 1: 8.M.1.1.1 Compare magnitudes and relative magnitudes of rational numbers, including integers, fractions, decimals, percents, and absolute values. (337.01.a)

SE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (40), Growing, Growing, Growing Investigation 3: Growth Factors and Growth Rates (44), Investigation 4: Exponential Decay (57)

TG: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (59), Growing, Growing, Growing Investigation 3: Growth Factors and Growth Rates (42), Investigation 4: Exponential Decay (96)

Online Activities: NO-g Comparing and Ordering Repeating Decimals, NO-i Understanding Integers, NO-k Classifying and Ordering Rational Numbers, NO-o Comparing Numbers and Absolute Value

Objective 2: 8.M.1.1.2 Use rational numbers, including percents and ratios, and π (pi) to solve problems. (337.01.b)

SE: Thinking With Mathematical Models Investigation 3: Inverse Variation (58-59), Growing, Growing, Growing Investigation 3: Growth Factors and Growth Rates (33-47)

TG: Thinking With Mathematical Models Investigation 3: Inverse Variation (79), Growing, Growing, Growing Investigation 3: Growth Factors and Growth Rates (62-79)

Online Activities: GM-d Similar Figures and Scale Drawings, GM-s Circles, GM-w Similar Shapes and Proportions

Objective 3: 8.M.1.1.3 Locate the position of rational numbers and positive real numbers on a number line. (337.01.e)

SE: Thinking With Mathematical Models Investigation 3: Inverse Variation (57), Looking for Pythagoras Investigation 2: Squaring Off (26, 28), Investigation 4: Using the Pythagorean Theorem (46-48), The Shapes of Algebra Investigation 2: Linear Equations and Inequalities (28-29, 31, 35), Investigation 3: Equations With Two or More Variables (46), Looking Back and Looking Ahead (83-86)

TG: Thinking With Mathematical Models Investigation 3: Inverse Variation (78), Looking for Pythagoras Investigation 2: Squaring Off (48-49), Investigation 4: Using the Pythagorean Theorem (74-78), The Shapes of Algebra Investigation 2: Linear Equations and Inequalities (47-50, 52-53), Investigation 3: Equations With Two or More Variables (72), Looking Back and Looking Ahead (122-125)






appropriate location(s)) Objective 4: 8.M.1.1.4 Convert between standard form, scientific notation, and exponential form. (337.01.c)

SE: Growing, Growing, Growing Investigation 1: Exponential Growth (6-7, 11-12, 17), Investigation 2: Examining Growth Patterns (28), Investigation 3: Growth Factors and Growth Rates (46), Investigation 4: Exponential Decay (55, 57), Investigation 5: Patterns with Exponents (59-73)

TG: Growing, Growing, Growing Investigation 1: Exponential Growth (25-30, 39, 42), Investigation 2: Examining Growth Patterns (58-59), Investigation 3: Growth Factors and Growth Rates (78), Investigation 4: Exponential Decay (95-96), Investigation 5: Patterns with Exponents (99-117)

Online Activities: NO-a Prime Factorization, NO-h Exponential Form, NO-m Exponents and Scientific Notation

Objective 5: 8.M.1.1.5 Apply number theory concepts (primes, composites, prime factorization, LCM, GCF). (337.01.d)

SE: Growing, Growing, Growing Investigation 2: Examining Growth Patterns (29), Say It With Symbols Investigation 1: Equivalent Expressions (17)

TG: Growing, Growing, Growing Investigation 2: Examining Growth Patterns (59), Say It With Symbols Investigation 1: Equivalent Expressions (41)

Online Activity: NO-a Prime Factorization

Objective 6: 8.M.1.1.6 Recognize pertinent information for problem solving. (338.01.b)

SE: Growing, Growing, Growing Investigation 3: Growth Factors and Growth Rates (33-46), Investigation 5: Patterns With Exponents (67, 71-72), Say It With Symbols Investigation 1: Equivalent Expressions (12-14, 16-21), Investigation 2: Combining Expressions (23-35), Investigation 3: Solving Equations (37-39, 45-47, 49-52), Investigation 4: Looking Back at Functions (56-57, 60-62, 65, 67-69), Investigation 5: Reasoning With Symbols (79-81)

TG: Growing, Growing, Growing Investigation 3: Growth Factors and Growth Rates (62-79), Investigation 5: Patterns With Exponents (115-116), Say It With Symbols Investigation 1: Equivalent Expressions (37-38, 40-42), Investigation 2: Combining Expressions (45-62), Investigation 3: Solving Equations (65-72, 85-86, 89-90), Investigation 4: Looking Back at Functions (94-96, 107-113), Investigation 5: Reasoning With Symbols (128-130)






appropriate location(s)) Objective 7: 8.M.1.1.7 Apply integers in one- and two-step common real-world situations.

SE: Say It With Symbols Investigation 1: Equivalent Expressions (12-14, 16-21), Investigation 2: Combining Expressions (23-35), Investigation 3: Solving Equations (37-39, 45-47, 49-52), Investigation 4: Looking Back at Functions (56-57, 60-62, 65, 67-69), Investigation 5: Reasoning With Symbols (79-81)

TG: Say It With Symbols Investigation 1: Equivalent Expressions (37-38, 40-42), Investigation 2: Combining Expressions (45-62), Investigation 3: Solving Equations (65-72, 85-86, 89-90), Investigation 4: Looking Back at Functions (94-96, 107-113), Investigation 5: Reasoning With Symbols (128-130)

Objective 8: 8.M.1.1.8 Use appropriate vocabulary.

SE: Growing, Growing, Growing Investigation 3: Growth Factors and Growth Rates (33-34, 47), Investigation 5: Patterns With Exponents (59-61, 73), Say It With Symbols Investigation 1: Equivalent Expressions (6, 22), Investigation 2: Combining Expressions (36), Investigation 3: Solving Equations (40-41, 55), Investigation 4: Looking Back at Functions (71), Investigation 5: Reasoning With Symbols (84)

TG: Growing, Growing, Growing Investigation 3: Growth Factors and Growth Rates (62-66, 79), Investigation 5: Patterns With Exponents (99-104, 116-117), Say It With Symbols Investigation 1: Equivalent Expressions (20-24, 43), Investigation 2: Combining Expressions (63), Investigation 3: Solving Equations (73-80, 92), Investigation 4: Looking Back at Functions (114), Investigation 5: Reasoning With Symbols (132)

Goal 1.2: Perform computations accurately.

