In chapter 9, there are two main goals for our students. 1) Students will calculate missing angles measures found in transversals; 2) Students will learn about the Pythagorean Theorem and use it to solve skillbased and realworld problems. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 9.1

Focus
Students will learn about the relationships between angles and how to use these relationships to calculate missing angle measures when given partial information. (8.G.5)
Prior Understanding
In seventh grade, students solved equations and worked with rational numbers. Both of these skills will be applied in solving for missing angle measures. (7.NS.3)

Section 9.2

Focus
Students will investigate squares, square roots, and the Pythagorean Theorem. By the end of the chapter students should be able to approximate square roots. They should also be able to calculate the missing side length of a right triangle, and apply the Pythagorean Theorem to determine if a triangle is in fact a right triangle. Finally, students will use the Pythagorean Theorem on triangles in the coordinate grid.
(8.NS.1 and 2; 8.EE.2; 8.G.6, 7, and 8)
Prior Understanding
In sixth grade, students found side lengths on the coordinate grid when the points had one coordinate in common. (6.G.3) The Pythagorean Theorem is introduced in 8^{th} grade, so there are no prior experiences with it.

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Looping Skills Assessment where questions come from a mix of concepts and skills taught in previous chapters.
4) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Calculate missing angles measures found in transversal lines.
· Apply the Pythagorean theorem to solve for missing side lengths of right triangles given twodimensional or threedimensional shapes.
· Calculate squares and square roots, estimating solutions when necessary.
· Explain and prove why the Pythagorean theorem works.




We have come to the final chapter of our textbook  chapter 10! There are two main goals for our students in this chapter. 1) Students will use and evaluate cube roots; 2) Students will know and use formulas to calculate the volume of cones, cylinders, and spheres. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 10.1

Focus
Students will evaluate cube roots and work problems involving calculating volume of threedimensional figures.
Prior Understanding
In seventh grade, students calculated the area and surface area of two and threedimensional figures. (7.G.3 and 6).
In sixth grade, students calculated the volume of rightrectangular prisms. (6.G.2)

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Looping Skills Assessment where questions come from a mix of concepts and skills taught in previous chapters.
4) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Calculate perfect cube roots.
· Determine when the cube root or square root of a number is irrational or rational.
· Calculate the volume of cones, cylinders, and spheres.




In chapter 8, there are three main goals for our students. 1) Students will identify and give examples of linear and nonlinear functions; 2) students will know and apply properties of integer exponents with rational number bases; 3) Students will perform operations with numbers in both standard form and scientific notation. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 8.2 (Skipping section 8.1)

Focus
Students will learn to apply all the rules of exponents including adding and multiplying. Students will also write numbers using scientific notation and perform operations on numbers written in both scientific notation and standard form. (8.EE.1, 3, and 4)
Prior Understanding
In sixth grade students learned to write and evaluate expressions with whole number exponents. (6.EE.1)

Section 8.3

Focus
Students will culminate their understanding of functions. They will determine if a function is linear or nonlinear given any of the four representations of a function, (graphs, tables, equations, or verbal descriptions)
(8.F.1, 3, and 5)
Prior Understanding
In seventh grade, students had to recognize and represent proportional relationships given information in various forms. (7.RP.2)

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Looping Skills Assessment where questions come from a mix of concepts and skills taught in previous chapters.
4) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Solving realworld problems involving operations with scientific notation.
· Simplify exponential expressions and equations.
· Identify linear and nonlinear functions.
· Sketch graphs of linear and nonlinear functions.