Objective 1: 8.M.1.2.1 Recall the common equivalent fractions, decimals, and percents of halves, thirds, fourths, fifths, and tenths. (337.02.b)

An opportunity to address this standard can be found on:

SE: Looking For Pythagoras Investigation 4: Using the Pythagorean Theorem (46-64)

TG: Looking For Pythagoras Investigation 4: Using the Pythagorean Theorem (74-97)

Objective 2: 8.M.1.2.2 Add, subtract, multiply, and divide rational numbers. (337.02.a)

SE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (41), Say It With Symbols Investigation 1: Equivalent Expressions (16-17), The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (17), Investigation 2: Linear Equations and Inequalities (32)






appropriate location(s)) TE: Thinking With Mathematical Models

Investigation 2: Linear Models and Equations (59), Say It With Symbols Investigation 1: Equivalent Expressions (41), The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (17), Investigation 2: Linear Equations and Inequalities (53)

Online Activities: NO-b Place Value and Operations, NO-l Multiplying and Dividing Rational Numbers, NO-n Integer Operations, NO-p Multiplying and Dividing Fractions and Decimals

Objective 3: 8.M.1.2.3 Evaluate numerical expressions with whole number exponents. (337.02.d)

SE: Growing, Growing, Growing Investigation 2: Examining Growth Patterns (28-29), Investigation 4: Exponential Decay (55), Investigation 5: Patterns with Exponents (59-73)

TG: Growing, Growing, Growing Investigation 2: Examining Growth Patterns (58-59), Investigation 4: Exponential Decay (95), Investigation 5: Patterns with Exponents (99-117)

Objective 4: 8.M.1.2.4 Evaluate numerical expressions with rational numbers using the order of operations. (337.02.c)


SE: Say It With Symbols Investigation 1: Equivalent Expressions (5-22), Investigation 2: Combining Expressions (23-36)

TG: Say It With Symbols Investigation 1: Equivalent Expressions (5-22), Investigation 2: Combining Expressions (23-36)

Objective 5: 8.M.1.2.5 Select and use an appropriate method of computation from mental math, paper and pencil, calculator, or a combination of the three. (337.02.e)

SE: Growing, Growing, Growing Investigation 1: Exponential Growth (6-7, 12), Investigation 2: Examining Growth Patterns (28), Investigation 3: Growth Factors and Growth Rates (42, 46), Investigation 4: Exponential Decay (57), Investigation 5: Patterns with Exponents (59-73)

TG: Growing, Growing, Growing Investigation 1: Exponential Growth (25-30, 39), Investigation 2: Examining Growth Patterns (58), Investigation 3: Growth Factors and Growth Rates (77-78), Investigation 4: Exponential Decay (96), Investigation 5: Patterns with Exponents (103-117)






appropriate location(s)) Objective 6: 8.M.1.2.6 Use a variety of strategies including common mathematical formulas to compute problems drawn from real life situations. (338.01.a)

SE: Growing, Growing, Growing Investigation 1: Exponential Growth (12-14), Investigation 2: Examining Growth Patterns (20-27, 29, 31), Investigation 3: Growth Factors and Growth Rates (33-46), Investigation 4: Exponential Decay (49-57), Investigation 5: Patterns With Exponents (67, 71-72), Say It With Symbols Investigation 1: Equivalent Expressions (12-14, 16-21), Investigation 2: Combining Expressions (23-35), Investigation 3: Solving Equations (37-39, 45-47, 49-52), Investigation 4: Looking Back at Functions (56-57, 60-62, 65, 67-69), Investigation 5: Reasoning With Symbols (79-81)

TG: Growing, Growing, Growing Investigation 1: Exponential Growth (40-41), Investigation 2: Examining Growth Patterns (45-60), Investigation 3: Growth Factors and Growth Rates (62-79), Investigation 4: Exponential Decay (81-97), Investigation 5: Patterns With Exponents (115-116), Say It With Symbols Investigation 1: Equivalent Expressions (37-38, 40-42), Investigation 2: Combining Expressions (45-62), Investigation 3: Solving Equations (65-72, 85-86, 89-90), Investigation 4: Looking Back at Functions (94-96, 107-113), Investigation 5: Reasoning With Symbols (128-130)

Objective 7: 8.M.1.2.7 Use appropriate vocabulary and notations. (337.02.f)

SE: Growing, Growing, Growing Investigation 5: Patterns With Exponents (59-61, 73)

TG: Growing, Growing, Growing Investigation 5: Patterns With Exponents (99-104, 116-117)

Goal 1.3: Estimate and judge reasonableness of results.

Objective 1: 8.M.1.3.1 Estimate to predict computation results. (337.03.a)

Online Activity: NO-l Multiplying and Dividing Rational Numbers

Objective 2: 8.M.1.3.2 Identify when estimation is appropriate and apply to problem solving situations. (337.03.b)

SE: Looking for Pythagoras Investigation 2: Squaring Off (19-30)

TG: Looking for Pythagoras Investigation 2: Squaring Off (35-50)

Objective 3: 8.M.1.3.3 Identify whether a given estimate is an overestimate or underestimate. (337.03.c)



TG: Looking for Pythagoras Investigation 2: Squaring Off (35-50)






appropriate location(s)) Objective 4: 8.M.1.3.4 Use a four-function calculator to solve complex grade-level problems.

SE: Looking for Pythagoras Investigation 2: Squaring Off (20-21, 23), Investigation 4: Using the Pythagorean Theorem (46-47, 59), Growing, Growing, Growing Investigation 1: Exponential Growth (6-7), Investigation 3: Growth Factors and Growth Rates (46), Investigation 5: Patterns with Exponents (59-73)

TG: : Looking for Pythagoras Investigation 2: Squaring Off (39-42, 47), Investigation 4: Using the Pythagorean Theorem (74-78, 94), Growing, Growing, Growing Investigation 1: Exponential Growth (25-30), Investigation 3: Growth Factors and Growth Rates (78), Investigation 5: Patterns with Exponents (103-117)

Objective 5: 8.M.1.3.5 Formulate conjectures and justify (short of formal proof) why they must be or seem to be true. (338.02.c)

SE: Looking for Pythagoras Investigation 3: The Pythagorean Theorem (31-32, 36-37)

TG: Looking for Pythagoras Investigation 3: The Pythagorean Theorem (52-56, 65-68)

Online Activities: GM-a Pythagorean Theorem, GM-x Inductive Reasoning, GM-y Deductive Reasoning

Objective 6: 8.M.1.3.6 Use appropriate vocabulary and notations. (337.03.d)

SE: Looking for Pythagoras Investigation 3: The Pythagorean Theorem (31-32, 36-37)

TG: Looking for Pythagoras Investigation 3: The Pythagorean Theorem (52-56, 65-68)

Online Activities: GM-a Pythagorean Theorem, GM-x Inductive Reasoning, GM-y Deductive Reasoning

Standard 2: Concepts and Principles of Measurement

Goal 2.1: Understand and use U.S. customary and metric measurements.

Objective 1: 8.M.2.1.1 Select and use appropriate units and tools to make formal measurements in both systems. (339.01.a)

SE: Looking for Pythagoras Investigation 1: Coordinate Grids (5-18), Investigation 2: Squaring Off (19-30), Investigation 3: The Pythagorean Theorem (31-45), Investigation 4: Using the Pythagorean Theorem (46-64), Looking Back and Looking Ahead (65-67)

TG: Looking for Pythagoras Investigation 1: Coordinate Grids (17-33), Investigation 2: Squaring Off (35-50), Investigation 3: The Pythagorean Theorem (52-72), Investigation 4: Using the Pythagorean Theorem (74-96), Looking Back and Looking Ahead (96-97)

Objective 2: 8.M.2.1.2 Apply estimation of measurement to real-world and content problems using standard measuring devices. (339.01.b)







appropriate location(s)) TG: Looking for Pythagoras Investigation 2:

Squaring Off (35-50)

Online Activities: ME-a Using Fractions of an Inch and Converting Measurements, ME-c Accurate and Precise Measurements

Objective 3: 8.M.2.1.3 Compare the differences and relationships among measures of perimeter, area, and volume (capacity) within both systems. (339.01.c)


SE: Looking for Pythagoras Investigation 1: Coordinate Grids (11, 13-14, 16-17), Investigation 2: Squaring Off (20-21, 23, 27-29), Investigation 3: The Pythagorean Theorem (31-32, 38, 40), Investigation 4: Using the Pythagorean Theorem (52, 56, 58-59, 61, 63)

TG: Looking for Pythagoras Investigation 1: Coordinate Grids (27-30, 32-33), Investigation 2: Squaring Off (39-42, 47-50), Investigation 3: The Pythagorean Theorem (52-56, 69), Investigation 4: Using the Pythagorean Theorem (87-90, 92-96)

Objective 4: 8.M.2.1.4 Given the formulas, find the circumference, perimeter, or area of triangles, circles, and quadrilaterals, and the volume and surface area of rectangular prisms. (341.01.e)

SE: Looking for Pythagoras Investigation 1: Coordinate Grids (11, 13-14, 16-17), Investigation 2: Squaring Off (20-21, 23, 27-29), Investigation 3: The Pythagorean Theorem (31-32, 38, 40), Investigation 4: Using the Pythagorean Theorem (52, 56, 58-59, 61, 63), Growing, Growing, Growing Investigation 4: Exponential Decay (56), Frogs, Fleas, and Painted Cubes Investigation 2: Quadratic Expressions (36), Investigation 4: What Is a Quadratic Function? (72), Kaleidoscopes, Hubcaps, and Mirrors Investigation 3: Exploring Congruence (61), Say It With Symbols Investigation 1: Equivalent Expressions (16), Unit Project (85-86)

TG: Looking for Pythagoras Investigation 1: Coordinate Grids (27-30, 32-33), Investigation 2: Squaring Off (39-42, 47-50), Investigation 3: The Pythagorean Theorem (52-56, 69), Investigation 4: Using the Pythagorean Theorem (87-90, 92-96), Growing, Growing, Growing Investigation 4: Exponential Decay (95), Frogs, Fleas, and Painted Cubes Investigation 2: Quadratic Expressions (85), Investigation 4: What Is a Quadratic Function? (153), Kaleidoscopes, Hubcaps, and Mirrors Investigation 3: Exploring Congruence (95),Say It With Symbols Investigation 1: Equivalent Expressions (40), Unit Project (133-137)

Objective 5: 8.M.2.1.5 Convert units of measurement within each system in problem solving situations. (339.01.e)

SE: Growing, Growing, Growing Investigation 5: Patterns With Exponents (71-72)






appropriate location(s)) TE: Growing, Growing, Growing Investigation

5: Patterns With Exponents (116)

Online Activities: ME-a Using Fractions of an Inch and Converting Measurements, ME-b Conversion Factors, ME-d Dimensional Analysis

Objective 6: 8.M.2.1.6 Solve problems involving area of circles and the perimeter and area of rectangles and triangles. (339.01.d)

SE: Looking for Pythagoras Investigation 1: Coordinate Grids (11, 13-14, 16-17), Investigation 2: Squaring Off (20-21, 23, 27-29), Investigation 3: The Pythagorean Theorem (31-32, 38, 40), Investigation 4: Using the Pythagorean Theorem (52, 56, 58-59, 61, 63), Frogs, Fleas, and Painted Cubes Investigation 2: Quadratic Expressions (36), Investigation 4: What Is a Quadratic Function? (72), Kaleidoscopes, Hubcaps, and Mirrors Investigation 3: Exploring Congruence (61), Say It With Symbols Investigation 1: Equivalent Expressions (16)

TG: Looking for Pythagoras Investigation 1: Coordinate Grids (27-30, 32-33), Investigation 2: Squaring Off (39-42, 47-50), Investigation 3: The Pythagorean Theorem (52-56, 69), Investigation 4: Using the Pythagorean Theorem (87-90, 92-96), Frogs, Fleas, and Painted Cubes Investigation 2: Quadratic Expressions (85), Investigation 4: What Is a Quadratic Function? (153), Kaleidoscopes, Hubcaps, and Mirrors Investigation 3: Exploring Congruence (95),Say It With Symbols Investigation 1: Equivalent Expressions (40)

Objective 7: 8.M.2.1.7 Use appropriate vocabulary and notations. (339.01.f)

SE: Looking for Pythagoras Investigation 1: Coordinate Grids (18), Investigation 2: Squaring Off (20-21, 30), Investigation 3: The Pythagorean Theorem (45), Investigation 4: Using the Pythagorean Theorem (64)

TG: Looking for Pythagoras Investigation 1: Coordinate Grids (33), Investigation 2: Squaring Off (39-42, 50), Investigation 3: The Pythagorean Theorem (72), Investigation 4: Using the Pythagorean Theorem (96)

Goal 2.2: Apply the concepts of rates, ratios, and proportions.