In chapter 7, there are three main goals for our students. 1) Students will Construct and describe data given in scatter plots, including the line of best fit; 2) students will compare ratios and rates using various representations including numbers, tables, and graphs; 3) Students will find the equation of lines and use them to make predictions based on trends. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 7.1

Focus
Students will learn to describe relationships found between two measurements. (8.SP.1)
Prior Understanding
In seventh grade, students learned how to recognize proportional relationships on a graph. They also learned about constant of proportionality, (unit rate), which will be helpful in these lessons. (7.RP.2)

Section 7.2

Focus
Students will expand their knowledge of functions and slope. They will create slope triangles to assess the rate of change found in a graph and compare functions given various representations. (8.EE.5 and 6; 8.F.3)
Prior Understanding
In seventh grade, students graphed proportional relationships on a coordinate grid. (7.RP.2)

Section 7.3

Focus
Students will investigate patterns displayed in scatter plots and determine how to approximate a line of best fit for the data. (8.SP. 2, 3, and 4)
Prior Understanding
In seventh grade, students learned how to represent proportional relationships on a graph. They also learned about constant of proportionality, (unit rate), which will be helpful in these lessons. (7.RP.2)

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Looping Skills Assessment where questions come from a mix of concepts and skills taught in previous chapters.
4) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Construct and interpret scatter plots
· Describe patterns and associations found in scatter plots
· Describe the line of best fit
· Determine linear and non linear functions
· Describe and calculate the slope of a line




In chapter 6, there are two main goals for our students. 1) Students will understand and perform rotations, reflections, and translations of shapes on a coordinate grid; 2) students will be able to determine and explain when two shapes are congruent or similar. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 6.1

Focus
Students will identify and perform transformations, (translations, reflections, rotations, and dilations), of polygons on a coordinate grid. Students will learn how to calculate the new coordinates of the shapes vertices. This section has a tremendous amount of geometric vocabulary. (8.G.1, 3, and 4)
Prior Understanding
In sixth grade, students drew polygons on a coordinate grid and reflected a point across and axis, (6.G.3). In seventh grade, students drew geometric shapes and plotted proportional relationships on a coordinate grid, (7.G.2 and 7.RP.2)

Section 6.2

Focus
Students will apply the knowledge gained in section 6.1 to describe and perform a sequence of transformations on a coordinate grid. (8.G.1, 2, 3, and 4)
Prior Understanding
In sixth grade, students drew polygons on a coordinate grid and reflected a point across and axis, (6.G.3). In seventh grade, students drew geometric shapes and plotted proportional relationships on a coordinate grid, (7.G.2 and 7.RP.2)

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Perform rotations, reflections, and translations of shapes on a coordinate grid.
· Describe rotations, reflections, and translations of shapes on a coordinate grid.
· Determine and explain congruent figures.
· Determine and explain similar figures.




In chapter 5, there are two main goals for our students: 1) Students will continue to expand their knowledge of solving multistep equations to include rational number coefficients, (fractions and decimals); 2) Students will expand their knowledge of solving equations by solving systems of equations. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 5.1

Focus
Students have had an abundant amount of practice solving equations throughout the school year. In this section, they will show mastery of solving multistep equations, including equations with distributive property and rational number coefficients, (8.EE.7).
Prior Understanding
In seventh grade, students solved equations with rational coefficients and distributive property; however, variables were limited to one side of the equation. (7.EE.4).

Section 5.2

Focus
Students will use their knowledge from solving equations and graphing functions. They will apply this knowledge to solving a system of equations, (8.EE.8).
Prior Understanding
In seventh grade, students were asked to add, subtract, and factor polynomials, (7.EE.1). They also solved equations, (7.EE.4)

End of Chapter Expectations

1. Section quizzes on the new material as it relates to conceptual understanding.
2. Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Describe solutions to a system of equations.
· Calculate solutions to a system of equations algebraically.
· Estimate solutions to a system of equations by graphing.




In chapter 4, students will continue to expand their knowledge of the multiple representations of functions, (graphs, tables, rules, tile patterns, and verbal descriptions). Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 4.1

Focus
Students will use their knowledge from chapter 3 to compare properties of functions when represented in different ways, (8.F.2). They will also construct functions to model linear relationships, (8.F.4).
Prior Understanding
In seventh grade, students used tables, equations, and verbal descriptions to represented proportional relationships, (7.RP.2).