Objective 1: 8.M.2.2.1 Use rates, proportions, ratios, and map scales in problem-solving situations. (339.03.a)

Online Activities: AL-p Unit Rates, AL-q Proportional Relationships, GM-d Similar Figures and Scale Drawings, GM-w Similar Shapes and Proportions

An opportunity to further address this standard can be found on:

SE: Kaleidoscopes, Hubcaps, and Mirrors Investigation 4: Applying Congruence and Symmetry (65-77)






appropriate location(s)) TG: Kaleidoscopes, Hubcaps, and Mirrors

Investigation 4: Applying Congruence and Symmetry (99-111)

Objective 2: 8.M.2.2.2 Determine unit rates in real-world situations.

SE: Thinking With Mathematical Models Investigation 3: Inverse Variation (58-59)

TG: Thinking With Mathematical Models Investigation 3: Inverse Variation (79)

Online Activity: AL-p Unit Rates

Goal 2.3: Apply dimensional analysis.

Objective 1: 8.M.2.3.1 Illustrate the interrelationship of measurement units through dimensional analysis conversions. (339.04.a)

Online Activities: ME-a Using Fractions of an Inch and Converting Measurements, ME-b Conversion Factors, ME-c Accurate and Precise Measurements, ME-d Dimensional Analysis


SE: Growing, Growing, Growing Investigation 5: Patterns With Exponents (71-72)

TE: Growing, Growing, Growing Investigation 5: Patterns With Exponents (116)

Standard 3: Concepts and Language of Algebra and Functions

Goal 3.1: Use algebraic symbolism as a tool to represent mathematical relationships.

Objective 1: 8.M.3.1.1 Use variables in expressions, equations, and inequalities. (340.01.a)

SE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (27-45), Looking Back and Looking Ahead (62-64), Growing, Growing, Growing Investigation 1: Exponential Growth (5-19), Investigation 2: Examining Growth Patterns (20-32), Investigation 3: Growth Factors and Growth Rates (33-47), Investigation 4: Exponential Decay (48-58), Investigation 5: Patterns With Exponents (59-74), Unit Project (74-75), Looking Back and Looking Ahead (76-78), Frogs, Fleas, and Painted Cubes Investigation 1: Introduction to Quadratic Relationships (5-18), Investigation 2: Quadratic Expressions (19-39), Investigation 3: Quadratic Patterns of Change (40-54), Investigation 4: What Is a Quadratic Function? (55-79), Looking Back and Looking Ahead (80-82), Say It With Symbols Investigation 1: Equivalent Expressions (5-22), Investigation 2: Combining Expressions (23-36), Investigation 3: Solving Equations (37-55), Investigation 4: Looking Back at Functions (56-71), Investigation 5: Reasoning With Symbols (72-84), Unit Project (85-86), Looking Back and Looking Ahead (87-88), The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (5-23), Investigation 2: Linear Equations and Inequalities (24-36),






appropriate location(s)) (Continued)

Objective 1: 8.M.3.1.1 Use variables in expressions, equations, and inequalities. (340.01.a)

(Continued)

Investigation 3: Equations With Two or More Variables (37-51),Investigation 4: Solving Systems of Linear Equations Symbolically (52-68), Investigation 5: Linear Inequalities (69-82), Looking Back and Looking Ahead (83-86)

TE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (43-60), Looking Back and Looking Ahead (80-81), Growing, Growing, Growing Investigation 1: Exponential Growth (20-43), Investigation 2: Examining Growth Patterns (45-60), Investigation 3: Growth Factors and Growth Rates (62-79), Investigation 4: Exponential Decay (80-97), Investigation 5: Patterns With Exponents (99-117), Unit Project (119-120), Looking Back and Looking Ahead (117-118), Frogs, Fleas, and Painted Cubes Investigation 1: Introduction to Quadratic Relationships (20-45), Investigation 2: Quadratic Expressions (48-87), Investigation 3: Quadratic Patterns of Change (89-114), Investigation 4: What Is a Quadratic Function? (117-157), Looking Back and Looking Ahead (157-158), Say It With Symbols Investigation 1: Equivalent Expressions (20-43), Investigation 2: Combining Expressions (45-63), Investigation 3: Solving Equations (65-92), Investigation 4: Looking Back at Functions (94-114), Investigation 5: Reasoning With Symbols (116-132), Unit Project (133-137), Looking Back and Looking Ahead (132), The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (18-36), Investigation 2: Linear Equations and Inequalities (38-54), Investigation 3: Equations With Two or More Variables (56-74), Investigation 4: Solving Systems of Linear Equations Symbolically (76-99), Investigation 5: Linear Inequalities (101-122), Looking Back and Looking Ahead (122-125)






appropriate location(s)) Objective 2: 8.M.3.1.2 Translate simple word statements and story problems into algebraic expressions and equations. (340.01.b)

SE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (27-45), Say It With Symbols Investigation 1: Equivalent Expressions (5-22), Investigation 2: Combining Expressions (23-36), Investigation 3: Solving Equations (37-55), Investigation 4: Looking Back at Functions (56-71), Investigation 5: Reasoning With Symbols (72-84), Looking Back and Looking Ahead (87-88), The Shapes of Algebra Investigation 3: Equations With Two or More Variables (37-51)

TE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (43-60), Say It With Symbols Investigation 1: Equivalent Expressions (20-43), Investigation 2: Combining Expressions (45-63), Investigation 3: Solving Equations (65-92), Investigation 4: Looking Back at Functions (94-114), Investigation 5: Reasoning With Symbols (116-132), Looking Back and Looking Ahead (132), The Shapes of Algebra Investigation 3: Equations With Two or More Variables (101-122)

Objective 3: 8.M.3.1.3 Use symbols “<,” “>,”“=,” “≠,” “≤,” and “≥” to express relationships. (340.01.c)

SE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (27-45), Looking Back and Looking Ahead (62-64), Growing, Growing, Growing Investigation 1: Exponential Growth (5-19), Investigation 2: Examining Growth Patterns (20-32), Investigation 3: Growth Factors and Growth Rates (33-47), Investigation 4: Exponential Decay (48-58), Investigation 5: Patterns With Exponents (59-74), Unit Project (74-75), Looking Back and Looking Ahead (76-78), Frogs, Fleas, and Painted Cubes Investigation 1: Introduction to Quadratic Relationships (5-18), Investigation 2: Quadratic Expressions (19-39), Investigation 3: Quadratic Patterns of Change (40-54), Investigation 4: What Is a Quadratic Function? (55-79), Looking Back and Looking Ahead (80-82), Say It With Symbols Investigation 1: Equivalent Expressions (5-22), Investigation 2: Combining Expressions (23-36), Investigation 3: Solving Equations (37-55), Investigation 4: Looking Back at Functions (56-71), Investigation 5: Reasoning With Symbols (72-84), Looking Back and Looking Ahead (87-88),







Objective 3: 8.M.3.1.3 Use symbols “<,” “>,”“=,” “≠,” “≤,” and “≥” to express relationships. (340.01.c)

(Continued)

The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (5-23), Investigation 2: Linear Equations and Inequalities (24-36), Investigation 3: Equations With Two or More Variables (37-51), Investigation 4: Solving Systems of Linear Equations Symbolically (52-68), Investigation 5: Linear Inequalities (69-82), Looking Back and Looking Ahead (83-86)

TE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (43-60), Looking Back and Looking Ahead (80-81), Growing, Growing, Growing Investigation 1: Exponential Growth (20-43), Investigation 2: Examining Growth Patterns (45-60), Investigation 3: Growth Factors and Growth Rates (62-79), Investigation 4: Exponential Decay (80-97), Investigation 5: Patterns With Exponents (99-117), Unit Project (119-120), Looking Back and Looking Ahead (117-118), Frogs, Fleas, and Painted Cubes Investigation 1: Introduction to Quadratic Relationships (20-45), Investigation 2: Quadratic Expressions (48-87), Investigation 3: Quadratic Patterns of Change (89-114), Investigation 4: What Is a Quadratic Function? (117-157), Looking Back and Looking Ahead (157-158), Say It With Symbols Investigation 1: Equivalent Expressions (20-43), Investigation 2: Combining Expressions (45-63), Investigation 3: Solving Equations (65-92), Investigation 4: Looking Back at Functions (94-114), Investigation 5: Reasoning With Symbols (116-132), Looking Back and Looking Ahead (132), The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (18-36), Investigation 2: Linear Equations and Inequalities (38-54), Investigation 3: Equations With Two or More Variables (56-74), Investigation 4: Solving Systems of Linear Equations Symbolically (76-99), Investigation 5: Linear Inequalities (101-122), Looking Back and Looking Ahead (122-125)

Goal 3.2: Evaluate algebraic expressions.

Objective 1: 8.M.3.2.1 Use and apply the following properties in evaluating algebraic expressions: commutative, associative, identity, zero, inverse, distributive, and substitution. (340.02.a)

SE: Frogs, Fleas, and Painted Cubes Investigation 2: Quadratic Expressions (21-38), Say It With Symbols Investigation 1: Equivalent Expressions (5-7, 9-11, 13-16, 18, 20-21), Investigation 2: Combining Expressions (23-25, 31)






appropriate location(s)) TE: Frogs, Fleas, and Painted Cubes

Investigation 2: Quadratic Expressions (57-86), Say It With Symbols Investigation 1: Equivalent Expressions (20-28, 33-36, 37-43), Investigation 2: Combining Expressions (45-52, 58)

Objective 2: 8.M.3.2.2 Use the order of operations in evaluating simple algebraic expressions (340.02.b)



Objective 3: 8.M.3.2.3 Simplify algebraic expressions. (340.02.c)



Goal 3.3: Solve algebraic equations and inequalities.

Objective 1: 8.M.3.3.1 Solve one- and two-step equations and inequalities. (340.03.a)

SE: Thinking With Mathematical Models Investigation 1: Exploring Data Patterns (19), Investigation 2: Linear Models and Equations (30-32, 38-40, 42-44), Investigation 3: Inverse Variation (58), Frogs, Fleas, and Painted Cubes Investigation 1: Introduction to Quadratic Relationships (16), Investigation 3: Quadratic Patterns of Change (40-46, 49-50, 52-53), Investigation 4: What Is a Quadratic Function? (56-58, 64-66, 69-70, 72, 74, 76), Say It With Symbols Investigation 2: Combining Expressions (24-32, 35), Investigation 3: Solving Equations (37-39, 42-43, 45-48, 50-52), Investigation 5: Reasoning With Symbols (72-73, 80-81, 83), The Shapes of Algebra Investigation 2: Linear Equations and Inequalities (32), Investigation 4: Solving Systems of Linear Equations (54-58, 60, 65)






appropriate location(s)) TE: Thinking With Mathematical Models

Investigation 1: Exploring Data Patterns (35), Investigation 2: Linear Models and Equations (47-54, 57-60), Investigation 3: Inverse Variation (78-79), Frogs, Fleas, and Painted Cubes Investigation 1: Introduction to Quadratic Relationships (44), Investigation 3: Quadratic Patterns of Change (89-108, 110-113), Investigation 4: What Is a Quadratic Function? (117-128, 145-148, 150-151, 153-155), Say It With Symbols Investigation 2: Combining Expressions (49-62), Investigation 3: Solving Equations (65-72, 81-90), Investigation 5: Reasoning With Symbols (116-118, 129-131), The Shapes of Algebra Investigation 2: Linear Equations and Inequalities (53), Investigation 4: Solving Systems of Linear Equations (81-97)

Objective 2: 8.M.3.3.2 Match graphical representations with simple linear equations. (340.03.b)

SE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (24-46)

TG: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (38-60)

Goal 3.4: Understand the concept of functions.