End of Chapter Expectations

1. Section quizzes on the new material as it relates to conceptual understanding.
2. Chapter assessment will cover the following skills: *
· Solving equations
· Explain the growth found in a pattern given in any form.
· Creating multiple representations of functions, (i.e., graphs, tables, rules).
· Identifying the rate of change found in a function given in either a table or a graph.




In chapter 3, students will focus on one main goal: Understanding how to represent functions in multiple ways, graphs, tables, and rules. This will be expanded on in chapter 4. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 3.1

Focus
Students will be introduced to the various representations of functions: equations, tables, and graphs, (8.F.14)
Prior Understanding
In seventh grade, students completed tables, graphs, equations, and verbal descriptions of proportional relationships, (7.RP.2)

End of Chapter Expectations

1. Section quizzes on the new material as it relates to conceptual understanding.
2. Chapter assessment will cover the following skills: *
· Solving equations
· Determining when a function is linear or nonlinear
· Creating multiple representations of functions, (i.e., graphs, tables, rules).
· Identifying the rate of change found in a function given in either a table or a graph.




There is one big idea we will be focusing our instruction around in chapter 2 – algebraic expressions and equations. Students did work with algebra tiles to model equations in the 7^{th} grade therefore; they should come with some background knowledge of how to use them. In 8^{th} grade, we will push beyond the modeling and solve equations algebraically and with fluency. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 2.1

Focus
Students will review solving one and twostep equations. Many teachers may use algebra tiles as a refresher and to build meaning to the rules applied in solving these types of problems, (8.EE.7)
Prior Understanding
In seventh grade, students solved twostep equations, (7.EE.4a)

Section 3.2
(This section was moved here for better flow of the material)

Focus
Students will continue building on the algebraic understanding by solving multistep equations, (8.EE.7b). They will also work to determine if equations have one solution, infinitely many solutions, or no solution, (8.EE.7a).
Prior Understanding
In seventh grade, students solved twostep equations, (7.EE.4a)

Section 2.2

Focus
This section is dedicated to assist student in becoming fluent in their mathematical problem solving with equations through the use of repetitive practice. Equations may encompass fraction and decimal coefficients, (8.EE.7).
Prior Understanding
In seventh grade, students learned how to add, subtract, factor, and expand linear expressions with rational coefficients, (7.EE.1)

End of Chapter Expectations

1. Section quizzes on the new material as it relates to conceptual understanding.
2. Chapter assessment will cover the following skills: *
· Solving multistep equations.
· Comparing variable expressions to determine which is greater.
· Combining like terms to create equivalent expressions.
· Solve equations including ones with rational number coefficients, (fractions and decimals).




Welcome back to school! In an effort to keep parents and guardians informed of the expectations and content being covered in math class this year, this informational handout will be provided for each chapter. Its intent is to assist in guiding you in ways to support your child in deepening their mathematical understanding.
Section 1.1

Focus
Students will be working on problem solving techniques in teams. The material covered during this section is primarily review from prior grades such as problem types of numbers, operations with integers, and inequality symbols. This section is meant to help build a classroom culture of learning from one another as well as reinforcing the yearlong classroom policies and procedures.
Prior Understanding
In seventh grade, students learned how to solve inequalities, (7.EE.4b). A second major focus in the seventh grade was adding, subtracting, multiplying, and dividing integers, (7.NS). These skills will be built upon and used as foundational skills to the work completed in eighth grade.

Section 1.2

Focus
Students will be working on solving problems dealing with proportional relationships, (8.EE.5). This work will continue throughout the text and school year.
Prior Understanding
In seventh grade, students learned how to determine proportional relationships in tables and graphs, (7.RP.2).

End of Chapter Expectations

1. Section quizzes on the new material as it relates to conceptual understanding.
2. Chapter assessment will cover the following skills: *
· Graphing proportional relationships
· Calculate unit rate
· Comparing two proportional relationships given in different forms, (tables and graphs)
· Solving onestep equations