Objective 1: 8.M.3.4.1 Extend patterns and identify a rule (function) that generates the pattern using rational numbers. (343.01.a)

SE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (24-46), The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (5-23), Investigation 3: Equations With Two or More Variables (38, 43, 45, 49-51), Investigation 5: Linear Inequalities (69-70)

TG: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (38-60), The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (18-36), Investigation 3: Equations With Two or More Variables (56-60, 70-74), Investigation 5: Linear Inequalities (101-104)

Objective 2: 8.M.3.4.2 Use relationships to explain how a change in one quantity may result in a change in another, and identify the relationship as a positive, negative, or neither. (343.01.b)

SE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (24-46), The Shapes of Algebra Investigation 2: Linear Equations and Inequalities (24-36), Investigation 3: Equations With Two or More Variables (37-51)

TG: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (38-60), The Shapes of Algebra Investigation 2: Linear Equations and Inequalities (38-54), Investigation 3: Equations With Two or More Variables (56-74)






appropriate location(s)) Objective 3: 8.M.3.4.3 Use appropriate vocabulary and notations. (343.01.c)

SE: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (27-29, 46), The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (23), Investigation 2: Linear Equations and Inequalities (24-25, 36), Investigation 3: Equations With Two or More Variables (51), Investigation 5: Linear Inequalities (82), Looking Back and Looking Ahead (83-86)

TG: Thinking With Mathematical Models Investigation 2: Linear Models and Equations (43-46, 60), The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (36), Investigation 2: Linear Equations and Inequalities (38-42, 54), Investigation 3: Equations With Two or More Variables (74), Investigation 5: Linear Inequalities (122), Looking Back and Looking Ahead (122-125)

Goal 3.5: Represent equations, inequalities and functions in a variety of formats.

Objective 1: 8.M.3.5.1 Represent a set of data in a table, as a graph, and as a mathematical relationship. (343.02.a)

SE: Thinking With Mathematics Models Investigation 1: Exploring Data Patterns (5-23), Investigation 2: Linear Models and Equations (24-46), Investigation 3: Inverse Variation (47-61), Looking Back and Looking Ahead (62-64), Growing, Growing, Growing Investigation 1: Introduction to Quadratic Relationships (5-18), Investigation 2: Quadratic Expressions (19-39), Investigation 3: Quadratic Patterns of Change (40-54), Investigation 4: What is a Quadratic Function? (55-79), Unit Project (74-75), Looking Back and Looking Ahead (76-78), Say It With Symbols Investigation 4: Looking Back at Functions (56-71), The Shapes of Algebra Investigation 2: Linear Equations and Inequalities (34-35), Investigation 4: Solving Systems of Linear Equations (62-63), Looking Back and Looking Ahead (83-86)






appropriate location(s)) TG: Thinking With Mathematics Models

Investigation 1: Exploring Data Patterns (16-36), Investigation 2: Linear Models and Equations (38-60), Investigation 3: Inverse Variation (62-80), Looking Back and Looking Ahead (80-81), Growing, Growing, Growing Investigation 1: Introduction to Quadratic Relationships (20-45), Investigation 2: Quadratic Expressions (48-87), Investigation 3: Quadratic Patterns of Change (89-114), Investigation 4: What is a Quadratic Function? (117-157), Unit Project (119-120), Looking Back and Looking Ahead (117-118), Say It With Symbols Investigation 4: Looking Back at Functions (94-114), The Shapes of Algebra Investigation 2: Linear Equations and Inequalities (53-54), Investigation 4: Solving Systems of Linear Equations (97), Looking Back and Looking Ahead (122-125)

Goal 3.6: Apply functions to a variety of problems.

Objective 1: 8.M.3.6.1 Use patterns and linear functions to represent and solve problems. (343.03.a)

SE: Thinking With Mathematics Models Investigation 1: Exploring Data Patterns (5-23), Investigation 2: Linear Models and Equations (24-46), Looking Back and Looking Ahead (62-64), The Shapes of Algebra Investigation 2: Linear Equations and Inequalities (24-36), Investigation 3: Equations With Two or More Variables (37-51), Investigation 4: Solving Systems of Linear Equations Symbolically (52-68), Investigation 5: Linear Inequalities (69-82)

TG: Thinking With Mathematics Models Investigation 1: Exploring Data Patterns (16-36), Investigation 2: Linear Models and Equations (38-60), Looking Back and Looking Ahead (80-81), The Shapes of Algebra Investigation 2: Linear Equations and Inequalities (38-54), Investigation 3: Equations With Two or More Variables (56-74), Investigation 4: Solving Systems of Linear Equations Symbolically (76-99), Investigation 5: Linear Inequalities (101-122)

Standard 4: Concepts and Principles of Geometry

Goal 4.1: Apply concepts of size, shape, and spatial relationships.

Objective 1: 8.M.4.1.1 Describe and classify relationships among types of one-, two-, and three-dimensional geometric figures, using their defining properties. (341.01.a)

SE: Kaleidoscopes, Hubcaps, and Mirrors Investigation 1: Three Types of Symmetry (5-26), Investigation 2: Symmetry Transformations (27-47), Investigation 3: Exploring Congruence (48-64), Investigation 4: Applying Congruence and Symmetry (65-77), Investigation 5: Transforming Coordinates (78-95)






appropriate location(s)) TG: Kaleidoscopes, Hubcaps, and Mirrors

Investigation 1: Three Types of Symmetry (19-43), Investigation 2: Symmetry Transformations (45-73), Investigation 3: Exploring Congruence (48-64), Investigation 4: Applying Congruence and Symmetry (65-77), Investigation 5: Transforming Coordinates (78-95)

Objective 2: 8.M.4.1.2 Draw and measure various angles and shapes using appropriate tools. (341.01.b)

SE: Kaleidoscopes, Hubcaps, and Mirrors Investigation 2: Symmetry Transformations (27-47), Investigation 3: Exploring Congruence (52-55, 58-59, 63)

TG: Kaleidoscopes, Hubcaps, and Mirrors Investigation 2: Symmetry Transformations (45-73), Investigation 3: Exploring Congruence (83-91, 95-96)

Objective 3: 8.M.4.1.3 Apply the fundamental concepts, properties, and relationships among points, lines, rays, planes, and angles. (341.01.c)

SE: Kaleidoscopes, Hubcaps, and Mirrors Investigation 1: Three Types of Symmetry (5-26), Investigation 2: Symmetry Transformations (27-47), Investigation 3: Exploring Congruence (48-64), Investigation 4: Applying Congruence and Symmetry (65-77), Investigation 5: Transforming Coordinates (78-95)

TG: Kaleidoscopes, Hubcaps, and Mirrors Investigation 1: Three Types of Symmetry (19-43), Investigation 2: Symmetry Transformations (45-73), Investigation 3: Exploring Congruence (48-64), Investigation 4: Applying Congruence and Symmetry (65-77), Investigation 5: Transforming Coordinates (78-95)

Objective 4: 8.M.4.1.4 Identify and model the effects of reflections, translations, rotations, and scaling on various shapes. (341.01.g)

SE: Kaleidoscopes, Hubcaps, and Mirrors Investigation 1: Three Types of Symmetry (5-26), Investigation 2: Symmetry Transformations (27-47), Investigation 3: Exploring Congruence (48-64), Investigation 4: Applying Congruence and Symmetry (65-77), Investigation 5: Transforming Coordinates (78-95), Unit Project (96-100), Looking Back and Looking Ahead (101-103),

TG: Kaleidoscopes, Hubcaps, and Mirrors Investigation 1: Three Types of Symmetry (19-43), Investigation 2: Symmetry Transformations (45-73), Investigation 3: Exploring Congruence (48-64), Investigation 4: Applying Congruence and Symmetry (65-77), Investigation 5: Transforming Coordinates (78-95), Unit Project (136-138), Looking Back and Looking Ahead (134-135),






appropriate location(s)) Objective 5: 8.M.4.1.5 Identify congruence, similarities, and line symmetry of shapes. (341.01.d)

SE: Kaleidoscopes, Hubcaps, and Mirrors Investigation 1: Three Types of Symmetry (5-26), Investigation 2: Symmetry Transformations (27-47), Investigation 3: Exploring Congruence (48-64), Investigation 4: Applying Congruence and Symmetry (65-77), Investigation 5: Transforming Coordinates (78-95), Looking Back and Looking Ahead (101-103)

TG: Kaleidoscopes, Hubcaps, and Mirrors Investigation 1: Three Types of Symmetry (19-43), Investigation 2: Symmetry Transformations (45-73), Investigation 3: Exploring Congruence (48-64), Investigation 4: Applying Congruence and Symmetry (65-77), Investigation 5: Transforming Coordinates (78-95), Looking Back and Looking Ahead (134-135)

Objective 6: 8.M.4.1.6 Explain the concept of surface area and volume (capacity). (341.01.f)

Online Activities: GM-n Surface Area, GM-t Investigating Volume


SE: Say It With Symbols Investigation 2: Combining Expressions (34), Investigation 4: Looking Back at Functions (65)

TG: Say It With Symbols Investigation 2: Combining Expressions (62), Investigation 4: Looking Back at Functions (110-111)

Objective 7: 8.M.4.1.7 Use appropriate vocabulary and symbols. (341.01.h)

SE: Kaleidoscopes, Hubcaps, and Mirrors Investigation 1: Three Types of Symmetry (26), Investigation 2: Symmetry Transformations (33-35, 47), Investigation 3: Exploring Congruence (64), Investigation 4: Applying Congruence and Symmetry (77), Investigation 5: Transforming Coordinates (95), Unit Project (96-100), Looking Back and Looking Ahead (101-103)

TG: Kaleidoscopes, Hubcaps, and Mirrors Investigation 1: Three Types of Symmetry (42-43), Investigation 2: Symmetry Transformations (63-66, 73), Investigation 3: Exploring Congruence (96), Investigation 4: Applying Congruence and Symmetry (111), Investigation 5: Transforming Coordinates (134), Unit Project (136-138), Looking Back and Looking Ahead (134-135)






appropriate location(s)) Goal 4.2: Apply the geometry of right triangles.

No objectives at this grade level.

Goal 4.3: Apply graphing in two dimensions.

Objective 1: 8.M.4.3.1 Identify and plot points on a coordinate plan. (341.03.a)

SE: Thinking With Mathematical Models Investigation 1: Exploring Data Patterns (10-11), Investigation 2: Linear Models and Equations (24-26), Investigation 3: Inverse Variation (47-51), Looking Back and Looking Ahead (62-64), Looking for Pythagoras Investigation 1: Coordinate Grids (7-10, 12-17), Investigation 2: Squaring Off (27-28), Investigation 3: The Pythagorean Theorem (39, 44), Investigation 4: Using the Pythagorean Theorem (60), Growing, Growing, Growing Investigation 1: Exponential Growth (6-9, 12-13, 16), Investigation 2: Examining Growth Patterns (20-21, 27-29, 31), Investigation 4: Exponential Decay (51-52, 54-55), Frogs, Fleas, and Painted Cubes Investigation 1: Introduction to Quadratic Relationships (6, 9-11, 13-17), Investigation 2: Quadratic Expressions (19-20, 30, 35), Investigation 4: What Is a Quadratic Function? (57-58, 65-66, 70-71), Kaleidoscopes, Hubcaps, and Mirrors Investigation 2: Symmetry Transformations (42), Investigation 3: Exploring Congruence (63), Investigation 5: Transforming Coordinates (78-95), The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (8-9, 14-15), Investigation 3: Equations With Two or More Variables (37-38, 40-44, 49), Investigation 5: Linear Inequalities (69-70), Looking Back and Looking Ahead (83-86)

TE: Thinking With Mathematical Models Investigation 1: Exploring Data Patterns (25-30), Investigation 2: Linear Models and Equations (38-42), Investigation 3: Inverse Variation (62-70), Looking Back and Looking Ahead (80-81), Looking for Pythagoras Investigation 1: Coordinate Grids (17-26, 31-33), Investigation 2: Squaring Off (49), Investigation 3: The Pythagorean Theorem (69, 72), Investigation 4: Using the Pythagorean Theorem (95), Growing, Growing, Growing Investigation 1: Exponential Growth (31-34, 40, 42), Investigation 2: Examining Growth Patterns (45-48, 58-60), Investigation 4: Exponential Decay (89-92, 94),







Frogs, Fleas, and Painted Cubes Investigation 1: Introduction to Quadratic Relationships (20-24, 31-45), Investigation 2: Quadratic Expressions (48-56, 79-81, 84), Investigation 4: What Is a Quadratic Function? (121-128, 145, 150-152), Kaleidoscopes, Hubcaps, and Mirrors Investigation 2: Symmetry Transformations (71), Investigation 3: Exploring Congruence (96), Investigation 5: Transforming Coordinates (113-134), The Shapes of Algebra Investigation 1: Equations for Circles and Polygons (23-26, 32), Investigation 3: Equations With Two or More Variables (56-60, 65-71, 73), Investigation 5: Linear Inequalities (101-104), Looking Back and Looking Ahead (122-125)

Standard 5: Data Analysis, Probability, and Statistics

Goal 5.1: Understand data analysis.

Objective 1: 8.M.5.1.1 Analyze and interpret tables, charts, and graphs, including frequency tables, scatter plots, broken line graphs, line plots, bar graphs, histograms, circle graphs, and stem-and-leaf plots. (342.01.a)

SE: Samples and Populations Investigation 1: Comparing Data Sets (5-25), Investigation 2: Choosing a Sample From a Population (26-46), Investigation 3: Solving Real-World Problems (47-61), Investigation 4: Relating Two Variables (62-80), Looking Back and Looking Ahead (83-85)

TG: Samples and Populations Investigation 1: Comparing Data Sets (50-51), Investigation 2: Choosing a Sample From a Population (54-75), Investigation 3: Solving Real-World Problems (77-94), Investigation 4: Relating Two Variables (96-109), Looking Back and Looking Ahead (109-110)

Objective 2: 8.M.5.1.2 Explain and justify conclusions drawn from tables, charts, and graphs. (342.01.b)

SE: Samples and Populations Investigation 1: Comparing Data Sets (5-25), Investigation 2: Choosing a Sample From a Population (26-46), Investigation 3: Solving Real-World Problems (47-61), Investigation 4: Relating Two Variables (62-80), Looking Back and Looking Ahead (83-85)

TG: Samples and Populations Investigation 1: Comparing Data Sets (50-51), Investigation 2: Choosing a Sample From a Population (54-75), Investigation 3: Solving Real-World Problems (77-94), Investigation 4: Relating Two Variables (96-109), Looking Back and Looking Ahead (109-110)






appropriate location(s)) Objective 3: 8.M.5.1.3 Use appropriate vocabulary and notations. (342.01.c)

SE: Samples and Populations Investigation 1: Comparing Data Sets (12-15, 25), Investigation 2: Choosing a Sample From a Population (46), Investigation 3: Solving Real-World Problems (51-53, 61), Investigation 4: Relating Two Variables (80), Looking Back and Looking Ahead (83-85)

TG: Samples and Populations Investigation 1: Comparing Data Sets (31-38, 51), Investigation 2: Choosing a Sample From a Population (74-75), Investigation 3: Solving Real-World Problems (83-89, 94), Investigation 4: Relating Two Variables (109), Looking Back and Looking Ahead (109-110)

Goal 5.2: Collect, organize, and display data.

Objective 1: 8.M.5.2.1 Collect, organize, and display data with appropriate notation in tables, charts, and graphs, including scatter plots, broken line graphs, line plots, bar graphs, histograms, and stem-and-leaf plots. (342.02.a)

SE: Samples and Populations Investigation 1: Comparing Data Sets (5-25), Investigation 2: Choosing a Sample From a Population (26-46), Investigation 3: Solving Real-World Problems (47-61), Investigation 4: Relating Two Variables (62-80), Unit Project (81-82)

TG: Samples and Populations Investigation 1: Comparing Data Sets (50-51), Investigation 2: Choosing a Sample From a Population (54-75), Investigation 3: Solving Real-World Problems (77-94), Investigation 4: Relating Two Variables (96-109), Unit Project (111-112)

Goal 5.3: Apply simple statistical measurements.

Objective 1: 8.M.5.3.1 Choose and calculate the appropriate measure of central tendency – mean, median, and mode. (342.03.a)

SE: Samples and Populations Investigation 1: Comparing Data Sets (5-25), Investigation 2: Choosing a Sample From a Population (31-35, 40), Investigation 3: Solving Real-World Problems (59), Investigation 4: Relating Two Variables (71, 74)

TE: Samples and Populations Investigation 1: Comparing Data Sets (20-51), Investigation 2: Choosing a Sample From a Population (63-70, 72-73), Investigation 3: Solving Real-World Problems (93), Investigation 4: Relating Two Variables (108)

Objective 2: 8.M.5.3.2 Explain the significance of distribution of data, including range, frequency, gaps, and clusters. (342.03.b)

SE: Samples and Populations Investigation 1: Comparing Data Sets (5-25), Investigation 2: Choosing a Sample From a Population (40), Investigation 4: Relating Two Variables (71, 74)

TE: Samples and Populations Investigation 1: Comparing Data Sets (20-51), Investigation 2: Choosing a Sample From a Population (72-73), Investigation 4: Relating Two Variables (108)






appropriate location(s)) Goal 5.4: Understand basic concepts of probability.

Objective 1: 8.M.5.4.1 Model situations of probability using simulations. (342.04.a)

Online Activity: DA-f Experimental Probability


SE: Samples and Populations Investigation 2: Choosing a Sample From a Population (26-46)

TG: Samples and Populations Investigation 2: Choosing a Sample From a Population (54-75)

Objective 2: 8.M.5.4.2 Recognize equally likely outcomes. (342.01.c)




Objective 3: 8.M.5.4.3 Explain that probability ranges from 0% to 100% and identify a situation as having high or low probability.




Objective 4: 8.M.5.4.4 Use the language of probability. (342.04.b)

Online Activities: DA-e Theoretical Probability, DA-e Experimental Probability




Goal 5.5: Make predictions or decisions based on data.

Objective 1: 8.M.5.5.1 Make predictions based on experimental and theoretical probabilities. (342.05.a)

Online Activities: DA-e Theoretical Probability, DA-e Experimental Probability




Objective 2: 8.M.5.5.2 Conduct statistical experiments and interpret results using tables, charts, or graphs. (342.05.c)

Online Activities: DA-b Analyzing Data Using Pictographs and Box-and-Whisker Plots, DA-g Mean, Median, Mode






appropriate location(s)) An opportunity to further address this standard

can be found on:

SE: Samples and Populations Investigation 2: Choosing a Sample From a Population (26-46), Unit Project (81-82)

TG: Samples and Populations Investigation 2: Choosing a Sample From a Population (54-75), Unit Project (111-112)

Objective 3: 8.M.5.5.3 Use appropriate vocabulary and notations. (342.05.b)

Online Activities: DA-b Analyzing Data Using Pictographs and Box-and-Whisker Plots, DA-g Mean, Median, Mode


SE: Samples and Populations Investigation 2: Choosing a Sample From a Population (26-46), Unit Project (81-82)

TG: Samples and Populations Investigation 2: Choosing a Sample From a Population (54-75), Unit Project (111-112)

Standards link: http://www.sde.idaho.gov/ContentStandards/docs/Math Standards/ICSGrade8math.doc

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